Case Studies

The Centennial State Colorado has proactively adopted a statewide strategy to foster robust and lasting collaboration between its education sectors (both K-12 and higher education) and the business (for-profit, non-profit) community. This forward-thinking approach aims to address current and future workforce needs by creating a network of diverse organizations working in concert to support Coloradans across various age groups, levels of job experience, and educational backgrounds.

Policy Foundation for a Skilled Workforce

Colorado's commitment to integrating education and workforce preparedness is built upon a strong policy landscape:

• Early Incentives for Employer Engagement (1996): Over two decades ago, the Colorado General Assembly passed the School-to-Career (Expenses) Credit, funded through the Colorado Department of Revenue. This legislation was designed to encourage private sector investment in programs that blend traditional academic learning with practical on-the-job training. Participating employers can claim a tax credit equivalent to 10% of the wages, training expenses, and premiums for workers' compensation and unemployment insurance for qualifying internships.
• Task Force for Systemic Integration (2022): More recently, House Bill 22-1215, passed in June 2022, established the Secondary, Postsecondary, and Work-based Learning Integration Task Force. This Task Force is charged with "developing [and] recommend[ing] policies, laws, and rules to support the equitable and sustainable expansion and alignment of programs that integrate secondary, postsecondary, and work-based learning opportunities in every region of the state[1]." Through numerous convenings, the Task Force has explored funding mechanisms, Colorado's accountability framework, and specific recommendations to fulfill its core responsibilities[2].

Key Organizations Driving Collaboration

Several key organizations and partnerships are instrumental in implementing Colorado's workforce development strategy:

• Colorado Workforce Development Council (CWDC) and Colorado Department of Education (CDE): The CWDC, a Governor-appointed public-private body, advises on and integrates Colorado's talent development network. In partnership with the CDE, the CWDC has spearheaded career pathway strategies that commence in secondary education.
  • Work-Based Learning (WBL) Continuum: A cornerstone of the CWDC and CDE's efforts is the Work-Based Learning (WBL) opportunities provided to high school students. These programs aim to guide students through three phases:
    • "Learning ABOUT Work": Career awareness and exploration to expose students to diverse career options and inform their decisions.
    • "Learning THROUGH Work": Career preparation activities that involve direct interaction with industry professionals, enhancing career readiness.
    • "Learning AT Work": Hands-on career training at actual worksites to prepare individuals for employment.

Funding for these WBL programs is diverse, and the CWDC focuses on collaboration with sixteen major industries. To streamline this, the Colorado Department of Higher Education (CDHE) developed a WBL Funding Matrix, which details program information, requirements, funding availability, and contacts.

• Colorado Department of Higher Education (CDHE) and Colorado Commission on Higher Education (CCHE): Recognizing that students pursue higher education to enhance career prospects and economic mobility, the CDHE, with support from the CCHE, has developed statewide internship programs. The CCHE acts as the central policy and coordinating board for public higher education, prioritizing learners' needs. This collaboration ensures that students not only obtain credentials, but also secure employment aligned with their postsecondary education through their respective institutions.

Key Strategic Frameworks and Initiatives

Building on the collaborative efforts of its key organizations, Colorado has implemented specific strategic frameworks to guide its workforce development:

• "Building Skills in an Evolving Economy" (CDHE & CCHE Strategic Plan): The CCHE and CDHE jointly created this comprehensive strategic plan to advance economic mobility and align talent development in postsecondary education.
  • Core Goals: The plan is built on three core goals:
    • Increase: Serve more learners with relevant and valuable educational opportunities.
    • Valuable: Ensure Coloradan students gain meaningful career-related skills.
    • At a Minimum: Guarantee students access to economically viable skills.

The overarching mission is to support and advocate for students while developing policies that maximize higher education opportunities for workforce transition.

