ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting Industry-Recognized Certification Data to Education and Workforce Outcomes: Measuring the Value Added to Skills, Employment and Wages. Challenges, Lessons Learned and Recommendations from the Certification Data Exchange Project
Author: Association for Career and Technical Education (ACTE)
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Industry,Outcomes of Education,Labor Force Development,Certification,Shared Resources and Services,Program Effectiveness,Federal Legislation,Vocational Education,State Departments of Education,Community Colleges,Consortia,Wages,Credentials,Educational Attainment,Data Collection,Information Technology,Associate Degrees

The Certification Data Exchange Project (CDEP) was launched in 2012 to provide a model for sharing industry-recognized credential attainment data. Increasingly, employers and education leaders are recognizing the value of industry credentials to verify the knowledge, skills and abilities that students bring to the workforce. As states take steps to incentivize and hold schools and institutions accountable for credential attainment, there is a need for reliable, secure data capture mechanisms. The CDEP provides a proof of concept for states working to collect better data on credential attainment. This report from the Association for Career and Technical Education (ACTE) describes the goals of CDEP, shares results, and uses a simple five-step process to discuss lessons learned and provide recommendations for future data-sharing and data-matching efforts. The report also includes helpful resources for state policymakers including a draft data sharing agreement and reporting templates.
Nondegree Credentials, Work-Based Learning, and the American Working Class
Author: Columbus, Rooney
Date: 2019-01-00
Type: Reports - Research
Subjects: Credentials,Work Experience Programs,Working Class,Adult Education,Informal Education,Incidence,Occupations,Employment Potential,Job Skills,Skill Development,Income,Postsecondary Education,Educational Attainment,Education Work Relationship

Nondegree credentialing and training has existed for many years. Reasons for pursuing nondegree education vary, from wanting to pick up in-demand skills, meet a job requirement, or get a pay raise to exploring a new occupational area or engaging in lifelong learning. Having a nondegree credential is not unusual, either; one 2014 analysis by the US Census Bureau found that a quarter of all adults have a postsecondary certificate, industry certification, or professional license. Until recently, however, nationally representative information on nondegree credentials and training opportunities was sparse, a result of the federal government's long-standing focus on traditional educational sectors and degrees. This report--commissioned by the Opportunity America-AEI-Brookings Institution Working Class Study Group--explores new data from the US Department of Education's 2016 Adult Training and Education Survey (ATES) on nondegree credentials and work-experience programs for American adults. The report describes the prevalence and characteristics of nondegree education for the working class and the adult population at large. It explores questions such as: How widespread is nondegree education? Do adults complete nondegree credentials instead of or in addition to college degrees? What occupational fields are most common for these credentials? Do completers view their credentials as useful for getting a job or increasing skills and pay?
Ministry of Advanced Education, Skills and Training 2019/20-2021/22 Service Plan
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Organizational Objectives,Educational Finance,Public Colleges,Income,Expenditures,Information Technology,Educational Facilities Improvement,Public Agencies,Canada Natives,Access to Education,Student Costs,Education Work Relationship,College Students,Access to Information,Disproportionate Representation,Inclusion

This service plan outlines how the Ministry of Advanced Education, Skills and Training (British Columbia) will support the government's priorities, including selected action items identified in the Minister's Mandate Letter. Over the previous fiscal year, the Ministry made progress on these priorities including: (1) Negotiated a new Workforce Development Agreement (WDA) with the Federal Government, providing $685 million over six years, ensuring B.C. has more funding and flexibility to address provincial labour market needs; (2) Provided $21 million over three years for the Aboriginal Community-Based Training Partnerships Program, ensuring over 40 communities will receive funding to provide Indigenous learners with the skills to further their education and obtain employment; (3) Expanded B.C.'s technology-related post-secondary programs to add 2,900 new tech-related spaces throughout B.C. and produce 1,000 additional tech-grads each year, by 2023; (4) Committed $6 million over the next three years for the new provincial tuition waiver program for former youth in care, and expanded the program to include training programs delivered by 10 union trainers in the construction trades; (5) Initiated more than 2,295 new on-campus student housing beds with funding from the $450 million B.C. Student Housing Loan Program, and self-funded projects at public postsecondary institutions; and (6) Provided $12 million to introduce a new graduate-student scholarship fund to support and retain B.C. students and help spark innovation, economic growth and research that will benefit communities throughout the province. This performance plan outlines how the Ministry of Advanced Education, Skills and Training will continue to track progress on key mandate letter commitments and other emerging government priorities.
Ministry of Advanced Education, Skills and Training 2017/18-2019/20 Service Plan
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Organizational Objectives,Educational Finance,Public Colleges,Income,Expenditures,Information Technology,Educational Facilities Improvement,Public Agencies

