Today’s learners face a changing world
Education or training after high school is necessary in today’s labor market and evolving economy. Yet, many learners face structural barriers, find opportunities inaccessible, and struggle to navigate complex education and workforce systems.
It is not enough to point learners in the direction of a door and tell them to open it and walk through. Across the United States, education and workforce systems offer up hundreds of doors, without clear labels or paths to reach them, or a view of what might be on the other side. It can be an expensive and time-consuming mistake to aim for the wrong door to only realize that you do not fit in, you cannot schedule classes around your work shifts, or you are not interested in that field.
In listening sessions across the country, learners consistently reported that their understanding of college, service, and careers is largely shaped by the paths pursued by family members, people in their communities, or what they see online, leaving them without a full picture of the steps required to enter those fields. This narrow exposure restricts learners’ sense of what is possible, limits their agency, and makes it difficult to envision future options.
Additional structural barriers are created by the fragmentation of the United States education and workforce development systems across federal, state, and local levels, with programs often administered through separate agencies, with different funding streams, accountability systems, and eligibility requirements. As labor market demands evolve more rapidly, the lack of alignment across systems can also hinder states’ and regions’ ability to create clear pathways that connect education and training programs to quality employment opportunities in high-demand occupations.
Although they may face barriers, these learners deserve accessible routes to postsecondary opportunity. In the midst of many challenges, learners today still have big dreams for their futures. In Commission listening sessions across the United States—from Bismarck to Indianapolis and Los Angeles—high school and college learners repeatedly said that their vision of “the good life” included being able to give back to their communities, feel passionate about their work, and have a better understanding of themselves as people. Learners shared with the Commission that they hoped to both increase their earning potential and develop a sense of purpose and community connection.
High school student in Texas
“Through K-12, I feel like we should help students more in finding their passion, what they’re going to want to do for the rest of their lives.”
The Commission invites you to explore the various learner pathways below, keeping in mind that many people begin one path, step off of it, and return later, or take steps forward on multiple paths at the same time. A successful system will empower learners with accessible on-ramps to multiple pathways to gain relevant experience, necessary skills, and valuable credentials both inside and outside the classroom.