Report on Ohio’s Workforce Development and Alignment with Sustainable Development Goals

1.0 Introduction: Economic Growth and Decent Work (SDG 8)

A recent analysis indicates significant job growth in Ohio through 2030, presenting both opportunities and challenges for sustainable economic development. This report examines the workforce evolution required to meet this demand, with a specific focus on achieving Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation, and Infrastructure), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals).

2.0 Projected Growth and Industrial Innovation (SDG 8 & SDG 9)

Ohio is positioned for substantial economic expansion, directly contributing to SDG 8 and SDG 9. The state’s performance and projections highlight a robust environment for industry and innovation.

• Job Growth Projections (2020-2030): Central Ohio is projected to see an 8% increase in jobs, while Northeast Ohio anticipates a 3% increase, equivalent to 60,337 new positions.
• National Rankings: Ohio currently ranks second in the nation for mega projects, third for capital investments, and fifth for new job creation.
• Manufacturing Strength: The state ranks fourth nationally in manufacturing GDP, underscoring its critical role in national industrial output.

3.0 Key Challenges to Sustainable Workforce Development

Achieving inclusive and sustainable growth requires addressing several critical workforce challenges that impact the fulfillment of multiple SDGs.

1. Skills Gap (SDG 4, SDG 8): There is a significant gap between emerging job requirements and the current workforce’s skills. An estimated 40% of technician jobs in the semiconductor sector are at risk of going unfilled due to a lack of candidates with the necessary two-year degrees or technical certifications.
2. Talent Retention and Inequality (SDG 8, SDG 10): Approximately 50% of Ohio’s college graduates leave the state, representing a significant loss of skilled human capital. Furthermore, the average age for apprenticeships is 29, a stark contrast to 18 in Germany, indicating a decade of lost productivity and delayed entry into skilled careers.
3. Outdated Perceptions of Industry (SDG 9): Prevailing stereotypes of manufacturing and logistics as manual labor deter talent. Modern roles are highly technical and offer significant career mobility, from entry-level positions to plant supervisors and supply chain analysts.

4.0 Strategic Recommendations for Achieving the SDGs

A multi-stakeholder approach is essential to transform these challenges into opportunities for sustainable development.

4.1 Enhancing Quality Education and Lifelong Learning (SDG 4)

To build a resilient and adaptable workforce, educational pathways must be modernized and made accessible.

• Align Education with Industry Needs: Tailor two-year degree, certification, and training programs to the specific competencies required in advanced manufacturing, defense, high-tech, and logistics.
• Promote Stackable Credentials: Develop portable and stackable skills certifications that allow for continuous learning and career advancement.
• Foster Lifelong Learning: Encourage continuous upskilling to adapt to technological changes, such as the growing role of artificial intelligence (AI).
• Educate the Educators: Provide K-12 teachers with exposure to modern manufacturing facilities and career paths to better inform and guide students.

4.2 Fostering Inclusive Growth and Reducing Inequalities (SDG 10)

Ensuring that economic growth benefits all segments of society is a core tenet of the SDGs.

• Diversify the Talent Pool: Actively recruit from all communities to fill the “talent crunch,” including rural and urban residents, older and younger workers, and veterans.
• Leverage Transferable Skills: Capitalize on the finding that 80% of competencies overlap across manufacturing sectors to facilitate career transitions and mobility. Resources like the Federal Reserve’s occupational mobility explorer can support this effort.

4.3 Strengthening Partnerships for the Goals (SDG 17)

Collaboration among all stakeholders is the most critical component for successful implementation.

• Build Public-Private-Academic Partnerships: Foster deep collaboration between industry leaders, K-12 schools, community colleges, technical schools, and universities to create clear and accessible career pathways.
• Integrate Efforts: Coordinate initiatives through entities like the Governor’s Office of Workforce Transformation and the Ohio Supply Chain Academic Network to ensure a unified state-wide strategy.
• Promote Ohio as a Career Destination: All stakeholders must act as marketers for the state, communicating the advanced career opportunities available to attract and retain talent.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article extensively discusses the need for aligning education with workforce demands. It emphasizes skills training, certifications, technical schools, and community colleges to prepare individuals for emerging advanced roles. The call for lifelong learning and upskilling directly relates to providing inclusive and equitable quality education.

