Using FETPIP Data to Track ET Grads Employment

FLATE uses the Florida Education and Training Placement Information Program (FETPIP) data to track employment of engineering technology (ET) grads and to learn about their earning outcomes.
The FETPIP Program is a data collection and consumer reporting system established by Florida Statutes Selection 1008.39 to provide follow-up data on former students and program participants who have graduated, exited or completed a public education or training program within the state of Florida. The statute requires all elements of Florida's workforce development system to use information provided through FETPIP, for any project they may conduct requiring automated matching of administrative records for follow-up purposes. FETPIP's method of data collections replaces conventional survey-type techniques, and provides information in an accurate and cost effective manner. The follow-up studies are conducted annually by matching records of the student graduates, completes or exiters from the numerous public and independent organizations with information resources available to FETPIP. Follow-up on a quarterly basis is also done for some groups.

Limitations:

  • FETPIP does not report matched numbers (headcount) of 5 or less for any industry title; FETPIP makes the "match" decision at the state level based on industry title, not occupation.
  • FETPIP data only matches a three month span of college data - Oct., Nov., Dec. of a given year; FETPIP does not match and provide data reflecting an entire year.
  • FETPIP data runs two years behind for students enrolled and graduated, and will not accurately reflect local follow-up data such as instructor blogs, social media, and other personal contacts.
Participants are universities, community colleges, school districts, selected private vocational schools, welfare transition services, workforce investment act (WIA), corrections system, farm worker jobs and educational programs, and specialized and longitudinal studies.

2016-17 A.S. Degree Completers Statewide, FETPIP Follow-up Outcomes:

 According to the 2016-17 FETPIP data provided by FLDOE a total of 144 individuals reported information for follow-up after completing the E.T. A.S. Degree program, of these 112 (78%) were found employed. Similar percentages were found in 2014-15, 2015-16 with 77% (up 1%). The average annual earnings for 2016-17 was $51,384 (average quarterly earnings were $12,846), which is an increase of more than 12% when compared with previous year's report (2015-16).

Table 1 contains 5-year data collected from years 2012 to 2017 which includes information regarding student graduates, completers or exiters from the Florida colleges offering E.T. A.S. degree with information resources available to FETPIP.

Table 1: 2012-17 Engineering Technology - E.T. A.S. Degree (Program 1615000001) Completers FETPIP Follow-up Outcomes
#E.T. graduates found employed = The number of individuals with wages during the 4th quarter (October to December) of 2017.



Data summarized in table 1 and figures 1-4 represents data built in two year lag time and only matches a three month span of college data (Oct., Nov., Dec. of a given year) except for the average annual earning which is estimated purposely for this report. FETPIP does not provide data reflecting an entire year.
The data has shown a consistent increase in the number of A.S. degree completers (figure 1) and E.T. graduates (figure 2) that were employed. It is important to note the significant increase of the number of E.T. graduates who were found employed from 2012-13 (48 graduates) to 2016-17 (112), which is an increase of more than 100% during this period (figure 3). This trend can be related to the increase of Florida colleges that have implemented the E.T. A.S. degree program and manufacturing related programs. During 2012 there were 13 colleges with the E.T. A.S. degree program and by the end of 2017, there were 23 colleges in Florida offering the E.T. A.S. degree program (New programs do not report graduates within the first 2 years).
Average annual earnings, shown in figure 4, also continued to increase over the past five years from $38,940 to $51,384. This increase in wages indicates that E.T. and related manufacturing careers are growing strong in Florida, providing more value to high performance manufacturing and production industries, whose work is vitally important to the nation's prosperity and security.

This information is part of the performance accountability process for all parts of the K-20 system and serves as an indicator of student achievement and program needs in Florida. It helps educators and parents better prepare and counsel students for success in their future education and career choices. For more information about the Florida Education & training Placement Information Program (FETPIP) visit FDOE-FETPIP. For More information about Florida's Engineering Technology A.S. Degree contact Dr. Marilyn Barger, FLATE Executive Director (barger@fl-ate.org).

Congratulations to our 2019 Engineering Technology Graduates!!

