Make It Count: Lessons for Upskilling in Times of Uncertainty

Autor/inn/en	Hester, Candace; Kitmitto, Sami; Yibass, Semret
Institution	American Institutes for Research (AIR)
Titel	Make It Count: Lessons for Upskilling in Times of Uncertainty
Quelle	(2020), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Skill Development; Job Skills; Certification; College Credits; Job Training; Wages; Outcomes of Education; Labor Needs; Postsecondary Education; Associate Degrees; Educational Attainment; Academic Degrees; High School Graduates; College Graduates; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Abschlusszeugnis; Zertifizierung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Berufsqualifizierender Bildungsgang; Wage; Löhne; Lernleistung; Schulerfolg; Labour needs; Arbeitskräftebedarf; Post-secondary education; Tertiäre Bildung; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin
Abstract	It is commonly understood that education is one of the most reliable paths to economic security-- particularly for Black and Latinx people and for people from low-wealth families. But it is less well known that the greatest unmet labor market demand is for workers with "middle skills," who have some postsecondary training but not a 4-year degree. This brief summarizes findings from a study that contrasted two potential paths to middle-skills training: (a) credit-bearing certification, including associate degree programs, and (b) non-credit-bearing certification, including certificate and licensure programs. The study findings discussed in this brief indicate that credit-bearing training improves earnings significantly more than non-credit-bearing training. As such, these findings indicate that policymakers and educational institutions should consider ways to make credit-bearing credentials more accessible. (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01