The 2023 report from the Intergovernmental Panel on Climate Change makes some dire predictions about the effects of climate change, should temperatures continue to rise due to human activity that emits greenhouse gases into the atmosphere. Importantly, however, the report also emphasizes that many of the technologies needed to avert the worst effects of climate change already exist, if they can be deployed rapidly. Although the scope of a transition toward renewable energy and other sustainable economic practices is daunting, the United States has recently begun to obtain policy momentum in the push to decouple economic activity from greenhouse gas emissions. A suite of recent federal laws, as well as state and local laws and private investments, are set to address the interlocking needs of developing, building, and deploying clean energy infrastructure and transportation.

With this transition to cleaner energy and greener practices, there is a significant opportunity to create millions of high-paying jobs across various sectors, including renewable energy, electric vehicles, and energy-efficient building technologies. However, the demand for workers with the skills to support the clean energy transition far exceeds the available supply and the current education system has yet to catch up with this demand. Career and technical education (CTE) programs are uniquely positioned to bridge this gap. These programs, which combine technical instruction and hands-on learning, can prepare students to enter the workforce immediately upon graduation—creating a pipeline of talent to help meet the growing demands of the shifting economy.

Federal and State Policy Levers

The federal government has passed three key laws to fund infrastructure, manufacturing, and clean energy transitions. The Infrastructure, Investment, and Jobs Act; the Inflation Reduction Act; and the CHIPS and Science Act represent a new era of federal industrial policy and a clear commitment to shifting the economy to one that both develops and deploys clean technologies.

With so much investment geared toward many new, emerging, and shifting economic sectors, there is a great opportunity for the education and training sectors to develop training and pathways models for students at all levels. The federal Carl D. Perkins Act provides funding to states for CTE programs, requiring them to align with local labor market needs. These programs can be particularly beneficial for underserved communities, offering pathways to good jobs while addressing long-standing inequalities in access to education and employment opportunities. While Perkins Act funding only represents a portion of funding for CTE, with the bulk coming from individual states, it does provide a framework upon which to equitably build programs in fields where there is current and growing demand.

Numerous states have passed laws on different aspects of climate workforce development, including direct investments to develop climate jobs, grow apprenticeship programs, retrain fossil fuel workers, and expand conservation efforts through youth employment. Between 2019 and 2023, such laws were passed in California, Illinois, New Mexico, Maine, Maryland, New York, Virginia, and Washington, among others.

Challenges to Expanding Climate-Focused CTE Programs

There is a significant body of evidence about the effectiveness of CTE for supporting positive educational and economic outcomes for students. However, the expansion of CTE programs focused on climate jobs faces several obstacles. One challenge is the time it takes to develop and approve new CTE curricula that reflect the skills needed for climate-related jobs. This process requires input and coordination from educators, industry experts, and policymakers, making it a slow-moving effort. Another barrier is the need for stronger partnerships between schools and employers. Employers must be more involved in shaping CTE curricula to ensure students are learning the most up-to-date skills required by a particular industry. Similarly, active collaboration between employers and schools is also necessary to give students access to work-based learning experiences, such as internships and apprenticeships.

The nationwide shortage of CTE teachers, especially in technical fields related to climate jobs, further complicates efforts to scale up these programs. The lack of teachers qualified to train students in renewable energy and other technical fields makes it difficult to meet the growing demand for skilled workers in specific sectors. This issue is compounded by the fact that industry professionals often find higher-paying jobs in the private sector, making it challenging for schools to attract and retain experienced teachers with industry knowledge.

Equity is another important consideration. Many CTE programs are still shaped by traditional gender roles, with female students often enrolled in lower-paying fields such as health care or education, while male students dominate higher-paying technical fields such as construction and engineering. Addressing these disparities is crucial, especially since climate jobs often offer good wages and career advancement opportunities but have been filled disproportionately by White males. The same challenge exists for communities of color, which are often underrepresented in technical fields and, as a result, are less likely to benefit from the growth of the green economy.

Moving Forward

To address these challenges, policymakers should focus investment in proven CTE models that have shown success in helping students transition into technical careers. Programs that link high school CTE courses with community college education are particularly effective, as they provide students with a clear path from education to employment.

Policymakers and programs should encourage greater collaboration between educators and employers to ensure that students are gaining the skills that employers are actively seeking. Such partnerships can also give students access to real-world learning experiences that will better prepare them for the workforce.

Programs should explore the expansion of apprenticeship programs for educators to address the shortage of CTE teachers. These programs allow individuals to earn a salary while they train to become teachers, making the profession more accessible to a broader group of people.

Finally, efforts must be made to ensure that climate-focused CTE programs are equitable, providing opportunities for all students, regardless of gender or race, to benefit from the growing number of jobs in this field. Broadening the reach of CTE programs in high school may be an effective way to increase the overall pipeline of skilled workers into the climate workforce.