Apple CEO Tim Cook recently made headlines by reaffirming Apple's commitment to U.S. manufacturing. He also explained that companies have moved manufacturing to China not just because of lower cost labor. He emphasized that the talent pool of workers skilled in advance manufacturing techniques required to build sophisticated products like Apple iPhones, is far greater in China than in the U.S. At a time when global supply chains remain fragile and public sentiment leans toward economic self-reliance, his statement was timely, welcome, and somewhat ominous.
But it also raises a sobering question: even if companies like Apple bring more manufacturing back to American soil, are we doing enough to ensure we have a workforce ready to support it?
The uncomfortable answer is no.
For decades, the American education system has steered students overwhelmingly toward one path: a four-year college degree. This singular focus has sidelined technical and career training, leaving millions of students unaware of-or unprepared for-high-paying, stable jobs in fields like advanced manufacturing, welding, automation, and robotics.
Elementary and high schools must reclaim their role in helping children imagine their futures-not once or twice a year, but every single day. Career day shouldn't be a one-off event with a few guest speakers. It should be a living, ongoing part of the curriculum. From kindergarten through high school, students should regularly engage with stories about different professions.
In the early grades, children can be introduced to relatable heroes-a day in the life of a firefighter, nurse, postal worker, or police officer. These roles ignite imagination and establish a foundation for curiosity. As students grow, the complexity of the roles introduced should grow with them: engineers, architects, mechanics, scientists, lawyers, doctors, software developers, and-yes-manufacturing professionals.
The internet makes this easier than ever. Classrooms can stream short, engaging videos created by real professionals. Schools can host virtual "career tours" or Q&A sessions with tradespeople and industry leaders from across the country. Technology gives every school, no matter its ZIP code, the ability to bring the working world into the classroom.
These aren't just job titles-they are roles that students may aspire to fulfill one day. By consistently exposing young learners to the breadth of what's possible, we help them understand that their education has a purpose-and that purpose is deeply personal.
Some companies are already leading the way:
Noujaim Tool Co. in Waterbury, Connecticut, has offered apprenticeships since 1991, partnering with local schools like W.F. Kaynor Technical High School and Naugatuck Valley Community College. Apprentices work alongside experienced journeymen, gaining both theoretical knowledge and hands-on skills. This approach has successfully transitioned students directly from high school into well-paying careers.
Nucor Corporation, a major steel manufacturer, collaborated with Pierce County Economic Development in Nebraska to revamp a local high school's Industrial Tech training center. They provided grants for CNC machines, assisted in curriculum development, and sent employees to help train students. This collaboration enables students to graduate with hands-on experience, making them job-ready for positions at Nucor and other local manufacturers.
Toyota USA Foundation committed $6.5 million over five years to East Central Independent School District in San Antonio, Texas, through its "Driving Possibilities" initiative. The program supports STEM education from elementary through high school, aiming to maintain student interest in these fields. It includes resources for teachers, student skill development, and addresses basic needs like food access. Local partners, including Texas A&M University San Antonio and Holt Cat, contribute to this comprehensive workforce development effort.
In the realm of robotics and AI, FANUC America has partnered with over 1,600 schools to offer education and certification programs using the latest automation technologies. These programs prepare students to enter the workforce with skills aligned to today's industry technology.
Tim Cook's statement reflects a forward-thinking vision, but without a pipeline of skilled workers, that vision risks falling flat. Manufacturing jobs today are not the dirty, repetitive tasks of decades past. They're clean, tech-driven, and often require a mix of mechanical knowledge and digital literacy. In short, they're careers-yet too few students are even aware they exist.
We need to reimagine what success looks like in school. That means reintroducing career education into the classroom-not as an alternative to college, but as a valid and equally valuable pathway. It means building partnerships between businesses and school districts, offering internships, apprenticeships, and real-world exposure to students before they graduate. And it means equipping teachers and counselors to guide students toward diverse post-graduation paths-not just the ones that look good on a brochure.
If leaders like Tim Cook are serious about revitalizing American manufacturing, we must match their efforts with reforms in education. We can't build factories and forget the future workers who will power them.
The potential is here. The interest is here. Now it's time to prepare the people.
About the Author
Michael Malgeri is the founder of On Demand Whatever (ondw.com), where he writes about business, politics, parenting, and culture. After 45 years in technology, business leadership, and advocacy, Michael recently retired and enjoys sharing insights gained from a lifetime of experiences. He likes to say,
"After 45 years, spanning 18 careers, I've made so many friends and had so little tears."
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