• SDG 8: Decent Work and Economic Growth

  The central theme of the article is Ohio’s job growth, economic expansion, and the creation of decent jobs. It highlights the state’s high rankings in new job creation and capital investments and discusses the challenge of training a workforce for specialized, well-paying jobs in sectors like advanced manufacturing and logistics.

• SDG 9: Industry, Innovation, and Infrastructure

  The article focuses on the growth of innovative industries such as advanced manufacturing, high-tech, and logistics. It mentions Ohio’s rank as fourth in the nation for manufacturing GDP and the need for a skilled workforce to support technological upgrading and industrialization in sectors like semiconductor manufacturing.

• SDG 17: Partnerships for the Goals

  A recurring point in the article is the critical need for collaboration. It calls for partnerships between industry, K-12 schools, technical schools, community colleges, and government bodies to create effective workforce development pathways. Examples like the Ohio Supply Chain Academic Network and companies partnering with schools illustrate this goal in action.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education

   • Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.” The article’s entire focus is on this, with calls to align “skills training certifications and education programs with the advanced roles emerging in defense, high tech, manufacturing and logistics.” It also notes that many new technician jobs require a “technical certificate or associate degree.”

2. SDG 8: Decent Work and Economic Growth

   • Target 8.2: “Achieve higher levels of economic productivity through diversification, technological upgrading and innovation…” The article discusses Ohio’s job growth through innovation in advanced manufacturing and high-tech sectors. The gap in apprentice age between Ohio (29) and Germany (18) is cited as “11 years of lost productivity,” highlighting a focus on improving productivity.
   • Target 8.5: “By 2030, achieve full and productive employment and decent work for all…” The article stresses the importance of drawing on all groups, including “rural and urban residents, older and younger workers, and veterans,” to fill the “talent crunch” and provide pathways to well-paying jobs with starting salaries of “$22 an hour and potential to rise to $48.”
   • Target 8.6: “By 2020, substantially reduce the proportion of youth not in employment, education or training.” Although the target year has passed, the principle is relevant. The article expresses concern that “50% of Ohio’s college graduates are leaving the state” and that the average apprentice age is high, indicating a need to better integrate young people into the local workforce through training and employment.

3. SDG 9: Industry, Innovation, and Infrastructure

   • Target 9.2: “Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and gross domestic product…” The article supports this by highlighting that “Ohio ranks fourth in the nation in manufacturing GDP” and is experiencing significant job growth in this sector, which requires a larger, skilled workforce.

4. SDG 17: Partnerships for the Goals

   • Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships…” The article is a clear call for this, stating that “overall cooperation is needed between industry, K-12 schools, technical schools and community colleges.” It provides examples of these partnerships, such as EASE Logistics partnering with schools and the collaboration within the “Ohio Supply Chain Academic Network.”

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicators for SDG 4 (Quality Education)

   • Proportion of jobs at risk of going unfilled due to skills gaps: The article explicitly states that “40% of technician jobs in the semiconductor sector are at risk of going unfilled,” which can serve as a direct indicator of the mismatch between education and industry needs.
   • Number of individuals with technical certificates or associate degrees: The article implies this is a key metric, as these qualifications are required for many of the new technician roles.

2. Indicators for SDG 8 (Decent Work and Economic Growth)

   • Job growth rate: The article provides specific figures, such as an “8% increase in jobs between 2020 and 2030” for central Ohio and a “3% increase” for Northeast Ohio.
   • Number of new jobs created: A quantifiable measure is given with the projection of “60,337 jobs” in Northeast Ohio.
   • Youth employment and training engagement: The average age of apprentices (29 in Ohio vs. 18 in Germany) is used as an indicator of delayed entry into the skilled workforce.
   • Workforce retention rate: The fact that “50% of Ohio’s college graduates are leaving the state” is a clear indicator for measuring progress in retaining skilled labor.

3. Indicators for SDG 9 (Industry, Innovation, and Infrastructure)

   • Manufacturing’s contribution to GDP: The article uses Ohio’s national ranking (“fourth in the nation in manufacturing GDP”) as an indicator of the sector’s economic importance.

4. Indicators for SDG 17 (Partnerships for the Goals)

   • Number and effectiveness of industry-education partnerships: While not quantified, the article implies this is a key measure by citing examples like “EASE Logistics… partnering with K-12 schools, community colleges and universities” and the existence of the “Ohio Supply Chain Academic Network.”

4. Summary Table of SDGs, Targets, and Indicators

Source: businessjournaldaily.com