- Single, clear and statewide definition of various work-based learning experiences.
- High-quality career awareness and exploration beginning in the elementary and middle grades.
- Funds to support deployment of all activities at the state, regional, and local levels.
- Development and dissemination of a state framework for work-based learning.
- Non-elective graduation credit for approved work-based learning experiences.
- Basic computer skills
- Internet
- Windows OS
- Mac OS
- Social media
- Microsoft Word
- Microsoft Excel
- Microsoft PowerPoint
- Information literacy
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Abstract:
This checklist is designed as a work aid to help determine the extent to which a newly developed or existing program meets the requirements for career pathways in section (3)(7) of WIOA.
Publication Year
2017
Resource Type
The Workforce Innovation and Opportunity Act (WIOA) was enacted on July 22, 2014. WIOA calls for cross-system alignment; education and training that is focused on the needs of high-demand industry sectors and occupations; regional collaboration focused on the skill needs of regional economies; and the establishment of career pathways systems that make it easier for all Americans to attain the skills and credentials needed for family-supporting jobs and careers. Within these systems, career pathways programs offer a clear sequence, or pathway, of education coursework and/or training credentials aligned with employer-validated work readiness standards and competencies.
This checklist is designed as a work aid to help determine the extent to which a newly developed or existing program meets the requirements for career pathways in section (3)(7) of WIOA.
Benefits and Uses
This checklist is for planners and managers of career pathways programs Financial aid counselors and administrators responsible for administering the Ability to Benefit (AtB) provisions of the Higher Education Act (HEA), that allow a student who does not have a high school diploma (or its recognized equivalent) to be eligible for Title IV, HEA student assistance through one of the AtB alternatives if the student is enrolled in an “eligible career pathway program” that aligns to the statutory requirements in WIOA.
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Abstract:
This policy brief presents a comprehensive policy approach to providing high-quality work-based learning experiences that prepare participants for postsecondary and workforce success in high-demand occupations.
Publication Year
2018
High-quality, work-based learning opportunities can confer a number of benefits — not only for students, but also for schools, employers, and communities. Because high-quality work-based learning opportunities integrate applicable academic concepts and state standards and evaluate a student’s mastery of key employability skills, students can reap greater benefits from quality work-based learning programs than they can from traditional teen employment opportunities.
In the absence of state policies providing structures and funding for work-based learning programs, there can be disparities in program access from one district to another. Fewer than one-third of states have adopted policies regarding secondary student work-based learning, according to the National Skills Coalition. As of April 2017, 14 states had policies governing pre-apprenticeships and youth apprenticeship programs for high school students, and 11 states had policies governing other secondary student work-based learning.
To ensure wide and equitable access to high-quality work-based learning experiences designed to prepare participants for postsecondary and workforce success in high-demand occupations in their region or state, a comprehensive policy approach should include the following components:
What the experts say
Work-Based Learning Model: Policy Components is an excellent resource for state, regional and local entities looking to outline policy considerations for a work-based learning system that includes adult learners. It is well written, concise, and superiorly organized, making it easy to read and understand.
Current and well-sourced information is provided from the work-based learning field covering multiple scenarios that educators might encounter in building a work-based learning program. The combination of content and concrete examples of collaboration across state, local, employer and charitable organizations make it a must have resource for work-based learning planning and implementation.
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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.
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Abstract:
This open-access version of the Northstar Digital Literacy Project assessments can be used for assessing digital literacy skills to inform instruction.
Resource URL
Publication Year
2018
The Northstar Digital Literacy Project offers online learning modules and assessments in ten categories:
What the experts say
Learners must be digitally literate in order to find and succeed in a career with family-sustaining wages. The Northstar Digital Literacy Assessment is a group of standards-based interactive assessment modules that measure adult digital literacy skills at a basic level. Each assessment moves the learner up a level in their digital literacy skills. The lessons are simple and easy to understand and navigate.
Many adult education teachers are seeking introductory courses in computer/digital literacy for themselves and their students. The Northstar Assessments are widely used in the fields of adult basic skills education and digital literacy skills. Designed specifically for adult basic skills (including ESL/ESOL) learners, the project began with designing a set of digital literacy standards that are acceptable to public libraries, adult basic skills educators and employers in Minnesota. The standards are based on the needs of low-literate adults as perceived by adult educators, librarians, and employment and training services specialists.
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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.
