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The development of a Mental Health Technology Program at Middlesex Community College is proposed. The 2-year program would train the student to become a middle-level generalist in the field of mental health with special abilities as a communicator. On successfully completing the program, the student would receive an Associate Degree in Mental Health Technology. The sections of the proposal are: 1. Purpose of the Program (Major Objectives, Job Performance, Specific Agencies to Be Served); 2. Need for the Program; 3. Program Design (Curriculum, Course Descriptions); 4. Clinical Affiliations; 5. Potential Enrollment; 6. Similar Programs; 7. Faculty Requirements; 8. Physical Plant and Equipment; 9. Cost Analysis; 10. Cover Letter and Attachments. (DB)

Research has shown that access to technology industry pathways and support for recruitment, retention, and advancement through technology careers remain inequitable for Black talent due to various systemic barriers. To help address this issue, Digital Promise conducted research that centers the voices and lived experiences of Black workers and learners seeking to enter and advance in the technology industry with the purpose of building awareness to the: (1) challenges and barriers they face navigating the U.S. technology learning and working ecosystem; (2) factors such as supports and services that have facilitated their technology career pathway entry, retention, and advancement; and (3) collaboratively designed recommendations for needed supports that they have identified that can better promote successful navigation and persistence within technology career pathways. This report further highlights actionable steps that various technology industry contributors can take to dismantle systemic barriers within the technology learning and workforce ecosystem and increase access to non-four-year-degree pathways to tech careers. [Funding for this project is provided by Walmart through the Walmart.org Center for Racial Equity.]

The "Report on the Condition of Education" is an annual report from the National Center for Education Statistics (NCES) that is mandated by the United States Congress. Using data from NCES and other sources, NCES compiles a set of "indicators" of the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. The full contents of the Condition of Education Indicator System can be accessed online or by downloading PDFs for the individual indicators. The "Report on the Condition of Education 2024" comprises key findings from the Indicator System. This summary report provides a brief overview of information available on various topics as well as direct links to the online versions of indicators discussed. This year's report also includes select content from sources outside the Indicator System, such as the National Assessment of Educational Progress (NAEP) and the Integrated Postsecondary Education System (IPEDS).

The guided pathways model, comprising 14 different practices, is a framework for comprehensive, whole-college reform undertaken by community colleges to help all students choose, enter, progress through, and complete a program of study that enables them to secure sustaining-wage employment or transfer with junior standing in a major. Since its introduction in 2015, it has been adopted by hundreds of community colleges across the United States. This paper asks whether guided pathways practices implemented at 62 community and technical colleges in three states--Tennessee, Ohio, and Washington--are associated with improvements in student outcomes during the first year of college. Specifically, using institutional survey and rich administrative data, we construct measures of adoption of guided pathways reforms to examine the association between guided pathways practices and fall-to-fall persistence, college credits earned, college math credits earned, and STEM credits earned. Our study reveals substantial variation in the adoption of guided pathways reforms across the states and across community colleges within the states over time. While we cannot establish a causal relationship between guided pathways adoption and student outcomes, we find significant positive associations between the statewide adoption of guided pathways reforms and early student outcomes in Tennessee. The observed improvements in that state are likely the result of concurrent reforms--guided pathways and others--implemented simultaneously, rather than of guided pathways reforms alone. We do not find evidence of improved student outcomes in either Ohio or Washington following the launch of statewide guided pathways initiatives. Our findings suggest that complementarities among adopted practices within and across areas of practice--rather than the adoption of individual practices or the intensity of adoption--seem to drive larger improvements in early academic success across the three states. Our study is the first of its kind to explore the potential of guided pathways reforms in contributing to improved early academic success, representing a significant descriptive contribution given that whole-college reforms in higher education are understudied.

High-quality career and technical education (CTE) and work-based learning opportunities can support students along a pathway to credential attainment, employment and upward economic mobility through intentional skill development and experiential learning. CTE concentration in high school can increase graduation rates while helping students build employability skills that can support positive outcomes in the workforce. When CTE concentration is paired with opportunities for postsecondary credit or a quality work-based learning experience, students are more likely to attain postsecondary and workforce credentials, successfully enter the workforce and earn higher wages. The Education Commission of the States staff members interviewed state leaders and policymakers, including state education agency staff, state workforce development agency staff, higher education agency staff and district leaders in Delaware, Iowa, Maryland, North Dakota, South Carolina and Washington to better understand how they align CTE and work-based learning policies and programs with workforce needs. This Policy Brief highlights key findings from the interviews, including insight into obstacles and promising practices in increasing student access, program quality and stakeholder engagement.

