This Center for American Progress issue brief highlights resources that states can access to work toward closing the digital divide and promotes proactively addressing technological advancements to strengthen educational technology, ultimately increasing college and career readiness.

This Office of Planning, Research and Evaluation brief summarizes evidence from the Pathways to Work Evidence Clearinghouse about interventions that provide occupational and sectoral training. The strategies are useful for helping people with low incomes improve employment and earnings outcomes. Occupational and sectoral training is defined as training designed to prepare clients for professional opportunities within a specific occupation, such as truck driving or welding, or a specific sector, such as health care or manufacturing. Occupational and sectoral training is often provided in fields that are growing or in high demand. In addition to providing classroom or practical instruction in occupational or sectoral skills, these interventions often match clients with a case manager and a job developer.

Hundreds of local labor markets fuel the American economy, and each one is driven by the needs of the local area’s mix of industries and the skills of its workers. When these needs and skills align, everyone can benefit. But many local economies are struggling to achieve strong alignment between the demand for middle-skills credentials (certificates and associate’s degrees) and the supply of these credentials produced by local institutions. This Georgetown University Center on Education and the Workforce resource consists of a full report and a data tool, both of which demonstrate that in half of the nation’s labor markets, at least 50 percent of all middle-skills credentials would need to be granted in different fields of study to meet projected labor demand through 2031. The report focuses on the great misalignment between middle-skills education and training, and middle-skills jobs—and what stakeholders can do to address it.

Nonprofit organizations that offer youth development and young adult talent development services have increasingly centered the voices of the young people who are participating in their programs. They have accomplished this by infusing youth-centered practices into their programming and, more formally, creating leadership opportunities such as youth councils and alumni associations. This Jobs for the Future brief draws from interviews with program leaders and the young people they have hired to highlight how and why organizations have brought young people into paid staff positions, what the experience has been like for them, and the meaning they are making of their experience. This brief highlights four organizations in the Learn and Earn to Achieve Potential (LEAP) initiative. LEAP is a national initiative of the Annie E. Casey Foundation that aims to help youth and young adults ages 14–25 who have been involved in the child welfare or juvenile justice systems, parenting youth or youth who have experienced homelessness succeed in school and at work by building and expanding education and employment pathways.

The Department of Labor announced up to $40 million in grants available for national out-of-school time organizations to expand local work-based learning opportunities, job training and career pathways for underserved youth during non-school hours. The Workforce Pathways for Youth demonstration grants will help these organizations partner with state or locally operated affiliate organizations that serve historically marginalized and underserved youth, ages 14 to 21. Priority will be given to organizations serving Native American youth.

Through the partnerships, out-of-school time organizations will introduce youth to career-related services, and provide work-based learning experiences and occupational skills training. They will also offer unsubsidized employment placements to increase opportunities for youth to gain the skills they need to be successful in post-secondary education and employment. The program also encourages partners across the workforce system to provide supportive services to address the mental health needs of participating youth.

Some of the most dynamic, responsive industry partnerships are developed between rural community colleges and local employers. When colleges, employers, and communities work together to create these place-based opportunities, they can develop workforce education and training programs and career pathways that put students on a path to good jobs, meet the workforce needs of local employers, and improve the economic prosperity of rural communities. This National Skills Coalition report highlights how industry partnerships benefit rural learners and employers alike – and shines a light on the rich variety of rural contexts, state systems, investments, and policies that can help drive and sustain effective partnerships between rural community colleges and local industry.

The National Center on Leadership for the Employment and Economic Advancement of People with Disabilities (LEAD Center) will be hosting a Good Jobs Initiative webinar on April 25, 2024 from 3:00 p.m. to 4:00 p.m. ET. Attendees will look at the construction industry to learn how inclusive hiring practices – including equitable workforce development pathways like pre-apprenticeship and Registered Apprenticeship programs, as well as labor-management partnerships – have benefited employees with disabilities and their employers in the construction industry.

College and career pathways are a critical strategy for supporting economic development in rural communities and creating economic advancement opportunities for youth. However, implementing pathways requires recognizing rural communities’ unique needs and opportunities. This Jobs for the Future resource includes a report and a brief which outlines three promising strategies for implementing rural pathways: build on local strengths and context, prioritize economic development, and embed remote opportunities.

Whether or not they have a strong understanding of all the options before them, many Gen Z youth are looking for faster, more economical, and more relevant on-ramps to meaningful jobs that offer life-sustaining wages and are aligned to their real interests. They want opportunities to learn and grow while working and earning—options that do not require them to put their lives on hold for years and accumulate life-changing debt in the process. This Jobs for the Future report is intended to improve public awareness of nondegree pathways by exploring how they benefit people and the workplace as well as barriers that prevent them from being mainstreamed.

Even in areas with strong public transit, many low-income families face transportation barriers that limit their access to good jobs. Vehicles for Change (VFC) is tackling this head-on, not just by providing cars, but by equipping individuals with the skills to maintain them and create a career path for themselves through their groundbreaking Virtual Reality (VR) Auto Technician Training Program. This National Association of Workforce Development Professionals is hosting a webinar on February 28, 2024, at 1:00 p.m. CT where attendees will hear about:

• The impact of reliable transportation and VR-powered skills training on breaking the cycle of generational poverty;
• A new training approach with VR; and
• National expansion plans.