Job U

What if the path to a prosperous and fulfilling career doesn’t require a four-year college degree? In Job U: How to Find Wealth and Success by Developing the Skills Companies Actually Need, Nicholas Wyman delivers a refreshing—and persuasive—argument that challenges one of the most entrenched beliefs in modern education: that everyone must go to college to succeed. Wyman contends that the future belongs not to those with diplomas alone, but to those who possess marketable, practical skills. He argues that while millions of Americans remain unemployed or underemployed, millions of well-paying jobs go unfilled because of a crippling mismatch between what schools teach and what employers need.

Wyman’s central idea is simple yet revolutionary: skills-based education—through vocational training, technical schools, community colleges, and apprenticeships—can lead to stable, high-demand, and well-compensated careers. He offers a call to action for students and parents, for workers changing lanes midcareer, and even for policymakers who can influence the future of the American workforce. The author’s own story—from disinterested student to apprentice chef and ultimately to CEO and Harvard-educated executive—offers living proof that the nontraditional path can lead to extraordinary success.

The College Myth and the Skills Gap

Wyman begins by showing the hard truth behind the “college for everyone” myth. In recent decades, the price of higher education has skyrocketed while the real value of many degrees has plummeted. Student debt in the U.S. has ballooned to over a trillion dollars, and yet millions of recent graduates find themselves either unemployed or working jobs that don’t require their degrees. Meanwhile, industries such as manufacturing, healthcare, information technology, and advanced trades cry out for skilled workers.

This disconnect, often called the middle-skills gap, forms the backbone of Wyman’s argument. He points out that 61% of jobs in America require less than a bachelor’s degree but more than a high school education—skills that come from hands-on experience, certification programs, and two-year degrees rather than abstract academic study. The irony, Wyman notes, is that while millions of young Americans chase debt-fueled diplomas, employers struggle to fill positions for electricians, machinists, paramedics, and technicians that offer stable work, benefits, and often six-figure salaries.

Education Beyond the Lecture Hall

For Wyman, the solution begins in reshaping how we think about education itself. He challenges the rigid divide between “academic” and “vocational” tracks that has long stigmatized trade schooling as second-class. Instead, he argues for a broader vision of learning—where classrooms, workshops, laboratories, and workplaces all serve as legitimate venues for mastering meaningful skills. Whether through a community college, technical certification, or apprenticeship, these pathways provide the practical knowledge companies crave.

To make his case, the author weaves in examples from around the world. He highlights Germany’s dual education system, where vocational training is integrated into national education and results in low youth unemployment. In contrast, the United States eliminated “shop class” from most high schools decades ago. The result? A generation of graduates unprepared for real work, yet burdened by the expectation of attending college.

Stories That Redefine Success

Perhaps the most charming part of Job U is Wyman’s use of personal stories to humanize his message. We meet people like Douglas Gorenstein, a New York photographer without a college degree who built a thriving creative business through skill and hustle; or Lucas Griffin, a race-car crew chief who turned an associate degree in automotive technology into a globe-trotting career. These stories drive home the message that mastery—not a degree—is the real foundation of success.

“A job-ready skill,” Wyman writes, “can open the door to a world of opportunity—no matter who you are or where you start.”

A Blueprint for a New Workforce

Wyman closes by outlining how individuals, companies, and governments can bridge the gap between education and employment. For students and young adults, it means exploring skill-oriented learning and valuing mentorship over tuition. For employers, it means investing in training—shifting from a “find” to a “build” approach. For policymakers, it means pairing education reform with incentives that reward workforce development. Together, these steps can power what Wyman calls a “jobs revolution”—one that rebuilds the middle class and restores dignity to skilled work.

Ultimately, Job U isn’t just a critique of America’s education system—it’s a manual for remaking it. It speaks to anyone—student, worker, teacher, or parent—looking for practical alternatives in an economy where degrees no longer guarantee success. Wyman’s message is both hopeful and empowering: if you’re willing to learn by doing, there’s a respected, rewarding place for you in the future of work.

Wyman opens the book by confronting a paradox that defines modern economies: millions of job seekers can’t find work while millions of jobs can’t find workers. This “skills mismatch,” he explains, affects everyone—young graduates, displaced workers, and even seasoned professionals who find their skills outdated by technology or globalization. The problem isn’t a shortage of labor; it’s a shortage of relevant skills.