Beyond its primary commitments, the Ministry of Advanced Education, Skills and Training (British Columbia) has been tasked in the mandate letter to achieve the following specific objectives and performance targets: (1) Provide greater access to adult basic education and English-language learning programs by eliminating fees; (2) Reduce the financial burden on students by eliminating interest on B.C. government student loans and establish a $1,000 completion grant program to provide debt relief to B.C. graduates; (3) Encourage excellence in B.C.'s graduate school programs by introducing a new graduate student scholarship fund; (4) Work with the Minister of Education to support co-op, apprenticeship and work-experience programs for high school and undergraduate students; (5) Work with the Minister of Transportation and Infrastructure to implement effective apprenticeship ratios on government-funded infrastructure projects, and increase participation of equity-seeking groups in the skilled workforce; (6) Work with the Minister of Children and Family Development to improve the education success of former youth in care by expanding the tuition fee waiver program; (7) Expand B.C.'s technology-related post-secondary programs, co-op programs, and work to establish technology and innovation centres in key areas of the economy; and (8) Develop more degree and certificate programs to increase the number of skilled workers in B.C.'s forestry sector, focusing on growing innovation and the manufactured wood products sector. The Ministry will continue to develop specific objectives and performance measures for inclusion in its 2018/19 Service Plan (released with &quot;Budget 2018&quot;). This Service Plan includes: (1) Minister's Accountability Statement; (2) Purpose of the Ministry; (3) Ministry Goals, Objectives and Performance Measures; and (4) Resource Summary (Public Universities, Colleges and Institutes Income Statement Resource Summary; Major Capital Projects; and Significant IT Projects).
2017 Fact Book: Arkansas Public Higher Education
Author: Arkansas Department of Higher Education
Date: 2017-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Educational Trends,Expenditures,State Aid,Educational History,Income,Universities,Two Year Colleges,Resource Allocation,Fiscal Capacity,Administrators,College Faculty,Grants,Institutional Characteristics,Ancillary School Services,Transfer Policy,Tables (Data)

This publication provides governmental and higher education decision-makers a statewide perspective of Arkansas public higher education finance for the 2017-19 biennium, as well as trends for the past several years. It also contains a detailed financial profile of each institution and presents a basis for comparative assessments of revenue sources and expenditure patterns. The Fact Book contains seven sections: (1) the Arkansas Higher Education Coordinating Board recommendations for appropriations for the 2017-19 biennium; (2) 2017-19 legislative appropriations; (3) funding history of Arkansas higher education; (4) history of current fund revenues and expenditures; (5) history of unrestricted educational and general and auxiliary revenues and expenditures; (6) history of athletic revenues and expenditures; and (7) miscellaneous supplemental information. The Financial Profiles section of the 2017 Fact Book relies on Series 17 information submitted by institutions of higher education for revenue and expenditure breakouts. Also, in an effort to assist the reader in analyzing specific trends, Section 5 focuses on individual institutions with profile sections that contain five years of data. [For the 2015 Fact Book, see ED572255.]
Ministry of Education 2015/16-2017/18 Service Plan
Author: Ministry of Education (British Columbia)
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,Educational Change,Individualized Instruction,Educational Quality,Alignment (Education),Academic Standards,School Choice,Educational Finance,Educational Facilities Improvement,School Construction,Teachers

The performance measures included in the 2014/15-2016/17 Service Plan have been reviewed, resulting in the replacement of some measures and the introduction of new measures to more accurately reflect the Ministry's mandate and strategic directions. These changes are discussed in relation to each relevant performance measure. In keeping with the transformation of the education system in British Columbia (B.C.), the Ministry will periodically review and reconsider the Service Plan goals, objectives and performance measures. This report was prepared in accordance with the &quot;Budget Transparency and Accountability Act.&quot; This year's Service Plan includes: (1) Message from the Minister and Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction; (4) Strategic Context; (5) Goals, Objectives, Strategies and Performance Measures; and (6) Resource Summary (Resource Summary Table; Resource Summary Table Public Schools; and Major Capital Projects).
The Student Journey: Skilling for Life. &apos;No Frills&apos; Conference Discussion Paper
Author: Osborne, Kristen
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Lifelong Learning,Skill Development,Vocational Education,Student Needs,Foreign Countries,Labor Market,Role of Education,Employment Potential,Informal Education,Transfer of Training,Adults,Technological Advancement

