- ABE/ASE Curriculum
- Career Pathways Contextualized Bridge Curriculum
- Entrepreneurial Contextualized Bridge Curriculum
- Healthcare Contextualized Bridge Curriculum
- IT Bridge Contextualized Curriculum
- Manufacturing Contextualized Bridge Curriculum
- Transportation, Distribution and Logistics (TDL) Contextualized Bridge Curriculum
- Strategies for achieving career success
- Educational pathways in the field of law
- Licensing and certification requirements in law
- Alternative career pathways
- Helpful resources in the field of law
- Intentionally design and structure career pathways to enable students to further their education, secure a job, and advance in employment.
- Deliver contextualized or integrated basic skills instruction to accelerate students’ entry into and successful completion of career pathways.
- Offer flexible instructional delivery schedules and models to improve credit accumulation and completion of non-degree credentials along career pathways.
- Provide coordinated comprehensive student supports to improve credit accumulation and completion of non-degree credentials along career pathways.
- Develop and continuously leverage partnerships to prepare students and advance their labor market success.
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Abstract:
Illinois Community College Board, Division of Adult Education & Literacy, has designed several comprehensive model contextualized curricula, which includes instructions for use, supplemental materials, lesson plans, and related resources. Illinois Community College Board, Division of Adult Education & Literacy, has designed several comprehensive model contextualized curricula, which include:Publication Year
2020
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Abstract:
This e-guide provides resources and guidance to internationally trained immigrants seeking to use their education in the field of law in the United States.
This e-guide provides resources and guidance to internationally trained immigrants seeking to use their education in the field of law in the United States. It explores career pathways related to law, as well as alternative careers.
Features include:
Benefits and Uses
This guide is thorough and covers steps in the career pathway, understanding the legal profession in the U.S., gaining recognition for international education, requirements and licensing in a variety of law fields, and transferring skills to alternate fields. Ample links and references to further information are provided throughout the guide, along with clear statements of caution to check specific state licensing and training requirements. This guide could be used by a program or classroom teacher as part of a curriculum on career pathways.
The guide is clearly written but is written at an advanced level of English. It assumes readers are fluent or nearly fluent in English. Additionally, to access the guide you must fill out an online form that asks your name, email address, and a series of questions about your affiliation to the resource.
What the experts say
This guide is an excellent resource for internationally educated people, particularly immigrants and refugees, who are seeking to work in the U.S. It presents information about the ways people with credentials from countries outside the U.S. might transfer those credentials and/or seek alternative work within the field of law. The guide begins with the steps of a career pathway and poses questions that get the reader started on their journey. It provides extensive information on the legal system in the U.S. and requirements and licensing in a variety of fields of law. The handy glossary entries on certain pages help the reader understand terminology as they read. In addition, the guide includes resources throughout and at the end of the guide, an index of references, and a SMART goal worksheet that the reader can leverage as they move through the guide.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2020
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Abstract:
This informational video highlights how Perkins V funding can be braided to support IET programs.
The Illinois Integrated Career & Academic Preparation System (ICAPS) is committed to the implementation of effective Integrated Education and Training (IET) Programs. This informational video highlights how Perkins V funding can be braided to support IET programs.
Benefits and Uses
States or local providers looking to create IETs using a braided funding model can use this guide to help understand how the regulations allow Perkins V funding to be used with Adult Education Family Literacy Act (AEFLA) funding for IET programs.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This report explores an approach for enhancing career-relevant learning in the classroom.
This white paper offers an exploratory approach for enhancing career-relevant learning in the higher education classroom. The resource focuses on the instructor's role to better understand and align with industry and employer standards and needs. It also focuses on supporting students to build skills and knowledge so that they may be successful beyond the classroom. The authors draw on research and evidence-based teaching, best practices, motivation, and career exploration and planning, to inform this report. They address topics such as: adaptability, authentic work opportunities, career relevant work experiences, creating a culture of career-relevant teaching. They also include an exemplary program spotlight and suggested techniques to make instruction more career relevant. The report concludes with implications for instructional practices and research.
What the experts say
Adult education is wrestling with its role in workforce development. This article reveals a similar conversation happening in higher education between factions supporting liberal arts education as opposed to career technical education. The authors use research to make a strong argument for career-relevant educational strategies to be infused throughout higher education in order to build skills, 'habits of mind and social abilities' needed by all of us in the evolving world of work.
