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Background/Context: In this paper sustainability is explored as an emerging paradigm for career and technical education (CTE). The current context of the sustainability or green movement is discussed and CTE is compared to environmental education. A sustainability literacy conceptual framework is then applied to career and technical education. Purpose/Focus of Study: An argument is presented that CTE programs should green their curriculum and instruction to meet the needs of students, employers, business/industry and the environment. It is then argued that a sustainability literacy conceptual framework is needed to assess current efforts by CTE programs to green their curriculum and instruction, shape and inform future efforts and to assess sustainability efforts in CTE. Research Design: This paper is an analytic essay in which the historical, philosophical, and theoretical foundations of CTE are reviewed and then related to environmental education. Sustainability is defined, examined and applied through a sustainability literacy conceptual framework to CTE. Conclusion: Green CTE represents a new paradigm for the field and sustainability is a complex not yet well understood concept. This paper is intended to stimulate conversation about the purpose(s) of CTE as well as the possible role CTE has in contributing to sustainability through local actions.

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This report begins by examining the demand for green jobs in San Antonio. After analysing what constitutes 'green' skills and what credentials these skills require, the report examines existing green training programs in San Antonio. Examples of green jobs initiatives in other cities are examined and it is noted that while many cities and regions are developing individual programs 'very few have integrated job preparation activities with public investments in sustainability'. The report analyses potential funding sources and concludes with recommendations for implementation, support activities and funding. Show less

This chapter analyzes an institutional partnership (CAR-11) between two Canadian institutions and a Caribbean institution to develop a program in Environmental Sustainability Practices. The chapter starts by providing an overview of recent trends in international educational partnerships. The review shows that the scope of international partnerships has widened over the last decades, moving from the traditional student exchange model to longer-term institutional collaborations including, for instance, curriculum building and capacity development. The second section introduces the CAR-11 project in detail, including the project's objectives, the partner selection process, and the main collaborative activities that have taken place during the partnership. The third section looks at some of the challenges that surfaced during the partnership's implementation. The first challenge was allowing partners to work in partnership with each other and to reach a consensus on key concepts and methodologies. The second challenge turned out to be mitigating sociocultural differences between partners. The third challenge was the achievement of a balance between individual and institutional commitment. Perhaps because partnerships are formalized between institutions, and not individuals, there is a tendency to minimize the importance of individuals in ensuring the success of a partnership. The chapter concludes by stating that, to be successful, international educational partnerships need to be flexible enough to adjust to changing circumstances. This flexibility is made possible by promoting reciprocity between partner institutions, implementing initiatives that are in tune with national sociocultural contexts and by facilitating the involvement of individuals with a thorough understanding of their partners' needs and realities.

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On the occasion of its tenth anniversary, [Canadian Policy Research Networks] CPRN brought together 144 young Canadians aged 18 to 25 years, randomly selected, for a deliberative dialogue and a summit with 40 decision-makers from government, business, labour, and the not-for-profit sectors. The event took place in Ottawa on November 24-27, 2005. Young participants were invited to talk together about the kind of Canada they want, what choices and trade-offs they are prepared to make as citizens, and what they and others need to do to make their vision happen. Dialogue participants talked about four issues that the Advisory Committee on Engaging Young Canadians and other youth had identified as especially important: learning, work, health, and the environment. This document reports on the discussion of learning issues, and particularly, the elements of the dialogue that touched on post-secondary education. In the context of their overarching vision for Canada and the values they endorsed to guide their thinking - accountability and transparency, long term sustainability and prevention, equity and efficiency - young Canadians articulated their own vision for education in Canada around seven pillars: education is for life, not just for a job; Canada is a bilingual (multilingual) country; Canada is a diverse country to discover; assessment and upgrading skills opportunities should be given to all educators; access to post-secondary education and training should be guaranteed to all who qualify; non-university, vocational and trades paths should be valued and supported; students should be able to focus on learning. Under the main thrust of their vision, ‘No-one must be left behind’, young Canadians went further on specific post-secondary issues: they stressed the importance of valuing different learning paths to work, in addition to college and university, and to find some balance to the exaggerated reliance on academic performance; they emphasized that all forms of education beyond high school should be made accessible to, and affordable for, all qualified and motivated individuals; and they called for all learning systems to be integrated and coordinated nationally, with similar levels of support provided to students and educators throughout the country.