• Strategic Investment Pillars: "Building Skills in an Evolving Economy" outlines several investment strategies ("pillars") to achieve its goals, including:
  • Identify and Improve Pathways with a Negative Return: Those not meeting minimum economic value.
  • Increase partnership between Higher Education Institutions (HEIs) and the workforce.
  • Increase the affordability of postsecondary education.
  • Increase Opportunities for Success for Students from Pathways of Positive Return: Ensuring equitable access to program and pathway completion.
  • Better data access.
  • Continuing investment in successfully proven approaches.
  • Be the Source (Cause) of Postsecondary Workforce Collaboration, Alignment, and New Pathway Development.
  • Create new opportunities through increasing postsecondary and workforce alignment.
• Workforce Determinants of Student Success (WDSS): Outside of the direct partnership for the strategic plan, the CDHE has also created the Workforce Determinants of Student Success (WDSS).
  • Building off the goals of the Social Determinants of Student Success, the WDSS emphasizes career preparation and creating standards for HEI and WBL collaborations.
  • Career Connected Campus Designation: To support the implementation of "Building Skills in an Evolving Economy" under the WDSS, the "Career Connected Campus Designation (Checklist)” was created. This checklist, based on research into themes positively influencing postsecondary learners' careers, explains how campuses can incorporate practical skills preparation, professional development, and career readiness.

A Multi-Pronged Approach to Economic Advancement

Instead of relying on a single solution, Colorado has strategically employed a variety of methods—from the early School-to-Career Credit and the recent HB 22-1215 Task Force to the ongoing efforts and strategic frameworks implemented by the CWDC, CDE, CDHE, and CCHE. This multifaceted approach has enabled the state to effectively identify its workforce needs by exploring alternative engagement methods and creating tangible solutions. By fostering these dynamic partnerships and integrating WBL into formal policies and institutional goals, Colorado continues to build a resilient and skilled workforce prepared for the evolving economy.

[1]1215 Report

[2] Secondary, Postsecondary and Work-Based Learning Integration (1215) Task Force | CDE

The Hoosier State Indiana (IN) has proactively addressed a projected workforce shortage expected in 2030 by implementing several strategies. To mitigate this concern, the state has adopted a comprehensive approach that invests in diverse Work-Based Learning (WBL) opportunities and postsecondary education, aiming to foster career success. Through these dual strategies, Indiana is tackling workforce challenges, serving its diverse population, and forging innovative partnerships with higher education institutions (HEIs).

Work-Based Learning Initiatives

Indiana's approach to WBL is implemented across both the workforce and postsecondary education sectors.

• Work-Based Learning in the Workforce: In 2018, the Indiana Department of Workforce Development (DWD) established the Office of Work-Based Learning and Apprenticeship (OWBLA). This initiative takes an employer-focused approach to strengthen Indiana's work pipeline. OWBLA is funded through the State Apprenticeship Expansion Formula Grant, under the U.S. Department of Labor's Employment and Training Administration and targets emerging industries with WBL and apprenticeships. Eligible participants include secondary education students and adults entering or re-entering the workforce. OWBLA focuses on three primary forms of WBL:
  • Registered Apprenticeship (RAP): An apprenticeship program that begins at the state minimum wage ($7.25) and requires at least one pay increase as the apprentice gains skills.
  • State Earn and Learn (SEAL): A reinvestment program designed to retain current employees while they acquire additional skills.
  • Work and Learn (WAL): An educational program for secondary and postsecondary students, providing opportunities for high school students to earn dual credit
• Work-Based Learning in Postsecondary Education: Indiana is also integrating WBL into postsecondary education through initiatives such as Career Discovery Meetings and Career Scholarship Accounts.
  • Career Discovery Meetings and Career Scholarship Accounts: The Indiana Commission for Higher Education (IN CHE) has invested in programs like Hoosier Opportunities & Possibilities Through Education (HOPE) and Employment Aid Readiness Network (EARN). The Employment Aid Readiness Network (EARN) is a state work-study program sponsored through Work+Learn Indiana. EARN provides supplementary financial support to high school or college/university students while completing internships. Employers participating in EARN receive a 50% state funding match towards student hourly wages. Work+Learn Indiana, a subsidiary of the Indiana Chamber of Commerce, also strives to create/expand work-related opportunities for students.
  • Beginning with the class of 2029, high school students can earn readiness seals in enrollment, employment, enlistment, and service[2]. These seals recognize the attainment of:
    • WBL experience
    • Skill development
    • The option to earn college credits

The Partnership Pentagon

The Indiana Commission for Higher Education (IN CHE) has also established the Partnership Pentagon, a collaborative framework designed to align postsecondary education with Indiana's workforce needs. The Partnership Pentagon operates through five key sectors:

• Business
• Education
• Government
• Non-profits (community and faith-based organizations)
• Philanthropy

This collaborative effort has yielded promising results and continues to identify diverse strategies for connecting colleges and the workforce. One example is Outcomes-Backed Performance Funding, which allocates funding to public postsecondary institutions based on their success in improving student connections with employers. The Partnership Pentagon also advocates for the creation of local and regional "Mini Partnership Pentagons" to encourage employer investment in WBL, internships, and apprenticeships.