The Roots of Disconnection

You’ve probably heard someone say, “There just aren’t any good jobs anymore.” Wyman insists that’s not quite true. There are plenty of jobs—three million unfilled positions in the U.S. alone—but they require competencies too few people have. In sectors like manufacturing, healthcare, and advanced technology, companies cannot expand because they lack qualified personnel. The irony? Many of those missing skills are teachable in months or years, not decades.

He draws attention to young adults who feel trapped in unemployment or underemployment despite holding expensive degrees. Sociologist Jennifer Silva’s research backs this up—she describes an entire generation “coming up short,” struggling with student debt and living at home because their education failed to equip them with practical experience or employable skills.

Stories of the Stranded and the Skilled

Through the voices of young people like Christopher and Michelle, Wyman illustrates how lives can stall without direction or training. Christopher drifts through short-term jobs; Michelle works jobs far below her educational level. Meanwhile, people like Douglas Gorenstein—the celebrated New York photographer mentioned earlier—build creative, high-income careers without traditional degrees. The lesson? Learning skills that companies actually value is the key to resilience.

Wyman also highlights older workers displaced by automation. Their decades of experience mean little without up-to-date technical know-how. He warns that as baby boomers retire and technology advances, the skills gap will widen—unless society takes decisive steps now to train and retrain its workforce.

A Call for Collaboration

The “people without jobs, jobs without people” phenomenon isn’t unique to America. Wyman draws parallels with Europe, Australia, and Asia, where mismatches between education systems and labor markets stall growth. Companies, he observes, too often “buy not build”—preferring to hire finished talent instead of developing it internally. This approach might save money in the short term but cripples industries when talent pipelines dry up.

To reverse this trend, Wyman calls for reestablishing vocational education as a respected choice, not a fallback. In his words, “We need united, decisive action now—not only to save a generation from chronic unemployment but to resuscitate our middle class.” The fix isn’t just policy—it’s cultural. It requires changing how we define intelligence, success, and the dignity of work.

By the end of this chapter, it’s clear that the issue is not laziness or lack of ambition—it’s lack of alignment. Wyman’s message is urgent yet optimistic: if we bridge education and employment through practical skills training, everyone benefits—workers gain stability, companies gain talent, and economies gain growth.

Wyman devotes much of Job U to explaining how the U.S.—once a manufacturing powerhouse—systematically dismantled the institutions that produced skilled workers. Beginning in the mid-20th century, social and educational reformers decided that all students should aim for a four-year degree, relegating vocational education to a second-class status. The result? “An unskilled nation,” as Wyman bluntly calls it.

The Fall of Shop Class

Once upon a time, nearly every high school offered robust shop programs—woodworking, metalworking, auto repair, and design—geared toward real-world trades. These courses not only taught craftsmanship but also instilled discipline, teamwork, and problem-solving. But by the late 1950s, vocational education was seen as a dead-end track reserved for “those not smart enough” for university. As Wyman notes, this attitude was fueled by class and racial bias, transforming a once-proud tradition into a stigma.

Between 1982 and 2009, the number of high school students concentrating in vocational programs fell by 44%. This coincided with the rise of costly college tuition and a growing pool of graduates working in low-wage service jobs. “The pipeline of skilled talent,” Wyman writes, “was not simply neglected—it was deliberately shut down.”

The Mirage of the Bachelor’s Degree

Meanwhile, parents and guidance counselors doubled down on the idea that a bachelor’s degree guarantees prosperity. But statistics tell a different story: nearly 40% of college students never finish their degrees, and of those who do, nearly half are underemployed. Wyman compares this crisis to the subprime mortgage bubble, noting that student loans—now surpassing credit card debt—are creating a financial disaster of their own.

In some states, community college graduates with technical degrees already outearn bachelor’s degree holders. Wyman cites Florida and Virginia as examples where occupational associate degrees command thousands more in annual pay. And yet, many high school counselors still steer students toward the four-year path, often ignoring their talents and aptitudes for hands-on work.

