The American Council on Education (ACE) defines alternative providers as an organization that is not a public or private institution of higher education that delivers postsecondary content and/or provides skills training and support services that connects learner to the labor market, either independently or in partnership with colleges and universities.

A person, association, committee, or organization that operates a Registered Apprenticeship (RA) program. The sponsor takes on the legal responsibility of ensuring the program operates in compliance with federal and state regulations. Sponsor roles typically cover recruitment, screening, and hiring apprentices—or working with employers to do so. They develop formal agreements with apprentices identifying the length of the program, skills to be learned, the wages to be paid at different points in time, the development of the equal employment opportunity plan, and the required classroom instruction; and work with state apprenticeship agencies (SAAs) or the U.S. Department of Labor (DOL) to make sure that their registered programs meet state and federal requirements.

Apprenticeship programs can be sponsored by:

• Employers or a consortium of businesses
• Workforce intermediary (e.g., industry association or a labor-management organization)
• Labor groups
• Employer associations
• Unions
• Agencies
• Colleges
• Committees
• Third-party entities that take on administrative duties related to sponsorship.

To register an apprenticeship, a sponsor submits an application to the applicable registration agency (DOL or appropriate SAA). The application includes a work process schedule that describes the competencies the apprentice will learn and how on the-job training and related instruction will teach those competencies. The application also includes a schedule of wage increases for the apprentice, description of safety measures, and other assurances related to program administration and recordkeeping.

See Topic Brief: Apprenticeship / Apprenticeships | Learn & Work Ecosystem Library

Transferring occurs from one educational institution to another. According to the National Center for Education Statistics, over a million students have transferred among colleges since 2015. Students can transfer from a community college or two-year program to a four-year college or university to graduate with both an associate and bachelor’s degree (this is called reverse transfer). Students can transfer in between all types of institutions – private, public, large, small, community, and research. Students can also transfer college credits from a high school dual-credit program to a two- or four-year program, and can use those credits toward their degree. Transfer includes the transition of credits from one institution to another, while still maintaining the value of those credits. Course articulation is an important part of that. Course articulation is the process of comparing the content of courses that are transferred between postsecondary institutions – one institution matches its courses or requirements to coursework completed at another institution. Transfer systems can be set up within states or systems. To make this process easier, some schools offer guaranteed transfer credit acceptance if students transfer from pre-approved schools.

An open standard developed by 1EdTech (formerly IMS Global Learning Consortium) that provides a structured approach to describing, collecting, and exchanging learning activity data at scale. This open standard defines a common vocabulary and data format for learning events, facilitating interoperability among educational tools and platforms. Caliper also specifies an application programming interface (API), known as the Sensor API™, for transmitting event data from instrumented applications to target endpoints for storage, analysis, and use.

Unizin integrates Caliper Analytics into its Unizin Data Platform (UDP) to collect and process learning activity data from various educational tools and platforms. By leveraging the Caliper standard, Unizin ensures that learning activity data from diverse sources can be integrated, analyzed, and utilized to enhance educational outcomes across its member institutions.

See:  https://learnworkecosystemlibrary.com/initiatives/unizin-data-platform-the-caliper-analytics-standard/

See: Unizin | Learn & Work Ecosystem Library

Refers to the practice of a higher education institution merging with another higher education institution facing closure typically due to severe financial problems. The institution being “bought” is often a private accredited institution. The new arrangements enable students from the closing institution to transfer their credits to the new institution and continue their pathway toward credential completion. An example is Northeastern University (Boston) entering into merger arrangements with 14 private, accredited schools as part of a trend of “chain buying” in the private school ecosystem.

See: Mergers & Acquisitions / Consolidations in Higher Education

According to EDUCASE, refers to the measures and controls taken to deny unauthorized persons information derived from telecommunications, and to ensure the authenticity of such telecommunications; includes cryptographic security, transmission security, and emissions security.

