Skills First: Building a More Equitable Future of Work in Oregon

The economy is changing—and fast. Technological advancement, artificial intelligence, and shifting industries, alongside a growing momentum to ensure equitable opportunity are reshaping how we think about work. For many Oregonians, the traditional pathway from education to employment—often marked by a four-year degree—is no longer practical, affordable, or effective. In response, the skills first movement has emerged—championing a focus on practical skills rather than academic credentials, and promoting a more inclusive and agile workforce.

At the heart of the skills first movement is a commitment to recognize and value what individuals can do, regardless of where or how they learned it. This includes learning gained through formal education, military service, on-the-job experience, or independent study. By emphasizing skills over degrees, we can break down barriers for individuals who have traditionally been excluded from certain jobs or career paths due to cost, access, or other systemic obstacles.

Our current systems of education and hiring still rely heavily on credentials that may not tell the full story of a person’s capabilities. College remains prohibitively expensive for many, and even for those who complete degrees, there’s no guarantee of workforce preparedness. Not all educational institutions offer equal quality, and some—particularly for-profit programs—have been criticized for leaving students in debt without clear pathways to employment. Meanwhile, job markets continue to evolve quickly, and degree programs often can’t keep pace. Many workers don’t need four years of coursework—they need short, targeted training to re-skill, upskill, or return to the workforce after a disruption.

This changing landscape has created a demand for new approaches to credentialing. From digital badges and micro-certifications to industry-recognized credentials, a growing range of tools are needed to help individuals validate their skills in ways that are meaningful to employers. One such tool is the Learning and Employment Record (LER)—a digital, verifiable portfolio that compiles a person’s skills, credentials, and work history in one place. LERs provide a portable, transparent way to document capabilities across industries and life stages. While questions remain around standardization and widespread adoption, tools like LERs are an important part of building a more consistent and accessible credentialing system—one that recognizes learning wherever it happens.

Oregon is leading by example in the shift toward skills-based education and hiring. One standout initiative is the Oregon Employability Skills Curriculum, developed through a collaboration between nine of Oregon’s community colleges and supported by the U.S. Department of Labor’s Strengthening Community Colleges Training Grant. This curriculum focuses on teaching the essential soft skills that employers consistently rank as critical such as communication, teamwork, problem-solving, and time management.

Designed to bridge the gap between education and the workforce, the Employability Skills Curriculum provides a flexible, adaptable framework that can be implemented across a wide range of programs and learning environments. Originally piloted in manufacturing and cybersecurity training, the curriculum includes a digital badging system that allows students to clearly demonstrate their skill development to potential employers. Its modular, competency-based design makes it relevant to learners of all ages, and applicable well beyond traditional classroom settings.

These foundational skills—often called durable skills—are also gaining national attention. According to America Succeeds, durable skills appear in more than two-thirds of job postings and include capabilities like adaptability, collaboration, and leadership. As automation and technology continue to transform the labor market, these human-centered skills help workers thrive amid uncertainty and change. The Employability Skills framework reflects this reality, offering a practical and forward-thinking model that prepares individuals not only for their next job, but for lifelong success in a dynamic economy.

The shift to a skills-first economy won’t happen overnight. It will require a coordinated effort across sectors—employers rethinking hiring practices, educators designing learning around real-world competencies, and policymakers investing in the tools and infrastructure to support these changes. But Oregon is already laying the foundation for this future, and momentum is building.

Advancing a skills-first economy will require continued collaboration—across sectors and communities—to ensure all Oregonians can thrive in a changing world of work.