Building a Better Workforce

August 19, 2025

How moving technical colleges to the state system could transform workforce development in construction and demolition.

The construction and demolition industries are facing an ongoing workforce crisis. Persistent labor shortages, an aging workforce and the growing demand for skilled trades — make it clear: The current technical education system is not keeping up with industry needs.

Steve Cona III, president and CEO of the Associated Builders and Contractors (ABC) Gulf Coast Chapter, has been at the forefront of efforts to reform technical education. Drawing on his experience as a school board member, college trustee and leader of a registered apprenticeship program, Cona has advocated for moving technical colleges out of the K-12 system and into the Florida College System. This shift, he argues, would ensure technical programs are properly funded, streamlined and directly responsive to industry demands.

Breaking Free From an Outdated System

Cona’s push for reform stems from his experience navigating the limitations of the current technical education framework.

“My firsthand experiences on a school board and as a college trustee revealed that technical colleges, when managed under the K-12 system, are constrained by outdated funding models and academic priorities that don’t align with industry needs,” Cona says. “Coupled with my work running a registered apprenticeship program, I’ve seen how these challenges limit the potential of our workforce. Shifting technical colleges to the Florida College System will modernize training and directly respond to the demands of sectors like construction and demolition — ultimately creating a more robust pipeline of skilled workers.”

One of the key issues, he notes, is that K-12 systems are already stretched thin, with core academic subjects competing for funding.

“I observed that when technical programs are governed by K-12 priorities, they often compete for limited funds with core academic subjects,” he says. “This competition results in under-resourced programs that struggle to provide modern equipment, up-to-date curricula and meaningful industry engagement — barriers that can deter students eager to pursue careers in skilled trades.”

Overcoming Implementation Challenges

Transitioning technical colleges to the state system won’t be without obstacles. Bureaucratic inertia, funding realignments and ensuring continuity for students all present hurdles. However, Cona believes these can be effectively managed through a structured, phased approach.

“Transitioning technical colleges out of the K-12 system involves navigating entrenched bureaucracies, realigning funding streams and ensuring continuity for students,” he says. “Drawing on my experience running an apprenticeship program and serving on educational boards, I believe that a phased, collaborative approach — starting with pilot programs and establishing a funding model that ‘follows the student’ — is essential. Engaging educators, industry experts and policymakers early and often will help manage the change effectively.”

The Federal Role in Workforce Development

While much of the reform must happen at the state level, Cona sees a critical role for federal policymakers in driving workforce development forward.

“From my experience in educational governance and apprenticeship program management, I see the federal government as a critical catalyst,” he says. “Federal initiatives can provide targeted grants, incentivize state reforms and support apprenticeship programs. By aligning federal funding with state-level efforts, the government can help establish a national framework that emphasizes technical education and ensures that our workforce is equipped with the skills needed for today’s economy.”

Addressing Labor Shortages in Construction and Demolition

In an industry where on-the-job experience is crucial, Cona emphasizes the need for technical education programs to integrate hands-on training and apprenticeships.

“I’ve witnessed the consequences of labor shortages firsthand,” he says. “Transitioning technical colleges to the state system would enable tailored curricula that focus on the immediate needs of sectors like demolition and construction. Better funding, enhanced hands-on training and stronger industry partnerships would attract new talent, bridge the skills gap and provide pathways for upskilling existing workers.”

He believes that state colleges and technical programs must work more closely with employers to ensure training aligns with real-world demands.

“State colleges can establish formal partnerships with local employers by inviting industry leaders into curriculum development and organizing regular training workshops,” Cona says. “My experience has shown that direct, ongoing communication between educators and employers is vital to creating relevant, hands-on training that equips graduates with real-world skills, ensuring they’re job-ready from day one.”

Ensuring Equitable Access to Technical Education

For many students, particularly those from underrepresented backgrounds, affordability and accessibility are major concerns. Cona believes this reform would help bridge those gaps.

“By realigning technical colleges under the Florida College System, we open up access to a broader array of financial aid, scholarships and support services,” he says. “This shift would create clearer pathways from technical certificates to associate degrees, making career training more affordable and accessible for students from all backgrounds.”

The Role of Industry Associations

Organizations like the National Demolition Association (NDA) and ABC play a crucial role in shaping workforce policies and ensuring that training programs reflect industry needs.

“These organizations provide critical insights into market demands and set standards for training. Companies can engage by joining advisory boards, sponsoring apprenticeship programs and actively collaborating with technical colleges to ensure curricula remain aligned with current industry practices,” Cona says.

A Scalable Solution for Workforce Development

While the initiative is being driven in Florida, Cona sees it as a model that could be applied nationwide.

“Absolutely,” he says. “Based on my experience in educational governance and apprenticeship program management, a successful transition in Florida could offer a powerful model for other states facing similar workforce challenges. There is growing national interest among policymakers and industry leaders in reforming technical education to better align with market demands, and Florida’s experience could well inspire broader, transformative change.”

Building the Workforce of the Future

Beyond the transition of technical colleges, Cona believes further reforms are necessary to sustain a strong workforce pipeline.

“Beyond transitioning technical colleges, we need to expand apprenticeship programs, modernize certification processes and incentivize private-sector investment in training,” he says. “My background has taught me that a multipronged strategy is crucial to building a resilient, future-ready workforce.”