Learning from Europe

To see what works, Wyman invites readers to look abroad. In Germany and Switzerland, up to 70% of young people pursue vocational or apprenticeship programs that lead directly to stable employment. Youth unemployment in these countries is less than half that of the U.S., in large part because education and industry collaborate seamlessly. Students earn while they learn, acquire real-world experience, and graduate debt-free with a career in hand.

This contrast underscores Wyman’s central plea: America must rediscover respect for skilled work. Crafting a perfect table, wiring a smart building, or repairing a turbine requires as much intelligence and dedication as writing code or analyzing Shakespeare. And yet, society too often prizes theory over application. To rebuild our economy, Wyman argues, we must reverse that cultural bias.

By the end of this chapter, the reader sees clearly that the “unskilling” of America is not the failure of its people—it’s the failure of its priorities. Recovering our competitive edge means revalorizing the trades and embedding career skills into education once again.

To counter the college-for-all narrative, Wyman champions the revival of Career and Technical Education (CTE)—a modern, high-tech evolution of the traditional vocational track. He takes readers inside schools and certification programs that prove how practical, skills-based learning transforms lives and communities.

A Visit to Minuteman Regional High

Wyman spotlights Minuteman Regional High School in Lexington, Massachusetts—a CTE school where teenagers graduate with both diplomas and in-demand certifications. There, students alternate weekly between academic courses and hands-on training in twenty specialty areas, from robotics to environmental engineering. Ninety-five percent of graduates go on to work, college, or the military within a year, often earning more than peers with four-year degrees. Even more striking, nearly half of Minuteman’s students have special learning needs, yet thrive in this applied-learning model. Success is measured not by test scores but by employability and mastery.

In Wyman’s eyes, this is what a twenty-first-century education should look like: immersive, pragmatic, and adaptable. Students learn by solving real problems alongside teachers with industry experience. Many also complete paid internships that give them an early sense of responsibility—and a paycheck.

Certifications That Pay

Beyond high school, Wyman extols the value of professional certifications—short-term, focused credentials that sharpen your employability quickly. Certification programs in areas like healthcare technology, IT, or advanced manufacturing can often be completed in under a year and lead to salaries of $40,000–$70,000 annually. He cites the Manufacturing Institute’s “Skills Certification System,” which allows workers to progressively “stack” certificates in areas like machining, welding, and robotics—each representing new mastery and higher earning potential.

“Certificates are bite-sized awards with big payoffs,” Wyman writes, “and they make education less about time served and more about skills gained.”

Through CTE and skills certification, Wyman envisions a future where education becomes fluid—a lifelong ladder of learning where anyone, at any age, can climb as far as they want. The message is liberating: the path to success isn’t through years of passive lectures, but through active, purposeful learning that connects directly to the working world.

Wyman calls the associate degree “one of America’s best-kept secrets.” Unlike four-year degrees that can leave students in debt, two-year programs offer affordability, flexibility, and a direct route into high-paying jobs. Community and technical colleges, he argues, are the heart of a more sustainable education system.

Fast Tracks to Prosperity

The author shares stories like that of Lucas Griffin—a Massachusetts student who bypassed a traditional university and earned an associate degree in automotive technology from WyoTech in Wyoming. Within a few years, Lucas became a crew chief on international racing circuits, earning more than many of his college-educated peers. His success mirrors thousands of others who found upward mobility through occupational two-year programs in engineering, health care, and applied science.

Wyman frames community college as a practical investment: on average, each dollar spent on such education yields a fivefold return in future wages. Tuition is affordable—roughly a third of the cost of a four-year public program—and most students graduate without crushing debt.

More Than a Stepping Stone

Crucially, associate degrees aren’t the “lesser” option. Many students use them to transfer into bachelor’s programs later, while others leap straight into careers. Jobs like cardiovascular technician, dental hygienist, and mechanical engineering technician can pay $50,000–$70,000 per year—all requiring only an associate credential. Even companies like Google, Wyman notes, increasingly hire for skill rather than pedigree.

Whether you’re a young adult launching your career or a midlife changer seeking reinvention, the associate path offers both short-term practicality and long-term possibility. It’s not a detour from ambition—it’s often the most direct route to it.

