Companies get help with projects they might otherwise struggle to complete, and students graduate with experience they can show prospective employers.
Authentic application that's meaningful. The challenge and opportunity: capture in useable ways data that tells the story about the experiences so that students can effectively share with employers. (and edu can run analytics to learn about what works, why, what to do when it works well/poorly)
As AI becomes a bigger part of the workplace, students need a chance to put their skills to use, tackling the same real problems they might encounter in a job. Project leaders hope that combining a broad college education with practical experience and industry-recognized credentials will give students the knowledge and adaptability to navigate a rapidly changing job market. The bigger question is whether colleges can make that combination a sustainable part of how they prepare students for work.
“We don't need hundreds of disconnected training programs that produce credentials and hope the labor market absorbs the graduates,” Sims says. “We need workforce ecosystems designed backward from actual jobs.”
Just makes sense. Especially in the CVI environment, design that starts at the finish line is going to create programming and credentials that result in great outcomes data for value metrics. There's nothing wrong with great programming and credentials that prepare people for success; such efforts just won't be able to compete with those that have the learners' success baked into the design.
YUPRO Placement serves as the intermediary for the pre-apprenticeship. That means AWS doesn’t have to do the participant recruiting and screening, community colleges don’t need to act like a staffing company, and workforce nonprofits don’t have to be an employer of record
Interesting stuff to know about hidden friction in the apprenticeship landscape. There are multiple ecosystem nodes, and so be strategic about which nodes own which responsibilities.
Lipson says policymakers must ask whether we’re dealing with a skills problem, a matching problem, a true lack of demand with too few entry-level jobs, or a price problem where young workers cost too much relative to expected productivity.
Validate assumptions about the true issues! The solutions are different depending on the problem.
The U.S. Department of Education says these integrated, next-generation strategies should feature a credential registry, learning and employment records (LERs), and a skills-based job description generator.
FIPSE grants required these. LER is part of what's required.
Yet most credentials fail to adequately capture the skills and knowledge of students who earn them, keeping employers in the dark and closing doors for jobseekers without four-year degrees
What's inside? What is the credential credentialing?