&quot;The student journey: skilling for life&quot; is the theme for the 28th National Vocational Education and Training Research Conference 'No Frills'. In this discussion paper, we look at how vocational education and training (VET) supports lifelong learners. We explore VET's role in assisting lifelong learning and seek to understand how VET will need to transform in the future to enable it to confront the challenges of an increasingly complex and changing world. We also profile the various lifelong learner types.
Career and Technical Education&apos;s Role in Dropout Prevention. Issue Sheet
Author: Association for Career and Technical Education (ACTE)
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Vocational Education,Role of Education,Dropout Prevention,High School Students,Relevance (Education),Learner Engagement,At Risk Students,Interpersonal Relationship,Mentors,Policy Formation,Labor Market

In the past 50 years, high school completion has grown in importance as the labor market has been transformed in the knowledge economy. Yet alarmingly, nearly one in every three students who start high school in the ninth grade fails to complete the 12th grade within four years. Literally millions of young people are out of school and grossly ill equipped to compete in the 21st century workforce and economy. High-quality &quot;career and technical education&quot; (CTE) can help more students persist in and complete high school, preparing them for the postsecondary education and training that will be critical to future economic successes.
Career and Technical Education&apos;s Role in American Competitiveness. Issue Sheet
Author: Association for Career and Technical Education (ACTE)
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Career Education,Technical Education,Competition,Economic Development,College Readiness,Career Readiness,Job Skills,Labor Force Development,School Business Relationship,Employment Qualifications,Academic Achievement,Role of Education

American excellence and prosperity depend on developing a productive and adaptable workforce that is competitive in the global economy. Unfortunately, American competitiveness is no longer assured. Since 2008, the United States has slipped in the World Economic Forum's list of most globally competitive nations, down to number seven in 2012. An educated workforce provides direct benefits to American employers, strengthening the economy through productivity and innovation. In addition, the public receives a return of two to three times what it invests in education, according to the Organization for Economic Cooperation and Development (OECD). Career and technical education (CTE) plays a major role in strengthening the U.S. workforce, and thereby American competitiveness, by readying students for both college and careers through the integration of academic, technical and employability skills; by partnering with business and industry; and by emphasizing the attainment of meaningful credentials.
Ministry of Education 2016/17-2018/19 Service Plan
Author: Ministry of Education (British Columbia)
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,Educational Change,Individualized Instruction,Educational Quality,Educational Finance,Educational Facilities Improvement,School Construction,Teachers

The Ministry of Education (British Columbia) will continue to work towards improving outcomes for every learner in their educational system. Through three goals, it will support government priorities including the BC Jobs Plan, BC's Skills for Jobs Blueprint, #BCTECHStrategy, and Taxpayer Accountability Principles, while strengthening the K-12 education system. The three goals are: (1) Personalized, Flexible Education that Enables Students to be Successful; (2) Effective Support for Teachers; and (3) An Effective, Accountable and Responsive Education System. In keeping with the transformation of the education system in British Columbia (BC), the Ministry will periodically review and reconsider the Service Plan goals, objectives and performance measures. The report was prepared in accordance with the &quot;Budget Transparency and Accountability Act.&quot; This year's Service Plan includes: (1) Minister Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction; (4) Strategic Context; (5) Goals, Objectives, Strategies and Performance Measures; and (6) Resource Summary (Resource Summary Table Public Schools and Major Capital Projects).
What Social and Emotional Learning Needs to Succeed and Survive
Author: Finn, Chester E., Jr.
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Emotional Development,Social Development,Academic Achievement,Values Education,Civics,School Safety,Parent Role,Evidence Based Practice,Outcome Measures

This report offers seven suggestions for social and emotional learning (SEL) advocates and funders as they seek to deliver on SEL's promise and avoid its pitfalls. The case for SEL must not become an excuse to diminish attention to academic skills and knowledge or serve to deflect educators from the centrality of academic instruction. SEL will be counted a dismal failure if it encourages educators to settle for pillowy paeans to &quot;happiness,&quot; &quot;self-esteem,&quot; and &quot;inclusivity&quot; at the expense of harder things such as character, virtue, civility, and self-discipline.
Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams
Author: Sovde, Doug
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Emotional Development,Social Development,School Administration,Student Experience,Academic Achievement,Educational Environment,Resource Allocation,Principals,Teacher Leadership,Public Education,Equal Education,Thinking Skills,Interpersonal Competence,Faculty Development,Minority Group Students

