This resource details the Foundations for Young Adult Success, a developmental framework with foundational components that underlie key factors to children’s success (broadly defined as the ability to fulfill individual goals and influence the world). The foundational components include self-regulation, knowledge and skills, mind-sets, and values. The key factors to success include agency, competencies, and integrated identity.
Teaching global competency (i.e., the capacity and disposition to understand and act on issues of global significance) in a career‐focused context gives students the opportunity to acquire important skills needed for success in many careers that are part of the current economy. One promising way in which students can learn about and apply global competencies is through career and technical education (CTE).
To become truly well prepared for life after high school, students must develop a combination of intellectual, interpersonal, and intrapersonal capacities, including some that are not measured by multiple choice academic achievement tests. These sets of skills and dispositions have been grouped together under the term deeper learning. This installment of the Deeper Learning Research Series proposes a strategy by which to strengthen the research base on deeper learning so that it can better inform efforts to improve secondary education.
On November 5, 2015 from 2:00 – 3:00 pm ET, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) and Achieve are co-hosting a webinar to highlight the recently released brief, “Building a Strong Relationship between Competency-Based Pathways and Career Technical Education.” This webinar will provide an overview of the many leverage points between Career Technical Education (CTE) and Competency-Based Pathways (CBP) to support states’ adoption and implementation o
Roughly one third of all U.S. high school graduates do not enroll in college right after earning a diploma. An important factor in this transition is the demonstration of college readiness. To enhance students’ transitions, statewide and systemwide admission policies are beginning to assess college readiness through multiple measures. This ECS Education Trends report reviews these multiple measures, provides a deeper look at competency-based assessments, and offers policy considerations for state and system leaders.
The hallmarks of career and technical education (CTE) and competency-based pathways (CBP) are remarkably similar; both approaches focus on learning in context, encourage self-directed student pathways with project-based learning opportunities, and value performance assessments that are themselves meaningful and positive learning experiences. In a CBP environment, students learn a set of skills and knowledge in a subject area before advancing to the next set—rather than moving on as part of a group whether or not they have learned the material.