If one concept defines Job U, it’s apprenticeships. For Wyman, they represent the purest form of learning: immersive, mentored, and paid. Combining education with real-world experience, apprenticeships offer a time-tested solution to the skills gap—and a modern alternative to debt-driven education.

Learning by Doing

Drawing on his own early experience as a culinary apprentice in Melbourne, Wyman reminds readers that mentorship is transformative. Apprenticeships allow learners to gain confidence, discipline, and purpose while earning an income. They also foster relationships that can shape entire careers. He cites examples like the Aircraft Restoration Company in England, where apprentices rebuild WWII Spitfires under master engineers. In the U.S., electrical unions and companies like Volkswagen and Siemens have revived similar programs, blending technical skill, mentorship, and steady employment.

Economics That Work

From a financial standpoint, apprenticeships beat traditional college hands down. Apprentices “learn and earn” simultaneously—no tuition, no loan debt, and guaranteed placement at completion. Over a lifetime, Wyman notes, an apprentice can earn $250,000 more than a counterpart with only a high school diploma. Governments gain too: every dollar invested in apprenticeships yields more than twenty in economic benefits through higher productivity and taxes.

He introduces inspiring profiles like Kevin Burton, who started as an electrical apprentice at IBEW in Maryland, later became an instructor, and eventually entered law school. Apprenticeship, Wyman insists, is not a ceiling but a launchpad. “You can start as an apprentice,” he writes, “and end as a CEO.”

For those who value independence, impact, and mastery, apprenticeships blend the best of both worlds—education and employment—proving that the route to success can run straight through the workshop floor.

Wyman believes that education shouldn’t end with your twenties—it’s a lifelong endeavor. In an economy where automation and outsourcing can upend careers overnight, staying relevant means continuously “skilling up.” Whether you’re a corporate manager or a tradesperson, learning new tools, technologies, and soft skills is essential.

Corporate Models That Work

He spotlights companies exemplifying this ethic. Whole Foods Market develops employees through hands-on roles that lead to management. MGM Resorts International trains its 66,000 workers through MGM University, covering everything from hospitality to finance. Siemens’ Charlotte Energy Hub offers apprenticeships that lead into advanced manufacturing careers, while STIHL equips employees and even retailers with continuous technical training via its iCademy platform. Each example embodies Wyman’s mantra: “Train, don’t complain.”

The Rise of Online Learning

Wyman also praises the democratization of education through online platforms like Coursera, edX, and Tooling U. Massive Open Online Courses (MOOCs), he notes, allow anyone to learn new skills anytime, anywhere. Whether mastering mechatronics or management, these programs break down barriers of cost and geography. The future of education, Wyman predicts, will be a hybrid model combining physical mentorship with digital mastery.

By fostering lifelong skilling, individuals remain agile in the face of change, and companies build resilient, innovative teams. The message is clear: learning doesn’t stop at graduation—it’s the engine of reinvention.

In his final chapters, Wyman turns from individual solutions to systemic reform. Bridging the skills gap, he argues, requires collaboration among schools, employers, and policymakers. The most successful innovations thrive where education meets industry and where communities rally behind workforce development.

Innovators in Education

Wyman profiles groundbreaking initiatives like IBM’s P-TECH high school in Brooklyn, which combines high school, college, and workforce training in a six-year model. Graduates earn both a diploma and an associate degree—plus direct job offers from IBM. Similarly, the nonprofit Year Up trains disadvantaged youth in technical and professional skills, then connects them to internships at major corporations such as Google and Salesforce. These programs are closing the opportunity divide one student at a time.

Community-Level Revolutions

Wyman also spotlights Pickens County, South Carolina, where schools, businesses, and technical colleges collaborate to align education with local labor needs. Partnerships like Apprenticeship Carolina™ incentivize employers to train workers through grants and tax credits, while students graduate with both diplomas and job contracts. “No single leader made it happen,” Wyman writes. “It succeeded because the whole community worked toward a common goal.”

Wyman concludes that America—and indeed any country—can restore prosperity by valuing skills, fostering collaboration, and erasing the stigma around vocational education. As he notes, “Mind and hand together build nations.” The call to action is unmistakable: bridge the gap between education and employment, and we rebuild the middle class for generations to come.