what job and education opportunities young

This is what the world’s youth say they need for a secure future

The World Economic Forum’s Future of Jobs Report 2023 shows youth employment has not fully recovered after the pandemic. Image:  Unsplash/Chang Duong

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• A majority of respondents to the global survey ‘What Young People Want’ said their highest priority was getting the education, skills and competencies to allow them to enter the workforce and build successful careers.
• The survey findings will contribute to a Global Forum for Adolescents planned for October 2023.
• The World Economic Forum’s Future of Jobs Report 2023 shows youth employment has not fully recovered after the pandemic.

Millions of young people around the world are demanding access to skills and learning opportunities to prepare themselves for the jobs of the future.

The findings of the " What Young People Want " survey, conducted by the Partnership for Maternal, Newborn & Child Health (PMNCH) , reveal that education, skills and employment are a priority for a majority of the 700,000-plus respondents as essential for them to build a safe and prosperous future.

Young people people were asked to use their own words to answer this question: “To improve my well-being, I want...". The most frequently used words are highlighted in the illustration below.

The continuing survey has a target to capture the views of more than a million young people before it concludes. The final results will inform the Global Forum for Adolescents in October 2023.

The latest figures show that 56% of 8-12-year-olds across 29 countries are involved in at least one of the world's major cyber-risks: cyberbullying, video-game addiction, online sexual behaviour or meeting with strangers encountered on the web.

Using the Forum's platform to accelerate its work globally, #DQEveryChild , an initiative to increase the digital intelligence quotient (DQ) of children aged 8-12, has reduced cyber-risk exposure by 15%.

In March 2019, the DQ Global Standards Report 2019 was launched – the first attempt to define a global standard for digital literacy, skills and readiness across the education and technology sectors.

Our System Initiative on Shaping the Future of Media, Information and Entertainment has brought together key stakeholders to ensure better digital intelligence for children worldwide. Find our more about DQ Citizenship in our Impact Story .

Adolescents taking control of their futures

The interim results of the survey suggest young people are acutely aware of the challenges that will confront them in adulthood. From high living costs to pandemic disruptions, climate crisis and conflict, global youth are recognizing the need to equip themselves with the knowledge and competencies required for the workplace of the future.

A majority of respondents said their highest priority was getting the education, skills and competencies to allow them to enter the workforce and build successful careers. The survey shows these priorities are particularly pronounced among those aged 15-19 and adolescent girls, who frequently cited the need for "learning opportunities" and "quality education".

The continuing impact of the pandemic

The COVID-19 pandemic continues to exacerbate the challenges faced by young people, particularly in low- and middle-income countries. School closures have resulted in significant learning losses, with up to 70% of 10-year-olds in these countries unable to read or understand a simple text .

The findings of this survey align with the World Economic Forum's Future of Jobs Report 2023 , which highlights the ongoing impact of the pandemic on global youth employment.

Employment deficits for young people remain high when compared to pre-pandemic levels in many regions of the world, with Southern Asia, Latin America, Northern Africa and Eastern Europe seeing the slowest recoveries.

To overcome these challenges and ensure young people are equipped for work in the digital economy, the Forum’s report emphasizes the need to urgently address the skills gap and invest in the education and training of young people. Aligning the skills of young people with the priorities identified by businesses will be critical to ensuring young people have the right mix of talents.

By equipping young people with the necessary skills and knowledge and providing them with supportive environments, we can empower them to become agents of change and contribute to a sustainable and prosperous future for all.

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Education Policy

Building back better: a national plan for youth employment, prioritizing young people for an equitable recovery.

Photo Credit: Artem Podrez (via Pexels)

Brent parton, taylor white, may 18, 2021.

More than half of all Americans are millennials, Gen Z, or younger. These are the most racially diverse generations in the history of the nation. Our economic viability depends on their access to early work experience, civic engagement opportunities, educational pathways, and jobs that allow them to earn an income while they learn and build careers. In contrast, low wages, insufficient hours, and involuntary disconnection from work drive high poverty rates that dampen young people’s prospects and harm the whole country. Moreover, disconnection from school and work increases after high school – the problem does not naturally resolve itself. One analysis found that one percent of 18-year-olds, were disconnected, rising to 5% at age 20 and 12% at age 26.

• According to the Brookings Institution’s 2019 report Meet the Low-Wage Workforce , people ages 18–24 account for 24 percent of all low-wage workers. More specifically, 7 million of these workers are not in school and do not have a post-secondary degree, leaving them with very limited job prospects. They have median hourly wages of $8.55 and median annual earnings of $12,700. Many young people rely on these low wages to meet their own basic needs, support their families, or pay for their education.
• In 2019, prior to the COVID-19 pandemic, the poverty rate for youth ages 18–24 was 13.3 percent —well above the rate of 10.5 percent among all adults.
• Among young people who were unemployed in July 2020, over half were out of work due to the pandemic.
• Millions of young adults carry overwhelming education debt, which threatens their economic stability far into their futures. Disparities in student debt load also perpetuate long-standing racial wealth gaps.
• Freshmen enrollment in higher education declined 13.1 percent in fall 2020, driven by an unprecedented 21 percent decline at public two-year colleges.
• As of July 2020, young people of color were suffering unemployment rates over 45 percent. Experts estimate that the number of opportunity youth (those ages 16–24 who are not working or in school) will top six million as a result of the pandemic.

Ages 16 through 24 are critical development years when young people begin to take on adult responsibilities. Employment is an important part of youth development, and early exposure to the world of work through summer and year-round employment, internships, and service opportunities is a key predictor of consistent employment in adulthood. High rates of youth unemployment have plunged many into financial crisis and presage long-term challenges to economic security. Unemployment rates are even higher among youth of color, deepening existing racial inequities that will require significant, targeted investments to reverse.

Source: https://www.clasp.org/why-we-cant-wait-economic-justice

Federal investments in workforce development have plummeted over the last 20 years, leaving millions of people without resources to connect or reconnect to the workforce or advance their careers. In today’s economy, careers with family-sustaining wages require more education and higher-level skills than ever before, yet federal investments reach only a fraction of youth and young adults seeking economic opportunity.

To support youth and their communities in recovering from the COVID-19 crisis, Congress must consider the loss of connection to critical work experiences and income over this past year and its long-term impacts. Congressional response in the Great Recession understandably focused on quick wins but failed to seize the opportunity to address the long-standing challenges youth have faced as they try to gain a foothold in a rapidly changing economy. The inadequate federal response had brutal and lasting consequences for young adults and the economy as a whole. Due to the economic effects of the COVID-19 pandemic, our country is once again at risk of losing the professional and economic potential of an entire generation. In this recovery, we can and must do better.

Lessons from Federal Youth Investment in the Great Recession

Inadequate funding to level of need: In the Great Recession, a $1.2 billion investment in youth services included in the American Recovery and Reinvestment Act (ARRA) served 355,000 young adults through summer employment. To date, however, there is no evidence that the employment effects for participants were long lasting. Drawing lessons from ARRA implementation , future efforts should not only increase funding levels for young people, but also broaden the scope of services and tools that can mobilize additional public and private investment in youth beyond summer employment programs.

Disconnect between youth employment strategies and educational advancement and attainment: While ARRA offered funds for young people to access paid work experience, those experiences did not offer a platform for further classroom education and on-the-job training to prepare for a career. Furthermore, investments in education and training, particularly in community colleges, were not adequately targeted to youth or connected to the labor market. Future efforts must focus on paid work as an initial reconnection strategy, but long-term success depends on linking paid work experiences to investments in structured education and training opportunities. This will ensure the response serves as a building block to future education and career goals.

Lack of vision and coordination across government: Without a clear national strategy and interagency coordination, our country missed opportunities to leverage youth stimulus dollars with other discretionary federal education and workforce resources. To meet young people’s near- and long-term needs, future efforts must include a clear national plan for expanding strategies that effectively blend paid work experience with the attainment of postsecondary credentials.

Principles of a Comprehensive Federal Youth Employment Strategy

For better results, we need a national plan for meeting young people’s immediate needs, while also taking steps to clear their paths to success in the economy of the future. A national strategy should articulate a set of clear policy goals that center race and gender equity in a whole-of-government approach to mobilizing leadership and resources. The strategy should provide relief for young people today, promote an equitable national recovery, and reimagine how we support transitions from education to employment and integrate youth into the labor market. To that end, we have organized the following recommendations into three focus areas: relief, recovery, and reimagining education-to-employment transitions.

Policies and programs across these areas must address race explicitly by prioritizing people of color for services, actively remove structural barriers to participation and access, collect data to support analysis and accountability for equity measures, and be informed and driven by the people they are designed to support. We believe federal investment and action for youth must be guided by the following principles:

• Expand opportunities for historically oppressed communities and those that have experienced systemic underinvestment: Policies must prioritize young adults facing the greatest barriers to employment, adopt performance measures that encourage serving these young people, and reflect our understanding of the effects of trauma and opportunities for healing.
• Ensure community-driven and data-informed solutions: Investments should support community-based solutions, capacity-building for local systems and programs, and local decision-making. Solutions should build on the wisdom and experience of communities that have developed effective interventions and innovations that can be expanded. Funding should provide resources to support strong local conveners or intermediaries, thriving local service ecosystems, and a healthy workforce of youth-serving professionals.
• Enhance interagency and cross-system alignment at the federal level: Better federal coordination is necessary to help state and local jurisdictions carry out effective strategies and service delivery models that meet the full range of youth needs.
• Engage young people through co-design: Youth voice and leadership are at the heart of positive youth workforce development. Effective programs recognize youth as assets and listen to their experiences to understand what they need. With opportunities, training, support, and financial compensation, young people can be invaluable contributors to the design of programs and policies at the federal level.

Recommendations for Relief

The American Rescue Plan (ARP) included several provisions that are critical to many youth, including:

• Increasing and expanding the Earned Income Tax Credit (EITC) , which will help keep young workers (including non-custodial parents and those without children) out of poverty. This is a fitting form of pandemic relief for youth, since cashiers, home health aides, delivery people, and other essential workers are more likely to be youth and young adults.
• Extending unemployment insurance enhancements from the Coronavirus Aid, Relief, and Economic Security (CARES) Act so youth and young adults, including working high school and college students, can access unemployment relief.
• Removing harmful provisions in the Supplemental Nutrition Assistance Program (SNAP) , so young people will not lose these basic benefits.

