Charting A Course:
Responding to the Industry-Related
Instructional Needs of the Limited
English Proficient

Conclusion and Recommendations

It cannot be emphasized enough that no amount of preparation on the part of adult education providers will result in success without strong support and collaboration from its partners. Several critical things must occur in a continuum:

1. Likewise, adult education must view itself not as a separate program but one that links adult learners to education, training, and career opportunities beyond the GED. This requires change.
2. Post secondary institutions that provide vocational training must recognize adult education as a viable resource and partner in workforce development. They must include adult education as a critical first step and partner when applying for funds to train adults for employment. This requires thinking outside the traditional box.
3. Local workforce development boards’ business services units must facilitate collaboration between education providers and employers.
4. One-stop operators must understand the importance of adult education’s role in helping them meet the needs of the limited English proficient workforce.
5. Employers must commit to internship and job shadowing opportunities for participants to gain the experience of hands-on application of new skills.

Bridging the gap between potential and reality becomes a matter of priorities. Resisting the traditional tendency to focus on adult education, post secondary education and training, and workforce development systems as separate service systems, partners and policymakers must focus on their interdependence. Texas’ workforce, economic success, and ability to remain globally competitive depend on it.

In addition to the five critical collaborations described above, the following recommendations are offered to Texas LEARNS:

1. Curricular responses to Rider 82 should initially focus on entry level employment opportunities and the necessary language and basic skills in three sectors: healthcare, sales and service, and manufacturing
2. Curricular responses should address the language and basic skill needs cited in this report and identified as critical to workforce success by employers and other stakeholders in the workforce development system
3. Minimally, curricular responses should include the following:
   • Student orientation to the world of work and participant expectations
   • Work-related English language instruction as well as reading, writing, and math skills development
   • A balanced integration of English literacy and language development and work-related content
   • Integration with vocational skills training when collaboration make this feasible
   • Employment readiness skills (including critical thinking and life skills)
   • The use of industry-related environmental print, terminology, and realia
   • Technical skills instruction, including basic computer literacy and familiarity with job-related technical terminology, equipment, and applications
   • Links to postsecondary technical education and training leading to career opportunities, licensure, and certification in healthcare, manufacturing, and sales and service industry clusters
4. Curricular responses should include references to commercially prepared and web-based materials, software and other multi-media products that can be used to supplement or extend learning beyond formal instruction.

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