A $236,000 Grant Helps Garrett College Expand Truck Driving Training Program
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Garrett College, a public two-year community college in western Maryland, is expanding its commercial driver license (CDL) truck driving training program with the help of a $236,000 rural economic development grant. The grant, awarded by the state’s Rural Maryland Economic Development Fund, allowed the college to purchase two simulators for its Mountaintop Truck Driving Institute in Grantsville. The simulators will be used to teach students proper shifting, double-clutching, and situational awareness before they start driving on the road.
CDL Training Programs
Garrett College offers Class A and Class B CDL training programs through its Mountaintop Truck Driving Institute. The programs provide a professional truck driving curriculum that includes classroom teaching, driving range skills, and over-the-road instruction. Graduates of the program can obtain jobs as entry-level drivers in over-the-road or local vehicles.
According to the state funding award, Garrett College achieved a 100% pass rate for students completing Class B training and receiving their CDLs, as well as a 97% success rate for Class A students.
The introduction of simulators into the CDL program allows students to experience a variety of computerized driving scenarios, such as snow, oncoming vehicles, and deer crossing the highway, before they actually drive on the road. The simulators also offer financial savings for the college, as they prevent wear and tear on actual trucks.
Expanded Training Opportunities
The simulation technology will enable Garrett College to expand CDL training opportunities to younger students through dual enrollment with Garrett County Public Schools. This partnership will provide more students with access to CDL training and help meet the high demand for truck drivers in the area.
Truck drivers are in high demand, with starting pay ranging between $21 and $25 per hour. Local employers, especially those involved in snow plowing, are actively seeking Class B operators. Additionally, larger employers like Dot Foods, Schneider, Werner, and W.S. Thomas recruit Class A truck drivers from Garrett College.
Most CDL students at Garrett College qualify for financial assistance. The Western Maryland Consortium and West Virginia Workforce play a key funding role in the county’s workforce programs. Garrett College has also formed a partnership with Allegany College of Maryland, WVU Potomac State, and Eastern West Virginia Community and Technical College to share resources and expertise in specialized areas of study.
Authorized Testing Site
Garrett College is an authorized testing site by the Maryland Motor Vehicle Administration. This allows students to take their CDL exams at the same location where they received their training, making testing options more flexible for students.
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education – The article discusses how Garrett College’s truck driving training program provides skills-oriented education to enable graduates to obtain jobs as entry-level drivers.
- SDG 8: Decent Work and Economic Growth – The article highlights the high demand for truck drivers and the starting pay range for these positions, indicating the connection to economic growth and job opportunities.
- SDG 9: Industry, Innovation, and Infrastructure – The article mentions the use of simulators in the truck driving training program, which represents the integration of technology and innovation in the industry.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
- Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
- Target 9.2: Promote inclusive and sustainable industrialization and foster innovation.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
- Indicator 8.6.1: Proportion of youth (aged 15-24 years) not in education, employment, or training.
- Indicator 9.2.1: Manufacturing value added as a proportion of GDP and per capita.
Table: SDGs, Targets, and Indicators
|SDG 4: Quality Education||Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.||Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.|
|SDG 8: Decent Work and Economic Growth||Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.||Indicator 8.6.1: Proportion of youth (aged 15-24 years) not in education, employment, or training.|
|SDG 9: Industry, Innovation, and Infrastructure||Target 9.2: Promote inclusive and sustainable industrialization and foster innovation.||Indicator 9.2.1: Manufacturing value added as a proportion of GDP and per capita.|
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