- 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
- Common Types of Elder Financial Exploitation
- Scams Targeting Veterans
- Identity Theft
- Medical Identity Theft
- Scams that Target Homeowners
- Planning for Unexpected Life Events
- How to Be Financially Prepared for Disasters
- Instructor Guide, English
- Resource Guide, English
- Slides, English (PowerPoint)
- Slides, English (PDF)
- Slides, Spanish (PowerPoint)
- Slides, Spanish (PDF)
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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.
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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Abstract:
This report from the Digital US coalition is the result of a six-month landscape analysis and strategic planning period, laying the groundwork for a new collective impact approach to support both on-ramps to digital skills as well as pathways to new opportunities.
Highlighting the urgent need to support digital skills development for all Americans, this report argues that designing, building, and scaling the on-ramps and supports that millions of adult learners and workers need is a social impact imperative.
Benefits and Uses
This resource includes eye-opening data about digital literacy and the need for digital resiliency. It is extremely applicable, with useful features which include key data, a full gap analysis, important and meaningful graphics, learner worker stories, and specific strategies that can be used to expand digital access and build digital resilience, and recommended resources. Adult education leaders would greatly benefit the from this resource as it offers solutions to the existing gaps that are a result of digital inequity in the United States. Additionally, it provides great resources to help adult educators bridge the digital inequity, digital literacy, and digital resiliency gaps. It can be used as a part of a professional development program or curriculum development training for adult education professionals or digital navigators by outlining a research-based framework for the intentional development of digital inclusion strategies.
Required Training
No training is required.
What the experts say
Often, the terms digital literacy, digital inclusion, digital equity, and digital resilience are used interchangeably. This report builds on the changing social, educational, and workforce landscape as it applies to digital inclusion and provides an evidence-based depiction of the need for improved digital literacy, equity, and resiliency in the American workforce. There is a clearly outlined roadmap that includes both strategies and resources to help adult educators expand access to instruction (places, devices, time, and people), embed digital literacy in other supports through a digital navigator, and improve the effectiveness of instruction and supports. The report concludes with a model ecosystem for developing digital resilience through networking and stakeholder support.
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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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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Abstract:
The Personal and Workplace Success Skills Library is a curated collection of resources to guide the integration of personal and workplace success skills into curriculum and instruction, advising and coaching, assessment, and program design.
The Personal and Workplace Success Skills Library is a collection of resources to guide the integration of personal and workplace success skills into curriculum and instruction, advising and coaching, assessment, and program design. These resources were selected for adult education, higher education, workforce development, and career and technical education programs serving adult and older youth learners and workers, including English language learners. The Personal and Workplace Success Skills Library library was developed and is maintained by the National College Transition Network (NCTN) at World Education, Inc., with a grant from ECMC Foundation.
Benefits and Uses
Adult educators can use the skills library to guide the integration of personal and workplace success skills into curriculum and instruction, advising and coaching, assessment, and program design. The resources in the library focus on a broad spectrum of uses and are adaptable in many instances. It includes curriculum information in some instances and program design framework in others. There are resources that focus on integrating personal and workplace skills into curriculum and instruction, advising and coaching, assessment as mentioned above, and program design. Each resource is reviewed and notes where it is from, what the purpose of the resource is, and what the resource includes, for example, what skills are addressed in the resource, its framework, platforms used, whether it is curricula or a teacher guide and key highlights as well; there is enough information for the educator to determine from the review whether to investigate the resource further. The review also makes note whether the resource is free or fee-based.
The site includes a page on Teaching the Skills which includes an overview of the mission behind the library, suggestions for using the resources, and suggestions for directly teaching skills. The suggestions for teaching the skills can be adapted to any of the target uses of the resources: curriculum and instruction, advising and coaching, assessment, and program design.
The searchable format is most useful, allowing users to search for guiding materials under a variety of parameters. For example, perhaps a user is looking for mobile resources. This is an applicable filter in the skills search tool. With so many different types of resources depending on user application, there are uses for program leaders and instructors alike.
Required Training
No prior training required.
What the experts say
The Personal and Workplace Success Skills Library's collection of proven resources for program leadership and instructors alike to enhance their employability skills curriculum provides a user-friendly, searchable platform to locate programmatic frameworks and student materials. From locating research-based practices to student badging and credentialing materials, the library contains multiple resources for engaging further exploration.
I find this library very useful, especially given that I integrate personal and workplace success skills into all aspects of my curricula. I appreciate that it is organized simply and clearly. The search feature allows you to search both broadly or narrowly for resources. The resources cover all the necessary contexts in adult ed: curriculum and instruction, advising and coaching, assessment, and program design, and so this allows for "one stop shopping" when searching for materials related to workplace education generally.
The reviews of each resource make the library very user-friendly because the educator can get a snapshot of a resource in order to know if it's appropriate or not. In Teaching the Skills, the suggestions for using both the resources and for teaching the skills is very helpful, especially because these sections are brief and to the point. The suggestions for teaching the skills can be adapted to any of the target uses of the resources: curriculum and instruction, advising and coaching, assessment, and program design.
The Voices from the Field section provides case studies that practitioners can read to get ideas and examples of how to use some of the resources in the library, and this illustration is very helpful.
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.
Resource URL
Publication Year
2021
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Abstract:
This resource provides statistics related to immigrants who have become U.S. citizens.
The United States has a long history of welcoming immigrants from all parts of the world. During the last decade, U.S. Citizenship and Immigration Services (USCIS) welcomed more than 7.3 million naturalized citizens into the fabric of our nation. This resource presents statistics related to these naturalized citizens' countries of birth, residence within the U.S., age, sex, and more.
Benefits and Uses
The United States has a long history of welcoming immigrants from all parts of the world. During the last decade, U.S. Citizenship and Immigration Services (USCIS) welcomed more than 7.3 million naturalized citizens into the fabric of our nation. This resource presents statistics related to these naturalized citizens' countries of birth, residence within the U.S., age, sex, and more.
The statistics may be of interest to immigrants interested in becoming U.S. citizens, educators who play a role in supporting learners, and organizations that are interested in supporting immigrants in becoming citizens and assisting them to integrate into American civic society.
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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Abstract:
Money Smart for Older Adults is an instructor-led training developed to teach older adults and caregivers of older adults about elder financial exploitation and why they may be at risk.
Money Smart for Older Adults (MSOA) is an instructor-led training that provides information and resources to help older adults and their caregivers identify and avoid financial exploitation through fraud and scams. The guide also encourages advanced planning and informed financial decision-making. Developed by the Federal Deposit Insurance Corporation (FDIC) and Consumer Financial Protection Bureau (CFPB), the curriculum covers seven topics:
Benefits and Uses
Instructors can use the the curriculum to teach older adults what elder financial exploitation is and why they may be at risk. MSOA is also a tool for bank-community partnerships. For example, bank staff could deliver this information in collaboration with providers of senior services or adult protective services.
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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Abstract:
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