CORPORATE PROFITS ARE SOARING BECAUSE OF THIS PUBLIC SUBSIDIZED UNIVERSITY R AND D STRUCTURE.
Now, Obama turns his legacy to doing the same to our public community colleges by making them corporate Human Resources and moving all the costs of preparing employees to work to the taxpayer and student.
AND CORPORATE PROFITS ARE SOARING BECAUSE OF THIS PUBLIC SUBSIDIZING OF COMMUNITY COLLEGE AS HUMAN RESOURCES STRUCTURE.
This is why Obama want career job training centers called community colleges made free----he wants the Federal government to pay corporate Human Resources like the Federal government used to give Federal student loans for financial aid to 4 year universities. We have had a few decades from Clinton and Bush of most of what used to go to funding financial aid for student university tuition go to corporate for-profit career college job training----where you and I pay for a medical receptionist; a pharmacy assistant; or a IT tech to do their jobs instead of the people hiring them. As a consequence-----we have had trillions of dollars that would have gone to 4 year universities go to replace Human Resources Departments and most of that money spent on career job training never resulted in job placement----only debt and fraud. OBAMA WANTS TO MAKE THIS MODEL PERMANENT.
Let's look at job training now that it it labeled 'higher education.
For those thinking this idea comes from Obama-----in Baltimore about two decades ago---all of the local colleges changed their names to university. Loyola and Notre Dame ----Villa Jollie -----Towson----Goucher-----all went from being colleges to being universities. This was back in the Clinton soon to be Bush years. They did this because they knew then that the word college was going to have a different meaning that they did not want associated with a quality higher education. Loyola College today would be a job training career 'college.
Community Colleges become job training centers.
Below you see the start of this transition towards the end of Reagan Administration. Having community colleges doing some trade training was never a bad thing---it served a niche for areas not having union apprenticeship training. What started as a co-existence of the concept of community college as stepping stone for the working and middle-class to affordable 4 year university degrees is now completely job training. So, from a technical vocational certification to any job training any time----and bye-bye stepping stone to real higher education.
Now, a medical institution needs a medical receptionist-----and there is a community college that will train for that specific job rather than having the employer train on the job. If you don't think that is bad just think----every time a person changes jobs---and with part-time and temporary employment soaring that is a lot------people will come back to these 'community colleges' to be trained yet again for the rest of their lives all at taxpayer expense replacing the Federal student loan program that gave everyone access to good 4 year universities. Meanwhile, since Reagan started what was a niche for vocational training not covered by union apprenticeships------these career colleges now have replaced union apprenticeships -----busting unions, which was the goal.
Remember, all this idea that this was done in connection with creating jobs is totally ridiculous. Clinton came to office a few years later and immediately pushed NAFTA, deregulation, and global markets knowing it would create massive unemployment as US corporations expanded overseas. So, this was never about creating a structure to create jobs----it was building a structure that would move the cost of Human Resources job training off to the taxpayer to maximize corporate profits. We now know that the participation in the US workforce today is lower than it was in the 1970s------so, where are all the jobs Reagan and Clinton thought this privatization of our community college would bring?
Community Colleges Emerge As Centers for Job Training
By WILLIAM E. SCHMIDT; Special to The New York Times Published: June 20, 1988
ROCKFORD, Ill.— The nation's community and junior colleges, sometimes dismissed as the poor relations of higher education, are carving a new role for themselves delivering customized job training and technical education to manufacturers and businesses in their towns.
From this manufacturing center in northern Illinois, where a new $8.7 million complex at Rock Valley College will help local workers learn about automation, to Portland Community College in Oregon, where 4,600 workers underwent technical training last year, two-year colleges have emerged in the last few years as important instruments of state and local economic development.
This collaboration between the schools and businesses, financed by tens of millions of dollars in both government revenues and private contributions, involves a strategy by state and local political leaders, labor unions and manufacturers to improve workers' skills and make their hometown factories more efficient and competitive.
Dr. Karl J. Jacobs, president of Rock Valley College, where the leaders of 60 local businesses are helping plan training and technical exchanges at the school's new Technology Center, says the college's growing ties with local manufacturers are a matter of ''bottom-line self-interest.''
''The idea is to create more jobs, more employees and therefore more people in the community, who will pay more taxes, and that benefits everyone, including us,'' said Dr. Jacobs. ''This is no act of charity here.''
