I'm in the homeschool world and am looking at career and college guidance for our students. So I'm reading. I'm finding some interesting stuff. Some of it, I'd like to keep track of so - with no rights whatsoever - I'm posting a section of a newsletter here. There's a link to his site and appropriate attribution so I don't feel too bad...I'll read his books and put them on the shelf next to Blake Boles and
Jennifer Cook-DeRosa who does that great stuff on Homeschooling for College Credit.
It's by Ryan Craig is the author of College Disrupted and A New U: Faster + Cheaper Alternatives to College. He is Managing Director at Achieve Partners, which is engineering the future of learning and earning.....
In this spirit, I
have my own admission. Two summers ago – back when Susan Collins was more than
a punchline and overt treason was just a gleam in Donnie’s eye – Microsoft and
Google announced efforts to calm America’s troubled streets (George Floyd,
Breonna Taylor) with free online programs to close the digital skills gap.
Microsoft announced new curriculum from LinkedIn Learning and the GitHub
Learning Lab and lowered the cost of certifications to bring digital skills to
an additional 25M Americans. In Google’s case, it was 100,000 scholarships for
new online certificates (data analyst, project manager, UX designer). In a Gap
Letter titled The False Allure of Online Training, I lampooned
the tech giants, saying “when the problems include racial injustice and
generational damage, online training is biting off more than it can chew.” I
went on to highlight the fact that neither company planned to actually hire any
of the newly trained talent. “Microsoft and Google: if they’re not good enough
for you, why should another employer want them?”
So allow me join the ranks of penitent pundits by acknowledging I was wrong to
castigate Microsoft and Google for launching online courses (although right as
rain about the big picture – skills gap, lack of clear pathways to
socioeconomic mobility, death of the American Dream). Doing so violated a
principle I hold dear: not letting the best be the enemy of the good. Sure, it
would be great if Microsoft and Google could singlehandedly wrench America’s
workforce into alignment with employer needs. But that’s asking too much, even
for businesses that collectively generate over $200B in annual profit.
I now recognize that casting aspersions on Microsoft and Google is like blaming
McGraw-Hill and HMH for what ails K-12 education. Actually worse, because
Microsoft and Google have better curriculum. And it’s not just these two. AWS,
Salesforce, VMware, Cisco, Oracle, Pega, Appian, Workday, Facebook, Adobe,
CompTIA, SAP, Snowflake, and lots of other tech leaders have built out
high-quality, skills-based online courses leading to certification exams for
the most in-demand digital skills. Besides addressing skills employers want but
can’t find, these courses have something else in common. They’re all 100%
asynchronous.
In this era of digital transformation, self-paced online courses are just like
textbooks: necessary but insufficient. Learners and job seekers who can
successfully complete these courses on their own probably don’t need much help
getting a good job. They’re not the ones we should be worried about. And for
those who don’t yet have a good job – struggling frontline and gig workers
without the necessary motivation, aptitude, and preparation to progress on
their own (and where life is likely to get in the way even if they hit that
trifecta) – I’d bet completion rates on asynchronous tech credentials are below
the education equivalent of the Mendoza Line (the MOOC Line i.e., 5%).
Microsoft, Google and the rest can’t be expected to solve this problem. They’re
not schools or training companies and will never be (principally because they
turn up their noses at low gross margins). But they can recognize the problem.
And so kudos to Google, which back in February announced $100M of funding for wraparound services,
specifically funding Year Up and Merit America to provide synchronous engagement
for job seekers. Wraparound services include instruction (i.e., classes),
coaching, and interview prep. And while they have their attention, Year Up
and Merit America will also work on soft skills like teamwork and
communication. Google’s goal is 20,000 additional (low-income,
underrepresented) certificate completers, or $5K per life transformed.
Deploying wraparound services to mine America’s newly discovered motherlode of
tech training courseware for the benefit of tens of millions who’ve been shut
out of the digital economy also has the potential to fix our broken workforce
system. I’ve written previously about state and local workforce boards, which prioritize
speed-to-placement and counseling over human capital development and therefore
find themselves in a vicious circle of attracting only the lowest skill jobs
and job seekers. Now a new service provider is seeking to play the role of Year
Up for workforce boards. ShiftUp is delivering similar wraparound
services for in-demand tech credentials, dramatically elevating 5% completion
rates; ShiftUp is currently over 75% for these in-demand credentials. ShiftUp
is now supporting workforce boards in New Jersey, Michigan, and Washington DC.
Again, the price tag is in the neighborhood of $5K per life transformed.