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This report aims to serve as a guide to states that may be beginning to build their postsecondary networks or are trying to expand postsecondary efforts and need to better understand how their state goals and contexts may be leveraged to create successful and sustainable systems. This report includes seven lessons for groups that are building or maintaining postsecondary statewide partnerships that are based on findings from a developmental evaluation conducted by Equivolve Consulting of Lumina sponsored statewide partnerships in Alabama and Indiana. These lessons highlight ways in which states can promote collaboration between diverse partners and stakeholders, avoid or navigate barriers to success, build sustainable partnerships, and center equity in state education systems.

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The study, conducted in conjunction with Abt Associates, the prime contractor, estimated impacts on program participants and examined the implementation experiences of four sites that offered unemployed and other disadvantaged individuals training and support services that were funded through American Recovery and Reinvestment Act of 2009 grants. The four sites were: (1) the American Indian Opportunities Industrialization Center in Minnesota, (2) North Central Texas College, (3) Grand Rapids Community College in Michigan, and (4) the Kern Community College District in California. The first two focused on training in the health care fields, while the latter two focused on training for green jobs.

Key Findings: (1) All grantees' programs featured a series of training courses that could be taken in sequence to foster career development. However, most participants attended training for short periods of time, ranging from 2.4 months to 3.3 months on average, with few participants attending longer than 6 months; (2) The programs had positive impacts on participation in education and training activities, particularly vocational training; receipt of training-related support services, particularly financial assistance, career counseling, and job placement assistance; and receipt of vocational credentials; (3) One of the four programs, administered by the Kern Community College District, had a positive and statistically significant impact on participants' earnings in the fifth and sixth calendar quarters after random assignment, while the other three sites did not; (4) There was no evidence of statistically significant impacts at any site on other measures of financial and economic stability, such as household income and public benefit receipt.

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This set of worksheets provides educators and employers with sound methods and practices that they can use to sustain their commitment to career advancement for frontline workers. The tool also challenges administrators to think long term about the organizational and budgetary implications of continued workforce development for frontline workers. The tool was created for Jobs to Careers, which supports partnerships to advance and reward the skill and career development of incumbent workers providing care and services on the front lines of US health and health care systems.

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'New directions for adult and continuing education', published quarterly, is part of the Jossey-Bass higher and adult education series. This issue, entitled 'Reaching out across the border: Canadian perspectives on adult education', is edited by Patricia Cranton and Leona M. English. The chapters in this issue are: 'Critical education in Canada in the time of [the Canadian Association for the Study of Adult Education] CASAE' by Donovan Plumb (p. 5-14), this chapter describes the development of critical adult education discourses in Canada and argues that social transformations since the late 1970s have overwhelmed the critical capacities of Canadian adult educators; 'Literacy lives here: using video and dialogue to promote and celebrate adult and literacy education in the Canadian Western Arctic' by Suzanne Robinson (p. 15-23), this chapter describes a study in which the participants used video and workshops to share their perceptions, thoughts, and hopes for the future of adult education in the North; 'Social change in historical perspective' by Dorothy MacKeracher (p. 25-35), this chapter describes four social movements that developed in the early twentieth century in Canada: Frontier College, The Women's Institutes, The Antigonish Movement, and The United Farmers of Canada; 'Perspectives on adult education in Quebec' by Mohamed Hrimech (p. 37-48), drawing on an analysis of official policies and initiatives, this chapter presents the specific situation of adult education in Quebec, its problems, and the solutions that have been devised; ''More universal for some than others': Canada's health care system and the role of adult education' by B. Allan Quigley, Maureen Coady, Helene Gregoire, Sue Folinsbee, Wendy Kraglund-Gauthier (p. 49-59), the authors of this chapter conclude that, based on a three-year pan-Canadian study on health and learning, one's ability to learn about health can have immediate - even life-and-death - consequences and that good health is, above all, a matter of successful learning; 'Critical environmental adult education in Canada: student environmental activism' by Elizabeth Lange, Aaron Chubb (p. 61-72), this chapter explores environmental student activism on campuses in Canada and the United States, concluding that Canada faces a critical fork in the road to unplug from environmentally debilitative economics and become a global leader in creating a sustainable society; 'Learning to teach: an illustrative case from the Canadian community college system' by Ellen Carusetta, Patricia Cranton (p. 73-81), within the context of the community college system in Canada, this chapter presents a case study for faculty development within which this development is treated as an adult education initiative; 'From manifesto days to millennium days: Canadian perspectives on community development' by Leona M. English (p. 83-92), this chapter discusses four distinctive features of community development in Canada: focus on learning, use of media and the arts, international initiatives, and feminist leanings; and 'Reaching out across the border' by Leona M. English, Patricia Cranton (p. 93-98), this chapter reviews how the preceding chapters contribute to a description of the Canadian mosaic of adult education, points to further reading, and outlines some remaining questions about the uniqueness of our nation's field.

