Lifelong Learning Programs

This report proposes a four-pronged strategy for lifelong learning infrastructure.

• First, national digital credentials verifying AI-relevant skills, recognized across employers, states, and platforms, that are interoperable, stackable, and aligned with labor market demand rather than trapped in proprietary systems.

• Second, portable "skill wallets" as digital records of verified achievements (such as certifications, micro-credentials, on-the-job training, and informal learning) that follow workers across jobs and industries.

• Third, subsidized lifelong learning accounts modeled on retirement savings plans, supported by federal/state contributions, employer matches, and optional payroll deductions.

• Fourth, universal access to high-quality short-form learning through micro-credentials, bootcamps, and modular programs designed for working adults; they should be affordable, flexible, and focused on market-relevant skills, especially for underserved populations facing barriers to traditional education.

This paper recommends embracing the "unbundling" of education by partnering with private sector and governments to incentivize skills-based hiring and formally recognize non-traditional credentials alongside degrees. They call for public funding supporting educational models that deliver in-demand skills responsive to real-time market changes, including Technical Vocational & Educational Training (TVET) programs and micro-credentials. They also recommend developing AI-powered career navigation tools that help individuals identify aptitudes and navigate complex labor markets, integrated into local education and training systems through public-private collaboration.

This paper, "New Economy Skills: Unlocking the Human Advantage", frames lifelong learning as a core “human-centric” capability that enables people to stay resilient and mobile as jobs and skill needs shift rapidly. It argues that “curiosity and lifelong learning” is consistently the weakest human-skill area across regions, even as it is increasingly important for future readiness. At the same time, it remains relatively invisible in hiring signals and is infrequently recognized or rewarded at work, creating a gap between stated importance and what labour markets actually measure and incentivize.