Climate change, social inequality and demographic shifts are disrupting societies around the globe. The ripple effects of these multi-layered crises are felt across the education sector and the labour market. The most vulnerable, who were already marginalized, have been hit the hardest. The United Nations (UN) Transforming Education Summit was organized in September 2022 as a response to a global crisis in education, with a focus on equity and inclusion, quality, and relevance. The Summit succeeded in putting education at the top of the global political agenda and laying the groundwork for educational transformation in a rapidly changing world. Technical and vocational education and training (TVET) is well placed to advance this transformation. UNESCO-UNEVOC's medium-term strategy for the 2024 to 2026 period puts forward an agenda to support countries in equipping youth and adults with the skills for employment, decent work, and entrepreneurship, while providing flexible pathways to lifelong learning opportunities for all. The strategy considers the accelerated digital revolution, the emerging demands of the green economy and the increasing needs for reskilling and upskilling of the workforce. Innovation and excellence, equity and inclusion, and the dual green and digital transformation are the key drivers of UNESCO-UNEVOC's medium-term strategy. It is set to directly contribute to the UNESCO Strategy for TVET for 2022 to 2029 and the 2030 Agenda for Sustainable Development. It serves as a launch pad to elevate the quality, image of, and accessibility to TVET, and to support TVET institutions' just and sustainable transformation. At the centre of these activities is the UNEVOC Network, UNESCO's global network of more than 230 TVET institutions spanning 150 countries. This medium-term strategy includes a series of flagships, such as the UNEVOC TVET Leadership Programme, the Bridging Innovation and Learning in TVET (BILT) project, partnership with the Global Skills Academy, and UNEVOC Connect, a global clearing house for up-to-date resources on TVET. It comprises actions aimed at training of TVET leaders and teachers, cooperation with the UNEVOC Network and other networks of UNESCO, engagement with the private sector, and dissemination of TVET data and research. TVET is an important catalyst for building the inclusive, peaceful, and sustainable societies of the future. Now is the time to empower youth and adults with the skills and mindsets to become global citizens who can solve the interconnected challenges affecting the world.

Career Technical Education (CTE) policies and programs have increasingly focused on supporting the needs of historically marginalized learners and closing access and performance gaps among learner groups. Perkins V, the latest iteration of federal CTE legislation known as the Carl D. Perkins Career and Technical Education Act, is part of this trend. The law defines nine learner groups as special populations and includes a number of provisions that address expanding access to and supporting success within CTE programs for special populations. This brief provides an overview of definitions, strategies, reflection questions and resources to support foster youth in CTE.

Career Technical Education (CTE) policies and programs have increasingly focused on supporting the needs of historically marginalized learners and closing access and performance gaps among learner groups. Perkins V, the latest iteration of federal CTE legislation known as the Carl D. Perkins Career and Technical Education Act, is part of this trend. The law defines nine learner groups as special populations and includes a number of provisions that address expanding access to and supporting success within CTE programs for special populations. This brief will describe strategies for supporting one of these special populations: non-traditional learners.

Providing high-quality Career Technical Education (CTE) requires robust, sustained funding designed to be responsive to both the rapidly evolving needs of industry and the diverse needs of learners. Advance CTE embarked on an analysis of states' secondary CTE funding models. In 2014, RTI International, with the support of Advance CTE, conducted research on behalf of the U.S. Department of Education, which established how states allocated categorical funds for CTE during the academic year 2011-12 and the amounts of those allocations. By returning to this topic 10 years later, Advance CTE seeks to understand how CTE is funded today and position the field to adopt and implement more equitable funding models. This research report provides an introduction to the distinct features, advantages and limitations of secondary CTE funding models across all states and the District of Columbia. The report shares information based on a research scan conducted in 2022, a national survey of State CTE Directors in 2022, and in-depth interviews with state and local CTE leaders in 2023 (learn more about the methodology). Advance CTE offers recommendations and suggestions for how state leaders can work together to support high-quality CTE by positioning the field to revise and implement more equitable funding models.

