Policies > Future of Education > Section 3
Engaging Employers in Work-Based Education And Training
Successful college and career pathways programs promote meaningful involvement by local employers. The local economy does not benefit if students have been prepared for jobs that do not exist. Similarly, economies cannot thrive if there are no local workers with the skills to fill business needs.
Engaging employers has always been a challenge for education systems. Skills required in the workplace often evolve faster than school systems can keep up. There are gaps between what students are learning and what employees need to succeed. At the same time, the nature of the workforce that students will enter is changing dramatically. Today’s economy demands workers who have strong career knowledge and skills, are adaptable to change, and are prepared for lifelong learning.
The disconnect between schools and employers is not something either entity can solve on its own. Leadership of state and local policymakers is necessary to achieve greater engagement with employers in preparing students for the high-wage jobs that will benefit both them and the economy.
In 2020, the Manpower Group’s Talent Shortage Survey found that 69% of employers in the U.S. are having difficulty filling available jobs due to the lack of a strong talent pipeline.
Work-based experience often leads to permanent jobs. A 2019 survey from the National Association of Colleges & Employers found students with paid internships received nearly 50% more job offers than those who did not.
Work-based learning opportunities is uneven, with women and students of color the least likely to participate.
Engaging small businesses
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Identify and meet the needs of small businesses
State and local policymakers should convene local small businesses to understand their workforce needs that students might meet, as well as any existing training programs and opportunities. Leaders should then address the obstacles to small business engagement with students – including by providing cross-district transportation for students and access to human resource infrastructure. State and local leaders can also support third-party intermediaries to do this work.
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Provide training to develop “soft skills"
Surveys of employers show that schools do not teach the skills that industry needs, including so-called “soft skills”. Small businesses are least likely to be able to train students in these skills themselves. State and local leaders should help schools and intermediaries provide students with “soft skills” training so that they can add value to employers on day one.
Providing equitable access to work-based learning opportunities
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Include work-based learning participation in state accountability systems
States should measure what matters, and (1) provide students with course credit for high quality work-based learning aligned with state academic standards and (2) include completion of work-based learning as a measure of school quality. This will encourage schools to provide high-quality work-based learning opportunities to the widest range of students possible.
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Expand access to high-quality work-based learning opportunities
State and local leaders can support these opportunities by recruiting employers to participate and providing funding (e.g. tax-incentives) to employers that provide high-quality, paid experiences to students.
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Focus on closing opportunity gaps using data to drive the allocation of more resources
Education systems did not do a good job providing high quality work-based experiences to students before the pandemic, particularly those who have been historically underserved. To understand the gaps, state and local policymakers should require schools to report publicly which students are participating in these experiences, including by race, income, and gender. They should set ambitious goals to close gaps and provide support and funding for historically underserved students to complete work-based learning.
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Link students with case management and counseling services
Many of the obstacles to successful completion of work-based learning are not job-specific. Students lack transportation, childcare, or emergency assistance. They may require a flexible schedule so they can meet family needs. These services can be provided by educational institutions, community-based organizations, or navigators as well as by employers. State and local policymakers can provide the financial assistance to these providers.
