Invest in data sharing systems to track work-based learning participation and outcomesand inform student and employer decision-makingWhen designed well, integrated data systems — such as state longitudinal data systems orP-20W data systems — can connect information across education, workforce, and employersystems (e.g., adding a job type field to UI wage records or tracking WBL experiences on collegetranscripts), helping leaders, employers, and learners understand who is participating, wheregaps exist, and which programs are delivering strong outcomes.

n 2023, an estimated 8.2 million learners sought internships, yet only 44 percentof them found one. Even fewer — just 30 percent — had work-based learning experiences marked byclarity, supervision, and skill development.2

Work-based learning (WBL) experiences, including internships, co-ops, and apprenticeships, provideemployers with access to emerging talent and allow learners to build valuable skills through hands-on work

We should applaud the new federal “do no harm” standards and other accountability measures that raise the bar. But our nation’s colleges and universities must aim higher by seeking to do good throughout the lives of their learners.

Work experience is the most valued indicator of career readiness. When evaluating candidate profiles, employers that hire recent college graduates rank those with related work experience — such as internships or project-based learning — as most desirable, while a candidate with a 4.0 GPA and academic awards, but no formal work experience, is least preferred.

Critical thinking and communication are valued more highly in entry-level hires than AI literacy. Employers rate AI literacy as the least important skill evaluated, while critical thinking and communication rank as the most important.

n 2023, an estimated 8.2 million learners sought internships, yet only 44 percentof them found one. Even fewer — just 30 percent — had work-based learning experiences marked byclarity, supervision, and skill development.2

Certain types of learning (like degrees from well-known institutions) continue to be valued over others, even when they might not be the best indicator of job readiness

same groups that are going to makethe scale happen can also perpetuate theinequities. We have to be asking the rightquestions with the right stakeholders toensure that we are not recreating anotherinequitable system that marginalizes thepeople we are trying to support