Stories from Educators

Educators share their real-world stories about successful partnerships with employers, including best practices and facilitators, barriers, and how to eliminate those barriers.

Vignettes available here provide a peek inside the process by which successful partnerships have designed their programs and achieved their goals.

Success Story Submission—Do you have a success story to share? If so, please send it to us for inclusion on our website. See submission criteria here.


  • Monroe Community College (MCC) in Rochester, NY

    Purpose: Through public-private partnerships and educational innovation, MCC provides diverse learners with clear paths to sustaining careers, thereby helping businesses stay competitive.
    About the Program: MCC Corporate College's Workforce Development team serves the greater Rochester area and partners with RochesterWorks! and other community organizations to offer training opportunities for both groups and individuals. These programs, which are largely grant-funded, feature credit and non-credit sessions.
    Impact: Through MCC's accelerated precision tooling certificate program, 13 displaced workers and military veterans earned their certificates in October 2013. Upon completing the program, they received job placement assistance from Rochester Technology and Manufacturing Association (RTMA), and 10 found employment.


  • Kansas Board of Regents' Employer Engagement Initiative

    Purpose: Provide recognition to employers for their support of student education and training.
    About the Program: The Kansas Board of Regents' Employer Engagement initiative encourages businesses to work with local postsecondary institutions to support various levels of education and training. After signing a "Skills Pledge," businesses work directly with local institutions and, based on their level of engagement, receive annual recognition and a certificate recognizing their level of support (i.e., Supporter, Partner, or Champion). As a Supporter, the business must provide at least one opportunity for students such as providing a guest speaker to a college program or facility tours to instructors and students. Businesses and their partner colleges/institutions are recognized in newsletters and on the Kansas Board of Regents website, and success stores are shared at the regional and national levels.
    Impact: The Employer Engagement Initiative includes 25 local community colleges and technical schools that partner with more than 370 employers across Kansas.


  • PluggedInVA

    Purpose: The goal of PluggedInVA is to provide low-skilled adults with a career pathways program that incorporates 21st Century Skills into a traditional General Educational Development (GED®) curriculum to help them quickly develop the technology and workplace skills they need to succeed in a fast-paced, global economy.
    About the Program: PluggedInVA is a career pathways program that provides motivated adult learners with a contextualized GED® curriculum integrated with industry-specific technical training as a means to develop essential workplace skills for entry-level jobs in targeted industries. PluggedInVA programs last approximately six months with learners attending class from 12 to 15 hours per week. Throughout the duration of the program, learners are co-enrolled at the adult education program and a local community college, earning transferable credits and certifications related to a targeted industry. For the entirety of the program, they will engage in learning activities to hone digital literacy skills, professional soft skills, workplace readiness skills, as well as basic skills. The curriculum progresses from a focus on strengthening basic skills and preparing for the GED® test to a focus on 21st century skills, culminating in a capstone project that demonstrates their mastery of all core instructional elements.
    Impact: The first cohort in Southwest Virginia focused on the technology skills learners would need for local technology-sector jobs with CGI and Northrup Grumman. Since then, PluggedInVA cohorts have continued to run in a range of high-growth and high-wage industries, including construction/weatherization, entrepreneurship, health, electronic medical records, electrician helper, and manufacturing. The model continues to expand both to a wider range of targeted industries and to other regions across the state.


  • The District 1199C Training & Upgrading Fund

    Purpose: The District 1199C Training & Upgrading Fund is a labor-management partnership dedicated to: 1) providing access to careers in healthcare and human services through education and life skills training; 2) building the capacity of the Delaware Valley's healthcare industry to create a highly skilled workforce through the development of an educational pipeline that aligns with career ladder steps.
    About the Program: The Training & Upgrading Fund was created by collective bargaining agreements between District 1199C of the National Union of Hospital & Healthcare Employees, AFL-CIO, and nine Philadelphia hospitals in 1974. Under the provisions of the Taft-Hartley Act, the parties agreed to create the Fund to provide educational benefits to union members and the community. The basic benefit of the Fund is a Full Time Scholarship Program, which allows workers an educational leave, pays tuition costs up to $10,000 per year, provides a cost-of-living stipend, and continues all benefits. There is a Tuition Reimbursement Program, which pays for courses up to $5,000 a year. The Continuing Education benefit provides all of the educational programs offered by the Breslin Learning Center operated by the Training Fund.

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This website was developed by NOVA Research Company with assistance from the LINCS Technical Support Contract and funding from the U.S. Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE), under Contract No. ED-VAE-14-O-5014. Opinions expressed herein do not necessarily represent positions or policies of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred.
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