Conclusion

Indiana is taking a proactive approach to both sustain its workforce and reinvest in postsecondary education. By promoting apprenticeships, WBL, and internships at the secondary and postsecondary levels, the OWBLA and the Indiana Commission for Higher Education are providing Hoosiers with multiple pathways to gain career-related skills while earning a salary. This approach creates incentives for both employees and employers, effectively addressing the state's projected workforce challenges.

[1] Secondary and postsecondary credits simultaneously.

[2] Students can choose classes that match their interests and future goals. This new high school diploma was carefully planned to help students follow their own path, i.e., going to college, starting a career, or joining the military after high school.

The Commonwealth of Virginia has created a state-sponsored project focused on Work-Based Learning (WBL) and internship programs with promising outcomes. Recognizing the diverse needs across the state, the State Council of Higher Education for Virginia (SCHEV) established the Virginia Talent + Opportunity Partnership (V-TOP). V-TOP is an innovative program designed to bridge the gap between Virginia higher education institutions (HEIs), postsecondary students, and the (i.e., for-profit, non-profits, and public sector entities). V-TOP's cross-sector approach has been instrumental in sustaining Virginia's WBL and internship programs and developing its workforce.

Policy Landscape of V-TOP

In 2018, the Virginia General Assembly provided funding to SCHEV to support public institutions in creating paid internship opportunities. SCHEV expanded on this initiative, developing the Innovative Internship Fund and Program. Through a partnership with the Virginia Chamber Foundation and the Virginia Business Higher Education Council (VBHEC), this program was rebranded as the Virginia Talent + Opportunity Partnership (V-TOP).

What is V-TOP?

V-TOP is a statewide, regionally distributed, state grant-funded internship program for postsecondary education students, with the goal of retaining talent within Virginia. V-TOP has two main goals:

• Ensure every student in VA is internship-ready/prepared.
• Ensure every two- and four-year student at a HEIs participates in a paid or credit-earning student internship or WBL opportunity.

To achieve these goals, V-TOP incorporates eight key features into its internship opportunities, demonstrating its distinct statewide approach[1].

Key Features of V-TOP

V-TOP's uniqueness lies in its comprehensive and collaborative approach, which includes:

• Regional Approach: V-TOP utilizes Virginia's nine GO (Growth and Opportunity) Virginia Regions to address the state's diverse regional needs. Regional coordinators organize annual WBL events (internship summits, college fairs), information sessions, webinars, and virtual office hours for employers. VBHEC also hosts regional roundtable events. This regional focus ensures that WBL opportunities are tailored to the specific economic and workforce needs of each area.
• Employer-Focused Activities: V-TOP provides several incentives to encourage employer participation, including:
  • Matching 50% of student internship wages[2].
  • Providing grants to small-to-midsize businesses to offset the cost of new internship programs[3].
  • Partnering with statewide staffing agencies, with an emphasis on small businesses.
  • Organizing small and minority businesses, employer-focused coffee chats or lunch-and-learn sessions.
  • Hosting exposure events for early-career and internship seekers.
  • Recognizing the top 100 participating employers[4] on Virginia Intern Day (July 27th).
• College and University Activities: V-TOP collaborates with two- and four-year public and private HEIs, offering grant funding to support[5]:
  • Strategic planning and visioning for internship programs[6].
  • Expanding internship opportunities for underserved students through federal work-study programs.
  • Institutional Readiness Student Support and Institutional Data Collection[7].
  • Professional development for career and internship coordinators.
  • Integration of work-ethic curriculum resources (e.g., from ) and work-ethic certification training.

Conclusion

Cultivating a state's talent pool requires intentionality and commitment. Since 2020, V-TOP has facilitated internship opportunities through partnerships and collaboration with businesses, colleges, and universities across Virginia. This approach has not only assisted in stimulating Virginia's workforce but also addresses the need for investment in postsecondary education and student success. V-TOP is a strong example of how a state can effectively address both local and statewide workforce development needs.

[1] The second goal of V-TOP

[2] Subjective-not all internship wages matched

[3] The grant amount is subjective; $250,000 is available to distribute in total

[4] Nomination required

[5] Eligible participants must have completed the work for the Council of Presidents Workgroup on Data Governance

[6] 8 public, 1 private HEI

[7] Received 12 responses and four-year public institutions eligible only.