Delaware employers are hiring, but finding qualified applicants remains a challenge. Delaware Pathways bridges that gap by connecting businesses and organizations directly with students who are building real skills in high-demand career areas.
When you partner with Delaware Pathways, you help shape the talent pipeline from the classroom to the workplace. You gain access to motivated students, influence the skills they develop, and invest in the long-term economic health of your community.
In SY 2023-2024:
These outcomes are only possible because of employer and community partners who open their doors to Delaware students.
Our business and community partners play a crucial role in preparing students for successful careers and lifelong learning. By partnering with Delaware Pathways, these businesses and organizations help bridge the gap between classroom learning and real-world experience, ensuring that our students are equipped with the skills and knowledge they need to thrive in today’s dynamic workforce.
Work-based learning is a progressive approach to bridging the skills gap between school and high-demand careers in Delaware. Through structured employer engagement, students build on their classroom learning by developing technical and professional skills in real workplace settings.
The Delaware Office of Work-Based Learning, housed at Delaware Technical Community College, serves as the statewide intermediary connecting employers with secondary and postsecondary students. Types of work-based learning include:
Successful work-based learning requires committed partners: state agencies, service providers, nonprofits, for-profit companies, and community-based organizations.
Delaware is expanding sector-based industry partnerships in key economic areas. If your organization operates in any of the following sectors, your input directly shapes how students are prepared:
Industry councils help design pathway curricula, provide work-based learning sites, and ensure that credentials align with what employers actually need.
