National Skills Coalition’s Post

Given the rising demand for talent across the US—a broad concern but notably higher in industries such as health care, logistics, and information technology—we need an approach that better matches the supply of talent with this increasing demand. Enter non-degree programs, which have long provided opportunities for learner-workers to enter or move up in the labor market with essential skills and a foundation for future advancement. But questions about the quality of some of these programs have dogged their wide acceptance over many years. We have no common assurance that these offerings are sufficiently aligned with industry needs, whether they lead to well-paying jobs, and whether they produce the skills and knowledge they advertise. Faced with a breathtaking array of choices, students - and employers - are too often flying in the dark. We already know what can result. The education landscape is littered with certificates and other credentials that have left students in heavy debt with little to show for their investment. Some wind up in low-wage jobs that they could have secured without a credential. And far too often, these programs have diverted first-generation learners and students of color from four-year colleges where they might have been better served. The good news is that solutions are being developed to address these shortcomings. For example, the National Skills Coalition - an organization that helps states advance policy in workforce development – has done terrific work on defining quality credentials and giving employers a common benchmark for quality. And Credential Engine, a nonprofit organization working to make sense of the confusing credential landscape, pulls thousands of these programs into a searchable registry that uses common metrics about program content, outcomes, and costs. These and other strategies help support each of the actors in the nation’s complex workforce system. States know that everyone benefits from having clear quality standards for credential programs, expressed in a common language. Students who face a dizzying array of programs can match those offerings to their goals and life circumstances. And policymakers have a valuable guide as they set education and workforce goals and create budgets to meet them. There is no ‘one size fits all’ model for delivering value in postsecondary non-degree programs. But it is clear that many actors must play a role in making this happen, including employers, states, accreditors, and others. Much more needs to be done, but we know this much: None of these groups can take sole responsibility for improving a system that plays such an important role in meeting the nation’s pressing workforce demands. You can read more about the important work to sharpen these essential workforce tools in my latest Forbes piece here: