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It reviews five themes, including learning goals, scaffolding, student agency, lifelong credentialing pathways, and reducing silos between education and employment, using international examples and U.S. states and districts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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career connected learning more broadly throughout schooling is a critical challenge. As U. S. schools and districts confront a rapidly changing job market, education and policy leaders are recognizing that future readiness demands more than providing career and technical education classes.  \nTop-performing education systems make career learning a fundamental part of preparing all students for life after graduation, a practice that can provide valuable lessons and expand our thinking about what is possible. This brief features examples from international systems as well as U. S. states and districts implementing similar strategies in our own context.  \nThis brief is organized around five topics:  \n? Thinking differently about learning goals for future-ready students. What goals do high-performing countries set to prepare all students for careers?  \n? Thinking differently about scaffolding career-connected learning. How do systems scaffold career-connected learning across different levels of schooling?  \n? Thinking differently about student agency and career-connected learning. How do systems enable student agency? How do they support students in making informed decisions?  \n? Thinking differently about longlife credentialing systems and building pathways to prosperity. How do top performers build credentialing systems that begin in high school, enable longlife learning, and eliminate dead ends?  \n? Thinking differently about breaking down silos between education and employment. How do systems connect education and employment through governance and policies?  \n~~  ~~Thinking~~ ~~Differently~~ ~~About~~ ~~Career-Connected~~ ~~Learning~~  ~~  \nIn each area, we:  \nSurface thought-provoking observations about unique approaches these systems take;  \nOffer interesting examples of innovative practices used by global leaders and how states and districts here at home are implementing similar strategies; and  \nAsk probing questions about new ways of thinking and the potential policy implications.  \nLet’s think differently! Together.  \nOur Thinking Differently About series explores how education systems with strong student outcomes organize schools and learning. This brief examines how top-performing systems integrate careerconnected learning throughout students’educational experiences and highlights U.S. states and districts that are adopting similar approaches to better prepare all learners for life after graduation.  \nIntegrating and applying core  \nCase Study: Buiding Pathways  \nTo see how career-connected learning is implemented across different contexts, explore the accompanying case study [featuring examples from a U.S. city](featuring examples from a U.S. city) (San Antonio, Texas), a U.S. state (Indiana), and Korea’s longlife learning system.  \n2 ~~  ~~Thinking~~ ~~Differently~~ ~~About~~ ~~Career-Connected~~ ~~Learning~~  ~~  \nTHINKING DIFFERENTLY ABOUT  \nLearning Goals for Future-Ready Students  \nIn many leading systems, learning goals for students are broad. They include core academic skills, habits of learning and well-being, contemporary work skills, and community skills that students need to succeed in the workplace and in their communities. This expanded set of skills is critical for students to succeed nowand in the future, no matter what direction their life and career journey takes them.  \nThought-provoking observations and interesting examples:  \nIntegrating and applying core academic skills is critical for workplace success  \nTop-performing education systems expect students to not only master core literacies but to integrate and apply knowledge across domains. Students, for example, should be able to analyze evidence, apply historical context to contemporary issues, use scientific concepts to drive innovation, and leverage mathematical thinking to understand how social and economic systems function. Core skills in isolation are","cbCainJKFO42ITpw","https://ap.wps.com/l/cbCainJKFO42ITpw","pdf",1531397,33,"English","# Introduction\n## Five key topics in career-connected learning\n## Learning goals for future-ready students\n## Integrating and applying core academic skills\n## Habits of learning and well-being","[{\"question\":\"Why is integrating career-connected learning within schooling considered a critical challenge?\",\"answer\":\"Education and policy leaders face a rapidly changing job market, and future readiness requires more than offering career and technical education classes.\"},{\"question\":\"What are the five main topics the brief organizes around?\",\"answer\":\"The brief covers learning goals for future-ready students, scaffolding career-connected learning, student agency, lifelong credentialing and prosperity pathways, and breaking down silos between education and employment.\"},{\"question\":\"How do leading systems define effective learning goals for students?\",\"answer\":\"They set broad goals that include core academic skills, habits of learning and well-being, contemporary work skills, and community skills needed for workplace and community success now and in the future.\"}]","THINKING DIFFERENTLY ABOUT CAREER-CONNECTED LEARNING - Introduction | PDF",1792057313,83]