The Fusion of Learning and Earning: Closing the “Investable Skills” Gap

Every January, I look forward to reading Michael Moe’s annual recap of the year that is just beginning. His most recent piece, EIEIO… 2026 in Review, is a masterclass in connecting the dots between Entrepreneurship, Innovation, Education, Impact, and Opportunity. (I’d also suggest reading his past Year in Review posts, as his ability to see and project trends is entertaining and impressive EIEIO...2025 in Review).

One theme in Michael’s outlook resonated with me more than any other this year: The Fusion of Learning and Earning.

We are officially moving past the era where "learning" and "working" are distinct chapters of life. In a Knowledge-Based Economy, the traditional four-year degree is no longer a terminal destination; it’s a foundation that must be reinforced with immediate, employer-validated utility. At CP Global, a primary focus of mine is the "Zero to Five" gap—those first five years of career entry where the friction between what is taught and what is required by the market is most acute.

The Indiana University Standard: Innovation in the Heartland

Before diving into the mechanics of this fusion, I have to take a moment to celebrate my alma mater.

I am a proud alumnus of Indiana University, as are two of my three sons (the youngest had accepted his offer to IU and then changed his mind at the last minute). Over the past two seasons, IU has been on the most improbable and incredible run of success in college football history. Needless to say, it’s an incredible time to be an alum and fan of the Cream and Crimson.

Beyond the football field, Indiana University is quietly setting the gold standard for how traditional institutions can lead the "Learning and Earning" charge. I’ve watched this firsthand through my sons’ experiences at the Kelley School of Business and the Luddy School of Informatics, Computing, and Engineering.

Luddy’s "Informatics + Cognate" model is exactly what the market demands: it ensures a student doesn't just learn "tech," but learns tech within a functional industry vertical like biology or business. Similarly, Kelley’s "stackable" graduate programs allow students to "bolt on" high-ROI skills like Data Analytics to a foundational degree. These aren't just academic exercises; they are career accelerators. With Luddy reporting placement rates north of 95% and average starting salaries near $80k, the data proves that when skills are industry-aligned, the ROI follows immediately.

Making Education "Investable"

While institutions like IU are innovating from within, we are also seeing a new breed of "non-traditional" providers bridging the gap from the outside.

A project close to my heart is FourthRev, where I serve as an investor and Chairman. FourthRev doesn't offer "general" education; they offer employer-validated courses. These programs are co-designed with industry leaders including Tableau, Bank of England and DocuSign and delivered by world class institutions like the London School of Economics and Cambridge. This isn’t just “upskilling”; it’s a high-signal credential that bridges the gap between academic prestige and industrial utility.

Instead of a student graduating and spending six months "onboarding" to learn how to actually do the job, FourthRev learners arrive with the specific, command-premium skills required for the modern workplace. This is the "Fusion" Michael Moe speaks of: education that doesn't just lead to a job, but to a career trajectory that is measurable and high-growth from Day One.

The Road Ahead: From "Seat Time" to "Skill Mastery"

As we look at the investment landscape for 2026, the winners will be the platforms that move us away from "seat time" and toward "skill mastery." Whether it’s through Competency-Based Education (CBE) models like Western Governors University (WGU), which allow students to earn industry certifications while completing their degrees, or through specialized micro-credentials that command a 10-15% salary premium, the signal is clear:

The market no longer pays for what you know; it pays for what you can do with what you know.

I’m curious to hear from my network: As we see the business model of higher education continue to evolve, what is the one "investable skill" you wish you had acquired earlier in your career?

Let’s keep the conversation going.

— Craig Pines Founder & Principal, CP Global Advisors

AI Prompt: What is the Future of Learning and Work?

During my 25 years in education technology, a series of events and inflection points have transformed the education landscape: the emergence of for-profit universities, the adoption of online education by traditional universities, the influx of international students seeking a US education, Gainful Employment and COVID. K-12 schools and universities have adapted and thrived in some cases and struggled or disappeared altogether in others.  

While these trends, regulations and events have been significant, they pale in comparison to the impact that AI will have on schools, learners and employers. Learning consumption, education delivery, career preparation and employee development will drastically change as AI becomes central to all aspects of society.  

The seismic change and opportunity brought on by AI is why I founded CP Global Advisors, a strategic advisory for investors and operators that are shaping the future of learning and work. While AI will impact literally all corners of education and workforce learning, a couple areas are of particular interest, namely Early Career Employment and Workforce Future-Proofing. CP Global Advisors will explore and identify opportunities in these areas to create impact.

