A Path Forward: Scaling Apprenticeships in Higher Ed
Apprenticeships deliver results. Workers gain skills tied to real jobs, employers build talent pipelines that meet demand and communities see stronger economic mobility. Yet many in higher education have struggled to effectively scale up apprenticeship models. Because it is National Apprenticeship Week (NAW), now is a good time to review what works and where there is room for improvement.
Apprenticeships connect learning directly to jobs, accelerate skill development and create clear value for both learners and employers. Apprenticeships are complex, with many moving parts, and higher education generally has not yet built a system that delivers apprenticeships at a national level. That’s the gap WGU and organizations like Jobs for the Future, Arizona State University, and University of Maryland Global Campus are working to close.
A National Conversation Is Already Underway
Last month at SXSW EDU, a premier education conference focused on innovation in learning, I had the opportunity to lead a panel discussion titled “Apprenticeships: A Nuts and Bolts Guide” with leaders who were employers and from workforce groups and education.
Why the urgency about apprenticeships? Employers need more teachers, nurses and skilled workers. At the same time, workforce gaps continue to grow across these critical sectors. But without scale, impact remains limited.
The panel focused on one question: How do we scale apprenticeships in a meaningful, sustainable way to address the shortages in these critical industries?
Why Apprenticeships Have Not Scaled
Apprenticeships tend to succeed in local programs, but expanding them across systems has proven difficult. A few persistent barriers stand in the way:
- Education models built around time, not skills
- Employer programs that are difficult to standardize
- Credentials that do not transfer across roles or regions
Together, these constraints limit growth and consistency.
A Model Designed to Scale
WGU has spent nearly 30 years addressing a related opportunity: implementing competency-based education (CBE) to serve hundreds of thousands of learners. The CBE model measures skills acquired and mastered instead of time in a class, which closely aligns with how apprenticeships operate. An apprenticeship-focused approach builds on that foundation by tying learning directly to job requirements and creates a clear path forward through demonstrated performance. Programs can adapt to employer needs while still reaching students nationwide.
Rather than extending a traditional higher education system, this approach reflects a model designed specifically for work-based learning.
What Scaling Looks Like
Scaling apprenticeships requires a repeatable model across industries and regions. At WGU, that means:
- Embedding apprenticeships into degree pathways
- Partnering with employers to define skills and outcomes
- Creating credentials that stack and transfer
- Expanding access so more learners can earn while they learn
This approach supports entry into the workforce with durable skills and long-term advancement.
Why This Moment Matters
NAW shines a spotlight on the opportunities apprenticeships create, sparking meaningful conversations about proven solutions that drive workforce success. It also serves as a moment to reflect on progress and point the way toward where the system needs to evolve next.
Earlier this week, WGU partner Craft Education hosted a webinar that explored, among other topics, how apprenticeship models are reshaping the teacher pipeline and how apprenticeships create more accessible, affordable pathways into teaching — especially compared to the traditional clinical model. This shift is already showing up in the data: As of March, there were 3,898 registered apprenticeships for K-12 teachers in the U.S.
Demand for skilled workers continues to rise while many learners question the value and cost of traditional education pathways.
Work-based learning offers a direct response, by shortening the time to skill acquisition, lowering costs through paid learning and aligning more closely with employer needs. The remaining challenge is building systems that can deliver this at scale.
A Call to Build Together
Not many institutions have yet successfully scaled apprenticeships across higher education. However, WGU is beginning to do just that.
We are working to collaborate with:
- Employers who are helping to define skills and expand opportunities.
- Policymakers who can support models that measure outcomes.
- Educators who will align learning with real work.
The goal is a national model that works for learners and employers. Then, everyone wins.