The Technology Center was financed by local taxpayers, who in a 1985 refer-endum approved the sale of revenue bonds to pay for its construction.
By collaborating, small manufacturers are gaining access to technical information and job training they could not afford on their own, and the two-year colleges, which some critics have derided as the equivalent of high schools with ashtrays, say they have been imbued with a new sense of mission. Recession of Early 80's Cited
James F. McKenney, an official with the American Association of Community and Junior Colleges in Washington, says community colleges became more involved in such programs as a result of the recession of the early 1980's, which cost tens of thousands of jobs and crippled communities like Rockford. Unemployment there peaked in the summer of 1982 at 19.3 percent, the highest in the nation at the time.
''People realized they had to start doing things differently,'' said Mr. McKenney, who said the trend was especially evident in the Middle West, where traditional manufacturing industries were hit the hardest. ''And they looked at community colleges and saw them as the place to go for training new workers and retraining existing ones, but also as a pivot point for local economic development.''
Dr. Alison Bernstein, a program officer with the Ford Foundation, says the growing ties between community colleges and manufacturers in their towns underscore the ways in which two-year colleges, as local institutions with flexible agendas, are serving the specific needs of their communities. Some Concerns Raised
The Ford Foundation, for example, is working closely with 24 community clleges that have large enrollments of minority group members. ''They serve a kind of mobility function within the social sphere,'' Dr. Bernstein said, noting that they enroll large numbers of women on welfare and routinely offer day care for their children.
But Dr. Bernstein added a cautionary note, saying the growing collaboration raises some concerns. ''They should not sell the shop to the employer without worrying about the educational needs of their students,'' she said. ''They must make sure their students also have enough English and history and social science, the concrete skills for job mobility.''
Sar Levitan, the director of the Center for Social Policy Studies at George Washington University, expressed similar concerns, saying community colleges are functioning more and more like training institutions for local employers. Consortium Formed in South
There is hardly a community in the country where the local college and businesses are not working closely on job development. In Mason City, Iowa, for example, the North Iowa Area Community College used state funds to write the manuals and train the workers at a new General Foods Corporation plant that now employs 130 people. And in Batavia, N.Y., Genesee Community College helped upgrade and retrain the 1,200 workers at a Motorola facility in nearby Arcade.
The program at Niagara County Community College in Sanborn, N.Y., has been cited as a national example of the way local businesses and a college can work together to preserve jobs. According to the Keep America Working project of the American Association of Community and Junior Colleges, which works to encourage such public-private partnerships, the college has helped save 798 jobs and create 174 jobs. It has also established a Technical Assistance Center, financed with state money, to provide management and business advice to local comapanies.
In Lincroft, N.J., the Brookdale Community College was cited for its work in helping workers laid off when a plant in nearby Freehold, N.J., closed. The college provided aptitude testing and counseling for more than 200 displaced workers and helped place some in new jobs in the area.
It is so sad to see California fall to a second world status as it led the world in progressiveness and quality of life and ranked #1 in strong public education-----the California education system was tops. Flash forward a few decades after Reagan/Clinton neo-liberalism and California is the face of neo-liberal education privatization and is now one of the worst education systems in the developed world.
Below is an example why. Obama came to office with this corporate education reform saying that it takes too long to get a degree and they were going to shorten these 4 year degree programs to save money. Well, what you get are degrees that take all of the liberal arts and humanities requirements out just as they are doing to K-12-----and you have 90% of Americans tracking through K-career college never having any classes in liberal arts and humanities. The second problem as the commenter states below is that the quality of education and readiness of these students ----and these kinds of BA degrees from community colleges are hitting the nursing and teaching fields----further lowers the status of professionalism. Another white collar job category gone for the 90% of Americans tracked in this career path. Meanwhile, the Ivy League universities will have 4 year nursing and teaching degrees with these degrees held as highly professional. See the tiering of everything-----tiered health care ----tiered education ----90% of Americans receiving education and health care from people trained in the cheapest mode possible. Less quality-----poorer results----and no access to the tier having the quality health care and education. If you think-----good! A degree that costs less----think----a degree that pays less and allows you access to only jobs that do not treat their employees as professionals.
