Different Contexts, One Goal: Career Success

Employability is a critical concept that empowers individuals, fosters equity, and drives economic growth. However, equipping learners with the skills and knowledge needed to thrive in their careers isn’t a one-size-fits-all journey—it’s a dynamic process that demands innovation, adaptability, and purpose. In 2024, we’ve had the privilege of working on a diverse range of employability initiatives, each revealing unique challenges and opportunities across educational and workforce contexts. From liberal arts to workforce development programs, K-12 schools, and programs supporting formerly incarcerated individuals, it is clear that preparing learners for career success requires tailored approaches. What follows are our observations on how these efforts vary across different learner populations.

Colleges & Universities: Liberal Arts vs. STEM

Our Essential Employability Qualities Certification (EEQ CERT) work with academic and training programs at colleges and universities reveals a striking dichotomy. Liberal arts students are trained to communicate and think critically, participate in deep conversations with colleagues, and address complex issues- as one would do in upper management roles. However, onramps to first jobs are bleak – and faculty (who are able and willing to move mountains to get their students into PhD programs and fellowships) are often at a loss for where to begin to help those students not going into academia and teaching.

In contrast, STEM programs are highly attuned to technical and entry-level job demands, equipping graduates with in-demand skills. Yet, employers often report these students lack the broader competencies – like communication, leadership, and strategic thinking – needed for career advancement.

We see some innovative and impressive work being done to bridge these gaps, yet there is much opportunity to better serve and prepare students.

Workforce Development: Combining Technical Expertise with Essential Skills

Emphasis on entry-level job placement is even more pronounced in the workforce development arena. While employers consistently cite a lack of “soft skills” like communication, teamwork, problem-solving, and basic workplace etiquette as major pain points in new hires, implementation of solutions is limited. A stand-alone course in “soft skills” would not qualify for use of the federal (WIOA) funds that typically drive most state and local workforce development programs. Rather, these programs must be aligned with employer-validated technical skills. Fair enough. Teaching soft skills in a vacuum is ineffective, as it is difficult for learners to comprehend their practical application and relevance in the workplace. Embedding employability skills into technical training offers a promising solution. By integrating these competencies into the learning process and explicitly calling out their importance, we can better prepare individuals to meet employers’ needs and achieve long-term success.

K-12: Bridging the School-to-Workplace Gap

For high school students not pursuing college, exposure to workplace expectations and opportunities is key. Many students are unaware of the breadth of industries and professions available to them, and current high school curricula often fail to align with real-world job requirements and evolving workforce demands. Innovative programs exist, but they are not the norm. These programs are often industry-driven, with sectors facing significant workforce shortages leading efforts to raise awareness and develop skills among students. While this approach offers clear benefits, it also presents two challenges: (1) it may overlook students’ individual skills and interests, and (2) regions lacking major industries often have limited access to such programming. Expanding these models and creating more intentional pathways from high school to employment opportunities, work-based learning, and ongoing skill development can help ensure all students, regardless of location or industry presence, are prepared for workforce success.

Formerly Incarcerated Individuals: A Population Worth Fighting For

Working in the corrections space has been eye-opening – depressing, and inspiring all at once. Our work in 2024 with a cohort of formerly incarcerated individuals (training to be Success Coaches to those embarking on their reentry journeys) proved to be one of the most thoughtful, resilient, and diligent groups with which we have ever engaged. However, systemic barriers to success – from policy restrictions to social stigma – pose immense challenges. With the expansion of Pell Grant eligibility and higher education opportunities for incarcerated individuals, we see a critical moment to help this population gain employability skills and access genuine second chances. Let’s recognize that it is complex and is going to take coordinated efforts and partnerships, as well as employers and a general populace that are paying attention to the realities of reentry and human potential at stake. This work is vital, not just for formerly incarcerated individuals and their families, but for society.

Advancing Employability Solutions in 2025 and Beyond

No matter the context, QA Commons’ Essential Employability Qualities and Standards of Care for education and training programs that make up the Employability Framework are a proven foundation for equipping learners with the skills, knowledge, and mindset needed to succeed in today’s workforce. They are immutable qualities and properties adapted to the specific conditions of the learner and the institution. As we look toward 2025, we remain committed to exploring, testing, and scaling solutions to the employability puzzle. Each context presents unique challenges, but the opportunities for impact are boundless. We are excited to continue this journey in partnership with educators, employers, and policymakers.