(a)
In general—
(1)
Interim and final reports— The Secretary of Labor, the Director of the National Science Foundation, and the Secretary of Education shall, jointly and in collaboration with the individuals and entities described in subsection (c), prepare and submit to the Committee on Education and the Workforce and the Committee on Science, Space, and Technology of the House of Representatives, and the Committee on Health, Education, Labor, and Pensions and the Committee on Commerce, Science, and Transportation of the Senate—
(A)
not later 1 year after the date of enactment of this Act, an interim report on artificial intelligence and its impact on the workforce of the United States, which shall include the information and recommendations listed in subsection (b);
(B)
not later than 2 years after the date of enactment of this Act, a final report on artificial intelligence and its impact on the workforce of the United States, which shall include the information and recommendations listed in subsection (b); and
(C)
not later than 5 years after the final report described in subparagraph (B) is submitted, an updated report reassessing the information and recommendations listed in subsection (b).
(2)
Memorandum of understanding— The Secretary of Labor may enter into a memorandum of understanding with the Director of the National Science Foundation and the Secretary of Education to establish procedures for the preparation and submission of the interim and final reports described in paragraph (1).
(b)
Required information— Each report submitted under subsection (a) shall include the following:
(1)
An identification of the specific data relating to the workforce, and the availability of such data, necessary to properly analyze the impact and growth of artificial intelligence on the workforce of the United States and outline how much of this data is privately owned, and the effectiveness of Federal, State, or industry efforts (including public-private partnerships) to make privately owned data on the workforce of the United States available for Federal research purposes.
(2)
Identification of industries and occupations projected to have the most growth in artificial intelligence use, the extent to which the technology is likely to result in the enhancement of workers’ capabilities or their displacement, and level of education currently consistent with industries and occupations identified.
(3)
Analysis of how growth in artificial intelligence use will impact job quality in the industries and occupations identified in paragraph (2).
(4)
Identification of opportunities for workers, educators, institutions of higher education, Congress, labor organizations, or other relevant stakeholders to influence the impact of artificial intelligence on workers across various industries.
(5)
Analysis of how educational entities, workforce development organizations, and labor organizations can collaborate to advance new opportunities for education and workforce development to support an artificial intelligence-enabled economy and workforce.
(6)
Analysis of which demographic groups (including based on race and ethnicity, gender, socio-economic status or income level, age, disability status, and geography) of workers and communities currently stand to experience expanded career opportunities, and which of these groups currently appear most vulnerable to career displacement, due to artificial intelligence.
(7)
Analysis of the skills, expertise, and education in emerging and advanced technology needed to develop, operate, or work alongside artificial intelligence over the next decades, as compared to the levels of such comparable expertise and education among the workforce as of the date of enactment of this Act, with a differentiation between core competencies required across the entire workforce and competencies required within the industries and occupations identified in paragraph (2).
(8)
Identification of methods by which necessary skills, expertise, and education can be effectively delivered to various segments of the United States workforce, including promising efforts underway as of the time of the report that can be expanded.
(9)
Identification of industry leaders, institutions of higher education, and labor organizations at the forefront of research and application of artificial intelligence in the industries and occupations identified in paragraph (2).
(10)
Identification of the resources and opportunities required for labor organizations and institutions of higher education, including community colleges, technical colleges, minority-serving institutions (including Tribal Colleges and Universities), and institutions of higher education serving rural areas, to deliver skills, expertise, and education identified in paragraph (7).
(11)
Identification of the demographic characteristics and educational background (including level of education) of the individuals who deliver skills, expertise, and education to students at the institutions described in paragraph (10).
(12)
Recommendations to support enhanced workforce development and prepare future workforce members for the artificial intelligence economy, and any other relevant observations or recommendations within the field of emerging and advanced technology, which shall include recommendations on—
(A)
methods to expand public access to privately-owned workforce data and government-owned workforce data, for the purpose of researching the effect of emerging technologies on the United States workforce;
(B)
policy, regulatory, or programmatic options for stakeholders (workers, educators, institutions of higher education, Congress, labor organizations, or other relevant stakeholders) to effectively enhance educational and workforce development opportunities, including mitigating perceived negative impacts of artificial intelligence on segments of the United States workforce;
(C)
recommendations to employers on best practices to engage workers and representatives of workers, including labor organizations, in decisionmaking on the integration of artificial intelligence into the workplace;
(D)
methods to upskill or mitigate earnings or income losses to demographic groups identified in paragraph (6) as most vulnerable to career displacement, due to artificial intelligence;
(E)
methods to encourage low cost, open source sharing of industry valued credentials certifying the types of skills, expertise, and education identified in paragraph (7);
(F)
methods to ensure core skills and competencies identified in paragraph (7) can be evaluated, updated, and made public by relevant stakeholders as needed, given rapid developments in the field of artificial intelligence;
(G)
methods to ensure community colleges, technical colleges, minority-serving institutions (including Tribal Colleges and Universities), and institutions of higher education serving rural areas receive resources and opportunities identified in paragraph (10);
(H)
methods to promote knowledge sharing and capacity building between industry leaders, labor organizations, and institutions identified in paragraph (9) and community colleges, technical colleges, minority-serving institutions (including Tribal Colleges and Universities), and rural institutions of higher education; and
(I)
other methods to ensure that the skills, expertise, and education needed to develop, operate, or work alongside artificial intelligence are delivered to vulnerable demographic groups identified in paragraph (6), rural workers, and other historically underserved segments of the United States workforce (including workers with disabilities).
(c)
Collaboration— In preparing the report under subsection (a), the Secretary of Labor, the Director of the National Science Foundation, and the Secretary of Education shall collaborate, through a series of public meetings, roundtables or other methods, with—
(1)
local educational agencies, State educational agencies, State agencies with responsibility for the administration of a core program (as defined in section 3 of the Workforce Innovation and Opportunity Act (
29 U.S.C. 3102)), institutions of higher education (including community colleges, technical colleges, minority-serving institutions (including Tribal Colleges and Universities), labor organizations, and institutions of higher education serving rural areas), workforce-training organizations, National Laboratories, and teacher and educator preparation programs;
(2)
a broad range of industrial stakeholders in the technology, manufacturing, employment, human resources, and service sectors, including companies (large and small), think tanks, organized labor, and industry organizations;
(3)
the National Academies of Sciences, Engineering, and Medicine, including by sharing relevant information obtained as a result of the study conducted under section 5105 of the National Artificial Intelligence Initiative Act of 2020 (
Public Law 116–283; 134 Stat. 4530); and
(4)
the Secretary of Commerce, the Director of the White House Office of Science and Technology Policy, the Director of the National Artificial Intelligence Initiative Office, the National Cyber Director, and the heads of any other Federal agency the Secretary of Labor, the Director of the National Science Foundation, and the Secretary of Education determine appropriate.