Adult education's mission is a critical one. It seeks to provide the large and diverse population of adults who lack basic skills, a high school credential, or English language skills with the competencies they need to be productive workers, family members, and citizens. Federally funded adult education serves learners in three types of programs:…

Title II of the Workforce Innovation and Opportunity Act of 2014 directs the federal government to conduct a national assessment of adult education, including activities to understand the extent to which adult education strategies positively affect learners. A systematic review of the research on the effectiveness of particular strategies in adult…

A workforce that can adapt to the fast changing global dynamics is critical for sustainable growth and development. Secondary level segment in the education cycle of a Kenyan plays a key role in the development of this workforce and is important since it de-links one from elementary (primary) learning, provides a chance for one to complete the…

This research synthesis identifies critical aspects of curriculum as they relate to the successful school-to-work transition of students with disabilities. The first section provides basic information on transition and covers the goal of transition, its framework, the transition process, and school personnel involvement. The second section reviews…

This executive summary of a research synthesis on critical aspects of curricular tools for successful transition from school to work for students with disabilities provides a brief discussion of the topics addressed in the full report, including: (1) the foundation for transition, including the goals and target populations; (2) a review of…

This paper reviews service delivery models used with learning-disabled adolescents and proposes two alternative models of services. Components of an effective program include intensive basic skills instruction, explicit instruction in coping skills, successful completion of classes required for graduation, and planning for postgraduation life. (PB)

A summer vocational interest exploration workshop was developed by Montgomery County (Maryland) Public Schools for handicapped students aged 14-19. Students developed their basic and social skills and gained understanding of career opportunities as they worked in simulated job environments in food services, business, building/grounds maintenance,…

A review of the issues of "Agricultural Education Magazine" published during the 1982-1983 school year indicates that, even then, the vocational agriculture profession was experiencing considerable change while continuing the long-held philosophy that vocational agriculture programs must include the interrelated components of…

At-risk program participants, those students who are in danger of not making a successful transition from school or preemployment training programs to productive lives, usually remain on the fringes of the economy. Instruction in school-to-work curricula is designed to help students obtain jobs, but seldom addresses the issues of the ongoing use…

This monograph examines issues in the transition of youth with emotional and/or behavioral disorders to adulthood. It describes transition as a process by which youth with disabilities are systematically equipped with skills necessary for realizing valued postsecondary outcomes. The subject of transition is examined within the historical,…

The Further Education Unit (FEU) believes that young school leavers should be able to check their achievements against a core of entitlement. Therefore, the FEU is proposing a core curriculum to support the successful transition of the school leaver aged 16 or older to adult life. The core, which is intended to serve as a diagnostic and planning…

This publication is a summary of the E2E (Entry to Employment) Learning Framework that provides guidance on program implementation. (E2E is a new learning program for young people not yet ready or able to enter Modern Apprenticeship programs, a Level 2 program, or employment directly.) Section 2 highlights core values to which all involved should…