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Education levels are on the rise among Mexican immigrants, who now comprise the fourth largest group of college-educated immigrants in the United States, after those from India, China, and the Philippines. The number of Mexican immigrants with a bachelor's degree or higher grew from 269,000 in 2000 to 678,000 in 2017 - an increase that is primarily explained by higher college attainment among recent arrivals. Nearly one in six Mexicans arriving between 2013-17 had a college degree, compared to slightly more than one in 20 for those entering during the 1996-2000 period. This fact sheet offers a profile of degree-holding Mexicans in Texas, which is home to 27 per cent of all such immigrants nationwide, and in the Texas metropolitan areas with the most college-educated Mexican immigrants (Houston, Dallas, El Paso, McAllen, and San Antonio). Among other key characteristics, the fact sheet breaks these populations down by legal status, age, English proficiency, poverty levels, and industries of employment.

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This fact sheet explores the relationship between New Zealanders’ education level and their assessment of their well-being. The Adult Literacy and Life Skills (ALL) survey included an internationally accepted self-assessment of physical, mental and emotional well-being. Responses to these questions have been used to look at the links between well-being, education and literacy.

The fact sheet concludes that: people with higher levels of education, literacy skill and/or income have better physical and mental/emotional well-being; however, once gender, age, ethnicity and other characteristics are taken into account, higher levels of education are only related to better physical well-being and not related to the level of mental/emotional well-being; and if literacy skill and income are also taken into account, education level is not related to either physical or mental/emotional well-being.

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This fact sheet looks at the question of the extent to which educational qualifications can be used to predict literacy and numeracy levels. This question arises in a number of contexts from recruiting staff, deciding who to target literacy and numeracy programmes to and understanding the overall literacy and numeracy skills of the population. The fact sheet shows that literacy and numeracy levels are related to educational qualifications. However, educational qualifications do not provide a robust way of predicting the literacy levels of individuals and should be used with caution. Educational qualifications can provide a limited means of determining the literacy and numeracy abilities of groups. For example, they can be used to identify potential target groups for literacy and numeracy programmes or to provide some understanding of the social and economic outcomes of different levels of literacy and numeracy.

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For more than 15 years, [American Institutes for Research] AIR has led the National Reporting System for Adult Education for the Office of Vocational and Adult Education (OVAE). AIR developed the adult education accountability system - the NRS - and from its inception developed a parallel line of technical assistance activities to ensure its effective implementation and use. This work included the development of measures; reporting forms, specifications, and guidelines; instructional guides on all topics related to the forms; and significant training around the system.

As part of the third phase of the NRS - Enhancing Performance through Accountability project, AIR continued to improve data quality, use, and monitoring through the NRS; as well as helped implement Federally-mandated changes to the NRS. AIR assisted the Division of Adult Education and Literacy (DAEL), Office of Vocational and Adult Education (OVAE), in managing the NRS and supported states with training and technical assistance on NRS. This work included training states and local programs to effectively use performance data to evaluate and improve the delivery of instructional services to adults. Furthermore, AIR analyzed annual state performance data to assist OVAE in determining how well states performed on core measures. NRS provides national and regional training institutes, hosts webinars for state and local program providers, supports the development of learning communities, develops resource guides and 'how to' manuals, and offers technical assistance to states via on-site and distance communication on a range of topics related to data collection, quality, monitoring, and use.

Published summary on the American Institutes for Research website. Show less

Academic awards in Australia can be classified into nine broad levels. The titles of accredited awards reflect these levels. This booklet describes the levels of awards and their associated titles. It also provides information on RATE, the national body responsible for developing the classification scheme, and the accrediting authorities in each state and territory responsible for classifying courses in terms of the award levels.

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In 2009, President Obama set an ambitious goal for the [United States] US to become the top ranked country in the world in college degree attainment by 2020. While all groups will have to increase college degree attainment to meet President Obama's college completion goals, increasing Latino educational attainment is crucial because their educational attainment is lower than other groups (only 19 per cent of Latino adults have earned an associate or higher) and the Latino population is rapidly expanding. By 2020, Latinos are projected to represent about 20 per cent of the 18-64 year-old US population, compared to 15 per cent in 2008; by 2020 Latinos are projected to represent close to 25 per cent of the US 18-29 year-old population, up from 18 per cent in 2008. This benchmarking guide provides a clear framework and public baseline for tracking our nation's college degree completion goal disaggregated by race/ethnicity. The framework includes two sets of metrics using existing data: 1) projections of degree completion needs, and 2) analysis of current equity gaps in degree completion. The guide also includes contextual information about Latinos in the educational pipeline and the equity gap between Latinos and whites in achievement by state.

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The nursing profession faces a number of significant workforce challenges. Both the nursing workforce and US population are aging, leading to a wave of nurse retirements and a simultaneous increase in need for health care, especially in long-term care settings. Furthermore, the current nursing workforce does not mirror the racial and ethnic diversity of the population. Released following the Center on Education and Skills New America (CESNA) report 'Apprenticeship and the future of nursing' [available in VOCEDplus at TD/TNC 137.1230], this guide aims to explore why and how apprenticeship could diversify the nursing workforce and increase academic and career progression for nurses. While apprenticeship may not be a silver bullet for workforce challenges, the model can lower financial and logistical barriers to entry and progression for those that may have felt such a career was out of reach.

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