***
With nonprofits and workforce boards taking the lead on making tech credentials
accessible and meaningful for displaced and underserved Americans, where are
colleges and universities in this pixelated picture? Largely nowhere. Sure, hundreds
of schools have signed up for AWS Academy and Pathstream is helping over 30 colleges and
universities deliver certifications from Facebook, Salesforce, Tableau, and
Asana. But all told, well under 5% of accredited institutions are pairing
instruction with any off-the-shelf online courses from tech leaders to
create faster + cheaper pathways to good jobs.
Why are colleges missing the boat? First, there are dozens of tech companies.
Developing a comprehensive tech credential offering would require going
company-by-company. And within a university, who’s set up to do this?
I came to the answer two weeks ago during a tech tête-à-tête with a dean at a
Midwestern university. The e-mail discussion involved this very subject: how
her university could begin to offer these wondrous new tech credentials. I
suggested she’d need to add synchronous instruction in order to make them work
for students. Her response:
Synchronous is not quality online education. It is something else but
not ONLINE. It is a hybrid and I am not sure why anyone would think that is the
way to go. On demand, on your own time is imperative for today's consumer. Like
MOOCs this will not last.
Why she cited MOOCs – a model that failed primarily due to lack of synchronous
engagement – to make her point is a door I opted not to walk through. But I
suggested that if she wanted to reach those seeking to land a good first job,
she might take a different view, and cited Google’s $100M investment.
Her response:
I have been in the business a long time, this is the flavor of the
month like MOOCs which I knew were not going to last (and a lot more than 100M
got spent on MOOCs). We would be happy to create asynchronous versions for our
[hundreds of] corporate partners.
And with that clarifying statement, I pinpointed my correspondent: dean of a
continuing education division with a mandate to serve corporate partners, make
money, and contribute that money back to the core university. She’s serving
customers and her customers’ employees are different in many ways from the
typical Merit America participant: early 30s with a decade or more working in
restaurants and retail. One way in particular they’re different: they’re much
more likely to have the motivation, aptitude, and preparation to complete
asynchronous online courses unaided.
Unfortunately, if you talk to a college or university about Microsoft, Google,
AWS, Salesforce and the like, this is where you end up: the periphery, a
borderland known as continuing education. There’s little sense that these
remarkable new educational resources could be useful for full-time students or
help the institution fulfill its mission. And that’s a shame.
Which leads me to a third reason for university inaction on tech credentials.
As Postsecondary Analytics’ Nate Johnson said on last week’s Inside
Higher Education (The Key) podcast, amidst enrollment wreckage, there are
bright spots in student demand: areas like technology. “But those are the most
costly fields for... instruction... You have to hire people who have those
skills.”
So even if colleges could figure out how to gather these credentials and
somehow activate the core instead of continuing education, they’d still have to
find instructors. And where are colleges going to find people to teach AWS,
Pega, Snowflake, and Workday? Not from Ph.D programs! Experts are out there, but
they’re scarce (hence skills gap). And they’ll be hard for colleges to recruit:
they’re practitioners, not career educators, and
they’re already making a much better living than career educators. Colleges
would have to appeal to their better angels. And to do that, they’ll probably
have to figure out how to serve students who really need the leg up these
programs can provide.
In response to these challenges, Hire-Train-Deploy leader SkillStorm came up with an answer. SkillStorm
entered into agreements with AWS, Pega, Salesforce, Appian, and CompTIA and is
setting up white-label tech cert programs for university partners. What
SkillStorm calls its Accelerator program solves problems #1 and #3:
the first one-stop shop for the most in-demand tech certifications with a large
bench of qualified instructors. Then SkillStorm runs synchronous programs (one
hour per day, five days per week). By working with multiple colleges and
aggregating enrollments, SkillStorm is able to launch cohorts weekly. (The one
problem SkillStorm hasn’t solved yet is continuing education; that’s where
SkillStorm is plugging in.)
***
With partners like Pathstream and SkillStorm Accelerator, colleges and
universities have no excuse for avoiding Microsoft, Google, and the other
companies leading digital transformation. And while higher education will
instinctively push these programs to continuing ed, as soon as these programs
come online, the appeal for students who’ve paid for longer and more expensive
degree bundles will become obvious. As these last-mile skills could not be more
meaningful for landing good jobs, core students will find them and either force
schools to include them in degree programs or perhaps convince colleges to
situate them as building blocks in stackable credentials (e.g., upside-down degrees).
Come to think of it, after unjustly accusing them two years ago, the only one
with an excuse for avoiding Microsoft and Google is me.