The emphasis on career-relevant contextualizing and application of learning underscores the importance of student adaptability in current and future work and learning. A mental shift is necessary for instructors to engage students in deeper conversation about how specific knowledge, skills and attitudes connect to future work and learning. Adult educators should be mindful that the content requires massaging and, in some cases, reimagining to ensure its value-add to adult education instruction and instructional strategies.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2020
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From studies meeting WWC Standards and the Postsecondary Career and Technical Education topic area protocol, the report concludes that I-BEST had a range of statistically significant, positive effects on outcomes, such as improved credential attainment and short-term employment and earnings.
Rising employer demand for skilled workers has driven efforts to better align occupational training programs to industry needs. Yet, even as the demand for skilled workers increases, less than half of students who enter occupational training programs receive a credential within six years. Community colleges are working to find faster and more effective ways to train those in need of basic skills instruction in math, reading, or job skills. Traditionally, basic skills courses are offered in a sequence that must be completed before students can begin college-level occupational training. However, most students referred to basic skills training never enroll in college-level courses. As its name implies, Washington State's "Integrated Basic Education Skills and Training (I-BEST)" provides integrated basic skills and occupational training that allows students to complete their training program faster, and provides supports designed to ensure students stay engaged in training. Washington State's "I-BEST" program was developed by the Washington State Board of Community and Technical Colleges (SBCTC) and was first implemented in the 2006-2007 school year. Since its creation, "I-BEST" has been replicated in other locations, sometimes under different names. "Accelerating Opportunity" was launched in four states in 2011 with funding from the Bill & Melinda Gates Foundation. With support from the U.S. Department of Labor's Workforce Innovation Fund (WIF), the "Accelerating Connections to Employment (ACE)" program was implemented in four states in 2013. Both "Accelerating Opportunity" and "ACE" programs note that they are based on the "I-BEST" model, with the same core commitment to integrated basic skills and occupational training. Supports provided by these programs differ slightly, and these differences are described in this report. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of "I-BEST" on education and labor market outcomes. The WWC identified 12 studies of "I-BEST." Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of "I-BEST" on students in career and technical education programs--including African-American, Hispanic, Asian, Native Hawaiian, and White students--in a variety of school settings, including urban, suburban, and rural community colleges.
Benefits and Uses
The high level of academic rigor makes this resource a valuable one for those engaging in IET program design. The style is academic and research-focused, but charts, bullets, and graphic elements are included to ease readability. It takes into account factors, such as how I-BEST has been implemented, the components of I-BEST, including instructional models, career navigational support for students, financial support (e.g., childcare and transportation assistance), job placement help, and I-BEST costs. Using common standards for gauging student career pathways progress, it supports data-based decision making based on I-BEST models for IET program design.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2021
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This resource provides a comprehensive set of integrated learning outcomes (a single set of learning objectives, or SSLO) for a variety of career pathways, including those for home health aides, certified nursing assistants, logistics and transportation specialists, and building tradespeople and construction design technologists. Some SSLOs are designed specifically for English for Speakers of Other Languages and General Education Development.
This resource can be used to help create SSLO for a variety of career pathway integrated education and training programs. It offers the objectives, relative skill-development pieces and standards, and curricular ideas for implementation. Educators at different programs throughout Florida developed each SSLO, meaning the examples demonstrate effective SSLOs within a range of contexts.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2021
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This resource evaluates the Mississippi Integrated Basic Education and Skills Training initiative, which integrates career and technical education with adult education to help residents without a high school credential or with low incomes gain valuable skills and employment. It provides comprehensive insights into the program’s implementation, outcomes, and return on investment, focusing on policy changes, student support services, and partnerships that enhance the educational and economic opportunities for nontraditional students in Mississippi. The report can be used as a guide for structuring the evaluations of program models and program outcomes as measured against an established theory of change.
This resource benefits educators, policymakers, and program administrators by providing detailed evidence of the positive impacts of the Mississippi Integrated Basic Education and Skills Training initiative on educational and employment outcomes for low-income and nontraditional students. It is useful for designing and refining integrated education and training programs, offering insights into effective policy changes, student support services, and community partnerships that enhance student success and economic mobility.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Publication Year
2021
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Abstract:
This practice guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.
Developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, this guide draws upon studies of interventions that include one or more of the career pathways components defined under the WIOA. It focuses on promising interventions where there is evidence of improved educational or labor market outcomes. This guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways
Benefits and Uses
This practice guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2021