This action guide provides school leadership teams with a resource for integrating the social, emotional and academic needs of young people into the daily student experience, from the time a bus driver greets a student until the end of the day. It supports the school leader and her/his team in mapping out an approach for integrating the social, emotional, and academic needs of students into the way adults and students experience school each moment of each school day. As part of their academic mission, schools contribute to students developing social-emotional skills that are critical to success in school, career and life. These broader skills and competencies fall into three categories: (1) social and interpersonal (e.g., working on a team, resolving conflicts); (2) emotional (e.g., coping with frustration and stress, demonstrating empathy); and (3) cognitive (e.g., goal-setting, staying focused, persevering, etc.). Academic instruction creates an ideal context for practicing these broader competencies and skills, which research validates as important to success beyond school and malleable. Social, emotional and academic development (SEAD) requires rethinking the school experience for students and adults so that social, emotional, and academic dimensions of learning are mutually reinforcing in practice, and infused into every aspect of the school and student experience. Enacting SEAD in practice rests on a three-legged stool: Students need (1) explicit instruction in understanding and applying social-emotional competencies/skills; (2) embedded opportunities to practice these competencies/skills during academic instruction; and (3) a learning environment that is infused with healthy relationships and that models safety, belonging, and purpose so that students can invest their whole selves in learning. Integrating SEAD has two meanings in this context: addressing social, emotional, and academic dimensions of learning together because they are inextricably linked in students' experiences; and integrating a SEAD approach into overall school improvement strategies--not as a siloed initiative or an &quot;add-on&quot; program. The school principal and leadership team (including teacher leaders) are key levers of transformation for a school community. This action guide both challenges and supports school leaders in advancing SEAD to meet the excellence and equity mission of public education.
The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning
Author: Immordino-Yang, Mary Helen
Date: 2018-00-00
Type: Reports - Research
Subjects: Brain Hemisphere Functions,Learning Processes,Socialization,Developmental Stages,Educational Policy,Educational Practices,Social Development,Emotional Development,Interpersonal Relationship,Academic Achievement,Genetics,Cognitive Development,Environmental Influences,Health,Infants,Children,Adolescents,Early Adolescents,Young Adults,Young Children,Educational Environment,Diagnostic Tests,Emotional Response,Neurosciences,Executive Function,Sleep,Physical Activities,Nutrition,Well Being,Safety,Cultural Influences,Stress Variables,Stress Management,Parent Child Relationship,Community Programs,Parenting Styles,Thinking Skills,Discovery Learning,Cooperative Learning,Teaching Methods,Educational Opportunities

This research brief explores how emotions and relationships drive learning and are a fundamental part of how our brains develop. The authors explain how emotionally safe and cognitively stimulating environments contribute to brain development; how brain development that supports learning depends on social experiences; and how sensitive periods in brain development align with opportunities for learning and needed supports. The brief draws from the research base to suggest basic principles for educational policymakers and practitioners.
Ministry of Advanced Education, Skills and Training 2018/19-2020/21 Service Plan
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Organizational Objectives,Educational Finance,Public Colleges,Income,Expenditures,Information Technology,Educational Facilities Improvement,Public Agencies,Canada Natives,Access to Education,Student Costs,Student Needs,Apprenticeships,Educational Quality,Education Work Relationship,Relevance (Education),Student Satisfaction,College Students,Access to Information

Underlying the Ministry of Advanced Education, Skills &amp; Training's work is the premise that accessible, high-quality education and training leading to good paying jobs provides numerous benefits to individuals and lifts up society as a whole. By supporting post-secondary education and skills training it ensures citizens have access to the opportunities they need to be productive, creative and innovative. This creates the conditions that produce the future innovators, builders, and shapers of British Columbia's diversified economy. A number of factors influence the Ministry's work. These include such things as availability of student housing, access to education and skills training, as well as relevance to the economy and labour market conditions. The Ministry plays a key role in promoting a collaborative approach to these factors, fostering opportunities for our partners in post-secondary education and skills training to work beyond regional boundaries and contribute to the prosperity and the success of all British Columbians. Following the Minister's Accountability Statement, this year's Service Plan is broken down into the following areas: (1) Purpose of the Ministry; (2) Strategic Direction and Alignment with Government Priorities; (3) Strategic Context; (4) Goals, Objectives, Strategies and Performance Measures; and (5) Resource Summary (Public Post-Secondary Institutions Resource Summary; Major Capital Projects; and Significant IT Projects). Ministry contact information is also included.