Despite this progress, however, the ARP did not succeed in raising the minimum wage, eliminating the subminimum wage for youth and those with disabilities, or improving the federal financial aid system to better support low-income students—all issues that affect young people’s ability to achieve economic security.

Recommendations for Recovery

To avoid a repeat of the painfully slow national recovery from the Great Recession, the federal government must leverage all of its powers as an investor, purchaser, and employer to support the employment of workers in high-quality, well-paid jobs. Federal recovery efforts directed at job creation must prioritize youth through targeted investments and new federal policies that support their connections to work and learning. These policy actions should include the following:

• Connect young people to work through a new, federal subsidized jobs program . Access to paid work is critical for national recovery and as a building block for long-term economic success, particularly for young adults from low-income backgrounds . Congress must work with the Biden-Harris administration to advance the American Jobs Plan and enact an equity-centered national subsidized employment program in any recovery legislation. Congress must prioritize and target investments to youth and young adults, and should also support capacity-building for localities and organizations to improve program design, operations, and assessment.
• Include young people in pathways to careers and infrastructure investments proposed in the American Jobs Plan. The U.S. Departments of Energy and Transportation, in coordination with the Domestic Policy Council and the U.S. Departments of Education and Labor, should identify job roles necessary to support transit infrastructure and climate change mitigation, and develop quality career pathways to prepare youth for those jobs. Further, they must ensure that these pathways emphasize integrated education and training and subsidized employment and prioritize youth and young adults who have been historically excluded from economic opportunity. The Connecting Youth to Jobs Act  recently introduced Reps. Jesús “Chuy” Garcia and Marcy Kaptur provides a good starting point for structure and implementation.
• Establish a national youth on-the-job learning initiative. Congress should develop and fund a dedicated on-the-job training (OJT) initiative that reimburses employers for up to 75 percent of wages paid for up to 12 months for hiring youth who are also participating in an eligible education and training program. Under the Workforce Innovation and Opportunity Act (WIOA), Governors and local workforce development boards are permitted (but not required) to use a portion of their funding to offer wage reimbursements of up to 75 percent for OJT contracts that target eligible youth WIOA participants. Additionally, while the U.S. Department of Labor's discretionary National Dislocated Worker Grants can be used to support OJT, youth without an employment history are not the target population. Congress can improve youth access to OJT by providing dedicated funds to incentivize private, for-profit, not-for-profit, and public sector employers to hire young people and reconnect them to work and learning. Wage subsidies should be available only for jobs that pay at least $15 an hour and which include opportunities to earn college credit or industry credentials at no cost to the worker. Hazardous occupations as defined under the Fair Labor Standards Act should be ineligible for wage subsidies for workers under 18 years of age, and employers receiving subsidies should be forbidden from laying off existing workers.
• Fund state and local intermediary organizations to coordinate dramatic expansion of paid work experience aligned to postsecondary education and training pathways. Studies of youth employment programs indicate that intermediary organizations and community-based partnerships can be key to connecting more youth to meaningful employment experiences and supporting their success. Even without Congressional action, the Biden-Harris administration can guide new and existing investments in intermediaries by setting new baseline standards for employment program quality, including paid work experience that is aligned with postsecondary education and training. Investments in state and local intermediaries, including community colleges, could be targeted to organizations coordinating paid work experiences for youth in critical fields such as IT, manufacturing, energy, and the care economy.
• Increase aid for youth services. State and local governments need additional support for youth services offered in partnership with community-based organizations, educational institutions, and other programs. While many young people were eligible for earlier stimulus payments, they have faced difficulties navigating overwhelmed and overburdened public systems. In fact, according to data analysis by CLASP, during the pandemic more than 90 percent of unemployed young people were unable to access any income . Community-based organizations and educational institutions often step in to help them access available resources, without additional funding to do so.
• Clear definitions for program outcomes in key areas such as employment, industry-recognized credentials, Registered Apprenticeship and pre-apprenticeship, and youth entrepreneurship.
• A full summary of federally supported youth employment programs that state and local governments should integrate into recovery strategies.
• Analysis of how workforce programs across agencies (including DOL, DOT, ED, DOI, HHS, and HUD, for example) can and should integrate pathways for youth to advance equity.
• Clarification on use of WIOA, Federal Work-Study, and TANF funds to subsidize wages for young people.
• Guidance on how states and regions can blend and braid existing federal resources and additional funding made available through COVID relief and recovery investments to support innovative programming for youth.
• Identification of administrative, regulatory, and legislative changes, similar to those made available through the Performance Partnership Pilots for Disconnected Youth (P3), that more effectively align federal investments in support of high-quality youth programs.

Recommendations for Reimagining Education-to-Employment Transitions

Government and the private sector have failed to respond to labor market changes that have made it more difficult to secure stable, well-paid jobs with only a high school diploma. It is time to reset public expectations about what we owe our young people to prepare them to thrive in a 21st-century economy. Across the U.S., state and local leaders are developing and implementing strategies to reimagine the design of the traditional high school, strengthen career and technical education, and expand access to apprenticeship and other earn-and-learn opportunities. These efforts, cutting across industry, K–12, and higher education, share the goal of providing young people affordable postsecondary options. A coherent national investment strategy should:

• Provide funding through community leads (local education agencies, community colleges, municipal agencies, or other intermediaries) to strengthen the local bridging ecosystem.
• Use flexible funding that includes access to college and career readiness programs and supports evidence-based counseling and retention supports.
• Include support for a range of bridging programs, including those focused on in-school youth , those focused on reengaging youth who left school without a diploma , those focused on workforce strategies such as youth apprenticeship and pre-apprenticeship, and blended programs such as the federal GEAR UP program .
• Include a range of workforce, skills-building, and career pathways strategies.
• Strengthen provisions for education and employment pathways to better serve opportunity youth .
• Support interventions that mitigate the employment consequences of incarceration for youth and young adults.
• Provide for services that help young people navigate education and workforce opportunities available to them.
• Eliminate barriers to participation for undocumented immigrant youth.
• Invest $100 million over four years in state career and technical education (CTE) systems to support innovation in credit for work-based learning. To support long-term success and mobility for students, particularly in fields where a college degree remains a prerequisite for career advancement (e.g., in health care, IT, education, engineering, or business and finance), the Biden-Harris administration should build on DOL’s Registered Apprenticeship-College Consortium and launch a major national initiative to support college credit for Registered Apprenticeship and other work-based learning. If apprentices could acquire credit for rigorous learning in the workplace, credential completion and employment could be accelerated dramatically. Innovations are piecemeal across the U.S., but the Biden-Harris administration can support broad-based innovation by dedicating use of CTE National Activities Fund to provide grants to state and local CTE systems that develop credit-bearing Registered Apprenticeship programs, in partnership with education and industry partners. The Department of Education can use specialized accreditation authority to support innovations in postsecondary accreditation. A multi-year grant program could generate data to explore broader policy and investment implications for federal financial aid.
• Outline critical entry-level job roles with prospects for advancement, and core competencies and credential requirements to enter these roles.
• Develop national competency standards for youth-focused apprenticeship programs and register them with the U.S. Department of Labor.
• With support from the U.S. Department of Education, engage relevant accreditors to support college credit through on-the-job learning.
• Updated joint guidance from the Departments of Labor and Education and support for interagency activities aimed at developing high-quality youth apprenticeships and pre-apprenticeships. (The Partnership to Advance Youth Apprenticeship identifies a high-quality youth apprenticeship as one that is career-oriented, equitable, portable, adaptable, and accountable.)
• A requirement that at least 20 percent of the NAA’s proposed $3 billion in Congressional appropriations over five years for Registered Apprenticeship intermediary activities be set aside for intermediary partnerships focused on expanding youth apprenticeships and pre-apprenticeships.
• A national pre-apprenticeship registration system, mirroring the system used for Registered Apprenticeships, to provide quality controls and monitor programs’ success at deliverable equitable outcomes.
• Awarding 48-month grants to states to bring education, workforce, and industry leaders together to develop priority opportunity pathways that provide paid work experiences for high school and community college students.
• Identifying and incentivizing clear intermediary strategies that connect employers and education partners to grow and expand Registered Apprenticeship and work-based learning opportunities.
• Developing and implementing articulation agreements that provide high school and college credit for on-the-job learning and Registered Apprenticeship programs.
• Improving cross-system data quality to link education and labor market outcomes.

The COVID-19 pandemic has exacerbated persistent inequities in our systems of education and work with significant and far-reaching consequences for young people. Without dramatic action, our country risks losing the professional and economic potential of our most diverse generations yet. We must act now to provide immediate relief, expand federal rescue efforts, and reimagine a coherent national approach to supporting equitable, effective education-to-employment transitions for youth.

Endorsements

• Kimberly A. Green , Advance CTE*
• Annelies M. Goger and Martha Ross , Brookings Institution*
• Sarah Miller , Center for Workforce and Economic Opportunity, Federal Reserve Bank of Atlanta*
• Kisha Bird , Duy Pham and Noel Tieszen , CLASP*
• Larry Good and Jeannine La Prad , Corporation for a Skilled Workforce
• Alexander Afranie , Jobs For the Future (JFF)*
• Carl Van Horn , John J. Heldrich Center for Workforce Development at Rutgers University
• Amanda Cage , National Fund for Workforce Solutions
• Thomas Showalter , National Youth Employment Coalition*
• Brent Parton and Taylor White , New America*
• Kaya Ceci and James Haynes , OIC of America*
• Lashon Amado and Kimberly Pham , Opportunity Youth United*
• Jeremy Ly , Urban Alliance*
• Jane Oates , Working Nation
• Jesse Barba , Young Invincibles*
• Doug Ierley , YouthBuild USA* *Indicates Member of the BETS Youth Workgroup Individual endorsements are not indicative of organizational endorsements.

