| During the end of the twentieth century, many Americans were worried about rapid technological advances and global integration. Workers holding less than a baccalaureate degree were deemed particularly vulnerable. In 1994, the United States Congress created the National Skill Standards Board (NSSB) to stimulate the development of a voluntary, national system of skill standards, assessments, and certifications. The NSSB struggled to fulfill its mission and made disappointingly slow progress. In 2003, after more than eight years and nearly 50 million dollars, Congress terminated the NSSB.;This case study explains how and why the NSSB was created, how and why it evolved the way it did, and the extent to which it fulfilled its legislative mandate. Kingdon's (2003) theory of the policymaking process and Stern's (1979) interorganizational network analysis model were used as conceptual frameworks. The collection, codification, and analysis of data were conducted in an iterative and inductive manner, using publicly-available documents, public board meeting transcripts, and telephone interviews.;The passage of the National Skill Standards Act (NSSA) illustrated how skilled lobbying and good fortune can secure the passage of legislation. The demise of the NSSB revealed significant shortcomings in the legislation and in its implementation. Unfavorable changes in the economic, social, and political conditions were also a hindrance.;The study findings suggest recommendations for those policy makers who may propose similar reforms in the future. A nationwide system of skill standards aimed at K-12 and job training for all major industries does not appear feasible in the United States in the near term. Borrowing policies from other nations can be perilous. Although value conflicts between business, education, and labor communities are inevitable, they may be mitigated by interventions that serve common interests. The federal government can perform third-party evaluations, recognize best practices, serve as a clearinghouse, and provide technical assistance. National skill standards system development should commence only when there is demonstrable demand. It probably should not try to span several industries or occupations, where concerns and demands are likely to vary considerably. |
