Preparing a Globally Competent Workforce Through High-Quality Career and Technical Education

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).

The New Forgotten Half and Research Directions to Support Them

Building upon a previous publication released in 1988, this resource from the William T. Grant Foundation explores some of the key issues surrounding youth who enter but do not complete college and frequently find themselves excluded from jobs in today’s labor market, which typically require a postsecondary degree. This resource also offers suggestions for future research to increase the “new” forgotten half’s chances at economic security and success.

These People Just Keep Trying to Help Me”: Supporting Students to Succeed in College and Career Pathways

Despite national economic growth, many Americans are unemployed or stuck in low-wage jobs struggling to gain the skills and credentials they need to land middle-skill jobs that can lead to careers and enable them to support their families. Jobs for the Future convened education and workforce innovators to share ideas about strategies that best equip underprepared youth and adults to access and succeed in postsecondary education and the workforce, provide employers with qualified workers, and strengthen regional economies.

Promising Practices in Young Adult Employment: Hands-on Multidisciplinary Career Exploration and Mentorships

As the number of young adults disconnected from the workforce continues to rise, the National Fund for Workforce Solutions Young Adult Initiatives aim to test and implement new strategies for targeting America’s young adults, ultimately seeking to develop a deeper understanding of how industry partnerships and employers most effectively engage young adults and to share this information so that employers and workforce development collaboratives across the country can access the potential of and invest in the millions of young adults across the nation.

Bolstering Non-Traditional Student Success: A Comprehensive Student Aid System Using Financial Aid, Public Benefits, and Refundable Tax Credits

The attainment of a postsecondary degree is generally regarded as a key stepping-stone to economic self-sufficiency. However, the rising costs of postsecondary education pose a formidable challenge to college persistence and completion, particularly for low-income students.

Toward a Better Future: Evidence on Improving Employment Outcomes for Disadvantaged Youth in the United States

In 2013, only approximately half of the young adult population (ages 16–24) held jobs. An increased investment to strengthen employment prospects for youth is needed to ensure better futures. This MDRC report draws from a review of literature on employment-related programs for youth over the past three decades. The aim of this report is threefold: (1) to look at factors that create high rates of young adult unemployment, (2) to examine the effectiveness of current unemployment interventions for youth, and (3) to discuss future directions to increase stronger employment involvement.

How Massachusetts Vocational Schools are Preparing Students for College and Careers

With a revamped college and career focus that includes an emphasis on real-world learning, continuous improvement, and strong student-teacher relationships, vocational schools in Massachusetts have been experiencing tremendous success in preparing students for college and the workforce. This brief highlights several vocational schools in Massachusetts, exploring their programs and practices, to provide an inside look at what separates them from other vocational schools in the nation.

College and Career Success Through Lifelong Learning Skills

At a time when rigorous content standards and evaluations of teacher and student performance are on the rise, it is especially pertinent and critical to ensure that teachers and education leaders attend to the foundation for learning and working. Education researchers have identified the components of that foundation as a collection of skills commonly referred to as Lifelong Learning Skills.


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