About the BETS Taskforce

The Better Employment and Training Strategies Taskforce (BETS) is a coalition of more than 40 leading practitioners and experts working to modernize the United States' outdated patchwork of workforce policies. The five BETS workgroups were convened in November 2020 to develop recommendations aimed at informing the incoming Biden-Harris administration and the 117th Congress on issues and policy options related to unemployment insurance, workforce development, job quality, youth employment, and federal jobs initiatives.

The BETS Taskforce was convened by Prof. Stephen Crawford of the George Washington Institute of Public Policy , Stuart Andreason of the Federal Reserve Bank of Atlanta , and Larry Good of Corporation for a Skilled Workforce .

The above document is the final product of the youth employment workgroup chaired by Kisha Bird , of the Center for Law and Social Policy , and Taylor White and Brent Parton of the Center on Education & Labor at New America (CELNA).

Employment and disconnection among teens and young adults: The role of place, race, and education

Subscribe to how we rise, martha ross and martha ross senior fellow - brookings metro @marthahross nicole prchal svajlenka nps nicole prchal svajlenka former research analyst - metropolitan policy program.

May 24, 2016

• 20 min read

Young people in their late teens and early 20s stand at a pivotal point as they transition into adulthood. Although they typically have higher unemployment rates than older workers, the Great Recession and slow recovery have focused attention on the challenges young people face when progressing from adolescence and school into full-time employment enabling self-sufficiency.

The following analysis and related interactive examine employment trends among teens aged 16–19 and young adults aged 20–24, and compares these groups with adults aged 25–54—those typically considered to be in their prime working years. School is likely to be teens’ primary activity until high school graduation, but early work experiences (part-time and in the summer) can provide valuable opportunities for teens to learn new skills, gain experience, expand their networks, and develop positive relationships with adults. Young adults are typically in a different phase and engage in a broader mix of activities. Some continue in school full time, some combine work and school, and others work full time, or would like to do so.

Specifically, the analysis examines the employment and unemployment rates of teens, young adults, and prime-age workers, using microdata data from the American Community Survey for the years 2008–2014. The analysis also examines a key subpopulation among teens and young adult population: “disconnected youth” who are neither working nor in school. These young people are missing key educational and employment experiences and are at increased risk for a host of negative outcomes: long spells of unemployment, poverty, criminal behavior, substance abuse, and incarceration. [1]   Data on disconnected youth also comes from American Community Survey microdata, but to compensate for small sample sizes, the analysis uses a three-year estimate encompassing the years 2012–2014.

The research examines these three measures —at the national level and in the nation’s 100 largest metropolitan areas. It updates previous work on labor market indicators among teens aged 16–19 and young adults aged 20–24.

Findings include:

• Whites typically have the highest employment rates and lowest unemployment rates among all ages. However, among prime-age workers, Asians have the lowest unemployment rates.
• Blacks consistently have lower employment rates and higher unemployment rates than other groups. Unlike Asians, their low employment and high unemployment rates do not improve with age. Asians’ low employment rates as young people are driven by high rates of school enrollment, and their subsequent high levels of educational attainment serve them well in the labor market as adults.
• Disparities by educational attainment are larger than disparities by race. People without post-secondary credentials do much worse in the labor market than those with higher levels of education.
• Employment and unemployment rates vary substantially by place; many of the best-performing metro areas are in the Midwest, West, or regions with highly educated residents, including state capitals and university towns.
• Nationally, an estimated 3 million young people aged 16–24 (7.6 percent) are disconnected. The majority of these young people are between 20 and 24 years old, suggesting that the problem becomes more acute after young people are of an age to have graduated high school. They are disproportionately people of color. Rates of disconnection vary widely by metropolitan area, and in some places, young blacks and Latinos are up to 3-to-6 times more likely to be disconnected than young whites.

Employment rates fell most dramatically among teens, and large disparities between whites and blacks persist, particularly among teens and young adults.

Employment rates are typically lowest among teens and steadily increase with age as people seek to find full-time work, usually after completing their education (whether or not they earned a credential). Employment rates among all age groups fell between 2008–2014, typically bottoming out in 2010 or 2011 and then increasing, although not back to pre-recession levels.

The decline was most dramatic among teens aged 16–19: Employment rates fell from 35 percent in 2008 to 29 percent in 2014. While most teens do not need to work to support themselves or their families, the decline raises concern in some quarters that teens are missing out on opportunities to learn new skills and gain experience and contacts that will improve their job prospects later in life. [2] Both young adults aged 20–24 and prime-age workers aged 25–54 registered employment rate declines of three percentage points, landing in 2014 at 65 percent and 77 percent, respectively.

Among all three age groups, whites consistently had the highest employment rates, followed by Asians among prime-age adults and Latinos among teens and young adults. Among teens and young adults, blacks and Asians had similar rates at the low end, although more blacks started working post-recession than Asians did. The white teen employment rate in 2014 was 34 percent, compared to 26 percent among Latinos, 21 percent among blacks, and 19 percent among Asians. White young adults had an employment rate of 69 percent in 2014, compared to 66 percent among Latinos, 57 percent among blacks, and 51 percent among Asians. The gap by race/ethnicity narrows when adults are in their prime working years of 25–54, although the black-white gap remains a still-sizable seven to nine percentage points over the 2008–2014 time period. In 2014, the employment rate of white prime age workers was 79 percent, compared to 77 percent among Asians, 75 percent among Latinos, and 72 percent among blacks. The low employment rates among Asian teens and young adults is related to their high levels of school enrollment. While those enrolled in school can and do work, they do so at a lower rate than those who are not in school (with the exception of those with the lowest levels of education—less than a high school diploma). 92 percent of Asian teens and 63 percent of Asian young adults are enrolled in school, compared to 81 percent of all teens and 38 percent among all young adults. Among adults 25 and over , 54 percent of Asians have a bachelor’s degree, compared to 33 percent among all adults. As shown in the next section, those with bachelor’s degrees fare much better in the labor market than other groups.

Employment rates differ more by education than they do by race.

The spread in employment rates by education among young adults and prime-age workers is wider than the spread by race/ethnicity. In 2014, the employment rate among young adults with a bachelor’s degree was 87 percent, a full 35 percentage points higher than the rate among those less than a high school diploma (52 percent) and 21 percentage points higher than among those with a high school diploma and no further education (66 percent). The gaps are a bit smaller among prime-age workers, which may reflect that the experience of older workers compensates for lower levels of education, and/or that young people entering the labor market today with lower levels of education have a harder time finding a job than similarly educated young people did in the past. Among prime age workers in 2014, the employment rate of those with a bachelor’s degree was 87 percent, compared to 60 percent among those with less than a high school diploma and 72 percent among those with a high school diploma and no further education.

Employment rates by metropolitan area show substantial variation, especially among teens.

Employment rates among teens by region vary considerably from the national average of 29 percent. At the high end, the metro areas of Madison, Wisc.; Des Moines, Iowa; and Ogden, Utah, have employment rates of  about 50 percent, compared to a low of 16-17 percent in McAllen, Tex., and the California regions of Bakersfield and Riverside. Among young adults, employment rates range from 79 percent in Madison, Wisc., and Omaha, Neb., to about 50 percent in Bakersfield, CA and Deltona, FL. Some of the metro areas with the highest employment rates among prime-age adults did not have particularly high rates among teens and young adults, including Washington, D.C.; Hartford, Conn.; Raleigh, N.C.; Albany, N.Y.; and Austin, Tex. These places all have relatively highly educated populations, and the disproportionately high employment rate among adults aged 25–54 relative to younger workers probably reflects that these metros import workers from other places.

In the largest metropolitan areas, employment by race echoes and sometimes amplifies national patterns.

Among the 10 largest metro areas (those with populations large enough to support detailed demographic analysis of relatively small subgroups), whites typically have employment rates above the regional average across age groups, while blacks generally have lower than average employment rates across the age groups. Asians have lower-than-average employment rates among teens and young adults, but as prime-age workers, their rates equal or exceed regional averages in most of the ten largest metros. Latinos show a more varied pattern. Latino teens have employment rates that are sometimes higher and sometimes lower than the regional average, while in most of the ten largest places (excepting Boston) their rates as young adults exceed the regional average. Among prime-age workers, Latino employment rates meet or exceed regional averages in Miami, Atlanta, and Washington, D.C.; elsewhere their rates are below average.

The extent to which black employment rates lag regional averages or other groups varies. Among the 10 largest metro areas black employment rates across all ages are the lowest in Chicago, where the teen rate is 12 percent, the young adult rate is 47 percent, and the prime-age worker rate is 66 percent. By comparison, the employment rate is 25 percent for all teens in the Chicago region, 65 percent for all young adults, and 78 percent for all prime-age adults. Philadelphia and Los Angeles also have employment rates for blacks that are considerably below regional averages across age groups.

Whites have the lowest unemployment rates among teens and young adults, while Asians have the lowest rates among prime-age adults.

Like employment rates, unemployment rates vary considerably by age. Rates are highest among teens and decline as people become more competitive job candidates with increased education, skills, and experience. Unemployment among teens is consistently about twice that of young adults and three to four times that of prime-age workers.

Unemployment rates increased among all age groups between 2008 and 2014, with dramatic spikes starting in 2009 and then falling after the recession, but still remaining above pre-recession levels. In 2014, unemployment was 22.5 percent for teens, 12.7 percent for young adults, and 6.2 percent for prime-age workers.

As with employment rates, unemployment rates vary by race/ethnicity and education. Blacks have the highest rates in each age group by considerable margins. Whites have the lowest rates among teens and young adults, and Asians have the lowest rates among prime-age workers—about one percentage point or less below whites. The racial gap narrows with age, as the spread between the highest and lowest rates falls to about seven percentage points among prime-age workers, down from 12 percentage points among young adults and 20 percentage points among teens.

Unemployment rates are very high among those with low levels of education. Young adults with only a high school diploma had an unemployment rate of 17 percent in 2014, about two-and-one-half times higher than the rates of those with an associate degree (6.9 percent) and a bachelor’s degree (6.4 percent). Among prime-age workers, the unemployment rate of those with a high school diploma was 8.4 percent in 2014, almost three times higher than the rate for those with a bachelor’s degree (3.0 percent) and almost twice as high as the rate for those with an associate degree (4.9 percent).