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The Global Employment Policy Review (GEPR) is a biennial publication prepared by the Employment Policy Department of the International Labour Organization (ILO). The Global Employment Policy Review (GEPR) examines trends in employment policies while at the same time presenting new and innovative solutions to the challenges of policy design and implementation. In this first edition, the report focuses on the issue of structural transformation. This review comes at a time when the world is looking for medium- to long term solutions to not only overcome the current crisis caused by the [Coronavirus Disease 2019] COVID-19 pandemic but also to build back better.

Chapter 1, 'Industrial policies for structural transformation: processes, institutions and methods' by David Kucera, Dorothea Schmidt-Klau and Johannes Weiss, identifies three methods for providing guidance on identifying promising products and corresponding sectors to promote export expansion and structural transformation. The comparative analysis of these three methods, accompanied by in-depth country studies, show that that structural transformation should not be viewed as an end in itself but as a means to create more and better jobs, that is 'decent work'. Chapter 2, 'Making trade more employment-friendly: the role of skills policies' by Cornelius Gregg, Bolormaa Tumurchudur-Klok and Olga Strietska-Ilina, starts by exploring what is known about skills and trade, reviews the connection between skills and trade, assesses the influence of skills in achieving a level playing field in international trade, and considers how to respond to trade-related changes in skills demand.

Chapter 3, 'The contribution of employment-intensive investment programmes to structural economic transformation for peace and resilience' by Mito Tsukamoto and Anna McCord, outlines the potential of employment intensive investment programmes (EIIPs) for responding to profound changes in an increasingly globalized economic system, which has left millions of workers either surplus to the requirements of the labour market or engaged in it yet unable to earn a decent living wage. Chapter 4, 'National employment policies and environmental sustainability: forging stronger ties' by Valter Nebuloni, Christoph Ernst and Daniele Epifanio, provides a brief introduction on climate change and the transition to a green and fair economy, then reviews the interdependencies and transmission channels among the environmental, social and economic spheres, also introducing the green jobs concept, and it considers national employment policies (NEPs) and other policy frameworks and measures for promoting employment, while addressing the effects of climate change.

Chapter 5, 'Pathways to formality: Comparing policy approaches in Africa, Asia and Latin America' by Juan Chacaltana and Vicky Leung, explores the regional dimension of formalization policies, focusing on Africa, Asia and Latin America and the Caribbean, where informality rates range above 50 per cent of total employment. Given the vast heterogeneity of informality, it is clear that there is no 'silver bullet' solution for the transition to formality and that multiple and coordinated interventions are needed (integrated approach).

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This special issue focuses on ‘2010 Community College Futures Assembly: effective leadership - addressing the college graduation challenge in the 21st century’. The Community College Futures Assembly has served as a national, independent policy thinktank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize innovative programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are vetted. The focus for the 2010 Community College Futures Assembly is ‘Addressing college graduation challenge through effective leadership in community colleges’. This special focus issue of the Community College Journal of Research and Practice highlights the best practices of 30 Bellwether trend-setting post-secondary higher education institutions.