As part of my research in preparation to launch CP Global, I typed the following simple search query in Google (which in fact is no longer a search query, but a Gemini prompt) - “provide insights on the future of learning and work including the impact on individuals, employers and educational institutions”  The answer that came back succinctly informs the work ahead for CP Global Advisors and our clients.       

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Prompt: Provide insights on the future of learning and work including the impact on individuals, employers and educational institutions

Result*: The future of learning and work is characterized by increased integration, lifelong learning, and the crucial role of technology, particularly AI. It emphasizes adaptability, personalized learning experiences, and bridging the gap between education and employment. This shift necessitates a move away from traditional, linear education models towards continuous learning and skill development throughout one's career. 

Key Trends and Transformations: 

• Integration of Learning and Work: The traditional separation between education and work is blurring, with learning becoming more seamlessly integrated into the workplace.

• Lifelong Learning: Continuous learning and upskilling/reskilling are becoming essential for workers to remain relevant and adapt to rapid technological changes and evolving job roles. 

• Technology's Role: Technology, including online learning platforms, AI-powered tools, and data analytics, is facilitating access to learning opportunities and enabling personalized learning experiences. 

• Focus on Employability: Demonstrating practical skills and adaptability is becoming more important than solely relying on traditional academic credentials. 

• Personalized Learning: Learning experiences are becoming more tailored to individual needs and career goals, with AI assisting in identifying skill gaps and providing targeted learning interventions.

• Shift in Educational Paradigms: Educational institutions are adapting by offering more flexible learning pathways, incorporating practical experience, and collaborating with employers to align learning with workforce demands. 

• Emphasis on Human Skills: While technology plays a crucial role, the development of human skills like critical thinking, problem-solving, creativity, and emotional intelligence is also gaining prominence. 

• Remote and Hybrid Work Models: The rise of remote and hybrid work is driving the need for flexible learning options and digital collaboration tools. 

• Bridging the Digital Divide: Ensuring equitable access to technology and learning opportunities for all individuals is crucial to avoid exacerbating existing inequalities. 

Implications for Individuals and Organizations: 

• Individuals need to embrace a mindset of continuous learning, develop tech fluency, and actively seek opportunities to acquire new skills and knowledge.  

• Businesses need to invest in upskilling and reskilling initiatives, create flexible work environments, and leverage technology to support employee development. 

• Educational institutions need to adapt their curricula, foster partnerships with businesses, and leverage technology to provide relevant and accessible learning experiences. 

* The Gemini response provided citations from a variety of sources which are available upon request but were removed here for brevity.   

I look forward to continuing this conversation. To learn more about how we can help you navigate these opportunities, please feel free to connect here.

The End of the College Degree as a Job Guarantee

For the past half-century, it's been a given that the higher the education credential you earn, the better your job prospects. A bachelor's degree meant more money and more options than an associate's degree; a master's, even better. This long-standing correlation between education, employment, and income has been a cornerstone of our economy and a core promise of higher education.  

Recent shifts in the labor market are upending this reality.  Accelerated by the post-pandemic economic environment and AI’s ability to perform entry level tasks across several functions and industries, the traditional path from a degree to a job is changing. The structural changes impacting employment prospects for new graduates were detailed in a recent Wall St. Journal article that draws from this report by The Burning Glass Institute: No-Country-for-Young-Grads.

This shift has profound implications for students, universities, and employers. Simply earning a bachelor’s degree in liberal arts or business from a "good" university may no longer be enough to secure a job that meets a new graduate's salary expectations or provides an acceptable return on their education investment.  Recent grads and current undergrads now need to consider what additional skills they need to be gainfully employed.

In parallel, most universities are well behind the curve in terms of offering programs that are aligned with these new market conditions.  A viable university growth strategy is no longer just about developing internal capabilities or engaging third parties to serve non-traditional learners via online degrees and certificates. Institutions need to look at their core undergraduate offerings and determine what fundamental changes are required to prepare traditional students for a labor market that no one has ever seen.   

These daunting challenges will yield tremendous opportunities for start ups and existing companies that evolve to provide solutions to learners and universities.  The same goes for the investors who back these businesses. Please visit this space again for more on the evolving dynamics surrounding early career employment.