Metropolitan areas show wide variation in their unemployment rates. Teen unemployment shows the greatest variability, reaching a high of nearly 40 percent in Jackson, Miss. and Riverside, CA compared to 4.2 percent in Madison, Wisc. and the next lowest, 12.8 percent in Ogden, Utah. The range is a bit more compressed among young adults, with a low of 5-6 percent in Boise City, Idaho; Grand Rapids, MI; and Madison, Wisc., compared to highs above 20 percent in Memphis, TN; Bakersfield, CA; and Winston-Salem, NC.

An estimated 3 million young people are disconnected; they are disproportionately people of color, and the majority are aged 20–24.

Nationally, an estimated 3 young people aged 16–24 are disconnected, or 7.6 percent of all young people. We define disconnected youth as young people who are not working or in school, with less than an associate degree, living below 200 percent of the poverty line, and not living in group quarters such as dorms or correctional facilities. Most of these young people (74 percent) are between the ages of 20–24, with another 26 percent aged 16–19.

Disconnected teens aged 16–19 number 784,000 and are evenly split among males (51 percent) and females (49 percent). They are racially and ethnically diverse, although people of color form the majority: 24 percent are black, 31 percent are Latino, and 37 percent are white. Those who are foreign born make up a small share of the total (11.2 percent). Half (51 percent) have earned a high school diploma; 7 percent have earned a high school diploma and taken some college courses, and the remaining 42 percent have less than a high school diploma .

Another perspective is to examine which groups of teens are more or less likely to be disconnected. Overall, 4.6 percent of all teens aged 16–19 are disconnected. Several groups have higher-than-average shares of disconnection: 7.6 percent of all black teens are disconnected, as are 6.7 percent of all Latino teens and 6.9 percent of all foreign-born teens. Male and female teens have virtually equal rates of disconnection, at 4.5 percent and 4.6 percent respectively—very close to the total teen average.

Among young adults aged 20–24, a total of 2,243,000 are disconnected, of whom 55 percent are female – higher than the share among teens. The race/ethnicity distribution among young adults is similar to that of teens, although not identical: 25 percent are black, 28 percent are Latino, and 40 percent are white. A slightly higher share than among teens is foreign-born (12.4 percent). Given their age and the longer time period in which they could be enrolled in school, young adults have higher educational attainment than teens: Twenty percent have earned a high school diploma and taken some college courses, 50 percent have a high school diploma, and 30 percent have less than a high school diploma.

Young adults are more likely to be disconnected than teens: 9.9 percent of all those aged 20–24 fall into the disconnected category. As with teens, some groups have higher rates of disconnection than others. Young black adults aged 20–24 have the highest rate at 17 percent. 13.4 percent of Latino young adults are disconnected, as are 11.2 percent of all females, and 11.5 percent of the foreign-born.

Turning to geographical differences, rates of disconnection vary widely by metropolitan area. Among teens, the disconnected youth rate ranges from a low of about two percent (Boston, MA; Minneapolis-St. Paul, MN; Provo, UT; and San Jos, CA), to about eight percent and up (McAllen, TX; Jackson, MS; and Memphis, TN). (In one metropolitan area—Madison, WI—the sample size is too small to report on with confidence.) The twenty metros with the highest rates of teen disconnection (all at or above 6 percent ) are generally among the least populous of the top 100 largest metropolitan areas and concentrate in the South, the Southwest, and California, with the exception of Springfield, MA. Metros with the lowest teen disconnection rates, however, come in all sizes, encompassing large, medium, and small places. They tend to be on the coasts and in the Midwest, with the exception of Provo, UT.

Among young adults, the metros with the highest disconnection rates are also concentrated in the South, the Southwest, and California, with the exception of Detroit. These metros also are on the smaller side, again with the exception of Detroit. Metros with the lowest disconnection rates among young adults tend to be on the coasts, in the Midwest, and in Utah, with the exception of Austin, TX. As with teens, metros with low rates of young adult disconnection are of all sizes.

Not surprisingly, however, it is the largest metropolitan areas that have the highest numbers of disconnected teens and young adults, even if their rates of disconnection are lower. For example, the New York City region has the most disconnected teens (nearly 38,000) and young adults (113,000), even though its share of young people who are disconnected is below the national average. By comparison, in McAllen, TX, which has the highest rates, there are about 12,000 disconnected young adults and about 5,000 disconnected teens, a fraction of the number in the New York City area.

Among the 10 nation’s largest metropolitan areas (areas with large enough populations to support a detailed demographic analysis), the disparity in the disconnection rates among whites, blacks, and Latinos is striking. Houston has the smallest black-white gap: the share of young adult blacks who are disconnected (13.3 percent) is 1.75 times larger than the share of white young adults (7.7 percent). Chicago and Philadelphia have the largest black-white gaps. In Chicago, the share of black young adults who are disconnected is 23.1 percent, nearly 7 times the share of young white adults (3.3 percent). In Philadelphia, the share of black young adults who are disconnected (19.8 percent) is 6.5 times the share of young white adults (3.1 percent). Turning to Latinos, the differences with whites are not quite as large but still notable. Houston again has the smallest gap; 12.6 percent of Latino young adults are disconnected, more than one and half times the rate for white young adults (7.7 percent). Philadelphia and Boston have the largest gaps: 19.5 percent of Latino young adults in Philadelphia are disconnected, nearly 6.5 times larger than the share for young white adults (3.1 percent). In Boston, 11.6 percent of Latino young adults are disconnected, 5.5 times higher than the share of white young adults (2.1 percent).

Teen and young adult employment patterns do not exist in a vacuum. These findings show in stark terms the extent to which young people’s success in the labor market is shaped by place, race, and education. The low employment rates among black teens and young adults are particularly concerning, since their rates continue to lag behind other groups as adults. The weaker employment outcomes of blacks at all ages is probably related to multiple factors: relatively low levels of educational attainment , discrimination , and the neighborhood effects of living in concentrated poverty . (While not all black people live in concentrated poverty, they form a disproportionate share of those living in neighborhoods with poverty levels above 40 percent).

Unfortunately, there is no silver bullet to address youth disconnection or to better connect young people to employment. To succeed in today’s economy and earn middle-class wages, a young person needs to graduate from high school or earn an alternate credential, enroll in and complete some post-secondary education or job training, and then enter the labor market with skills that match employer demand. There are many points along that pathway at which a young person can get off-track, and many factors that can interfere with reaching those milestones. Schools, families, and neighborhoods all play a role in a young person’s trajectory—both positive and negative. Research suggests that youth employment programs with the following characteristics are most effective: They develop strong links between education, training, and the job market; focus on promoting healthy youth development; provide support services to address challenges such as childcare and transportation; offer opportunities for paid work closely aligned with or integrated into the program, and provide continuous support after job placement and program exit.

Methodology

Data on employment and unemployment rates come from Brookings’ analysis of American Community Survey (ACS) 1-year microdata, 2008 through 2014. Employment and unemployment rates are calculated for the civilian non-institutional population.

The years 2008–2014 are used due to data limitations. While the ACS allows small geographic analysis, it does not have a long time series. The American Community Survey was launched in the mid-2000s, and although this analysis could have included data from the 2000 Decennial Census and ACS data from 2006 and 2007, the Census Bureau made changes in the wording of labor market questions starting in 2008, making direct comparisons with earlier years less accurate.

Data on disconnected youth comes from the American Community Survey microdata as well. Using guidance from the Census Bureau, Brookings staff constructed a 3-year ACS file, combining and weighting three individual years of ACS data – 2012, 2013, and 2014. (The Census Bureau eliminated the 3-year ACS estimate from its data products starting in 2014.) We used a three-year estimate to bolster sample sizes in order to create more reliable estimates, particularly for small geographies.

While there is broad agreement that the terms “disconnected youth” or “opportunity youth” refer to young people not working and not in school, there is not a standard methodology or data source to create estimates of the number of such youth or their characteristics. Thus, different reports are likely to produce different figures, based on the use of different data sources and definitions.

In this analysis, people are considered disconnected if they meet the following criteria: they are between the ages of 16–24, not working (including both those who are unemployed and not in the labor force), not enrolled in school, living below 200 percent of the federal poverty line, with an educational attainment of less than an associate degree, not in the Armed Forces, and not living in group quarters.

We included the poverty and educational variables to limit the population to those who may be considered at-risk. Young people with a two- or four-year college degree are more likely to find and keep a non-low-wage job, and those whose families have higher earnings are more likely to have a family safety net. We removed those in the military, since that is a form of employment and to remain consistent with how the government typically reports statistics on employment and unemployment. We removed those in group quarters for several reasons. Group quarters refers to non-household based living arrangements, and includes “institutional group quarters,” such as such as correctional facilities or supervised medical facilities, and “non-institutional group quarters,” such as college dormitories, military bases, or group homes. Income is not reported for people living in “institutional group quarters,” making it impossible to calculate poverty levels for this subgroup. While there is income data for residents in some types of non-institutional group quarters, these individuals are students who may have low incomes from their own earnings but are often supported by their families, so the reported data on earnings does not always paint an accurate picture of their economic status.

1. Clive R. Belfield, Henry M. Levin, and Rachel Rosen, “The Economic Value of Opportunity Youth” (Washington: Civic Enterprises, 2012); Michael Wald and Tia Martinez, “Connected by 25: Improving the Life Chances of the Country’s Most Vulnerable 14-24 Year Olds” Working Paper (William and Flora Hewlett Foundation, 2003); Adrienne L. Fernandes and Thomas Gabe, “Disconnected Youth: A Look at 16- to 24-Year Olds Who are Not Working or in School” (Washington: Congressional Research Service, 2009); Douglas A. Besharov, ed., America’s Disconnected Youth: Toward a Preventive Strategy (Washington: Child Welfare League of America and American Enterprise Institute, 1999).