The non-traditional gender occupational divide weakens state economies by decreasing economic productivity and reducing diversity in decision-making. By creating gender parity in which "women participate in the labor force at the same rate as men, work the same number of hours as men, and are employed at the same levels as men across sectors," the United States would see an estimated $4.3 trillion increase in the gross domestic product in 2025. Featuring research by Jean Claude Mbomeda, this brief presents state examples and offers recommendations for Career Technical Education (CTE) leaders on how they can strengthen policies to advance gender parity, ensure equitable access and outcomes for every learner and better meet the needs of the state's economy and labor market. This brief is part of the Building a Diverse Leadership Pipelines: Elevating Knowledge briefs that provide policy analysis and recommendations featuring original research by select members of the inaugural cohort of The Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE -- Sponsored by ECMC Foundation. Through highlighting this work and positioning the findings as potential action steps for the field, this series aspires to elevate a new and more demographically diverse generation of CTE leaders.

Federal policy in the United States has urged high schools to expand offerings in career and technical education (CTE) coursework to address persistent gender inequities in science, technology, engineering, mathematics, and medical (STEMM) fields. Unfortunately, gender composition in engineering and health sciences CTE enrollment is highly imbalanced and reflects postsecondary and labor market trends. Using data from the High School Longitudinal Study of 2009, we use decomposition techniques to examine which student, family, and school factors explain gender-imbalanced enrollment in STEMM-focused CTE courses. The results indicate student occupational expectations were the largest contributor to gender gaps across content areas. [This paper will be published in "Educational Policy."]

More than half of community college students nationwide intend to pursue a four-year degree; however, in Texas only one in four community college students transfer to four-year institutions successfully. Among students who do transfer to a Texas four-year institution, roughly 60 percent go on to graduate with a bachelor's degree. The result is that only about 15 percent of Texans who start at a community college end up graduating from a four-year institution. To improve transfer rates and, ultimately, bachelor's degree attainment, the Texas Higher Education Coordinating Board (THECB) launched the Texas Transfer Grant Pilot Program with money provided by the U.S. Department of Education's Governor's Emergency Education Relief (GEER) Fund. MDRC evaluated the pilot program to build evidence about its efficacy and help inform future THECB decisions about the program. This policy brief follows up with additional findings about the pilot program's impact on students' enrollment and academic outcomes at Texas four-year institutions during the fall 2022 and spring 2023 semesters--two semesters after students initially received the fall 2022 transfer grant.

It has been four years since Mike DeWine was first sworn in to serve as Ohio's 70th governor, joined by Jon Husted as lieutenant governor. From the very beginning, Governor DeWine requested that his Cabinet listen carefully to the people of the state and then proceed to act with a sense of urgency to strengthen and improve the great state of Ohio. This annual "State of Higher Education Report" highlights 2022, and provides a brief summary of what the DeWine-Husted Administration has accomplished in its first four years leading Ohio -- with a promise to build on this record in the new term. [For the 2021 report, see ED627875.]

The UNESCO-UNEVOC International Centre for TVET actively supports Member States in strengthening and upgrading their technical and vocational education and training systems. This booklet provides up-to-date information on UNESCO-UNEVOC's capacity-building programmes and projects, key thematic areas, online knowledge resources and databases, and engagements across the global UNEVOC Network of more than 230 UNEVOC Centres in 150 countries.

This document provides both state-specific and nationwide resources related to career and technical education (CTE), career exploration, and postsecondary education and training, including application procedures, enrollment, financing, and students' projected educational, employment and earnings outcomes. It includes checklists that students, families, and counselors can utilize during two transitional periods in the educational process: the middle to high school transition and the high school to postsecondary transition. For school counselors, this document is designed to serve as a starting-point for those new to working on student career development activities or with CTE programs, or for those who may be interested in improving their practice related to student career development. It also provides sample lesson plans and activities that can be used with students from 6th through 12th grade.

The "ACTE Quality CTE Program of Study Framework™" offers educators an evidence- based blueprint for evaluating career and technical education (CTE) programs of study and targeting areas for improvement. Detailing 12 elements integral to high-quality CTE programming, educators can use the Framework and accompanying self-assessment resources to evaluate and improve their programs and strengthen student experiences. This whitepaper highlights innovative practices--aligned to the ACTE Framework--that CTE educators nationwide are using to improve middle and high school students' career knowledge and promote access and equity in CTE. It addresses three root causes of inequity connected to career development: (1) youth and families' misunderstanding of the benefits of CTE; (2) systemic barriers to student participation and persistence; and (3) a lack of career knowledge and planning information to motivate student engagement. [The report was sponsored by eDynamic Learning.]

