Shifting Perspective on Higher Education: Pivotal Diplomas Bridging America's Skills Shortage
Employers in the United States are increasingly partnering with colleges and universities to provide work-based learning (WBL) opportunities, such as apprenticeships, internships, and skills-based hiring programs. This trend reflects a broader commitment to equipping students with real-world experience and ensuring their skills match evolving workforce demands.
Key aspects of the current status and trend include:
- Growing focus on equitable, high-quality work-based learning: New resources and innovation in the 2024–25 school year emphasize inclusive practices and systems for continuous improvement of WBL programs in schools and colleges.
- Apprenticeship models scaling rapidly: Networks like the Hire Ready Network enable employers to quickly develop and scale apprenticeship programs, often through intermediaries that handle registration, instruction, and supportive services, easing employer participation.
- Skills-based hiring and modernization of career services: Colleges and universities are updating career coaching, alumni networks, and technology platforms to connect students with employers and real-time labor market data, helping students align their skills with employer needs and hire based on demonstrated skills rather than just degrees.
- Policy and institutional recommendations: Institutions are urged to ensure every student has at least one WBL experience before graduation, integrate employer feedback into curriculum, and expand opportunities both on-campus and in the workplace to develop professional networks and skills.
- Benefits highlighted by employers: Employers report success in accessing talent through apprenticeships, mentoring, and on-the-job training partnerships, which help close talent gaps, especially in tech sectors.
This growing, structured collaboration between employers and higher education is aimed at fostering workforce readiness through work-based learning pathways. The emphasis is on equity, scalability, and data-informed approaches to align education with labor market needs.
Examples of this collaboration can be seen in various institutions across the country. For instance, Fayetteville State University, a historically Black institution, works to attract and retain military veterans. Meanwhile, Agnes Scott College, a private, all-women's school in metro Atlanta, focuses on career preparation, leadership, and hands-on learning. Arizona State University collaborates with Taiwan Semiconductor Manufacturing Company to support research and create opportunities for students in the semiconductor industry.
The University of Michigan established the $130 million Electric Vehicle Center with state funding to expand undergraduate and master's degree programs, continuing education courses, and credentials in the field of renewable energy and EVs. These initiatives underscore the importance of sector-specific training and education in addressing critical talent shortages in industries like energy and technology.
The trend towards work-based learning is particularly timely, given the widespread labor shortage reported by the US Chamber of Commerce in April. With 72 percent of jobs in the US requiring learning or training beyond high school, and 42 percent of jobs expected to require a bachelor's degree within the next six years, the need for effective workforce preparation is evident.
However, it's important to note that while degrees pay off, many graduates still struggle finding good jobs. Efforts like the Chicagoland Workforce Funders Alliance's $3.2 million fund to promote apprenticeships and other work-based learning programs aim to address this issue by providing more opportunities for students to gain practical, industry-specific skills.
In conclusion, the collaboration between employers and higher education in work-based learning initiatives is a significant step towards preparing students for the tech-driven workforce. By focusing on lower costs, better advising, and immersive learning, forward-looking colleges and universities are adapting to provide greater value and ensure students are equipped with the skills they need for success in the modern workforce.
[1] National Association of Colleges and Employers (NACE). (2022). Work-Based Learning: The Future of Talent Development. Retrieved from https://www.naceweb.org/career-readiness/work-based-learning/
[2] U.S. Department of Labor. (2021). Apprenticeship: The New Pathway to a Career. Retrieved from https://www.dol.gov/apprenticeship/
[3] Association of Public and Land-grant Universities (APLU). (2021). The Power of Public Higher Education: Meeting the Needs of the 21st Century Workforce. Retrieved from https://www.aplu.org/report/power-public-higher-education-meeting-needs-21st-century-workforce
[4] Georgetown University Center on Education and the Workforce. (2020). The Future of Work: The New Workforce Landscape. Retrieved from https://cew.georgetown.edu/cew-reports/the-future-of-work/
- Through collaborations with employers, institutions like Fayetteville State University in Georgia are providing work-based learning opportunities for students, aiming to ensure they are equipped with skills for careers in various fields, such as technology and business.
- To address the growing need for lifelong-education and advanced degrees, the University of Michigan established the Electric Vehicle Center, providing undergraduate and master's programs, continuing education courses, and credentials in the field of renewable energy and electric vehicles.
- Employers are finding success in partnering with colleges and universities for apprenticeships, mentoring, and on-the-job training, which not only helps close talent gaps but also fosters education-and-self-development for students in fields like finance, careers, and online-education.
- As employers in Fort Bragg and across the United States increasingly prioritize work-based learning, they are recognizing the importance of policies and institutional recommendations that facilitate the development of professional networks and skills, such as ensuring every student has at least one WBL experience before graduation and integrating employer feedback into curriculum.
