Bill Text: MN SF899 | 2013-2014 | 88th Legislature | Engrossed
Bill Title: Labor market information publication by employment and economic development department (DEED) requirement; Minnesota state colleges and universities (MnSCU) labor market use and dissemination requirement; workforce center credential assistance services; pilot project requirement
Spectrum: Bipartisan Bill
Status: (Introduced - Dead) 2013-03-20 - Comm report: To pass as amended and re-refer to Finance [SF899 Detail]
Download: Minnesota-2013-SF899-Engrossed.html
1.2relating to higher education; requiring the publication of labor market information
1.3by the Department of Employment and Economic Development; requiring
1.4the use and dissemination of labor market information by the Minnesota State
1.5Colleges and Universities; utilizing workforce centers in assisting individuals
1.6seeking credentials for high-demand jobs; creating a pilot project; requiring
1.7reports;amending Minnesota Statutes 2012, section 136F.37; proposing coding
1.8for new law in Minnesota Statutes, chapters 116J; 116L.
1.9BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.10 Section 1. [116J.4011] LABOR MARKET INFORMATION DATA
1.11PRODUCTION REQUIREMENT.
1.12(a) As part of the commissioner's obligation under section 116J.401, the
1.13commissioner must, in collaboration with the Office of Higher Education and local
1.14workforce councils, produce and publish labor market analysis describing the alignment
1.15between employer requirements and workforce qualifications.
1.16(b) The analysis must include a description of job trends that supports career choice
1.17and job seeking including:
1.18(1) measures of current job growth, projected future job growth, and current job
1.19vacancies;
1.20(2) a breakdown of these measures, whenever feasible, by industry, occupation,
1.21statewide and substate region, by educational requirement, state employee retirement
1.22trends, and by racial trends;
1.23(3) a description of industry- or occupation-based credentials and minimum
1.24educational standards necessary for successful employment in each area; and
1.25(4) a designation of areas of opportunity based on high growth, high vacancy, and
1.26high pay conditions.
2.1(c) The analysis must include a description of workforce supply and quality,
2.2including:
2.3(1) a description of the current educational attainment of the workforce and its
2.4distribution across industries, occupations, and regions;
2.5(2) the number and distribution of recent graduates of and current enrollees in
2.6postsecondary institutions by academic concentration or major and by credential type; and
2.7(3) the completion rate, employment outcome, and average debt for recent
2.8postsecondary graduates by program of study, institution type, and credential.
2.9(d) The analysis must be reviewed on a regular basis by representatives from the
2.10business and postsecondary sectors, and any feedback should be incorporated into data
2.11collection and presentation where feasible. This feedback may also include surveys of
2.12employers on their skill, credential, and other workforce requirements when necessary.
2.13(e) Analysis, data, and reports required by this section must be easily accessible, easily
2.14readable, and prominently presented on the Department of Employment and Economic
2.15Development Web site and Web sites of workforce centers. Information on job vacancies
2.16and areas of potential employment opportunities should link to educational or credential
2.17requirements, appropriate training or educational offerings, prevailing wages, and other
2.18indicators of market conditions deemed important to career choosers and job seekers.
2.19 Sec. 2. [116L.191] WORKFORCE CENTER; CREDENTIAL ASSISTANCE.
2.20(a) The commissioner shall provide at local workforce centers services that
2.21assist individuals in identifying and obtaining industry-recognized credentials for jobs,
2.22particularly jobs in high demand. The workforce centers must consult and cooperate
2.23with training institutions, particularly postsecondary institutions to identify credential
2.24programs to individuals.
2.25(b) Each workforce center shall provide information under section 116J.4011,
2.26paragraph (b), clause (3), linked as a shortcut from the desktop of each workforce center
2.27computer and available in hard copy. Prominent signs should be posted in workforce
2.28centers directing individuals to where they can find a list of top job vacancies and related
2.29credential information.
2.30 Sec. 3. Minnesota Statutes 2012, section 136F.37, is amended to read:
2.31136F.37 JOB PLACEMENT IMPACT ON PROGRAM REVIEW;
2.32INFORMATION TO STUDENTS.
2.33 Subdivision 1. Colleges; technical occupational program. The board must
2.34assess labor market data when conducting college program reviews. Colleges must
3.1provide prospective students with the job placement rate for graduates of technical and
3.2occupational programs offered at the colleges.
3.3 Subd. 2. DEED labor market survey; MnSCU usage and disclosure. The data
3.4assessed under subdivision 1 must include labor market data compiled by the Department
3.5of Employment and Economic Development under section 116J.4011. The board and its
3.6colleges and universities must use this market data when deciding upon course and program
3.7offerings. The board must provide a link to this labor market data on its Internet portal.
3.8EFFECTIVE DATE.This section is effective the day following final enactment.
3.9 Sec. 4. PILOT PROGRAMS; COMBINING CAREER AND HIGHER
3.10EDUCATION ADVISING.
3.11The workforce council in each of the workforce service areas of Hennepin/Carver,
3.12Northeast Minnesota, Stearns/Benton, and rural Minnesota CEP must with at least one
3.13public school district in its service area, cooperate in operating a program to assist high
3.14school students in selecting careers of interest to a student and a postsecondary path to
3.15prepare for that career. The local workforce council shall individually advise a student on
3.16jobs in high demand in areas of interest to a student. Advising must include information
3.17on various career paths and associated jobs, the salary profile of those jobs, and the
3.18credentials and other training desired by employers for those jobs. A district may assist
3.19the local workforce council by, among other activities:
3.20(1) describing to the local workforce council what kind of vocational exploration the
3.21student already received;
3.22(2) identifying opportunities for the council to assist students by providing office
3.23space at school to meet with students, access to assemblies and other groups for testing
3.24and career exploration, access to teachers through in-service and in other manners, to
3.25support students to use a pilot program; and
3.26(3) working with students after testing and advising by the local workforce council.
