Youth arts is a form of education that operates primarily through affect and, perhaps because of this, has not received attention in terms of its capacity to develop young people’s employability. In this paper we identify and discuss the much vaunted and highly desirable ‘21st century skills’ learnt in youth arts settings. Drawing on arguments first advanced by Dick Hebdidge and Raymond Williams, we show that while 21st century skills are learnt through affect, the processes through which this learning proceeds produces skills that are seen as valuable commodities. Taking the everyday seriously as a site for learning, we explore youth arts projects as a site for skills development and argue for a framing of micro-credentials that at once recognizes and problematizes this modality of training. We do so by outlining how our reading of cultural studies scholarship can provide a foundation for understanding the everyday spaces of youth arts as critical sites of knowledge production. Examining the intersections of identity, being and culture as pedagogical, we outline how the everyday experiences of diverse youth participating in arts might be captured so as to build pathways into the future based on competency in ‘the now’.