How to Improve Access to Trade Schools and Job Training

Section 1: Top 35 Countries with the Highest Access to Trade Schools

Source: Based on available research data from Gallup World Poll, Organisation for Economic Co-operation and Development (OECD) Education at a Glance, and UNESCO Institute for Statistics (Data Year: 2022). Note: Only countries with populations over 5 million are included.

The United States ranks 29th out of 35 countries in this analysis. The U.S. holds this relatively low ranking primarily because of a decades-long cultural and policy emphasis on four-year college degrees over vocational and career technical education.

Federal and state funding for trade schools has been significantly lower per student than funding for universities. There is also a persistent social stigma against skilled trades as being lower-status than college-educated professions, deterring many students who could thrive in vocational programs. Additionally, geographic disparities mean that trade schools are concentrated in some regions while rural and low-income urban communities have limited access.

In the most recent year (2022–2023), U.S. enrollment in trade and vocational programs stood at approximately 61% of the eligible student population who expressed interest in such programs, compared to 92% in Deutschland. The Biden administration's infrastructure and workforce bills began to address this gap, but structural reforms remain incomplete.

Top 8 Countries with Highest Access to Trade Schools

Regional Distribution: Access to Trade Schools

(Color-coded Regional Comparison Chart)

References and Data Sources:

Gallup World Poll: (www.gallup.com)

OECD Education at a Glance: (www.oecd.org)

UNESCO Institute for Statistics: (uis.unesco.org)

International Labour Organization – Vocational Training: (www.ilo.org)

U.S. Department of Education – Career and Technical Education: (www.ed.gov)

National Center for Education Statistics: (nces.ed.gov)

Section 2: What Other Countries Have Done to Increase Their Access to Trade Schools

Schweiz (Switzerland)

Schweiz’s Federal Vocational and Professional Education and Training Act (VPETA, 2004) establishes a comprehensive framework covering federal, cantonal, and employer responsibilities.

The State Secretariat for Education, Research and Innovation (SERI, www.sbfi.admin.ch) governs the system.

Approximately two-thirds of Swiss youth choose vocational pathways.

The Federal Office for Professional Education and Technology funds cantons proportionally.

Private sector employers contribute CHF 4.8 billion annually.

The Swiss Federal Vocational Baccalaureate allows progression to universities of applied sciences.

Professional organizations (Berufsverbände) develop curricula jointly with the federal government

Sverige (Sweden)

The Federal Institute for Vocational Education and Training (BIBB – Bundesinstitut für Berufsbildung, www.bibb.de) oversees 325 recognized training occupations.

The Federal Employment Agency (Bundesagentur für Arbeit, www.arbeitsagentur.de) funds career counseling for all secondary students.

Employers pay apprentice wages while states fund schooling costs.

The National Pact for Training (Nationaler Pakt für Ausbildung) commits corporations to provide apprenticeship slots.

In 2023, over 1.3 million apprentices were enrolled nationwide.

Suomi (Finland)

Section 3: What the U.S. Could Do to Increase Its Access to Trade Schools

The United States ranked 29th globally in access to trade schools as of 2022, reflecting decades of policy emphasis on four-year college pathways at the expense of vocational and career technical education (CTE). To increase access meaningfully, the U.S. could pursue a multi-pronged strategy involving federal legislation, state implementation, employer partnerships, and public awareness campaigns.

First, Congress could substantially increase funding for the Carl D. Perkins Career and Technical Education Act, raising authorizations from approximately $1.3 billion to $5 billion annually, and require states to develop strategic plans that measurably increase enrollment in trade schools and registered apprenticeships.

Second, the U.S. Department of Labor (DOL) could expand the Registered Apprenticeship Program (RAP) by offering tax credits of up to $5,000 per apprentice to participating employers, particularly small and medium-sized businesses in manufacturing, construction, healthcare, and information technology sectors.

Third, the U.S. Department of Education could revise guidance under the Higher Education Act to ensure that Pell Grants are fully accessible for short-term vocational credentials and that Gainful Employment regulations apply equally to all credential types, protecting students from low-quality programs.

Fourth, the Small Business Administration (SBA) and the Economic Development Administration (EDA) could provide preferential loan terms and grants to community colleges and trade schools that demonstrate measurable labor market outcomes within 18 months of completion.

Fifth, states could be required, as a condition of federal CTE funding, to eliminate barriers such as excessive licensure requirements, geographic constraints, and financial aid gaps that prevent qualified students—particularly low-income, minority, and returning adult students—from enrolling in trade programs.

Sixth, a national public awareness campaign, modeled on Deutschland's "Mach's Richtig" campaign, could be funded at $200 million over five years by the Department of Labor to destigmatize vocational education and promote trade careers as high-wage, high-demand pathways.