Refers to the income a family needs to cover minimum necessary expenses such as food, childcare, medical care, housing, and transportation, in a given geographical area.  The related term, living wage, generally refers to the income for a single individual to live on, but not necessarily sufficient to support a family.

A sum of money or other assistance provided by a government, private organization, or charitable institution to support research, education, or other public services. Grants are used to fund specific projects or activities and are often targeted toward a particular research area, population, or location. The amount and scope of a grant are usually determined by the funding entity and may be granted over a certain period of time. Grants may be awarded based on competitive proposals or through other mechanisms. Many initiatives in the learn-and-work ecosystem are grant funded.

Refers to an economy which balances environmental stability with economic growth. The focus is on environmentally friendly private and public investment, governmental policy/regulations, and socially responsible consumerism. Examples: Circular Economy (recycling, reusing, reducing waste); Conservation/Restoration (protect ecosystems, restore degraded lands, preserve biodiversity); Eco-Tourism (travel that supports local communities and protects natural habitats); Energy Efficiency (reduced energy consumption and greenhouse gas emissions); Environmental Policies (regulation/policy to incentivize sustainable practices, disincentivize harmful ones); Green Building (energy-efficient, environmentally friendly buildings); Green Finance (green bonds, sustainable funds, ethical banking); Public Transportation (public transportation systems that reduce reliance on private cars and decrease air pollution); Renewable Energy resources that are sustainable and have lower environmental impact (transitioning from fossil fuels to renewable sources such as solar, wind, hydro, geothermal power); Sustainable Agriculture (organic farming, crop rotation, and agroforestry to minimize chemical inputs, protect soil health, conserve biodiversity).

The Higher Education Act of 1965, as amended, defines an HBCU as: “…any historically black college or university that was established prior to 1964, whose principal mission was, and is, the education of Black Americans, and that is accredited by a nationally recognized accrediting agency or association determined by the Secretary [of Education] to be a reliable authority as to the quality of training offered or is, according to such an agency or association, making reasonable progress toward accreditation.” HBCUs offer all students, regardless of race, an opportunity to develop their skills and talents. There are currently 107 HBCUs serving more than 200,00 students in 19 states, the District of Columbia, and the U.S. Virgin Islands. HBCUs can be either public or private colleges. While HBCUs historically only served Black students, nearly a quarter of students enrolled in HBCUs as of 2019 were non-Black.

Refers to specialized educational institutions that integrate academic learning with technical and vocational training tailored to specific industries. These high schools aim to prepare students for direct entry into the workforce or further education in fields such as healthcare, technology, skilled trades, or the arts. Programs often include partnerships with local businesses, trade organizations, and postsecondary institutions, offering students hands-on experience, industry-recognized credentials, and work-based learning opportunities such as internships or apprenticeships

Common features typically include:

• Curriculum Alignment: Programs designed to meet industry standards and workforce needs.
• Work-Based Learning: Opportunities for internships, apprenticeships, or cooperative education.
• Partnerships: Collaboration with employers, trade associations, and higher education institutions.
• Career Pathways: Clear routes to employment or further education in targeted industries.

Alternate Terms:

• Career Academies
• Vocational High Schools
• Pathways in Technology
• Early College High Schools (P-TECH)

Related topics and terms in the Library may provide foundational insights:

• Apprenticeships: https://learnworkecosystemlibrary.com/glossary/
• Competency-Based Education: Industry-specific high schools often align their curricula with competency-based frameworks.  https://learnworkecosystemlibrary.com/topics/competency-based-education/
• Mentorships and Mentors: Mentorship programs are often a key component of industry-specific high schools.
• Trade Schools: A glossary term and topic page exist for trade schools, which share similarities with industry-specific high schools in their focus on vocational training.  https://learnworkecosystemlibrary.com/topics/trade-schools/

See Topic Brief: Industry-Specific High Schools: Bridging Education and Workforce Needs | Learn & Work Ecosystem Library