THIS IS SERIOUS FOLKS. THE WORKING AND MIDDLE CLASS WILL BE FORCED TO SEND THEIR CHILDREN ON THIS PATH BECAUSE THAT IS THE ONLY PATH THAT WILL HAVE ACCESS TO FEDERAL FINANCIAL AID----
So, the US economy is stagnant with a high number of college grads not getting jobs -------forced to take what this commenter calls the pizza place jobs----and VOILA----you have pushed Americans to wanting lower and lower standards of education just to save money.
A friend's comment=====
'Sadly, the BA has become the modern day equivalent of the high school diploma. Nowadays you can barely get an interview to work at a pizza place without a four year degree. If this is going to be the reality, it's time we made getting a BA affordable. Considering how useless a modern BA degree can be, it's not worth being saddled with tens of thousands of dollars in debt right out of college with no job prospects'.
In Maryland, we have nursing staff that have no idea what disease vectors look like, what their symptoms are, how to reason to act on their own if a doctor is not present. They are told to say nothing to the patient and they are left unable to manage crisis situations. PEOPLE DIE FROM THIS LACK OF TRAINING. It is not these nursing staff's fault----they have been tracked into these cheaper training models.
Bachelor degrees from community colleges on California horizon
By Katy Murphy
and Paul BurgarinoStaff Writers
Posted: 02/19/2014 05:25:15 AM PST3 Comments | Updated: 11 months ago 1/5
First-year student Xin Xie listens to clinical instructor Evelyn Joyce Bettencourt, right, in the dental hygiene program at Foothill College as she works on student partner Ashley Mork,during class in Los Altos Hills, Calif. on Tuesday, Feb. 4, 2014. Under a proposed state senate bill by Marty Block ...
California's community college students could soon stay put -- and pay a lot less -- to earn what they thought they would have to go elsewhere to get: a four-year bachelor's degree.
As the demand for college graduates grows, many states are turning to their two-year schools for help -- and California might do the same, allowing community colleges to offer four-year degrees that aren't readily available at nearby public universities. "Now is the time to look at what innovations might be good for the state, and what might actually save us money in the long run," said state Sen. Marty Block, D-San Diego, whose Senate Bill 850 would authorize the change. The startup would be small scale -- just one program per campus for a select few college districts. First-year student Xin Xie listens to clinical instructor Evelyn Joyce Bettencourt, right, in the dental hygiene program at Foothill College as she works on student partner, Ashley Mork, during class in Los Altos Hills, Feb. 4, 2014. (Gary Reyes, Bay Area News Group) The argument goes like this: Two-year associate degrees are becoming insufficient for some fields, such as nursing and respiratory therapy, but bachelor's degree programs in those areas are scarce. Expanding community college programs would help students complete a bachelor's degree quickly, without the hassle, the expense of transferring to another school and the dreaded delays. Ruby Guzman waited three years to get into the Contra Costa College nursing program, and now -- on the cusp of an associate degree -- she is waiting again. She and classmates aspiring to transfer to a four-year program are on CSU East Bay's waiting list. "It just feels like roadblock after roadblock," Guzman said.Advertisement Offering bachelor's degrees in nursing at community colleges would ease students' anxiety and position them for more promising careers, said Marshall Alameida, Contra Costa College's director of nursing.Community colleges in 21 states offer four-year degree programs.
"I'd just like to see California catch up with the rest of the nation," said Linda Thor, chancellor of the Foothill-De Anza Community College District, where programs are preparing for expansion. "Our students need this and deserve this, as do our employers."
But big questions remain about cost, tuition rates, faculty credentials and whether bachelor's degrees would divert community colleges from their mission as California's two-year steppingstone to four-year campuses or trade jobs. And both critics and advocates worry the state won't adequately fund the programs.
"That's always the million-dollar question, like are you going to pay for it?" said Aaron Bielenberg, president of the college system's student senate.
Previous bills have gone nowhere in the Legislature, but the state budget outlook has improved, and momentum is building, said Barry Russell, president of Las Positas College in Livermore and a former state vice chancellor.
"I think it's an inevitable move that needs to be made," said Russell, who noted that he was speaking as a campus president.
The restrictions on California's community colleges date back some 50 years to the state's Master Plan for Higher Education, which defined the roles of each segment -- community colleges, the University of California and California State University -- to avoid competition and duplication. But that plan is under review, and some note that CSU now offers some doctoral degrees, once considered UC's exclusive role.
"We don't need to stand still forever," said John Aubrey Douglass, of UC Berkeley's Center for Studies in Higher Education. "There's been very little innovation in our structure."