2. Paul Harrington and Ishwar Khatiwada, “U.S. Teens Want to Work” Federal Reserve Bank of Boston: Communities and Banking (27) (2) (2016): 9-11; Robert Halpern, Youth, Education, and the Role of Society (Cambridge: Harvard Education Press, 2013); Harvard Graduate School of Education, “Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21 st Century,” 2011; Andrew Sum et al, “Vanishing Work Among U.S. Teens, 2000-10: What a Difference a Decade Makes!” (Boston: Center for Labor Market Studies, Northeastern University, 2010); Jeylan Mortimer, “The Benefits and Risks of Adolescent Employment,” Prevention Researcher 17 (2) (2010: p 8-11).

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Brief Strategies for Youth Employment

Key Takeaways

Shortages of qualified workers for skilled positions persist across the U.S. in manufacturing, health care, construction and other industries.

Many young people are struggling to make ends meet and find satisfying, well-paying careers.

Work-based learning, youth apprenticeships, credential programs and job corps are all strategies states can use to promote youth employment.

Some youth employment strategies can help employers fill gaps in the workforce while providing young people with training, work experience and pay.

Easily browse the critical components of this report…

Why Youth Employment? 

Prolonged and historically low unemployment have created  worker shortages in many industries . At the same time, younger people entering the workforce are having difficulty finding jobs that pay well and build upon their existing skills. 

One solution lawmakers are looking toward is creating and increasing options for youth employment. These opportunities are important because young people who are unable to access consistent work before the age of 25 will earn  44% less over the course of their lives.  Gaining work experience can help youth excel and advance in the workforce.  

According to a  survey  completed by the Center for Promise, a majority of youth felt they didn’t have the right skills or the right work experience to obtain a job they desired. Additionally, youth employment provides opportunities to ease the financial strain on young people.  The Department of Education  recently reported 40% of young people ages 16-24 felt they were barely surviving financially.  

On top of youth struggles, employers are still struggling to attract and retain workers. As of March 6, 2024, there are still over  8.9 million job openings  in the U.S. Many of these openings are in skilled positions and industries, such as health care, manufacturing and information technology. Providing youth with work experience and training can help them eventually fill these gaps in the workforce, while also gaining tangible skills and/or credentials to help them in the labor market. 

Work-based Learning 

Work-based learning can start as early as elementary school, but can extend through high school and even to community colleges and universities. Work-based learning involves a wide array of strategies that offer students experiential opportunities to explore careers; legislative interest in these programs is growing. Examples of work-based learning can be anything from career fairs and career counseling to internships and even to apprenticeships. Successful work-based learning programs provide students the opportunity to explore numerous career paths and then gain experience in their industry of choice.  

Students are gravitating towards these opportunities. The most recent data from the National Center for Education Statistics shows about  85% of all high school graduates  had participated in at least one career or technical education class prior to graduation. Unfortunately, many states lack the data systems to track their career progress post-graduation.  

• In 2023, Indiana passed  House Bill 1002 , which provides career exploration and readiness opportunities for youth. The law requires most high school students to meet with an intermediary, employer or labor organization to learn about career opportunities. Additionally, the legislation creates a scholarship program that provides scholarships for education outside of traditional four-year institutions, such as apprenticeships and short-term credentials.   
• Maryland has made strides through initiatives like the “ Blueprint for Maryland’s Future ”. This blueprint requires work-based learning to be implemented into PreK-12 education and has a goal for 45% of high school students to graduate after completing a registered apprenticeship or workforce credential.  

Apprenticeship 

Apprenticeships are work-based learning programs completed under the supervision of a master or senior worker that include both a paid work and an educational component. Apprenticeship programs can be desirable because they provide workers with a job upfront, allowing them to immediately begin collecting wages while receiving classroom instruction and additional training. Additionally, these programs are designed to culminate in the completion of a skilled labor certification or even a four-year degree, providing workers with valuable credentials to land well-paying jobs. 

Historically, apprenticeships tended to focus on trades, such as pipefitting, carpentry, bricklaying, and more. In recent years, however, apprenticeships have expanded to new industries, such as education, healthcare and tech.  

Registered apprenticeship is also increasingly popular among youth. According to  Jobs for the Future , the number of new youth apprentices grew per year from 18,877 to 40,293, an increase of 113%.  

• North Carolina makes it easy for students and employers to participate in youth apprenticeships. The state provides tuition-free dual enrollment through the Career and College Promise , which also covers costs for youth apprenticeships.  
• The state of Colorado works with CareerWise Colorado , a business-led nonprofit organization, to support youth apprenticeships statewide. Additionally, the state provides  financial incentives to high schools for each student who completes a training program. 

Credentials 

A credential is an acknowledgement authorized by a third party, such as a trade union, community college or industry group, that certifies the holder in a particular skill. Credentials can include a range of programs, such as certificates, industry certifications, “microcredentials,” and occupational licenses. These programs tend to be a faster and cheaper alternative to a four-year college degree. These factors are important because many employers, including state and local governments, have  dropped degree requirements  from their job postings. Data from the  Burning Glass Institute  found that approximately 46% of middle-skill and 31% of high-skill occupations showed declines in degree requirements on job postings. In general, quality credential programs are a great opportunity for youth to learn employable skills quickly and at a low cost.  

While credentials can help a young person in lieu of a degree, these students may eventually want to pursue higher education. Some credentials can stack together as college credit. If credential holders decide to pursue higher education in the future, their credentials can lower the cost and barrier to entry of degrees. 

• The  Gap Tuition Assistance Program  was created by the Iowa Legislature to provide financial support for students pursuing nondegree credentials and certificates in high demand occupations, such as those in health care and advanced manufacturing. The Department of Education keeps a list of approved programs, and the state tracks student outcomes. 
• Virginia’s  FastForward  program was designed to create and sustain a demand-driven supply of credentialed workers for high-demand occupations in the state. Programs are funded by the “ paying for success ” model, where students pay only one-third of tuition costs upon registration. An additional third is covered by the state upon training completion and the final third is paid by the state when a credential is earned. Over 32,000 certificates and credentials have been issued in 40 in-demand careers across the state. 

Job Corps 

Job Corps is an all-encompassing way to provide workforce experience and training for young people. The programs tend to provide training and education, and sometimes housing, for young adults while filling gaps in state employment. In general, the programs provide youth with an opportunity to give back to local communities. For example, participants might help survey water quality, tutor students or connect people with health care. While participating in Job Corps, youth usually earn a stipend or hourly wages. 

• Hawaii authorized ( SB 2768 , 2021) a green jobs program known as the Kupu ‘Aina Corps. The program provides a year of employment for youth seeking experience in Hawaii’s environmental sector. Paid opportunities include positions in sustainability, agriculture, environmental technology and more. 
• Connecticut established ( HB 6354 , 2023) a green jobs program to promote development of skills in green technology to expand the state’s workforce. 

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Youth empowerment, education, employment key to future development

“The world now has the largest generation of young people in history. I place great hope in their power to shape our future,” United Nations Secretary-General Ban Ki-moon told leaders and dignitaries at High-Level Event on the Demographic Dividend and Youth Employment, held at UN Headquarters in New York on June 1st.

Much the world is poised experience a demographic dividend – the economic growth that can occur when a population shifts from one with many dependents and comparatively few working-age people to one of many working-age people with fewer dependents. Demographic dividends have helped produce unprecedented economic growth in several East Asian countries. The Republic of Korea, for example, saw its per-capita gross domestic product grow about 2,200 per cent between 1950 and 2008.

But, as Egypt’s Minister of Population Dr. Hala Youssef told the policymakers and leaders present, “The demographic dividend is not automatic… It is a window of opportunity.” 

Igniting the potential of 1.8 billion

To realize the dividend, countries must invest in the empowerment, education and employment of their young people. There are 1.8 billion young people in the world today, representing a staggering amount of human potential. Yet too many of them are trapped in poverty, with few opportunities to learn or to earn a decent living.

“We all appreciate the massive waste of human capital in our world when 74 million young people cannot find work,” said Mr. Ban.

Young people are hungry for better options. “They are rejecting the status quo and demanding a better future. Many of them are claiming their right to a decent living, and they are willing to take risks to do so. We have seen in recent times the high numbers of young people taking risks around the Mediterranean, trying to reach a better life,” said Dr. Babatunde Osotimehin, Executive Director of the United Nations Population Fund, UNFPA. 

But if these youth are allowed to realize their full potential, developing countries could see huge economic gains.

“The more young people grow into well-educated adults with fewer dependants and new opportunities to acquire wealth, savings and purchasing power, the more they will be able to accelerate economic growth and development,” said Sam K. Kutesa, President of the 69th Session of the General Assembly, who convened the high-level event with support from UNFPA and the International Labour Organization.

“It is estimated the African continent could add up to about $500 billion per year to its economy for as many as 30 years,” Mr. Kutesa added.

Steps towards a better future

There are clear steps that can help countries achieve a demographic dividend.

Increasing investment in young people is key. This includes promoting quality education that prepares them for future opportunities. A “diversity of training will be needed – from quality primary and secondary schools to technical training, to two-year colleges and to research-intensive universities,” said Dr. Osotimehin. 

Also essential is “empowering women and girls, and ensuring their sexual and reproductive health and human rights,” he noted. “This would enable them to determine when and whom to marry and the number of their children.” When women and girls are able to make these decisions, they are better able to complete their educations and pursue jobs.

Countries must also increase employment opportunities for young people. Daniel Johnson, Minister of Youth, Sports and Culture of the Bahamas, stressed this point. “Many young people will be forced to sit on margins of society, waiting on the train track for a train that may never come,” he said, referring to the lack of employment options available in many communities. 

There is also a critical need to involve young people in decisions that will affect them. “We cannot talk about sustainable development without the active involvement of youth,” Mr. Ban said, adding: “When we give young people decent jobs, political weight, negotiating muscle, and real influence in our world, they will create a better future.”

“Let us take these ideas forward to harness the demographic dividend, holding human rights, gender equality, human capital, and dignity at the center of all our investments,” Dr. Osotimehin said at the close of the event. “Only by ensuring opportunities that open the future to all young people do we create a better future.”