More than 170 countries and regions have published national digital strategies, and more than 50 countries have also developed AI strategies.  Strategies typically include a focus on building and maintaining an architecture to help align government and public service approaches for data sharing, adoption of technology, and exploiting AI (artificial intelligence).  The layers of this architecture consist of intelligent sensing, intelligent connectivity, intelligent foundation, intelligent platform, AI foundation model, AI large model, and intelligent application.  These layers are designed to help provide more inclusive and people-centric public services to promote collaboration and proactiveness in areas such as (1) more equitable access to smart healthcare, (2) more access to intelligent education, and (4) faster responses to emergencies.

According to the AACRAO Higher Ed Glossary, secondary-education (high school) alternative to a traditional transcript. Currently in use only by private institutions. Does not include standard letter grades but assigns mastery credits.

Microschools are small, personalized learning environments that have emerged as an alternative to traditional K–12 schooling. Typically serving fewer than 15 students, although some may be larger, microschools often bring together learners of different ages and emphasize individualized instruction, flexible scheduling, project-based learning, and learner-centered educational approaches.

Microschooling has grown significantly since the COVID-19 pandemic as families seek educational models that offer greater flexibility, personalization, and responsiveness to individual learner needs. Recent estimates suggest that approximately 95,000 microschools and learning pods operate across the United States, serving roughly one million to 1.5 million learners. Microschooling is now considered one of the fastest-growing alternative education sectors in the country

Depending on state and local policy frameworks, microschools may operate under a variety of governance structures. Some function within homeschooling frameworks, while others operate as private schools (accredited or non-accredited), public charter schools, or programs affiliated with traditional public school systems.

Hybrid learning models are also becoming more common. Hybrid schools allow learners to attend a formal educational setting for fewer than five days per week while combining learning experiences from multiple sources, such as microschools, online programs, tutors, community-based learning opportunities, dual enrollment programs, or extracurricular activities.

Microschools may be located in storefronts, adapted residential spaces, office buildings, houses of worship, community centers, places of business, or other nontraditional educational settings.

According to the National Microschooling Center, three common microschool models include:

• Independent Microschools – Small learning environments that resemble modern one-room schoolhouses and are often created by an individual educator, a team of educators, or a group of families.
• Partnership Microschools – Microschools established through collaboration between a host organization (such as an employer, local government, nonprofit organization, or house of worship) and an educational partner that oversees teaching and learning.
• Provider Network Microschools – Microschools operating within a larger network that provides varying levels of instructional support, curriculum resources, professional development, technology, and operational services.

Some microschools place particular emphasis on entrepreneurship, career exploration, workforce skills, competency-based learning, and individualized pathways that connect education with future college and career opportunities.

See Topic Brief: K–12 Learning Models & School Options | Learn & Work Ecosystem Library

Refers to a broad category of types of institutions that serve minority populations. This includes Hispanic-serving institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander-serving Institutions (AANAPISIs). Each of these institutions serves a particular minority population.  There are approximately 700 MSIs in the U.S.

In the learn-and-work ecosystem, multi-organization collaborations refer to groups of organizations that voluntarily work together—formally or informally—to pursue shared goals related to research, innovation, policy, workforce development, credentialing, and/or system improvement. Common characteristics include shared purpose and mutual benefit, cross-organizational participation, varying levels of formality, and may be ongoing or time-limited

Forms of multi-organization collaborations include:

• Alliance – A collaborative partnership that may be formal or informal, often used as a flexible term for multi-stakeholder, cross-sector efforts focused on advancing shared missions.
• Coalition – A group of organizations temporarily or permanently aligned to advocate for a policy, cause, or system reform.
• Collaborative-A group working together on joint projects or shared objectives, often emphasizing co-creation or co-design. The collaborative often emphasizes shared ownership and work.
• Consortium/Consortia– A group of organizations (often educational institutions, but can include employers, government agencies, nonprofits, and others) that voluntarily come together to collaborate on shared goals such as research, innovation, policy development, resource sharing, and/or joint programming. Consortia often have a formal structure, governance, shared funding, and clearly articulated objectives.
• Network – A loosely connected group of individuals or organizations sharing information, best practices, or informal collaborations. They may be ad hoc, and have low or no formal governance
• Partnership – Two or more organizations working together under a formal or informal agreement. Partnerships can range from simple agreements to complex joint ventures.
• Task Forces / Blue Ribbon Committees – A panel of experts convened (typically short-term) to study or make recommendations on particular issues.

See Topic Report: Multi-Organization Collaborations in the Learn-and-Work Ecosystem | Learn & Work Ecosystem Library

As defined by the Velocity Network Foundation, a cryptographic key used in pair with a Public Key, a Private Key is kept secret and known only to its owner. The Private Key is used to decrypt data that was encrypted with the corresponding Public Key or to create digital signatures that can be verified with the Public Key. The security of the Private Key is crucial for ensuring encrypted communications remain confidential and digital signatures can be trusted.

While the private key is used to decrypt data or create digital signatures, public keys are designed to be shared openly, allowing others to send encrypted messages or verify the authenticity of signed data. Security relies on the fact that, while the public key can be widely distributed, the corresponding private key remains confidential and known only to its owner.

A rural area is typically characterized by a low population density and distance from urban centers. Rural areas often have a strong economic base in agriculture, natural resource management, and small-scale industries. The definition of a rural area varies depending on factors such as location, government policies, and cultural perceptions. The U.S. Department of Agriculture’s Economic Research Service (ERS) classifies the 3,142 counties in the U.S. into 9 rurality categories.  These Rural-Urban Continuum Codes are based on whether a county is located in a metropolitan or non-metropolitan area (using Office of Management and Budget’s 2013 statistical definitions). After differentiating counties by metropolitan/non-metropolitan areas, the Codes define counties by population size and proximity to urban areas. A “rural” county is one with a code of 4 or higher. The 3,142 counties cluster into 625 distinct “commuting zones.” Recognizing that people often cross county lines to live, work, and commute, the U.S. Department of Agriculture’s ERS uses U.S. Census Bureau’s journey-to-work data to measure the integration of social and economic activity between counties.

A Rural-Serving Institution (RSI) is a postsecondary institution primarily located in a rural area. RSIs are typically the main or even sole access point for postsecondary education in their community and often the largest employer. RSIs contribute to the educational and economic well-being of rural regions, providing educational opportunities, support services, and outreach programs tailored to meet the needs of rural learners, families, businesses, and the community.  In 2021, the Alliance for Research on Regional Colleges developed a tool to more accurately define RSIs. The tool measures “rural indicators” (e.g., institution’s county rural classification, population size, distance from a metro area). A resulting score above a specific level classifies the institution as an RSI. Using this method, AARC identified 1,087 RSIs in the U.S.— 33% of all private, four-year institutions; 46% of all public, four-year institutions, and more than half of all public, two-year colleges. Roughly one-third of Historically Black Colleges and Universities are RSIs, 18% are High Hispanic-enrolling institutions, 93% are Tribal Colleges and Universities, and 94% are High Native-enrolling (nontribal) institutions.

Shared governance is a collaborative approach to decision-making in which multiple stakeholders—including educators, administrators, employees, and sometimes students or external partners— work together to guide policies, programs, and priorities. In the learn-and-work ecosystem, shared governance extends beyond traditional higher education structures to include employer-educator partnerships, workforce boards, and intermediary organizations that work together to align education, workforce development and policy goals. Shared governance is also a widely recognized model of decision-making in nursing, between nurses and nurse leaders.