Supporters note the state will need 1 million more bachelor's degree-holders by 2025, according to the Public Policy Institute of California.
Each year, De Anza College's automotive technology program graduates about 140 students. With a certificate or associate degree, they will get good jobs as technicians, but their career options are limited, said Randy Bryant, the department head.
Moving up at a dealership or opening their own shop now requires a bachelor's degree or higher, but Bryant says his students often fear transferring to a four-year business program -- and he wants them to be able to "finish what they start here."
Bryant is designing a program he has not seen anywhere else in California: a four-year automotive management degree. It combines De Anza's technical classes with courses in ethics, entrepreneurship, management, sales and marketing, and inventory control.
"The students do really well here, and if they continue here, they will complete (their degree)," he said.
Even if the bill passes, it will likely be another year or two before the four-year option becomes available. And some say its limit of just one degree program at each campus might go too far to minimize concerns about competition with public universities.
At Foothill College, the dental hygiene and the respiratory therapy programs want to offer bachelor's degrees -- which, for some, would mean just one more year of coursework -- and students are hoping they will be able to get them.
Joshua Colaci said he would otherwise need to leave the state to get a degree in respiratory therapy.
"I've already done the bulk of my education at one school," said Colaci, a Foothill College student from San Jose. "Why not just one-stop shop it?"
Those who read my blogs know that Maryland is the most corporate of states-----it has the highest level of corporate fraud and government corruption, and a complete suspension of Rule of Law for anything having to do with public justice. The Maryland Department of Labor, Licencing, and Regulations is absolutely captured and allows no oversight and accountability ----Maryland is the wild-wild west of naked capitalism. As a consequence----Maryland's labor force is tops in the nation for being fleeced of wages through fraud----unionized labor is kept at a minimum and silenced by this----and all of Maryland's policies empower global corporate control over our economy. Clinton neo-liberalism and Bush neo-conservatism rule. Maryland is ranked #1 nationally by Bill Gate's Education Week for moving education privatization forward the fastest.
So, where does Obama go for Labor Secretary? Maryland and its DLLR head----Perez.
As you can see, Perez has a history as a lawyer as is true of most of Maryland's pols. Anyone being Hispanic or black is called a civil rights advocate and as we know there are no civil rights leaders in Maryland and lots of civil rights abuse.
He has no history as a labor advocate-----and that is why he was made DLLR head in Maryland.
The question for American labor is why would Trumka and national AFL-CIO support and cheer this appointment? Trumka works for Clinton neo-liberalism that kills labor just as Perez killed labor in Maryland.
Below you see what this has to do with privatizing our public community colleges into corporate Human Resources job training.
Meet the Secretary of Labor
Nominated by President Barack Obama and sworn in on July 23, 2013, Thomas E. Perez is the nation's 26th secretary of labor. He has committed to making good on the promise of opportunity for all, giving every working family a chance to get ahead, and putting a middle-class life within reach of everyone willing to work for it. To accomplish this, Perez's priorities for the department include ensuring a fair day's pay for a fair day's work; connecting ready-to-work Americans with ready-to-be-filled jobs, through skills programs like Registered Apprenticeship and on-the-job training; promoting gender equality in the workplace; ensuring that people with disabilities and veterans have access to equal employment opportunity; and insisting on a safe and level playing field for all American workers.
Perez's maternal grandfather was the ambassador to the United States from the Dominican Republic in the 1930s until he spoke out against his home country's brutal dictator and was declared non grata. His Dominican-born parents eventually settled in Buffalo, N.Y., where Perez was born and raised. His father served in the U.S. Army and worked for many years in at the VA hospital in Buffalo, instilling in his son a dedication to public service, where the younger Perez has spent his entire career. Most recently, Perez was assistant attorney general for civil rights at the U.S. Department of Justice, leading the same division where he worked for a decade as a career federal employee beginning in the late 1980s. From 2002 until 2006, he was a member of the Montgomery County Council. He was later appointed secretary of Maryland's Department of Labor, Licensing and Regulation. He was a law professor for six years at the University of Maryland School of Law and was a part-time professor at the George Washington School of Public Health. He received a bachelor's degree from Brown University in 1983. In 1987 he received both a master's of public policy and a law degree from Harvard University. He lives in Maryland with his wife, Ann Marie Staudenmaier, and their three children.