Image: Students in Cotonou, Benin. © UNFPA Benin/Ollivier Girard 

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Building Good Jobs for Young Adults: Lessons from Generation Work

June 6, 2023  • Ranita Jain & Maureen Conway

As businesses, workforce practitioners, and policymakers continue to grapple with economic recovery from a pandemic that has spotlighted and exacerbated inequities in the labor market, it’s clear that we must all reexamine our ways of working. We must intentionally work to better position young front-line workers — who provide the effort and talent we need to fuel our economy — and ensure security and mobility for all members of the workforce. This is especially evident for young workers, especially young adults of color, who remain among those most significantly impacted by the COVID-19 pandemic recession. These young adults are navigating changing work environments and experiencing significant disruptions in employment, education, and training. More than ever, young workers of color need equitable, good fit employment opportunities.

That’s why, in 2016, the Annie E. Casey Foundation launched Generation Work, an initiative to connect more of America’s young adults with meaningful employment by changing the way public and private systems prepare them for jobs. Partners in five sites across the nation — Cleveland; Hartford, Connecticut; Indianapolis; Philadelphia; and Seattle — are working to align education, employment, and support services to help young people develop the skills required to succeed in the working world, link them with employers, and increase advancement and earning opportunities.

As a national partner for the first phase Generation Work, the Aspen Institute Economic Opportunities Program has engaged with local partners working directly with employers to identify and cultivate good fit jobs for young adults. Good fit jobs can serve multiple purposes, including jobs that:

• Address a young adult’s immediate income needs.
• Provide valuable work experience for young adults who have never had a job.
• Present opportunities for young adults to learn about workplace behavioral norms and expectations and apply communication and conflict resolution skills learned in training.
• Help young adults explore their strengths and interests, build relationships, and expand their social and professional networks.

Ultimately, good fit jobs can support learning, skill development, and a trajectory toward a sustainable livelihood. Partners participating in the Generation Work initiative proactively engaged with employers to support equity and inclusion in the workplace . We’ve seen how this work shifts employer mindsets and preconceived biases around hiring young people, especially young adults of color and young adults who haven’t followed a conventional path in education and work.

Job Developers Must Communicate Practices that Lead to Success

The traditional job developer role should be expanded to include more intensive engagement with businesses on workplace practices that affect young people’s success on the job. Through this engagement, providers understand the nature of available employment opportunities: what jobs pay, whether they offer health insurance and paid time off, how scheduling works, and how safe they are. Additionally, providers gain a better understanding of a business, its workplace environment, and whether a job opportunity would be a good fit for a young adult participant. For employers, conversations may help them reflect upon and identify ways their workplace practices and environment affect retention, business operations, and equity and inclusion in the workplace.

Employers Have a Vital Role To Play in Supporting Young Workers on the Job

This can include ensuring young adults are connected to caring adults at work, provided learning opportunities through work, guided with supportive supervision, and offered schedules that support their income and personal needs. Partners in Generation Work communities used multiple levers to engage employers, including:

• Leveraging political and financial incentives to influence employer practice change.
• Cultivating connections between employers and young adults to influence employer practices.
• Working with employers to change practices from the inside, including how young adults are onboarded, trained, mentored, and supervised at work.

As a result, employers and economic development agencies in Generation Work communities started working differently with workforce organizations. Industry partnerships and anchor employers forged deeper connections with workforce providers, including formalizing agreements to work with organizations on hiring and advancement practices. Local business champions encouraged other employers to provide work-based learning opportunities and consider skills-based hiring methods to recruit young adult workers. Several employers engaged workforce organizations to provide technical assistance on ways to incorporate equitable and inclusive employment practices.

Ingredients for Success: What Is Needed Now

The Generation Work partnership experiences offer valuable insights for practitioners, funders, and policymakers about how to redesign employment systems and structures to reduce inequities and benefit all. These experiences show the need to focus on three key areas:

• Deeper engagement with employers. More active and longer-term engagement with employers can encourage reflection on how they can promote an equitable and inclusive workplace, including identification of ways they can better recruit, retain, and advance young workers. It can also be mutually beneficial, offering opportunities for workforce providers to demonstrate their value to employers by lending their expertise, providing problem-solving support, and, in turn, helping shape good fit job opportunities. In Generation Work communities, we have seen employers engage workforce organizations to provide ongoing support services for newly placed employees or to train managers of young workers on ways to support their growth and advancement. Some of these supports include training managers on how to break down tasks, conduct regular check-ins and provide constructive feedback, and coach young adults on how to apply their skills on the job.
• Capacity building. Engaging employers around cultivating equitable and inclusive job opportunities is new ground for many workforce organizations. Generation Work partners undertook a range of efforts to better equip workforce professionals to build standing and confidence for deeper engagement with employers about their workplace environment, workplace practices, and employees’ experiences. This included race equity and inclusion trainings to help staff at workforce organizations develop an understanding of the systems and structures that perpetuate racial inequity or that foster equity. This is especially important given the role workforce providers play in helping both young adult constituents and employers address equity and inclusion challenges. Other efforts include supporting a community of practice for front-line workforce staff and the development of practical tools .
• Programmatic investments. Policies and investments that promote inclusive, good fit jobs and workplace practices are needed to sustain and advance this critical work. Generation Work partners devoted considerable resources to support the longevity of contact and range of services required to build their own staff capacity, establish and maintain relationships with employers, and engage with young people to help them establish stability and make progress toward longer-term education and career goals. Policymakers and funders can champion public and private long-term workforce funding that adequately provides resources for staff time to develop both deeper and longer-term relationships with employers and new skills to serve them differently. This will help ensure the most diverse generation of workers in US history are equitably prepared for and connected to good job opportunities.

About the Authors

Ranita Jain is a senior associate at the Annie E. Casey Foundation’s Center for Economic Opportunity. Prior to joining the Foundation, Jain served as associate director of research for the Aspen Institute Economic Opportunities Program.

Maureen Conway is a vice president at the Aspen Institute and executive director of the Institute’s Economic Opportunities Program.

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Youth advocates programme: applications now open, the new talent programme by unicef and unv aims at empowering young people, including youth with disabilities, to become agents of change.

UNICEF has launched the Youth Advocates programme , a new initiative to recruit talent in partnership with United Nations Volunteers  (UNV) . We aim at empowering young people , including youth with disabilities, to become agents of change and champion children's rights.

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The Youth Advocates

After the success of the first initiative in 2018 - 2019, which mobilized 42 Youth Advocates (18-24 years old) in 27 countries, UNICEF, in partnership with UNV, is now looking for the second cohort.  We are searching for 20 young, passionate, and skilled advocates to join us and become agents of change advocating for the protection of children’s rights.

The Youth Advocates Programme offers young people the chance to gain one-year professional experience through a National UN Volunteer (UNV) assignment with UNICEF , while also imparting their valuable insights into the organization's work for children and young people.

The recruited Youth Advocates will have access to learning and professional development opportunities, including a suite of online learning programmes.

Young professionals with disabilities and from under-represented groups are especially encouraged to apply.

If you are 18-35 years of age and passionate about children´s rights, check out the assignment opportunities listed below.

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Bhutan | Congo | Democratic Republic of Congo (DRC) | Iran |  Liberia | Mozambique | Namibia | Nepal | Peru | Sao Tome and Principe |  Senegal |  Thailand | Türkiye | Zimbabwe

Youth Participation Specialist - UNICEF Bhutan

U-Report and Youth engagement Specialist - UNICEF Congo

Welcoming applications by candidates with disabilities.

Monitoring & Evaluation Officer (Nexus Resilience and Private sector)  - Democratic Republic of Congo

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Disability inclusion and engagement officer - unicef south asia regional office (kathmandu, nepal).

Promotor/a de participación y medio ambiente - UNICEF Peru (Lima, Peru)

Social and behaviour change officer - unicef rwanda, adolescent health specialist - unicef sao tome and principe, adolescent and youth programme officer - unicef west and central africa regional office (dakar, senegal).

Communication Associate - UNICEF East Asia and Pacific Regional Office (Bangkok, Thailand)

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It's even harder for young people to find jobs, and the unemployment rate proves it

Rbc report says longer job search for young people, not layoffs, behind the numbers.

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Nearly a year after graduating from Carleton University with a degree in engineering physics, Surya Nareshan is still struggling to find employment.

Nareshan, who lives in Ottawa,   has applied for dozens of positions since May — mostly in software engineering and optics. While he's made it through multiple rounds of interviews, including elaborate proficiency testing, he hasn't yet found a permanent job.

"I've applied to 80-plus jobs at this point, and often you don't even hear back," the 24-year-old told CBC News.

With the latest numbers showing that unemployment is up among youth, a sizeable share of the increase in Canada's overall unemployment rate since April last year is due to new job seekers — young people and recent graduates like Nareshan — who are spending more time looking for work, according to an analysis by RBC Economics.

• Canada's job numbers almost unchanged in March, while unemployment rose to 6.1%

Nareshan said he expected that paying higher tuition for a technical degree would give him a leg up in the job market.

Now, even just saying that he's unemployed makes him feel down.

"I guess there's just like a sunk-cost fallacy at this point for me," he said. "Eventually I'll just transition to another direction if nothing works out. But hopefully that won't be the case."

New job seekers behind unemployment: economist

StatsCan data released Friday showed that youth were employed at the lowest level since February 2012, barring the first two years of the COVID-19 pandemic. 

There has been almost no employment growth among youth between the ages of 15 and 24 since December 2022.

An RBC report published in January stated that while Canada's population has been growing quickly, it's students and new graduates driving the increase in the unemployment rate, not newcomers.

Friday's fresh data highlighted that youth are "bearing the brunt" of the labour market downturn, RBC economist Carrie Freestone, who co-authored the report, told CBC News.

Since April 2023, "half of the increase in the unemployment rate came from job seekers who were previously not in the labour force because they were in school," Freestone said.

Hands-on hotel employment training helps newcomers achieve Canadian dream

Some are recent university graduates, while the others are students or recent high school graduates, she added.

Freestone noted that since mid-2023, "we've gotten a lot of data points that were almost at odds with each other." 