Introduction - ‘2010 Community College Futures Assembly Focus: effective leadership - addressing the graduation challenge in the 21st century’ by Dale F. Campbell and Hongwei Yu (p. 865-868).

2010 Bellwether Award Winner: Instructional Programs & Services - ‘Smart math: removing roadblocks to college success’ by Mary J. Bassett and Betty Frost (p. 869-873).

2010 Bellwether Award Winner: Planning, Governance & Finance - ‘Going green doesn’t have to be sexy: Lakeland Community College’s practical approach to addressing energy conservation and sustainability’ by Michael E. Mayher (p. 874-877).

2010 Bellwether Award Winner: Workforce Development - ‘The power of partnerships = the power of success!!!’ by Callie Dunavin (p. 878-882).

2010 Bellwether Award Finalists: Instructional Programs & Services - ‘Desktop virtualization in action: simplicity is power’ by Dustin Fennell (p. 883-885); ‘Houston Community College (HCC) - mobile go center program’ by Daniel Ramirez, Cheryl Sterling and Shantay R. Grays (p. 886-888); ‘Learning in action: academic communities and first-year interest groups’ by Kristie Crumley and Kate Demarest (p. 889-891); ‘Physical science rocks!: outreach for elementary students’ by Kevin McKone (p. 892-894); ‘Student services transformed: helping students to help themselves’ by Anne Denogean and Paul Schwalbach (p. 895-897); ‘The Hope Bridge program: addressing recidivism through education and employment’ by Juanita Fuentes, George Rael and Catherine Duncan (p. 898-900); ‘The Mathematics Outreach Center - saving dreams’ by Edythe Carter and Kathryn Wetzel (p. 901-903).

2010 Bellwether Award Finalists: Planning, Governance, & Finance - ‘Austin Community College District’s P-16 initiative graduates America’ by Mary Hensley and Gary Madsen (p. 904-907); ‘Demonstrating the direct impact of planning on performance’ by Cynthia Spiers, Dorothy Kiel, Brad Hohenbrink and Debra McCurdy (p. 908-912); ‘From strategic plan to sustainable program: one college’s journey’ by Carol A. Rush (p. 913-915); ‘Initiative to promote the retention of campus residents enrolled in learning support’ by Carl McDonald and Robert Preston Jr (p. 916-919); ‘MISSION GRADUATION: a student military and veteran organization’ by John Whikehart (p. 920-922); ‘Recruitment and retention with a spin’ by Rita Lindgren and Carla Braun Hixson (p. 923-925); ‘The changing faces of community college students in Arizona, Indiana, Maryland, Tennessee, and Washington’ by Mark D. McColloch and Natasha A. Miller (p. 926-928); ‘The Illinois Community College Sustainability Network—a successful model’ by Bert Jacobson (p. 929-931).

2010 Bellwether Award Finalists: Workforce Development - ‘Advanced manufacturing training: mobile learning labs’ by John C. Vukich and Amanda A. Ackerman (p. 932-935); ‘Changing lives: the Baltimore City Community College life sciences partnership with the University of Maryland, Baltimore’ by Vanessa G. Carroll, Michelle Harris-Bondima, Kathleen Kennedy Norris and Carolane Williams (p. 936-938); ‘Fast forward: from dropout to graduation and beyond’ by Michael Carter and David L. House (p. 939-941); ‘Growing our workforce through business and education’ by Douglas R. Pauley and Daniel Davidchik (p. 942-944); ‘Mapping the future today: the Community College of Baltimore County geospatial applications program’ by Scott Jeffrey and Jaime Alvarez (p. 945-947); ‘Providing access to justice through service learning’ by Mary Kubichek (p. 948-950); ‘Regional advanced manufacturing academy: an agent of change’ by Daniel M. Schmeling and Kevin Rose (p. 951-953); and ‘The Petri Project Pipeline for education, training resources, and innovation’ by Cindy Adams and Carolyn Bortz (p. 954-956). Show less