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Abstract:
This interactive workshop explores how adult basic education providers can strengthen outcomes by building innovative, results-driven partnerships with their workforce development boards. Through real-world examples and guided discussion, the session highlights how co-enrollment, integrated education and training (IET), pre-apprenticeships, shared data, and braided funding can help workforce development and ABE partners respond to talent shortages while expanding access and equity for job seekers. Attendees will identify common challenges to effective partnerships and learn concrete strategies for overcoming them through trust-building, joint planning, and continuous communication. The workshop emphasizes by positioning ABE programs and workforce development boards not only as referral agencies, but as strategic partners in talent development. Participants will leave with actionable ideas, partnership tools, and next steps they can adapt to their local systems to better serve job seekers, employers, and communities in a rapidly changing economy. Participants will (1) identify effective partnership models between workforce development and adult basic education, including co-enrollment, pre-apprenticeships, and Integrated Education and Training; (2) apply strategies to align goals, data, and resources across systems to address common partnership challenges; and (3) develop actionable next steps to strengthen local collaborations that improve outcomes for jobseekers and employers. Original webinar date: May 14, 2026 Webinar recording link: https://youtu.be/Cht1pbZg75w
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Abstract:
This report presents the results of a systematic examination of rigorous evaluation studies to determine what is known about the impact of career pathways on adults seeking to attain a living-wage career.
A limited but growing body of rigorous evaluation studies examines how career pathways influence student success. Based on experimental or quasi-experimental studies, this growing body of results shows that career pathway participants are employed and retained in employment at higher rates and attain higher wages and annual earnings than students with similar characteristics who enroll in training that does not use a career pathway approach. They also earn entry-level credentials and gain basic skills at higher rates than the comparison group. The results make a case for scaling career pathways to reach many more adult learners. Persuasive evidence shows that well-designed career pathways can improve academic, employment, and income outcomes for adults.
Descriptive Research
Simple Descriptive
What the experts say
This is a well-written and concise review of rigorous research in the adult education career pathway field. The findings and recommendations are positive, and in general, validate existing best practice knowledge/research about successful implementation of career pathway programming. Together they provide a big picture, systems change framework for adult education stakeholders in their pathways implementation and scaling considerations.
The authors provide a unique and simplified model for understanding career pathway outcomes. These outcomes are grouped into three categories: Pathway Entry, Integrated Training, and Career Progression. For each of the outcome areas, results are synthesized from career pathway studies into results linked to pathway implementation and results linked to impact on the participants. Adult educators will find these implementation and impact results enlightening as there are many positive results noted as well as some results that show null or negative impacts of career pathway implementation. Adult educators and policy makers will find the recommendations with regard to practice and policy useful as these recommendations are evidence-based and flow logically from the synthesis of multiple, credible career pathway studies/evaluations.
Although the study recommendations are practical and insightful, they lack embellishment with regard to a description or link to specific best practices (i.e., concrete examples) that could give the reader insight into actualizing the recommendations.
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
2019
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Abstract:
This library of CK-12’s interactive FlexBooks was developed by the Outreach and Technical Assistance Network specifically to support adult educators and learners. The library includes FlexBooks for Adult Basic Education, Adult Secondary Education, English as a Second Language, High School Equivalency, and Career and Technical Education courses. All textbooks are interactive and include instruction, interactive media (including videos), and knowledge checks.
This library of open-source textbooks can be beneficial to support on-ramp, bridge, or integrated education and training programming, and it can be used for Adult Basic Education, Adult Secondary Education, English as a Second Language, High School Equivalency, and Career and Technical Education courses. All textbooks are interactive and include instruction, interactive media (including videos), and knowledge checks. Three of the textbooks are relevant to health science careers, including a detailed course for home health aides. Given that these resources were developed on the CK-12 platform, they are designed to be easily reused with licensing that allows instructors to adapt and remix the content to be used in different 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.
Resource URL
Publication Year
2019
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Abstract:
Designed for advanced English as a Second Language and General Education Development learners, this two-week unit helps students learn about currently available entry-level work that is in high demand, pays over minimum wage, and does not require a high school credential. This easy-to-use PDF unit contains eight lessons that include detailed objectives, teacher guidance for all activities, and activity handouts. Lessons are designed to help learners practice the English and employment-preparedness skills necessary to obtain entry-level jobs.
The Career Exploration Unit includes detailed easy-to-follow lesson plans and accompanying print materials. The materials focus on the needs of students in the categories of English as a Second Language/English for Speakers of Other Languages/English Language Learner and may need to be adapted for Adult Basic Education-/Adult Special Education-level learners. It can be a helpful resource for guiding English as Second Language learners in deciding which integrated education and training pathway they would like to join.
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
2019
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Abstract:
This meeting focused on sharing best practices and challenges in adult education, particularly around ESL programs and workforce development. Participants discussed various initiatives including college and career readiness labs, apprenticeship programs, digital literacy efforts, and strategies for supporting ESL students during challenging times. Key topics included the implementation of Career Gateway classes that simulate workplace experiences, partnerships with employers for workplace learning, and the challenges of providing services to ESL students in correctional settings. Several participants shared resources including AI literacy lesson plans, digital literacy frameworks, and community partnerships, while others discussed the importance of trauma-informed instruction and multi-generational impact of adult education programs. The meeting highlighted successful collaborations between state directors, local programs, and employers, with participants emphasizing the value of working together to create pathways for adult learners.