The unemployment rate has been rising overall, but with Canada's population growing at its fastest rate since 1957, the data still shows job gains more or less month to month, she said.

"What that means right now is [that], relative to the size of the labour force, the portion of participants in Canada who are unemployed is rising," she said.

While only part of the rising unemployment rate can be explained by layoffs, there's been a significant uptick in job cuts, an acceleration that started in March, Freestone said.

"So the labour market is definitely softening ... and students are definitely still in a position where they're searching for jobs for longer," she added.

• People commonly lose their job on maternity or parental leave. Critics say EI needs an overhaul

Nareshan, the Carleton graduate, said he might pursue a master's degree to boost his resume — he suspects that, with so many layoffs across the tech sector, he could be competing with more experienced candidates who've recently lost their jobs.

"After conducting interviews, I'll reach out for feedback. And there's been numerous times where I've lost out to somebody who's had literally five years of experience or has a master's degree and all these other things," Nareshan said.

In the meantime, he said he's making money through freelance work and tutoring gigs. He might have to move back in with parents, and while wants to continue living in Canada, he might look to the U.S. or elsewhere if he can't find a job here.

"A lot of us new grads are expected to have more experience that we don't have," he said.

Prepping young people for lengthy job search

Over at Toronto Metropolitan University, 21-year-old Claire Fitzpatrick is in her final year of a social work degree. With graduation on the horizon, she's applied for more than 50 entry-level jobs since last month, but has yet to land a full-time permanent job.

"I thought a degree in social work was practical. It is a job type of degree," Fitzpatrick told CBC News. "So I thought getting a degree in social work versus something similar like psychology or sociology, it would be a bit easier for me to find a job after graduating."

Right now, Fitzpatrick works at the University's Career Co-op and Student Success Centre, which helps students who are looking for jobs and planning their career. According to its associate director Wincy Li, the office continues to meet with students long after they've received a diploma.

"The reason why we have a five-year alumni policy is because we understand that sometimes it takes a while for students to get a job after they graduate," though that sometimes depends on which industry they're applying into, Li told CBC News.

"I think over the last couple of years, what we've seen is a lot of students expressing more anxiety, [a] heightened sense of anxiety as a result of the pandemic, but also [due to] a lot of the economic conditions that are constantly evolving."

For her part, Fitzpatrick wants to work with adults who have disabilities. She says she's broadened her job search far beyond that — applying on job boards on LinkedIn and Indeed, and by reaching out directly to specific organizations.

"It's especially important because I have Type 1 diabetes, and once I graduate, I'm off my parents health insurance. So having health insurance, even compared to a wage, is very important for me just because of the cost of my medical supplies."

She expects that applicants with more experience, or those who have a graduate degree, are getting the jobs for which she's applied. Fitzpatrick hopes to go to graduate school eventually, but she says its competitive nature means "you need to be at the top of your class to make it into most programs."

"I did not predict it would be this challenging for me to find an entry level role at all," she said.

" There's gotta be more that can be done because there are all these very qualified young graduates who can't get a job."

ABOUT THE AUTHOR

Jenna Benchetrit is a senior writer with the business content unit at CBC News. She has also covered entertainment and education stories. A Montrealer based in Toronto, Jenna holds a master's degree in journalism from Toronto Metropolitan University. You can reach her at [email protected].

With files from Laura MacNaughton and Anis Heydari

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The top 3 cities for new grads: 'I can afford the house I want and the life I want'

This college graduation season, the class of 2023 is on the move.

Nearly half of 2023 college grads say they'd be willing to relocate to a new city for a job or to further their education, according to a survey of more than 2,000 graduating seniors from ZipRecruiter , the online jobs site. Early signs indicate that, in response to pandemic shifts in daily work and life, including the rise of remote work, the youngest members of the workforce could be more open to living in smaller rising cities than ever.

Today's college graduates are confronting an uncertain economy. Some 83% of students surveyed by ZipRecruiter say inflation and living costs are making them re-think their post-graduation plans — 1 in 3 say they're looking to move to a cheaper city after school.

To figure out where today's youngest professionals may have the best time getting settled based on those concerns, personal finance site SmartAsset analyzed the U.S. Census and MIT data to find the top metro areas for the class of 2023 .

Researchers ranked metro areas based on three factors:

• Jobs, measured by median earnings and the unemployment rate for college grads
• Affordability, measured by MIT's living wage calculator that considers essential costs for one adult with no children
• Fun, measured by the percentage of the population between 20 to 29 years old, and the number of bars, restaurants and entertainment venues per capita

In many cases, metros that stand out in one area score poorly in the other two. To find the most well-rounded areas to enjoy a high quality of life relative to their earning power, new grads might want to look to Sun Belt and Midwestern college towns.

Based on the data, the No. 1 best metro area for new grads in 2023 is the area surrounding Lubbock, Texas. Bloomington, Ill., comes in second, while Kalamazoo, Mich., rounds out the top three.

Overall, college towns in the Sun Belt and Midwest tend be good places for new grads to settle because those areas cater to a younger demographic in terms of affordability and entertainment, says Jaclyn DeJohn, managing editor of economic analysis at SmartAsset. Industries generally center themselves where educated populations reside, and companies partner with universities to hire young talent.

Data is one thing, but what is it actually like to be a young person living in these areas? CNBC Make It spoke with 20-somethings living in each city at the center of the top metro areas for new grads for a look into what it's like to live, work and play there.

Big-city attractions with a college-town price tag in Lubbock

With a population of 326,546, Lubbock is the biggest metro area that ranks well for new grads. Roughly 1 in 5 residents is in their 20s, which makes it a good place for new grads to find friends and build a social circle, DeJohn says.

It ranks highly across the board for jobs, affordability and fun, landing in the top 27 out of 188 for each subranking. "Other cities did great in one or two areas max, but Lubbock offers the whole package," DeJohn says. Its high placements across the board is "the best combination" and "unheard of compared to the rest of the places."

Even those who leave find reasons to return.

Ryan Lewis, 23, grew up in Lubbock and moved to study public relations at the University of Oklahoma. She graduated in 2020 and spent a few years in Dallas, but soon realized the bigger city wasn't for her.

She prefers a slower pace where it's easier to connect with others, and the affordability of a smaller town can't be beat: "The cost of living in places like Dallas is so crazy high for people in their 20s just out of college and starting their careers."

She returned to Lubbock in early 2023 where her dollar goes much farther. She used to pay $1,500 to split an apartment with two roommates in Dallas but now pays about $1,000 to share a house with a backyard with one person. Her new roommate is another childhood friend making her return after moving away to Florida for school.

Lewis now works for the Lubbock Economic Development Alliance and Visit Lubbock, the city's conventions and visitors bureau, which gives her a behind-the-scenes look at major downtown revitalization efforts and a sprawling business community.

Other cities did great in one or two areas max, but Lubbock offers the whole package. Jaclyn DeJohn SmartAsset

Through her work and social life, she gets a front-row seat to new restaurants, bars, entertainment spaces and hotels opening up around town. Roughly 41,000 students attend Texas Tech every year, and as a result, "a lot of business owners and realtors are catering their assets towards people in their 20s," Lewis says.

Lewis says the biggest misconception people have about her hometown, and where she's returned to plant roots, is that there's nothing to do, though she cites local wineries, museums, music venues, historical sites and community events that draw people around her age together.

"People think Lubbock is a boring city with dirt blowing everywhere, but there's so much to do here as long as you put in the time and effort to find something you enjoy," she says.

'The perfect middle ground': Affordable homes, big-name employers in Bloomington

Bloomington, home to Illinois State University, stands out for its strong job market. Residents have pretty high earning power relative to the rest of the U.S.: A college-educated worker in Bloomington earns a median of $72,333 per year, compared with the national median earnings of $59,717.

Landmark employers like State Farm Insurance, which is headquartered in Bloomington, as well as Rivian, the electric vehicle maker , help to bring in new and young career-oriented residents, too.

The university brought Melissa Douglas, 24, from the Chicago area to Bloomington in 2019. By her senior year of college, she knew she wanted to put down roots in the city and decided to stay after graduating in December 2022.

Though she grew up near a big city, she prefers the small-town feel of Bloomington. The housing market is relatively affordable and growing, which is why Douglas got her real estate license while in school and began practicing in January 2023.

Bloomington was named the No. 2 emerging housing market for the spring of 2023, with a median home listing price of $339,000 in March, according to an index from The Wall Street Journal and Realtor.com. Nationwide, the median home listing price was $424,000.

Many of the clients Douglas works with are young homebuyers around her age and just out of college or grad school. Douglas currently lives with her boyfriend and his family while he finishes his undergraduate degree, and she feels confident they'll be able to buy a starter home in the area after he graduates in December. ("He works in construction management and will have no problem getting a job here," she says.)

Douglas feels it's "pretty common throughout my generation" to not strive for big-city living. "I could live a comfortable lifestyle like I did growing up without having to make as much money," she says.

"Here, I know I can afford the house I want and the life I want," she adds. "This is the perfect middle ground."

A burgeoning food scene in Kalamazoo entices young entrepreneurs

Kalamazoo, another college town with plenty of jobs, affordable living and 20-somethings, ranks highly for "fun," thanks to a big restaurant scene especially appealing to young people — and young entrepreneurs.

The food scene helped Derick Waters, 28, see a future for himself in Kalamazoo. He grew up in nearby Battle Creek, Mich., but moved away to Arizona after high school to work as a personal trainer. He returned to Battle Creek in 2018 to pursue a dietetics degree until Covid waylaid him.

He took a semester off in 2020 and channeled his energy into a YouTube channel for vegan cooking. While researching commercial kitchen spaces to rent out to film his videos, Waters came across what's now called Can-Do Kalamazoo , a business incubation program. After a 16-week course, Waters secured a kitchen space, got a license to sell food and launched Dirty Vegan, a plant-based comfort food stand.

Waters runs Dirty Vegan with his girlfriend, Nina Martinez, and they're now gearing up for their second season selling at farmers markets and other community events. In the off-season, they hope to join another emerging scene in micro-brewing.

"The restaurant business and brewing world is a booming industry in Michigan," Waters says, which presents both entertainment and business opportunities.

