Tennessee provides solutions to common Workforce Development problems

A widespread problem in manufacturing is not being able to find enough skilled workers to fill openings — especially for STEM-related jobs. Tennessee has become a champion of STEM in K-12 education. In 2013 STEM and STEM-related completions at Tennessee institutions were approximately 28,800, an increase of 31 percent in just five years.

Graduates in engineering, engineering technologies, and engineering-related fields have grown in Tennessee by 30 percent from 2008 to 2013.

Adult Education

Leslie Travis,  Adult Education District 4 Coordinator
TCAT-Athens & TN Dept. of Labor & Workforce Development | Adult Education

200 4th Avenue, Suite 200
Dayton, TN 37321
P. (423) 285-5565
Toll Free (844) 688-7944




TCAT Mission

The Tennessee Colleges of Applied Technology serve as the premier suppliers of workforce development throughout the State of Tennessee. The Colleges fulfill their mission by:

  • Providing competency-based training through superior quality, traditional and distance learning instruction methods that qualify completers for employment and job advancement;
  • Contributing to the economic and community development of the communities served by training and retraining employed workers;
  • Ensuring that programs and services are economical and accessible to all residents of Tennessee; and
  • Building relationships of trust with community, business, and industry leaders to supply highly skilled workers in areas of need.

TCAT Purpose and Objective

The objectives of the programs offered by the Tennessee Colleges of Applied Technology are to:

  • Give students the opportunity to acquire marketable skills for entry into the labor market, or upgrade present skills and knowledge of persons already employed.
  • Incorporate appropriate work habits and attitudes into the occupational program.
  • Meet the present and anticipated needs of the business and industrial community.
  • Meet student needs by utilizing open-entry enrollment.
  • Permit students to begin on an individual level. Pace and progress will be measured against the curriculum’s customary hours, and students will exit when specified competencies are met. Instructional methods are individualized and competency-based.