1.3by the Department of Employment and Economic Development; requiring
1.4the use and dissemination of labor market information by the Minnesota State
1.5Colleges and Universities; utilizing workforce centers in assisting individuals
1.6seeking credentials for high-demand jobs; creating a pilot project; requiring
1.7reports;amending Minnesota Statutes 2012, section 136F.37; proposing coding
1.8for new law in Minnesota Statutes, chapters 116J; 116L.
1.9BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.10 Section 1. [116J.4011] LABOR MARKET INFORMATION DATA
1.11PRODUCTION REQUIREMENT.
1.12(a) As part of the commissioner's obligation under section 116J.401, the
1.13commissioner must, in collaboration with the Office of Higher Education and local
1.14workforce councils, produce and publish labor market analysis describing the alignment
1.15between employer requirements and workforce qualifications.
1.16(b) The analysis must include a description of job trends that supports career choice
1.17and job seeking including:
1.18(1) measures of current job growth, projected future job growth, and current job
1.19vacancies;
1.20(2) a breakdown of these measures, whenever feasible, by industry, occupation,
1.21statewide and substate region, by educational requirement, state employee retirement
1.22trends, and by racial trends;
1.23(3) a description of industry- or occupation-based credentials and minimum
1.24educational standards necessary for successful employment in each area; and
1.25(4) a designation of areas of opportunity based on high growth, high vacancy, and
1.26high pay conditions.
2.1(c) The analysis must include a description of workforce supply and quality,
2.2including:
2.3(1) a description of the current educational attainment of the workforce and its
2.4distribution across industries, occupations, and regions;
2.5(2) the number and distribution of recent graduates of and current enrollees in
2.6postsecondary institutions by academic concentration or major and by credential type; and
2.7(3) the completion rate, employment outcome, and average debt for recent
2.8postsecondary graduates by program of study, institution type, and credential.
2.9(d) The analysis must be reviewed on a regular basis by representatives from the
2.10business and postsecondary sectors, and any feedback should be incorporated into data
2.11collection and presentation where feasible. This feedback may also include surveys of
2.12employers on their skill, credential, and other workforce requirements when necessary.
2.13(e) Analysis, data, and reports required by this section must be easily accessible, easily
2.14readable, and prominently presented on the Department of Employment and Economic
2.15Development Web site and Web sites of workforce centers. Information on job vacancies
2.16and areas of potential employment opportunities should link to educational or credential
2.17requirements, appropriate training or educational offerings, prevailing wages, and other
2.18indicators of market conditions deemed important to career choosers and job seekers.
2.19 Sec. 2. [116L.191] WORKFORCE CENTER; CREDENTIAL ASSISTANCE.
2.20(a) The commissioner shall provide at local workforce centers services that
2.21assist individuals in identifying and obtaining industry-recognized credentials for jobs,
2.22particularly jobs in high demand. The workforce centers must consult and cooperate
2.23with training institutions, particularly postsecondary institutions to identify credential
2.24programs to individuals.
2.25(b) Each workforce center shall provide information under section 116J.4011,
2.26paragraph (b), clause (3), linked as a shortcut from the desktop of each workforce center
2.27computer and available in hard copy. Prominent signs should be posted in workforce
2.28centers directing individuals to where they can find a list of top job vacancies and related
2.29credential information.
2.30 Sec. 3. Minnesota Statutes 2012, section 136F.37, is amended to read:
2.31136F.37 JOB PLACEMENT IMPACT ON PROGRAM REVIEW;
2.32INFORMATION TO STUDENTS.
2.33 Subdivision 1. Colleges; technical occupational program. The board must
2.34assess labor market data when conducting college program reviews. Colleges must
3.1provide prospective students with the job placement rate for graduates of technical and
3.2occupational programs offered at the colleges.
3.3 Subd. 2. DEED labor market survey; MnSCU usage and disclosure. The data
3.4assessed under subdivision 1 must include labor market data compiled by the Department
3.5of Employment and Economic Development under section 116J.4011. The board and its
3.6colleges and universities must use this market data when deciding upon course and program
3.7offerings. The board must provide a link to this labor market data on its Internet portal.
3.8EFFECTIVE DATE.This section is effective the day following final enactment.
3.9 Sec. 4. PILOT PROGRAMS; COMBINING CAREER AND HIGHER
3.10EDUCATION ADVISING.
3.11The workforce council in each of the workforce service areas of Hennepin/Carver,
3.12Northeast Minnesota, Stearns/Benton, and rural Minnesota CEP must with at least one
3.13public school district in its service area, cooperate in operating a program to assist high
3.14school students in selecting careers of interest to a student and a postsecondary path to
3.15prepare for that career. The local workforce council shall individually advise a student on
3.16jobs in high demand in areas of interest to a student. Advising must include information
3.17on various career paths and associated jobs, the salary profile of those jobs, and the
3.18credentials and other training desired by employers for those jobs. A district may assist
3.19the local workforce council by, among other activities:
3.20(1) describing to the local workforce council what kind of vocational exploration the
3.21student already received;
3.22(2) identifying opportunities for the council to assist students by providing office
3.23space at school to meet with students, access to assemblies and other groups for testing
3.24and career exploration, access to teachers through in-service and in other manners, to
3.25support students to use a pilot program; and
3.26(3) working with students after testing and advising by the local workforce council.