Seventh, the National Skills Coalition (www.nationalskillscoalition.org) and JFF (Jobs for the Future, www.jff.org) could receive federal grants to convene employer consortia that commit to accepting trade-school graduates and paying competitive wages above $25 per hour in skilled trades.

Section 4: References

References for Sections 2 and 3:

BIBB – Federal Institute for Vocational Education and Training (Deutschland): (www.bibb.de)

Swiss SERI – State Secretariat for Education, Research and Innovation: (www.sbfi.admin.ch)

Austrian Federal Ministry of Education, Science and Research (BMBWF): (www.bmbwf.gv.at)

Danish Ministry of Children and Education: (www.uvm.dk)

Nederland Ministry of Education (OCW): (www.rijksoverheid.nl)

SBB – Nederland Cooperation Organisation for Vocational Education: (www.s-bb.nl)

Finnish National Agency for Education (OPH): (www.oph.fi)

Swedish National Agency for Education (Skolverket): (www.skolverket.se)

Norwegian Directorate for Education and Training: (www.udir.no)

Carl D. Perkins Career and Technical Education Act – U.S. Department of Education: (www.ed.gov)

U.S. Department of Labor – Registered Apprenticeship Program: (www.dol.gov)

National Skills Coalition: (www.nationalskillscoalition.org)

JFF – Jobs for the Future: (www.jff.org)

Workforce Innovation and Opportunity Act – WIOA: (www.doleta.gov)

Organisation for Economic Co-operation and Development (OECD) Education at a Glance 2022: (www.oecd.org)

Manufacturing Institute / Deloitte Skills Gap Study: (themanufacturinginstitute.org)

Section 5: U.S. Organizations Advocating to Improve Trade Schools and Job Training

Section 6: Individuals Advocating to Improve Trade Schools and Job Training

Frequently Asked Questions

Why does the US rank so low in access to trade schools compared to other countries?

The US ranks 29th out of 35 countries largely due to decades of policy and cultural emphasis on four-year college degrees over vocational training. Federal and state funding per student for trade schools has been significantly lower than for universities, and a persistent social stigma portrays skilled trades as lower-status careers.

Which countries have the best access to trade schools and what makes their systems work?

Switzerland and Germany consistently rank among the top countries, with roughly two-thirds of Swiss youth choosing vocational pathways and over 1.3 million apprentices enrolled in Germany in 2023. Their success stems from strong federal legislation, employer co-investment, and clear pathways that allow vocational graduates to advance to higher education.

How does Switzerland structure its vocational education system?

Switzerland's Federal Vocational and Professional Education and Training Act (VPETA, 2004) coordinates responsibilities across federal, cantonal, and employer levels. Private sector employers contribute CHF 4.8 billion annually, and a Federal Vocational Baccalaureate allows graduates to progress to universities of applied sciences.

What has the US government done recently to expand trade school access?

The Biden administration's infrastructure and workforce bills began addressing the gap by directing funding toward career and technical education (CTE) programs. However, structural reforms remain incomplete, and enrollment in trade programs still reaches only about 61% of eligible interested students compared to 92% in Germany.

What are the biggest barriers preventing Americans from enrolling in trade schools?

Key barriers include limited federal and state funding relative to universities, social stigma around skilled trades, and significant geographic disparities where trade schools are concentrated in certain regions. Rural communities and low-income urban areas face particularly limited access to vocational programs.

What policy changes could most effectively increase access to trade schools in the US?

Experts recommend a multi-pronged strategy including increased federal legislation supporting CTE, stronger employer partnership programs modeled after Germany's apprenticeship system, and state-level implementation plans that address rural and low-income community gaps. Reducing the cultural stigma around vocational careers through public campaigns and school counselor training is also considered essential.

About the Author

Ronald Bonfilio has devoted his career to public service spanning more than five decades. His service began with the U.S. Army from 1966 to 1968, where he conducted medical laboratory research at Fort Detrick and at the Walter Reed Army Institute of Research. He subsequently held a distinguished series of federal positions, including roles with the National Cancer Institute, the National Institutes of Health, the U.S. Agency for International Development (Vietnam), the Special Inspector General for Iraq Reconstruction, and the U.S. State Department (Iraq), where he served as a Senior Economic Advisor and Agricultural Advisor. He also served 15 years with the U.S. Government Accountability Office as a Program Analyst and Auditor.

Ronald Bonfilio holds a degree in Economics from the University of Maryland, and degrees in Chemistry and a Master of Business Administration from the University of Massachusetts. He is a former Certified Public Accountant.