Texas State Technical College (TSTC) single mission is graduating students who can go on to attain higher-paying jobs. The state's funding formula was specifically designed to hold TSTC accountable to accomplish this mission. Texas statute stipulates that TSTC will offer "courses of study in technical-vocational education for which there is demand" and "contribute to the educational and economic development of the State of Texas by offering occupationally oriented programs." In developing these programs, "primary consideration shall be placed on industrial and technological manpower needs of the state." This case study examines how TSTC, which focuses exclusively on economic advancement and is funded based on the economic benefits it provides to its graduates operates. Policymakers in other states who are looking to build more responsive and effective postsecondary institutions ought to take a close look at the financial structure that has enabled TSTC's unique success.

The Council for Adult and Experiential Learning (CAEL) developed the Adult Learner Leaders for Institutional Effectiveness (ALLIES) Framework to help guide institutional policies and practices in their work to support adult learners. This document begins by describing the Framework's series of planning and operational domains through which institutions can more effectively support today's adult learners. In the initial levels, the focus is on building a strong foundation through domains that are part of data-driven planning and organizational capacity building, including attention to policy and governance structures that better support adult learners. On that foundation are then built the program- and service-focused domains that address the adult learner's direct student experience. The report concludes with a vision for how institutions can use the new framework and change management process, along with guiding questions for institutional implementation. Appended are summaries of high-performing programs examined in this report. [For the companion report, "'It's a Little Stressful When I Think of It…': Results of a National Survey and Interviews with Never-Enrolled Adults on the Factors That Drive Them to Consider Postsecondary Education and the Barriers to Enrollment. A CAEL Research Brief," see ED624379.]

The U.S. Department of Labor's (DOL) American Apprenticeship Initiative (AAI) supported 46 grantees across the country to expand registered apprenticeship into new sectors, such as healthcare, and to populations historically underrepresented in apprenticeships. DOL commissioned an evaluation of the AAI grants to build evidence about the effectiveness of registered apprenticeship for apprentices and employers. This report presents findings from the outcomes study of that evaluation. It examines the characteristics, reasons for enrollment, program experiences, and post-program outcomes of AAI apprentices and pre-apprentices. The data sources include an AAI Apprentice Survey administered to a sample of approximately 2,600 registered apprentices, program records from grantees, and administrative earnings data from the National Directory of New Hires.

This report follows the high school graduating class of 2020 into their first year of college--high school seniors when the pandemic began. The initial impact of the pandemic on college-going pathways and outcomes is a focal point. While the data is concerning, there are successes: (1) Dual enrollment participation continues to increase; (2) More students of color are participating in dual enrollment; (3) Students are increasingly earning college credentials while in high school; (4) There is a continued decrease in the need for developmental education courses at community colleges due to policy reform; and (5) After multiple years of continued increases, first-year college GPA and course credits completed stayed at the same high level. These student successes can be built upon as the concerns revealed by the data are addressed. College-going rates for the 2020 graduates dropped almost 6%; students from small rural areas dropped 10%. Next year's report will reveal if some of these students took a gap year and chose to enroll the following year. To assist in moving equity efforts forward, the department appointed its first chief educational equity officer and created an Office of Education Equity. Integrating and aligning higher education with the workforce continues to be a primary focus, as well as instilling the profound value of a college credential for the future vitality of the individual and the community. This report explores both data trends and policy context related to critical pathways that Colorado's recent high school graduates pursue to a meaningful degree or credential. Specifically, it covers: (1) Pathways to a postsecondary credential in high school; (2) Pathways to enrolling in higher education; and (3) Pathways to success in higher education. Within each section, the report highlights partnerships designed to help more students succeed. Additionally, the report focuses on changing demographics and the importance of closing equity gaps for all populations. [For the 2021 report, see ED614155.]

The Carl D. Perkins Career and Technical Education Act (Perkins Act) is the primary federal law aimed at developing and supporting career and technical education (CTE) programs for secondary and postsecondary students. In the 109th Congress, the Perkins Act was reauthorized by the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV; P.L. 109-270). The Perkins Act was most recently amended in the 115th Congress by the Strengthening Career and Technical Education for the 21st Century Act (Perkins V; P.L. 115-224). Perkins V was signed into law by President Trump in July 2018 and went into effect on July 1, 2019. The purpose of the act is to develop more fully the academic knowledge and technical and employability skills of secondary and postsecondary students who elect to enroll in CTE programs. This report provides an overview of Perkins V, including its design, implementation, and funding as described in statute. After a brief introduction to CTE, the report is divided into sections that focus on a detailed description of the Basic State Grants (BSG), discuss National Activities and other programs under Title I, and summarize additional provisions under Title II. A final section summarizes Perkins V authorizations and appropriations. The appendices provide a brief history of federal involvement in CTE as well as formulas and allocations for the BSG.

