Reimagining the Workforce Development System for the 21st Century and Beyond

Technology, globalization, and demographic changes have altered what employers need from workers and what workers can expect from employers. Many Americans no longer follow a straightforward, linear path from education to the workforce to retirement—rather, it is becoming more common for individuals to work while going to school, return to school to get more education or change careers after spending some time in the workforce, or work multiple freelance jobs. RAND Education and Labor researchers are working with education and training institutions, employers, and policymakers to take a systems-levels approach to examining education, workforce development, and employment, and to develop evidence-based policy recommendations to better support workers and employers in the 21st-century and beyond.

Featured Research

Equitable Access to Opportunities for Learning, Training, and Re-Training Throughout Individuals’ Working Lives

RAND Education and Labor researchers are examining how best to provide students with a broad base of fundamental skills, as well as exposure to career and technical education that will prepare them for the world of work. In addition, we are considering alternative funding models that can more equitably distribute costs of continuing education and training among individuals, employers, and taxpayers.

Matching and Re-matching Individuals with Jobs to Which They and Their Skills are Well-suited

Recent graduates often find it difficult to make the transition from school to the workforce, as employers often want to hire workers with previous experience. RAND Education and Labor researchers are working in partnership with employers, education and training providers, and other stakeholders to better-align education and training curricula with labor market needs, and to facilitate the school-to-workforce transition. At the same time, many experienced workers find that their current skills are no longer in need, but there are no clearly defined pathways for them to quickly adapt and acquire new skills. Our work has examined new mechanisms to support greater job and career mobility, as well as the needs of freelancers in the growing “gig” economy.

Recent Publications

• Veterans' Employment During Recessions: Veterans' Issues in Focus March 29, 2023

  Daniel Schwam, James V. Marrone

  Newly separated service members face unique challenges as they enter the civilian labor market, so how can they manage their expectations during this critical period? A better understanding of veterans’ employment support needs and how economic shocks affect veterans and nonveterans differently can help veterans, employers, policymakers, and veteran-serving organizations prepare for future disruptions and uncertainty.

• The Impact of the COVID-19 Pandemic on Workers with a Criminal History February 14, 2023

  Daniel Schwam, Shawn D. Bushway, Jeffrey B. Wenger

  In this article, we use data from the NLSY97 COVID-19 Supplement to examine the extent to which workers with a criminal history record had employment disruptions during the early months of the pandemic.

• Community Colleges Can Increase Credential Stacking by Introducing New Programs Within Established Technical Pathways February 14, 2023

  Drew M. Anderson, Lindsay Daugherty

  This study analyzes the introduction of new certificate or associate degree program options at Ohio community colleges during school years 2004–2005 to 2016–2017.

• Walking on Eggshells—Teachers' Responses to Classroom Limitations on Race- or Gender-Related Topics: Findings from the 2022 American Instructional Resources Survey January 25, 2023

  Ashley Woo, Sabrina Lee, Andrea Prado Tuma, Julia H. Kaufman, Rebecca Ann Lawrence, Nastassia Reed

  In this report, drawing on the spring 2022 American Instructional Resources Survey, the authors examine teachers' awareness of and responses to limitations on how they can address race- or gender-related topics in their instruction. The limitations placed on how teachers can address contentious topics may be leading to consequences for teachers' working conditions and for student learning.

• Vermont Early Care and Education Financing Study: Estimated Costs, Financing Options, and Economic Impacts January 17, 2023

  Lynn A. Karoly, Aaron Strong, Christopher Joseph Doss

  To invest in early care and education (ECE) for children not yet in kindergarten, Vermont is addressing how to expand families' subsidies to make ECE more affordable and to increase compensation for the ECE workforce. This report estimates the costs of a high-quality ECE system, considers sliding-scale subsidy options and family contributions, and estimates the fiscal and economic impacts of stable state revenue sources to fill the funding gap.

• Science and Technology-Focused Postsecondary Options in the Pittsburgh Area January 9, 2023

  Brian Phillips, Rosemary Li, Melanie A. Zaber, Linnea Warren May, Tobias Sytsma, Stephanie J. Walsh, Elizabeth D. Steiner, Jeffrey B. Wenger, Éder Sousa

  RAND researchers compiled a list of science- and technology-focused (STF) providers and programs in the Pittsburgh area. The online tool includes information on costs; whether remote, part-time, or evening programs are available; and whether funding may be available. Potential students can filter the list to find out which types of degrees or certificates can be earned in which STF fields.

See more publications on workforce development