In early May, researchers, practitioners, and advocates came together at the National Skills Coalition’s (NSC) annual Skills Summit to discuss issues related to skills-based education—training programs that focus on developing specific skills or competencies (versus traditional educational programs requiring a certain number of credit hours, tests, and grades.)
Why does skills-based education matter? How can policies be leveraged to make college and career pathways more accessible? What are high-value credentials? What is the role of relevant data collection in measuring the value of non-degree credentials? These are some of the questions speakers attempted to address across several sessions, including one entitled “Supporting Today’s Students: Smarter Policies, Stronger Futures,” moderated by Lindsey Reichlin Cruse, NSC’s director of research.
The panelists began by addressing why skills-based education is critical in today’s evolving education and labor landscape. They shared an assessment that traditional college pathways no longer meet the needs of many Americans, and more flexible, accessible, and high-quality skills education is essential for equitable economic opportunity, workforce readiness, and social mobility.
Learners pursue education for different reasons—a point all speakers emphasized. Women, in particular, often face unique challenges shaped by caregiving responsibilities, requiring flexible training options and programs that lead to better earnings and more economic stability. Carrie Warick-Smith from the Association of Community College Trustees (ACCT) highlighted that many learners who are not seeking a four-year degree need short-term, flexible pathways that lead to family-sustaining jobs. Cory Biggs from myFutureNC and Omar Reyes from the Rhode Island Office of Postsecondary Commissioner underscored how skills-based education can open doors for those frequently left out of traditional higher education, including low-income, adult, and returning learners.
These groups are central to the Institute for Women’s Policy Research (IWPR), as a significant portion represents key focus areas for our research and policy work. For example, among returning learners—also known as “some college, no credential” students—close to 17 million are women.
The speakers also underscored the need for wraparound services, such as transportation or child care. In fact, Reyes mentioned that providing no-cost training is often not enough, and that adding wraparound services removes hidden barriers and helps students complete their programs. Gaps in policies supporting these services are significant and may undermine the success of skills-based education, with serious implications for women, as they are more likely to be unable to complete their training without wraparound services due to their caregiving responsibilities.
Warick-Smith pointed out that a survey conducted by ACCT found that about half of all states did not fund noncredit workforce programs at community colleges, which are often expected to be fully self-sustaining. She also mentioned that the separation between credit and noncredit systems at community colleges makes it difficult to track student progress and stack credentials. Reichlin Cruse emphasized the need for better alignment of data systems and the importance of Pell Grants for short-term credentials (recently rebranded as Workforce Pell Grants), which are currently excluded from federal financial aid.
Reyes offered a reflection that students in workforce programs may not feel the same pride or identity as traditional college students, emphasizing that creating visibility and respect for these pathways is key to building recognition for all forms of postsecondary education. His point applies not only to those in workforce training but also to nontraditional students broadly, such as student parents—the majority of whom are student mothers—who often juggle academic commitments alongside work and caregiving responsibilities. Recognizing and elevating the experiences and contributions of all learners are essential to fostering a truly inclusive learning environment, one that values diverse pathways and also empowers all learners to achieve their academic, professional, and personal goals.
The points made in this session are supported by IWPR research. One study, for example, found that training opportunities, including apprenticeships and pre-apprenticeships, are critical for attracting, retaining, and advancing women in manufacturing. Another report found that wraparound services, including child care, transportation, and affordable housing, as well as social-emotional support services, are important for community college students who are enrolled in a program while also raising children.
In short, the Skills Summit session depicted a compelling picture: Skills-based education is not a lesser path—it’s a different and valuable one. For millions of Americans, it represents the most realistic and effective route to economic stability and personal advancement. But to fully realize its promise, we need targeted federal and state policies, adequate funding, and a deep commitment to programs that center the learner.
To learn more about IWPR’s federal policy recommendations for supporting education and career advancement, visit https://iwpr.org/federalpolicyagenda/.