The shared governance model is rooted in democratic ideals and the value of participatory decision-making. While it has deep roots in the academic world, these models are also evident in collaborative management, worker councils, and co-determination in labor movements. Its extension into the broader learn-and-work ecosystem reflects growing recognition that no single sector can solve complex workforce and education challenges alone. Collaboration across sectors has become a practical necessity to respond to rapid economic shifts, technological change, and evolving learner needs. There are also increasing questions about the role of artificial intelligence (AI) in shared governance.

Related terms or concepts include:

• Co-governance
• Collaborative leadership
• Stakeholder engagement
• Participatory decision-making
• Ecosystem stewardship

See: Shared Governance in the Learn & Work Ecosystem — Including AI Impacts | Learn & Work Ecosystem Library

Refers to a concept promulgated by the National Association of Higher Education Systems (NASH), on behalf of its network of 51 higher education systems working collaboratively to address critical issues in higher education. The concept is founded in the recognition that systems working together are greater than the sum of their parts.  The core of their commitment is to leverage their power to convene and facilitate, along with their governing and policy-making authority, to build collaborations to support students and campuses—rather than trying to mediate competitive actions.

As explained by the Tax Policy Center operated by the Urban Institute and Brookings Institution:

• Colleges and Universities
  • Most private nonprofit colleges and universities are exempt from taxes due to their status as 501(c)(3) organizations and their educational mission. Institutions typically accumulate endowments to generate income used to supplements tuition and fees, state appropriations, and other funding sources to support the education of undergraduate and graduate students, as well as research, public service, and other institutional activities. Endowments provide a cushion that protects institutional budgets from cyclical pressures, unanticipated changes in enrollments, and other temporary revenue disruptions.
  • The 2017 Tax Cuts and Jobs Act (TCJA) imposed a new tax on a small group of private nonprofit colleges and universities. Institutions that enroll at least 500 students and that have endowment assets exceeding $500,000 per student (other than assets used directly in carrying out the institution’s exempt purpose) pay a tax of 1.4% on their net investment income. The $500,000 threshold is not indexed for inflation. In 2022, the tax raised $244 million from 58 institutions.
  • The some 1,600 private nonprofit and more than 700 public four-year institutions in the U.S. collectively hold over $500 billion in endowment wealth—but 23 of these institutions hold approximately 50% of the assets.
• Private Foundations
  • Private foundations are tax-exempt organizations established by an individual, family, or company for charitable purposes. Unlike higher education institution endowments, which accrue from multiple sources over time (e.g., multiple donors), foundations are required to pay an excise tax on their net investment income (generally 2%).
  • Nonoperating foundations funded by a single or small group of donors which distribute money to others rather than engage themselves in charitable activities, are required to pay out at least 5% of their funds each year. In contrast, operating foundations can receive donations from many donors and primarily operate charitable activities themselves rather than distribute grants. Like higher education institution endowments, they do not have payout requirements.

Refers to legislation allowing all students in a state, regardless of immigration status, to access in-state tuition at public colleges and universities, and state financial aid at both public and private institutions. These laws recognize the pivotal role colleges and universities can play in advancing policy change locally, as well as implementing legislation to ensure the safety and support of DACA, undocumented, refugee, international, and other immigrant-origin students and staff. Nearly half the states in America have some kind of tuition equity law. A report by the Presidents’ Alliance on Higher Education and Immigration partnered with the Migration Policy Institute (MPI) and the American Immigration Council (AIC) found that immigrant-origin students account for nearly one-third of all domestic students in U.S. higher education. The Higher Ed Immigration Portal offers comprehensive guides and resources at the federal and state levels.

According to EDUCAUSE, refers to a set of technologies and commercial products and services that enable transmission of voice and multimedia sessions over Internet Protocol (IP) networks. VoIP usually refers to replacement of traditional telephone sets and their associated cabling and user charges with either a dedicated VoIP phone set or an appropriately configured computer. VoIP can also be deployed within the telephone-switching infrastructure, even if users retain their traditional sets.