Manufacturing Education News from Northwest Florida


FLATE is sharing news from the manufacturing education programs in Northwest Florida (our Florida panhandle) posted earlier by the Northwest Florida Manufacturing Council (NWFMC).  This Regional Manufacturing Association provides professional development, industry connections and classroom support for secondary and post-secondary manufacturing education programs. Recently, members of the Council visited some of the manufacturing-related programs that they support including WC Pryor Middle School (Okaloosa County) and Florida Panhandle Technical College (Washington County). The photos below are from recent visits by Council members at the Welding and the Electrician/ Electric and Instrumentation Technology Programs at the Florida Panhandle Technical College in Washington County.  The second two photos were taken at WC Pryor Middle School in Okaloosa County where over 40 students have earned SolidWorks certifications over the past five years. Students at Pryor are also learning robotics and 3D printing. The NWFMC provides the design software to Pryor and other schools in the region. 

It's great to see manufacturers connected to the educators and the school STEM programs supporting their future workforce. It's also important for them to learn how the Career and Technical Education system in Florida works.  With this knowledge, they can discover the best ways that they can help and how important industry connections are for both the teachers and the students in these programs. For more information about the NWFMC, visit their website.





Florida Keys Community College Updates



Although our friends at Florida Keys Community College’s (FKCC)ET program are not able to join us at the ET Forum very often, here are some updates from them on activities in their program.  Dr. Rice was able to take the Wind Turbine Tech class to the Siemens Gamesa Wind Turbine Training facility in Orlando for a pretty awesome tour.  If you have not been there, put it on your list of places to visit, as it’s an awesome facility.  A great story about the ET program at FKCC can be found in the ATE impacts Blog this month. Check it out at this link!

Future Technician Preparation (Information Technology)

Our series on Future of Work issues as related to technician education keeps on trucking.  This FLATE Focus series has touched on the Future of Work related to the NSF-ATE program's focus on advanced manufacturing technologies, agricultural and bio-technologies, energy, and environmental Technologies in previous issues. This month our "Work to do for Future Technician Preparation theme" shifts to information technology.  The continuing question is how new technologies influence the technical workforce and what do future technician have to do to secure knowledge of and comfort level with specific subsets of existing STEM connected skills. We will address micro- and nanotechnologies, security technologies, and geospatial technologies as the year progresses.

 Our motivation for this series is twofold.  First new technology in the workplace does generate different expectations for the technician workforce.  Our intent is to highlight the knowledge and skills reality of that advancing technology.  Second, we want to engage as many people interested in the development of the nation's technician workforce into the conversation as to how NSF can facilitate lowering the impact of that skills gap.

Technician career paths within the information technology sphere of influence is changing.  Perhaps the first question about this change is the vocabulary itself.  For example, if you have some history in the field, "programming" is a comfortable word that has, without constraint to a language, a specific subset of computer science knowledge and skill expectations of technicians with respect to programming skills.  Today, "programming" is not a descriptor used much but "coding" is. So, an initial and perhaps the basic question is whether "coding" expands the expectations of "programming" and if it does why and how does it do so?  (This is a blog so please feel free to jump in with your insight.  Especially if the ability to "code" does need important new skills to accomplish its mission).

Data science programs represent new vocabulary and a new interest in response to the huge increase in access to "Big Data".  A Future of Work issue that is easily recognized but its challenges are not quite so clear.  The question of interest: At what level does it impact the I.T. tech?  This is followed by a penetrating examination of current I.T. program practices as to if that impact can be met within in current instructional efforts.  This is, of course, a very important question once skill and knowledge expectations related to data manipulation, etc for technicians are determined. 

Finally, this brief insertion into I.T. technician education was restricted to a technician that does write, edit, and execute a program that services some predestined task.  A narrow view, sure, but what are or should be the expansions of that perspective.  Or, will I.T. technicians be expected to venture out of the software world into the firmware and hardware domains.   Will new technologies drive them into another arena as well?  (Trouble-shooting a disturbance that disrupts a process control scheme, for example, or perhaps assigning or confirming the address assignment of a sensor that reports to a controlling distributed computer control network connected to the Cloud?)

"The work to do starts with you," is and will continue to be our exit avenue for each of these Focus Future of Workforce explorations. However, this time the message from industry is very important. What are the expectations for your future I.T. technicians? What will they spend the time (your resources) doing? Will these new techs need refined skills from their course of study or would you prefer to put the specific to your mission skills into their toolbox directly yourself? If you don't tell us, we can't help. NSA-ATE is listening and can put its resources to act in response to what it hears so now is the time to speak up. Think about skills needs. Contact us.