As the COVID-19 pandemic spread to Utah in March 2020, the state's public colleges and universities took steps to mitigate the risk of infection to students and faculty/staff. Utah's degree-granting institutions shifted in-person coursework online in March 2020 for the remainder of the spring 2020 term, with the goal to protect students' health and safety and that of the campus community. With this focus, institutions adjusted course offerings and utilization of space to continue to serve students in these extraordinary times. Such measures continued into the fall 2020 term. Technical colleges could not easily shift curricula online, as most certificate programs require in-person demonstrations that competencies have been mastered. In response to the pandemic, technical colleges moved as many programs as possible to online instruction, understanding that some students may run out of independent course work that can be completed outside of a classroom or laboratory. Other programs moved to a hybrid of online and in-person instruction while following capacity, social distancing, and contact tracing guidelines. Many programs, however, were shut down in April 2020 and did not reopen until the beginning of June. As more time passes since COVID-19's arrival in Utah, the impacts of institutional and student decisions in response to the pandemic are becoming clearer. As shown in this report, student enrollment, progress, and completion trends were all affected by the colleges' and universities' COVID mitigation efforts. Data for this research comes from regular submissions provided to Utah System of Higher Education (USHE) by both degree-granting and technical institutions.

We estimate the education and earnings returns to enrolling in technical two-year degree programs at community colleges in Missouri. A unique feature of the Missouri context is the presence of a highly-regarded, nationally-ranked technical college: State Technical College of Missouri (State Tech). Compared to enrolling in a non-technical community college program, we find that enrolling in a technical program at State Tech greatly increases students' likelihoods of graduation and earnings. In contrast, there is no evidence that technical education programs at other Missouri community colleges increase graduation rates, and our estimates of the earnings impacts of these other programs are much smaller than for State Tech. Our findings exemplify the importance of institutional differences in driving the efficacy of technical education and suggest great potential for high-quality programs to improve student outcomes.

During recent years there have been many changes in education and assessment. Curricula have been updated, qualifications have been introduced and other qualifications withdrawn, particular skills have been valued then removed from assessment. This document tracks some of the changes that have occurred to education in England since 2010. The start date was chosen as it coincided with the beginning of the Conservative-Liberal Democrat coalition government, which introduced many changes to qualifications. It focuses mainly on secondary school education and general qualifications, although where appropriate it also includes information on changes to primary school and technical education. The document is divided into sections to enable the changes to qualifications to be tracked more easily: (1) Introduction and withdrawal of qualifications; (2) COVID-19 pandemic effects on schooling in England; (3) COVID-19 pandemic effects on vocational and technical qualifications in England; (4) Changes to General Certificate of Secondary Education (GCSE) prior to reform programme; (5) Development of, and changes to, reformed GCSEs; (6) Changes to A levels; (7) Post-16 technical education reform; (8) The National Curriculum and National Curriculum tests; (9) Government papers and commissioned research; (10) School Performance Tables; (11) The UCAS Tariff; and (12) Other useful information. [For "Register of Change Part 1, 2000-2010. Research Report," see ED622104.]

Early postsecondary opportunities (EPSOs) provide more than 5.5 million secondary learners annually an intentionally designed authentic postsecondary experience (such as dual or concurrent enrollment) leading to college credit that counts toward a recognized postsecondary degree or credential. Career Technical Education (CTE) courses make up approximately one-third of all EPSO enrollments and are a critical component of a high-quality CTE program of study, bridging secondary and postsecondary learning. Advance CTE's vision, Without Limits: A Shared Vision for the Future of CTE, calls on states to ensure that each learner's skills are counted, valued and portable. At the state level, systems are needed to translate competencies and credentials into portable credit. One key way to accomplish this goal is to expand, simplify and standardize early postsecondary credit, articulation and transfer policies to better facilitate high-quality EPSOs for every learner. To this end, Advance CTE, in partnership with the College in High School Alliance, surveyed State CTE Directors to better understand state policies that support EPSOs in CTE. This report reveals key findings from the survey data and highlights examples of promising practices and opportunities to improve the quality of CTE EPSO programs and expand equitable access to and success in EPSO programs for historically marginalized learner populations. [This report was prepared with the support of the College in High School Alliance.]

