The impact of the COVID-19 pandemic on the practice of work-integrated learning (WIL) has been significant, with many active WIL activities pivoting to remote offerings where students engage with the workplace through online platforms from their homes. The pandemic has also caused significant and ongoing disruption to the economy, likely causing…

There has been much previous research on the use of online delivery in the vocational education and training (VET) and higher education (HE) sectors. Table 1 of this document summarizes the key findings and other points of interest from research published between 2017 and 2022. [For the full research report, see ED628926.]

This publication explores how state accountability systems currently address college readiness and academic and technical career readiness and offers recommendations and examples of policies and practices that incentivize and reward districts and schools for preparing more students to earn credentials and degrees in high-demand career fields.

Work-integrated learning (WIL) has become commonplace in many higher education institutions across Australia. Similarly, there has been rapid integration of digital technologies for supporting teaching, learning and assessment in this domain. In the rush to address associated challenges within the sector--such as massification, limited placements,…

College and career pathways represent a significant national educational reform movement supported by federal, state, and philanthropic funding. High school pathways combine career and technical education with rigorous academics, work-based learning, and student supports to provide equitable access to postsecondary opportunities. Strong research…

Work experiences are a critical component of preparing youth for transition to adulthood. Potential benefits for youth who participate in work experiences include: 1) gaining career readiness skills including the "soft skills" that employers look for in entry level workers; 2) increasing one's knowledge of specific occupational skills…

This paper revisits and revisions Education for All (EFA) in the age of global migration with the aim of developing more inclusive approaches towards social justice and equity in education. Drawing on cases of internal and international migration in China and Canada, this paper compares and contrasts policies and practices in the education of…

Individuals who change careers to assume teaching roles in secondary schools are more likely to struggle in the classroom than those without such backgrounds. In this investigation, we identified three such career-changing teachers who were beginning their education careers in rural schools, and observed and interviewed them throughout their first…

This brief by the Literacy Coaching Clearinghouse is about reaching for the stars--stories of vision and commitment from educators in small and large schools. Everyone knows of people who are held up as "visionaries" throughout history: Leonardo Da Vinci, Mahatma Gandhi, Jules Verne, Thomas Edison, Susan Anthony, or John Dewey, to name a few. The…

Students with learning disabilities (LD) are most often educated in the general education classroom, where it seems clear that a significant lack of attention to the concept of transition also exists. The No Child Left Behind Act (NCLB), for example, does not specifically address students' postschool success or transition outcomes. One challenge…

The number of leadership education and development programs has increased substantially over the past few decades. However, deliberate assessment strategies aimed at understanding actual student development have not kept pace. The primary reason for this limitation likely involves the challenges that are associated with this type of assessment.…

This guide provides an overview of the School-to-Work Opportunities Act of 1994 to help familiarize legislators with the law and its implementation and to give them information to answer questions from their constituents about the act. The following information is presented: (1) the goals of the act; (2) how school-to-work initiatives work; (3)…

Authentic assessment differs from traditional paper-and-pencil assessment in that it is designed to reflect students'"real world" experience. Authentic assessments may assume a variety of forms (including demonstrations, oral interviews/presentations, simulations, self-assessments, and peer/instructor evaluations); however, their focus is always…

This paper discusses the central problems and issues of the transition from school to worklife in the United States. Developed from a framework which outlines the structure of the education system and the place of vocational-technical education within it, the paper addresses measures the United States has taken to facilitate the transition from…

In Finland, industrial visits have been the most common method of enterprise (entrepreneurship) education. For example, in 1990, more than 40 percent of Finnish companies acted as hosts for students and teachers. There is a need to make these visits more meaningful and active. Other recent practices in Finland are to include work experience in…