IELCE activities may serve a wide range of adult English learners, including refugees and New Americans, learners with emerging literacy and/or language skills, and internationally-trained professionals (ITPs). The resources in this section focus on specific strategies and resources that can support these specific populations of adult English learners.
Untapped Talent: The Costs of Brain Waste Among Highly Skilled Immigrants in the United States
Migration Policy Institute’s report outlines the economic impacts of the underutilization of immigrant skills in the American economy. State leadership can use this research to make the case for the resources and programs needed to effectively meet the needs of internationally trained professionals that could be served in adult education.
Unlocking Skills: Successful Initiatives for Integrating Foreign-Trained Immigrant Professionals
Migration Policy Institute’s report summarizes the promising practices and program models for integrating foreign-trained professionals, including initiatives to reform state licensing laws, increasing advanced English language and bridge programming, using labor market data more effectively, and countering employer bias. State leadership can use this report to identity models and practices they can engage in to advance integration for students who are internationally trained professionals.
Texas Workforce Commission Adult Education and Literacy (AEL) Policy 04-16
This policy from the Texas Workforce Commission on IET and IELCE includes ITPs in their outline of English learners (01-17), and indicates the IET / IELCE programs should document and build on ELLs’ previous education, credentials, experience, and skills, including education and employment experience from native countries. State policy leaders can review this policy as an example for how to incorporate ITPs into state policy.
Advising Students with Foreign Degrees and Credentials
This guide, which includes guiding questions, sample scenarios, and flow charts, addresses the primary questions ITPs should consider when determining how to use their credentials as part of their new pathway in the United States. Instructors, advisors, and career navigators can use this guide when advising ITPs whose goals relate to employment, education, or entering a licensed profession.
What Adult Educators Need to Know About Serving Skilled Immigrants
This summary of key strategies for serving skilled immigrants includes evaluating degrees and credentials and preparing for professional employment in the United States. Intake specialists, advisors, navigators, and instructors can use this to develop practices to develop their processes and programs for internationally trained professionals.
Professional Development, 2011
Supporting Skilled Immigrants: A Toolkit for ESL Practitioners
This toolkit outlines challenges and solutions for serving skilled immigrants, and chapter 3 focuses on strategies that can be used to address the language-learning needs of the highly skilled immigrant. Instructors can use this to develop contextualized curriculum and teaching strategies that address the needs of their learners with degrees and credentials from other countries.
Information Materials, 2023
Spotlight: Serving Refugees in IELCE Activities
Refugees and New Americans face unique challenges in acclimating to the United States, from gaining English language proficiency, to successfully navigating American systems, and entering careers with family-sustaining wages. This spotlight highlights strategies in serving refugees in adult education programming.
Informational Material, 2023
Serving Internationally Trained Professionals in IELCE Activities
ITPs can face challenges in transferring their degrees, credentials, and skills in the U.S. economy. IELCE activities can support ITPs and can address the workforce needs of ITPs through approaches like IET programs and targeted workforce preparation.
Many immigrants face interrupted careers and economic loss because of issues with verification of their foreign credentials and licenses. Often in partnership with other organizations, IELCE activities can provide guidance on complex issues of foreign credential verification, and resources in this section can support this process.
Credentials for the Future: Mapping the Potential for Immigrant-Origin Adults in the United States
Migration Policy Institute’s report looks at the value of workforce credentials and certifications for immigrants who do not have postsecondary degrees, considering which other factors (like language level, etc.) are implicated in success for this population. State leadership can consider the policy implications of forwarding credentials and certifications outside of postsecondary degrees within adult education programs.
Informational Material, 2018
Spotlight on Occupational Licensing Reforms
Licensing and certification processes are limited and restrictive for internationally trained professionals, and this report summarizes the initiatives states have already taken to reduce barriers and initiate reform.
Upwardly Global Professional Licensing Guides for 10 popular careers, available for CA, IL, MI, NH, and NY
These state-specific guides detail steps required to earn a state professional license or credentials to return to the full practice of a regulated profession.
Informational Material, 2021
Getting Started: Finding an Evaluation Agency
The National Association of Credential Evaluation Services compiled this listing of credentialing organizations.
Guide to Common Work Authorization Documents for New Americans
The Maryland Department of Labor created a resource guide for service providers who are working to verify work authorization.