Here you see the Federal Labor Department is headed by a person committed to making corporate career colleges to replace this stepping stone for the working and middle-class to 4 year universities with this cheapened and lower quality vocational tracking for 90% of Americans.
THAT IS HIS JOB AS LABOR SECRETARY. CREATE THIS CAREER COLLEGE STRUCTURE THAT SEEKS TO UNDERMINE UNION APPRENTICESHIPS AND TIES THE AMERICAN WORKER TO POVERTY JOBS.
That's not much different then Clinton's Labor Secretary Robert Reich who was placed there to promote NAFTA as a good thing for labor----and he still says so! Reich's job now as Clinton neo-liberal cheerleader is to feel the pain of the American people driven to unemployment and poverty from the policies he helped install----just as this Mr Perez has as a goal. Raise your hand if you know that participation in the workforce has never been lower. Raise your hand if you know that Trans Pacific Trade Pact has as a goal to allow global corporations to operate in the US as they do in their developing world nation----ignoring all US labor and justice laws. So, what will these career college job training centers do for these future workers? Prepare them for sweat shop labor conditions the cheapest way possible. See why this education policy ties into Obama's Fast Tracking of Trans Pacific Trade Pact?!
Promoting Job-Driven Training and American Opportunity
by Secretary Tom Perez on July 22, 2014 ·
It’s an exciting and important day for all of us who believe that re-investing in the most skilled and talented workforce in the world should be one of our nation’s top priorities.
In recent years, more than 20 million people annually have turned to federal programs for basic education, job training and employment services. During the worst economic crisis of our lifetimes, the workforce system served as the nation’s emergency room, administering the critical care to help people get back on their feet. And now, it will be even more robust and resilient.
Today, the president signed the Workforce Innovation and Opportunity Act, by far the most significant reform of federal job training programs in more than 15 years and a critical step toward helping workers and employers succeed in the 21st century economy.
WIOA strengthens the public workforce system and the partnerships that sustain it, by unifying and streamlining services to better serve job-seekers. It will improve accountability and transparency within the system. It will elevate work-based learning strategies like Registered Apprenticeship and sector strategies that address the needs of multiple employers within an industry. It will foster coordinated planning within economic regions. And it addresses the needs of veterans and of other populations facing unique economic challenges, including out-of-school youth, people with disabilities and the long-term unemployed.
At the end of the day, job-seekers will have improved tools to identify and access training options and other employment services best suited to their needs. And businesses will be more closely connected to the system, with better resources available to find and train the skilled workers they need to grow their companies.
At the same time that Congress was negotiating WIOA, Vice President Biden has been working since the beginning of the year on his review of federal job training programs, a task given to him by President Obama in the State of the Union address. The animating principle of this review is “job-driven training.” To put people on the path to meaningful careers, we need to provide them with the skills, credentials and certifications that businesses are looking for right now. We must ask this question about everything we do: is it helping ready-to-work-Americans move into ready-to-be-filled jobs?
The Labor Department, along with our colleagues at the Departments of Education, Commerce and several other federal agencies, collaborated closely with the vice president during his months of information-gathering, and I had the chance to travel with him to showcase programs that work.
Today, the vice president released his findings. His report’s recommendations align with WIOA and advance the same goals: greater coordination and more strategic use of federal resources to yield better results; transparent and relevant information so job-seekers and the public know what works; putting business front and center so our investments are directly responsive to hiring needs. It focuses on the imperative of fielding a full team, maximizing our human capital and leaving no worker behind. And the report provides a job-driven checklist, based on evidence of what works in job training, to guide administrative reforms.
We have a lot of work ahead of us to implement WIOA and complete other reforms outlined in the vice president’s report. As we take next steps, we are emboldened by a broad consensus in favor of our efforts.
The passage of WIOA is all the more remarkable in the current political environment. At a time when Congress has struggled to find common ground on critical issues, there is overwhelming bipartisan unity on reinvigorating the workforce system. Democrats and Republicans are rallying around shared values, the belief that we must give people the tools to climb ladders of opportunity and punch their ticket to the middle class.
The Labor Department, working with our federal partners and communities nationwide, will lead the road ahead. I am excited about the progress we have made. And with the leadership of the president and the support of so many others, I am looking forward to the successes still to come.