Martinez, 27, hopes to one day open her own art and clothing boutique. She moved from Lake Odessa, Mich., to Kalamazoo for college nine years ago and was surprised by how tight-knit the community is. "People know the mayor on a personal level," she says.

Kalamazoo's thriving small-business community, particularly for restaurants, is almost counterintuitive to how well it caters to a younger crowd. "In general, I find restaurants tend to be correlated with an older population that has higher disposable income," DeJohn says, "so it's interesting to see Kalamazoo have a high propensity for restaurants despite a young population."

Waters' long-term goal is to build his business — he's looking into getting a food truck — and become a new staple of the Kalamazoo community.

"There's a ton of new people moving in and out all the time," he says. "There's a ton to do, and the environment is always changing."

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Small Business Trends

10 education franchise opportunities to start.

Intellectual and social skills are important, especially for young children. That’s why so many entrepreneurs are looking into starting an education franchise.

These types of businesses can offer children physical education, sports skills, art education, tutoring, and can even help with improving motor skills. In this article, we’ll take a look at ten great options to consider if you’re interested in this growing industry. Let’s get started!

What Is an Education Franchise?

An education franchise operates within the sphere of learning and development services, catering to a range of demographics from children to adults. These businesses typically specialize in areas such as enhancing math skills, providing personalized tutoring, and preparing students for various tests.

The rise of education franchises is a response to the increasing demand for supplementary educational support services outside of traditional school settings.

This model provides a structured approach for entrepreneurs to deliver quality education services with the backing of an established brand and operational system.

Key Benefits of Starting an Education Franchise

Exploring an education franchise opportunity merges the entrepreneurial spirit with the fulfillment of contributing to lifelong learning. With the education industry’s expected growth, now is a prime time to dive into this sector.

Before we delve into specific franchise opportunities, here’s a brief overview of why an education franchise can be a smart investment:

• Investment Requirements: Initial franchise fee, total investment range, and net worth and liquidity requirements.
• Franchisor Support: Availability of training programs, marketing assistance, and ongoing franchisor support.
• Brand Recognition: Level of established brand recognition within the education market.
• Business Model: Details on whether the franchise offers a turnkey operation or requires a hands-on approach from the franchisee.
• Profit Potential: Average revenue or profit margins, if available, to give a sense of financial expectations.

The Education Industry Today

The education sector is experiencing substantial growth, with projections by analysts such as HolonIQ , estimating its value to reach $10 trillion by 2030.

This bullish outlook is driven by the expanding role of franchise operations and a heightened focus on critical areas like early childhood learning and STEM (Science, Technology, Engineering, and Math) education.

As educational needs evolve and diversify, the franchise model is well-positioned to meet these demands, representing a significant investment avenue for those seeking to enter the educational field.

Why You Should Consider an Education Franchise

If you’re looking to start your own business in a growing market, then starting an education franchise may be a great option. Franchise owners can be someone like a grade school teacher or anyone interested in education. Here are five reasons to consider opening a franchise business:

• Low start-up costs: Franchises have a lower cost of entry than starting your own business from scratch. This is because you’re buying into an already-established brand name and business model.
• Proven business model: Franchises offer a proven business model that has been successful in other markets. This means that you can hit the ground running with a business that has a proven track record of success.
• Support from the franchisor: When you open a franchise, you’ll have access to support and resources from the franchisor. This can be helpful in getting your business off the ground and keeping it running smoothly.
• Brand recognition: Franchises have built-in brand recognition, which can help you attract customers and grow your business.
• Turnkey operation: Franchises are typically turnkey operations, which means that they’re ready to be up and running from day one. This can save you time and money in getting your business off the ground.

Our Methodology: How We Chose the Best Education Franchises

In the impactful sector of education, a franchise must not only demonstrate a commitment to learning and development but also show potential for growth and financial stability. Here’s how we discerned the best education franchise opportunities:

Educational Excellence and Outcomes (10/10)

We place the highest importance on franchises that have a proven track record of delivering high-quality educational outcomes.

Curriculum Quality and Diversity (9/10)

A rich and varied curriculum that caters to different learning styles and subjects is essential for an education franchise’s appeal.

Training and Support for Franchisees (9/10)

Strong franchisor support in training franchisees, especially around educational delivery and administration, is critical for maintaining standards.

Brand Reputation in the Education Community (8/10)

A well-respected brand is likely to attract more students and parents, making brand reputation a significant factor in our evaluation.

Market Demand and Growth Potential (8/10)

We assess the current and projected demand for educational services, including the franchise’s potential to expand its market reach.

Investment and Cost Transparency (7/10)

Understanding the financial commitment and getting clear, transparent cost information is crucial for prospective franchisees.

Innovation in Educational Methods (7/10)

Franchises that innovate and incorporate modern teaching methods, including the use of technology in education, rank highly.

Student Engagement and Support (7/10)

Franchises that provide excellent student support and engagement initiatives are likely to produce better educational outcomes and higher customer satisfaction.

Compliance with Educational Standards (6/10)

We consider how well the franchise adheres to regional and national educational standards and regulations.

Community Impact and Social Responsibility (6/10)

Education franchises that contribute positively to community development and practice social responsibility are given additional consideration.

Franchisee Autonomy and Flexibility (6/10)

We value franchises that offer a degree of autonomy to franchisees, allowing for localized decision-making and adaptation.

Operational and Technological Infrastructure (6/10)

A strong operational framework and the incorporation of educational technology are key for an education franchise’s efficiency and scalability.

Our methodology for evaluating the best education franchises emphasizes the importance of educational quality, the robustness of support systems, and the strength of the brand in the education sector.

We aim to identify franchises that not only foster a positive learning environment but also offer solid business opportunities for franchisees.

Top Education Franchises

Let’s kick off our list with several top franchises that have reputations for providing customers with a quality education…

1. Sylvan Learning Center

The Sylvan Learning Center franchise opportunity is a great way to get involved in the education industry. According to the Sylvan Learning Center site, the franchise fee is $34,900 and the total investment ranges from $85,525 to $186,930. You’ll need a minimum net worth of $150,000 and liquidity of $75,000. The royalty fee is 16% of the monthly gross revenue.

2. Huntington Learning Center

The Huntington Learning Center franchise fee is $36,000, and the total investment required ranges from $148,017 to $263,072. The minimum net worth required is $200,000, and the minimum liquidity needed is $65,000.

3. Kiddie Academy

The Kiddie Academy franchise opportunity fee is $145,000 and the total investment ranges from $417,000 to $1,039,000. Franchisees must have a net worth of at least $750,000 and liquidity of at least $250,000. The credit score requirement is 650 or above.

4. Eye Level Learning

Eye Level Learning is a franchise opportunity that requires a minimum net worth of $130,000 and liquidity of $60,000. The franchise fee is only $5,000 and the total investment ranges from $52,318 to $121,650. A Bachelor’s degree or higher is also required.

Best Tutoring Franchises

If you’re looking to provide tutoring services or help teach study skills , then check out the following franchise options…

5. Tutoring Club

The Tutoring Club is a franchise opportunity that requires a minimum net worth of $100,000 and liquidity of $70,000. The franchise fee is $34,500 and the total investment ranges from $66,500 to $119,900.

Kumon offers a franchise opportunity that gives an individual the ability to own and operate a business that provides tutoring services to children. The franchise fee is just $2,000 and the total investment required ranges from $67,428 to $145,640. A minimum net worth of $150,000 and liquidity of $70,000 are required.

Club Z! offers an opportunity for entrepreneurs who are looking to break into the tutoring industry. With a franchise fee of $27,250 and an initial investment of $45,000 – $60,000, Club Z! is relatively affordable when compared to other opportunities in the tutoring space. What’s more, Club Z! requires only $40,000 in liquidity, making it an accessible option for many would-be business owners.

Teacher and Math Consultant Businesses

If you’re interested in helping students build math skills, then these franchises may appeal to you…

8. Mathnasium Learning Centers

Here is a franchise opportunity that offers individuals the chance to own and operate their own math learning center. The franchise fee is $49,000 and the total investment ranges from $112,750 to $149,110. Prospective franchisees will need to have a minimum liquidity of $112,750.

9. Bricks 4 Kidz

Bricks 4 Kidz is a children’s construction and engineering franchise with a startup fee of $29,900. The total investment required ranges from $37,325 to $68,325, and the minimum net worth requirement is $50,000. The royalty fee is 7%, and the ad fee is 2%.

ALOHA stands for Abacus Learning of Higher Arithmetic. The ALOHA franchise opportunity has a total investment from $37,075 to $95,100, with a $15,000 franchise fee.

Comparison of Top Education Franchise Opportunities

To help you delve deeper into your exploration of education franchise opportunities, we’ve compiled a comparison table that outlines critical investment details for each franchise listed in our roundup.

This at-a-glance resource aims to simplify your research process as you evaluate which franchise aligns best with your financial capacity and business aspirations.

Are Education Franchises a Proven Business Model?

The education franchise model has a track record of success, offering a replicable blueprint for business operations along with the franchisor’s support.

Prospective franchisees should conduct thorough due diligence, examining the franchisor’s history, financial health, and the ongoing support they provide. The credibility and longevity of the franchisor are key indicators of a franchise’s potential for success.

What Is the Best Education Franchise to Improve Math Skills?

Mathnasium Learning Centers stand out as one of the premier franchises focusing on math education. Their personalized approach and curriculum tailored to individual learning styles make them an attractive option for parents looking to bolster their children’s math proficiency, whether for remedial support or enrichment.

How Much Does It Cost to Start an Education Franchise?

Starting an education franchise can range from an affordable investment—around $37k—to over $1 million for more established brands with larger facility requirements.

Prospective franchisees must consider various factors, including franchise fees, leasing or purchasing educational facilities, and the cost of materials and staffing.

Are Education Franchises Profitable?

Education franchises can indeed be profitable ventures due to their proven business models and the comprehensive support provided by franchisors.

Profitability can be influenced by several factors, including the franchise’s market recognition, location, and the ability to meet the specific educational needs of the community it serves.

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