The Running Start Summer School Pilot program was established in 2020 by House Bill 2864 and enacted as Revised Code of Washington (RCW) 28A.630.600. To determine whether the summer term should be funded under the Running Start Program, a summer pilot was created to evaluate interest in and barriers to expanding the Running Start program to include the summer term. The pilot program was implemented at Skagit Valley College, South Puget Sound Community College, and Yakima Valley College in the summer of 2021, but was not funded for a second year. In the summer of 2022, Summer Running Start was made available at all community and technical colleges through a combination of state proviso and federal Elementary and Secondary School Emergency Relief (ESSER) funding. While some recommendations draw from the experience of scaling Summer Running Start in 2022, the outcomes and data presented in this report are reflective of the 2021 pilot only. As required by the statute, the State Board of Community and Technical Colleges (SBCTC) and Office of Superintendent of Public Instruction (OSPI) have collaborated on this report to document pilot highlights and provide recommendations for future consideration.

The Jacksonville Public Education Fund drew on previous research from various organizations including UNF and STEM2Hub in order to identify community stakeholders who could help us answer the question: What skills do students need to succeed in the 21st century workforce? JPEF conducted interviews and focus groups with educators and a variety of employers to compare their perspectives on what skills students need to be successful in the workforce and what challenges they face reaching those needs. JPEF also critically examined the offerings and any publicly available data of 40+ STEM and CTE programs available in Duval County to answer the question: What opportunities exist for Duval County students to develop interest and skills in STEM and CTE fields? [For the Summary Report, see ED620418.]

As the economy struggles to recover amidst ongoing uncertainty, adults across the country could benefit from earning a degree and opening the door to new careers. Colleges and universities recognize the importance--but also the challenge--of getting "some college no degree" (SCND) students back on track and supporting them, along with currently enrolled students, across the degree finish line. Degree reclamation is a proven strategy to capture the momentum of existing credits and put SCND students back on track to a degree. To identify best practices and areas of potential to improve student outcomes through degree audits, researchers from the University of Utah and the Council for Adult and Experiential Learning (CAEL) examined transcript data from Oakland Community College (OCC), a community college in Bloomfield Hills, Michigan that implemented degree reclamation strategies for several years' worth of transcripts with a focus on the potential of expanding auditing efforts to include technical and applied associate's degrees, which can yield more immediate employment gains after graduation. As outlined in this brief, targeting resources and efforts toward reviewing transcripts against the technical field in which each student began his or her studies, combined with auditing for transfer-oriented credentials, can maximize the return on institutional degree reclamation efforts. [Edited by Leanna Davis.]

For 25 years, starting in the early 1990s, Pennsylvania had no fair funding formula for distributing state school funding based on the number of students in each district and other factors that research shows impact the cost of delivering a quality education that meets state standards. Basic education funding in Pennsylvania remains both inadequate and inequitable. The 2022-23 BEF must take even bigger, bolder steps to reduce inadequacy and inequity. The Pennsylvania Schools Work campaign (PaSW) proposes to expand on the improvements made in the 2021-22 BEF in two ways: (1) by increasing the amount of money flowing to all districts through the Fair Funding Formula by $1 billion; and (2) through a second and larger Level Up supplement of $300 million. PaSW also advocates for another $200 million for special education funding and $25 million for career and technical education for a total of $1.525 billion more funding than in 2021-22. This brief analyzes the potential effects of the proposed $1.3 billion increase to basic education funding for the 2022-23 school year.

Digitalization has led to extensive changes in the skills required for work and life. For technical and vocational education and training (TVET) institutions to remain relevant and attractive, they need to identify and introduce digital skills and competencies for the changing world of work and better utilize the opportunities provided by digitalization, particularly distance learning. Their success in harnessing the benefits and tackling the challenges of digitalization depends largely on the digital capabilities of TVET teachers and trainers. This report presents the results of the UNESCO-UNEVOC trends mapping study on progress and challenges in TVET teacher and trainer digital skills development before and during the COVID-19 pandemic. The study's findings -- in terms of data, policy trends and identification of good practice examples -- offer guidance to governments and TVET institutions that wish to improve teachers'/trainers' acquisition of digital skills, as well as their capacities and propensities to apply digital tools, services and technologies to deliver quality, learner-centred education and training. The study will also inform UNESCO-UNEVOC's work in support of TVET teachers and trainers.