Apprenticeship Degrees Gain National Ground Across Education and Workforce Systems as Policy Momentum Builds

Craft Education, a nonprofit workforce data platform, and WGU, a national nonprofit competency-based university, share a common focus of expanding access to work-based pathways that connect learning with employment. Together, they have committed to advancing apprenticeship degrees as a widely recognized option within higher education. This alignment has deepened in recent years, particularly as WGU brought Craft into its broader ecosystem to accelerate the development of scalable, work-based learning pathways that connect education, employment and data systems more seamlessly.

Reach University is a nonprofit university using Craft to power its teaching apprenticeships

Defining the apprenticeship degree becomes essential to understanding why it is gaining relevance. Mallory Dwinal‑Palisch, President of Craft Education, describes these programs as built around a blend of paid learning, role-aligned academics, and employer‑guided training. In her view, the ability to earn a wage while studying offers learners a measure of financial stability that traditional pathways often lack. She also points out that the credential is intentionally tied to a specific role, keeping the academic experience closely connected to real workforce needs.

Dwinal‑Palisch emphasizes that employer involvement is not an add‑on but a defining feature. Organizations help shape the training from the outset and provide settings where participants contribute meaningfully as they develop their skills. “This combination tends to produce graduates who enter the workforce with substantial hands-on experience, sometimes resembling employees who have already spent years in the field,” she explains.

As this model becomes more clearly defined, Dwinal‑Palisch notes that policy developments are evolving to support earn-and-learn pathways. An executive order outlines a national goal of expanding apprenticeships to one million active participants, accompanied by efforts to streamline workforce development systems. In parallel, the Workforce Innovation and Opportunity Act (WIOA) reauthorization proposal, currently advancing through the legislative process, includes formal recognition of apprenticeships, potentially creating a more structured basis for funding and implementation.

These policy signals gain further meaning when viewed alongside emerging data on outcomes. According to a report from the U.S. Government Accountability Office, registered apprenticeship participants frequently enter high-growth occupations and earn competitive wages, with average earnings around $80,000 in the year following completion.

Abigail Seldin, Chief Growth Officer at Scholarship America, agrees that paid pathways are a move that changes the financial math for learners. “Working adults, whether students at community colleges and trade schools or in formal apprentice programs, are often one flat tire away from dropping out,” she says. Scholarship America, the largest private scholarship administrator in the country, awarded nearly $340 million in 2025, including $20 million to 10,000 students in trade school and technical college. Seldin states, “Paid pathways can reduce the philanthropic investment needed for a small scholarship or apprenticeship retention grant, helping learners avoid emergencies and reach the finish line.”

This growing momentum reflects years of sustained effort across education and workforce systems. Dwinal-Palisch reflects on this trajectory with a perspective rooted in lived experience. “For years, the idea of apprenticeship degrees felt like something that needed to be explained before it could even be explored. Seeing it now defined in legislation brings a sense of alignment that many of us have been working toward for a long time,” she shares. Her work began with a focus on teacher shortages, where integrating structured, work-based learning into degree pathways presented both a challenge and an opportunity. Over time, that early focus has expanded into a broader framework that now extends across multiple industries.

Dwinal-Palisch acknowledges that supporting the growth of apprenticeship degrees requires infrastructure that connects each part of the system, which is where Craft Education plays a critical role. By linking data across employers, educators, and policymakers, the platform aims to simplify coordination that typically requires extensive manual effort. This integration may help reduce administrative complexity and support compliance with frameworks, while also giving stakeholders real-time visibility into learner progress. “The goal is for individual experiences to become part of a more connected system that supports both scale and accountability,” Dwinal-Palisch states.

WGU extends this effort through its longstanding focus on accessibility and workforce alignment. Founded by a coalition of governors seeking to strengthen the connection between education and employment, the university continues to refine its model in response to evolving needs. Its recognition as an “Opportunity University” by the Carnegie Classification reflects an ongoing commitment to expanding access while supporting strong economic outcomes for graduates.

Stacey Ludwig Johnson, Executive Director of Work-Based Pathways at WGU, views this direction as an extension of that mission. She states, “There is an opportunity to design pathways where learning reflects real-world application from the beginning. The experience becomes more meaningful for everyone involved when employers and educators move in sync.”

This alignment may translate into practical advantages. Employers engaged in apprenticeship programs report improved retention and stronger connections between training and job performance. In this context, earn-and-learn models contribute to both workforce development efforts and organizational continuity.

“Apprenticeship degrees can offer organizations a way to grow talent in a direction that reflects their specific needs,” Ludwig Johnson states. “Participants come in with a sense of what the role involves and start building comfort in real workplace settings early on. In areas like healthcare and education, where continuity tends to matter, this approach can provide a path for strengthening the workforce.”

Overall, as awareness continues to grow, the role of apprenticeship degrees within the broader education system becomes easier to understand. These programs exist alongside traditional pathways, offering an additional option that aligns with different goals and life circumstances. Ludwig Johnson reflects on this balance through WGU’s continued growth and reach. She emphasizes, “Expanding access involves recognizing the many ways individuals pursue opportunity. In this context, the rise of apprenticeship degrees points toward a more connected and responsive workforce ecosystem, where multiple pathways remain visible, viable, and accessible.”