Why Clean Tech Is Different

What We Found

Although many workforce skills transfer across Minnesota’s advanced manufacturing subsectors, Clean Technology stands out as a partial exception, particularly among jobs requiring less than a four-year degree.

For roles requiring a high school diploma, GED, or less, Clean Technology had more unique top skills than any other subsector: agriculture, professionalism, safety culture, forklift truck operation, and Microsoft Office. These skills appeared among Clean Technology’s ten most requested skills but not among the top ten for the other subsectors.

At the associate-degree level, half of Clean Technology’s ten most requested skills were unique to the subsector: leadership, project management, auditing, finance, and regulatory compliance. Sustainable Plastics Manufacturing also had five unique skills at this education level.

These findings suggest that workforce preparation for Clean Technology may require more tailored strategies—particularly for roles requiring a high school diploma, GED, or associate degree—even while continuing to emphasize shared skills such as communication and operations.

Why It Matters

This matters because Clean Tech is not simply “traditional manufacturing with a sustainability label.” It draws on manufacturing capabilities, but also connects to agriculture, energy, environmental practices, safety, logistics, and emerging technologies.

For educators and workforce organizations, this suggests that broad manufacturing programs may provide a useful foundation, but Clean Tech may also require more specialized training pathways. For employers and economic development leaders, it highlights the importance of understanding where Clean Tech talent needs overlap with other sectors — and where they do not.

Questions Leaders Should Consider

  • Which Clean Tech skills can be developed through existing manufacturing programs, and which require new or specialized training?

  • Are education and workforce programs preparing learners for the sector’s unique mix of technical, operational, safety, and workplace skills?

  • How can Clean Tech employers better define the skills they need so educators can respond more effectively?

  • What partnerships are needed to build a workforce strategy that reflects Clean Tech’s distinct role in Minnesota’s economy?