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The Georgetown University Center on Education and the Workforce is an independent, nonprofit research and policy institute affiliated with the Georgetown McCourt School of Public Policy that studies the link between education, career qualifications, and workforce demands. Core Research: The Center conducts research in three core areas with the goal of better aligning education and training with workforce and labor market demand: jobs, skills, and people. ■ JOBS: Our first research focus is on the historic and future labor market supply and labor market demand for education, with secondary interest in occupation and industrial clusters at the national and sub-national levels. ■ SKILLS: Our second research focus is on connecting 21st Century competencies with education, training, and applied learning pathways. ■ PEOPLE: Our third research focus is on identifying the effect of changing job requirements and skill demand on students and the current workforce, with a focus on varying degrees of access and success by race/ethnicity and socioeconomic status. Public Policy The Center seeks to inform and educate federal, state, and local policymakers and stakeholders on ways to better align education and training with labor market demand and qualifications. It also seeks to create tools that enable decision makers to access and customize the data to allow for national, state, and sub-state analysis.

EMSI provides labor market data, workforce intel, and regional economic analysis - combining expert research and consulting with professional software About EMSI Products & Services Our Clients © 2014 Economic Modeling Specialists Intl., a CareerBuilder Company | Contact us July 2014 Newsletter on Middle Skill demand and community colleges

LMIwise delivers regional supply and demand information for academic program planning and review. Search by occupation or program code or keyword.

Hiring and salary surveys, such as the 2014 IT Skills and Salary Survey from Global Knowledge and Windows IP Pro, TEKsystems' 2014 Annual IT Forecast, Foote Research Group's 2014 IT Skills and Certifications Pay Index, Computerworld's annual Forecast survey, Robert Half Technology Survey, and information from the US Bureau of Labor Statistics, Futurestep, Mondo, GovLoop, and Dice have presented a developing picture of the IT skills that will be in demand in 2014. Here, in survey order, are the top 10 major skills and why they made the list.

Unemployment in the U.S. is declining, as demand for new jobs picks up across the country, and nowhere is the need more acutely felt than in tech industry. With its heady mix of Horatio Alger rags-to-riches success stories, its emphasis on individualism and privileging hard work and education, no industry is a better poster child for post-industrial American capitalism than the startup world of coders, marketers, and salesman.

iSEEK career profiles & occupational emploment statistics (OES).

iSEEK career profiles & occupational emploment statistics (OES).

iSEEK career profiles & occupational emploment statistics (OES).

Choosing a programming language takes a lot of consideration: what do you want to do with the language, what platforms you're working with, and what salary range can you expect in the field, and more. This infographic gives you a ton of information about some of the more popular languages.

In conjunction with the Minnesota Department of Employment and Economic Development's (DEED) Labor Market Information staff, workforce analysis reports have been compiled and analyzed based on the state's six regional planning areas. These reports will provide an introductory framework and context for discussion during the regional meetings.

Study by the Initiative Foundation and the University of Minnesota's Humphrey School of Public Affairs to assess the supply/demand of the high-tech industry sector in the Brainerd Lakes Area.

Download the NMC Horizon Report ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.

The students in Kirsten Lunzer's fourth-grade class watch as Codey the Troll crosses their computer screen, guided by the program they wrote to leap obstacles and collect blue jelly beans. These programming-savvy students in Minnetonka are on the leading edge of a new high-tech era that has Minnesota schools scrambling to respond to student demand for computer science classes that teach them how to develop software, apps, games and websites.

It's becoming increasingly clear that computer science education grapples with a stubborn image problem. And it's one that we simply cannot afford to ignore any longer.