growth in programs—it’s the possibility of getting ahead of workforce change instead of constantly playing catch-up. “In education, where we live is: okay, we saw a shift in industry—how do we now prepare kids for what just happened,” she says. “But too often that’s too late. We’re trying to work to have this connected, collaborative conversation where industry sees what’s on the horizon and educational leaders can prepare students ahead of time.” MAKING COLLABORATION PRACTICAL FOR BUSINESSES From the business side, the collaborative is equally focused on feasibility. Traditional co-op models and internships can be powerful, but not every employer can absorb an unlimited number of students—or sustain structured programs year-round. That is why the group is also discussing more scalable options: in-class business engagement, online mentoring, virtual career sessions, and structured ways for employers to “plug in” without creating a heavy operational burden. “Businesses would be more than happy and more than willing to help students in the classroom,” says Pam Nemec, CEO of Pam Nemec Consulting. “But we’ve got to figure out how we can make that more systematic so that businesses can easily plug in to what schools need.” The goal is to reduce friction and build consistency. In Nemec’s view, employers want to participate—but the state needs a system that makes collaboration simpler, repeatable, and aligned with what schools are actually held accountable for. REGIONALIZING WORKFORCE READINESS ACROSS A MASSIVE STATE Texas’ scale and economic diversity create another reality: workforce needs differ significantly by region. What students need in the Panhandle can look very different than what employers require in the Valley, the metro corridors, or high-growth suburban zones. 401 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01 WORKFORCE EDUCATION COLLABORATIVE OF TEXAS
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