Below you see where Baltimore leads in this community college as corporate Human Resources-----Baltimore Community College is tied to University of Maryland Baltimore and it does just what I described above----it uses this platform to provide the job skill training that used to be provided right on the job. Now, these students are simply free labor for what they would have been hired and paid on the job to learn----and all at taxpayer expense. This is to where all the Federal, State, and Local funding for at-risk and low-income students goes and as the article headline below shows about GREEN JOB TRAINING----few jobs come from these programs.
Look at the latest career job training category at BCCC-----National Weatherization Training Center----and as you see it is simply construction training that used to be on-the-job or under union apprenticeship. In Baltimore and Maryland, green building tax credits are given for any building project and we know is is full of fraud ------losing not only what would be Federal funding for REAL greening projects----but taking these job training grads with free training.
CORPORATIONS IN BALTIMORE ARE SOARING IN PROFITS FROM FREE LABOR, FREE HUMAN RESOURCES JOB TRAINING, AND FREE CORPORATE RESEARCH AND DEVELOPMENT----ALL PAID WITH TAXPAYER MONEY WHILE BALTIMORE PUBLIC SCHOOLS CRUMBLE, STUDENTS ARE LEFT UNABLE TO READ OR DO MATH, AND UNEMPLOYMENT IN BALTIMORE FOR THE MAJORITY BLACK POPULATION----WHO ARE THE ONES PUSHED INTO BCCC----IS AROUND 50%.
It is the biggest racket since subprime mortgage loan fraud. So, one of the people appointed to lead BCCC was let go because try as she might ----no one wanted to go there. Attendance was low. I asked several students at BCCC if they liked it and in all cases I was told they sat at a computer and if they needed help had to get it from a fellow classmate as classroom teachers were not always there. So, what is all that Federal, State, and Local money paying for? Simply placing these students into entry level jobs to work for free under the guise of higher education.
'Nationwide, about $500 million in Recovery Act funds were allocated to train nearly 125,000 people for green careers. Nearly a year and a half later, the audit found, only 52,762 people had been trained and 8,035 had found jobs'.
'Medical assistants usually complete many different kinds of tasks such as measuring a patient’s blood pressure or taking a patient’s temperature'.
Green-job training put on hold after program produces few jobs
Government-funded training for so-called green jobs has come to a near standstill in Snohomish County, having produced lackluster results.
Baltimore City Community College BCCC
Business & Continuing Education
Baltimore City Community College offers customized training and other opportunities for businesses and community organizations like you. Whether you want to ensure your employees have the industry certifications they need, professional or leadership development, technical or communication skills, or other indicators of success, we can help develop a solution for you. Training can be scheduled at your convenience, at one of our locations or onsite.
We at BCCC are invested in making our services tailor to your needs. Please contact us with any inquiries or thoughts you may needs to discuss with regards to furthering your education, finances or fields of study. BCCC brings a world of possibility to your doorstep. Contact us and find out how you can make your educational dreams come true.
2901 Liberty Heights Avenue Baltimore, MD 21215-7807
2600 Liberty Heights Avenue Baltimore, MD 21215-7804
Harbor Business and Continuing Education Division
710 E. Lombard Street Baltimore, MD 21202-4073
Reisterstown Plaza Center
6764A Reisterstown Road Baltimore, MD 21215-9936
Life Sciences Institute at the University of Maryland BioPark
801 West Baltimore Street . Baltimore, MD 21201-1109
National Weatherization Training Center
1819 East Preston Street . Baltimore, MD 21213-3131
410-462-8300 | www.bccc.edu
National Weatherization Training Center
Baltimore City Community College has been designated as a national training provider for Baltimore City and has launched the opening of a National Weatherization Training Center at 1819 East Preston Street, Baltimore, Maryland 21213.
Weatherization in the broadest sense is the practice of protecting a building – exterior and interior – from the elements. In this green economy, weatherization means modifying a building to reduce energy consumption and optimize energy efficiency to create an environment that is safe, comfortable, and cost efficient. These continuing education courses can help you enter or advance in careers in green efficiency. Additionally, BCCC has BPI certified instructors and offers array of other services for these students.
This 35-hour course prepares participants for entry-level employment in the green economy as part of a Weatherization Crew, or for advancement to Crew Chief. Topics include installation of energy efficiency measures such as insulation, caulk, and heater blankets; basic knowledge of building science, weatherization materials, and ventilation rates; and calculation of area and volume. Training is offered with high emphases on safety procedures for both workers and community residents.