Florida Department of Education
Adult Education Employability Skills Framework

PURPOSE

The Florida Department of Education (FDOE) provides the Adult Education Employability Skills Framework for the following purposes:

●	Prepare students enrolled in Florida’s Adult General Education programs with the knowledge and skills they need to successfully enter the workforce and excel across various career pathways.
●	Provide adult education agency administrators and educators with a foundation for curriculum design. 
●	Provide educators with a comprehensive set of employability standards to guide lesson planning and instruction.
●	Provide adult education training agencies with resources for developing high quality professional learning workshops, webinars and courses focusing on employability skills instruction.

EMPLOYABILITY STANDARDS BACKGROUND

In 2019, Executive Orders 19-31 and 19-32 were promulgated for the purpose of ensuring that Florida’s adult education students receive a world-class education and are prepared for jobs of the future. To that end, this Adult Education Employability Skills Framework was developed. The FDOE, with a team of adult education leaders across Florida, led the way in developing the Adult Education Employability Skills Framework. The Framework has been thoroughly reviewed by a committee of adult education and postsecondary educators and administrators.

ADULT EDUCATION INSTRUCTOR CERTIFICATION REQUIREMENTS

Per Section (s.) 1012.39 (1)(b), Florida Statutes (F.S.), each school district shall establish minimal qualifications for part-time and full-time teachers in adult education programs.

ACCOMMODATIONS 

Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Adult students with disabilities must self-identify and request such services. Students with disabilities may need accommodations in areas such as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

FDOE INTEGRATED EDUCATION AND TRAINING (IET) SERVICE APPROACH

The FDOE promotes the planning, development and implementation of an IET service approach that provides concurrent and contextualized adult education and literacy activities in combination with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. 

The IET service approach provides students at all levels of adult education with the opportunity to acquire the skills needed to:

•	Progress to and complete postsecondary education and training programs.
•	Obtain and advance in employment leading to economic self-sufficiency.
•	Exercise the rights and responsibilities of citizenship.

All IET Programs must include the following three components as noted in the following sections of the Workforce Innovation and Opportunity Act (WIOA).

•	Adult education and literacy activities (WIOA Section 203(2)).
•	Workforce preparation activities (WIOA Section 203(17)).
•	Workforce training services (one or more) for a specific occupation or occupation cluster (WIOA Section 134(c)(3)(D)).

To meet the “integrated” requirement of IET, all services must include the following:

•	Adult education and literacy activities run concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.
•	Activities are of sufficient intensity and quality and based on the most rigorous research available, particularly with respect to improving reading, writing, mathematics and English proficiency of eligible individuals.
•	Occur simultaneously.
•	Use occupationally relevant instructional materials.

The IET program must have a single set of learning objectives that identifies specific adult education content, workforce preparation activities and workforce training competencies and ensures that the program activities function cooperatively.

OVERARCHING CAREER PLANNING STANDARDS

The following Career Planning (CP) Standards serve as a set of overarching expectations for the Adult Education Employability Skills Framework:

•	CP. 01	Develop skills to locate, evaluate and interpret career information.
•	CP. 02	Identify interests, skills and personal preferences that influence career and education choices.
•	CP. 03	Identify career cluster and related pathways that match career and education goals.
•	CP. 04	Develop and manage a career and education plan.  

ADULT EDUCATION EMPLOYABILITY SKILLS STANDARDS

The Adult Education Employability Skills Standards are intended to be taught alongside the curriculum frameworks of the following FDOE Adult General Education (AGE) Programs:

•	Academic Skills Building (ASB)
•	Adult Basic Education (ABE)
•	Adult English for Speakers of Other Languages (ESOL)
•	Adult High School (AHS)
•	GED® Preparation

Table 1: Coding Scheme of the Adult Employability Standards 

The Adult Education Employability Framework consists of 3 Strands and 8 Standards. 

Strand	Standard	Code	
Applied Knowledge 
(AK)	1.	Critical Thinking: Students use creative, analytical and strategic thinking to solve problems and explore opportunities.	AK.01	
Effective Relationships (ER)	2.	Interpersonal Skills: Students respect others, navigate conflicts and exercise leadership to successfully complete tasks in the context of partner or group work.	ER.02	
	3.	Personal Qualities: Students demonstrate responsibility, self-discipline, flexibility, integrity and a willingness to learn to deliver high-quality work. 	ER.03	
Workplace Skills 
(WS)	4.	Resource Management: Students manage time, money, resources and personnel in group projects to complete tasks to minimize waste and improve organizational efficiency.	WS.04	
	5.	Information Use: Students locate, analyze and organize information to complete high-quality work, drawing upon relevant sources that are evidence-based. 	WS.05	
	6.	Communication: Students listen, observe and communicate verbally and in writing to both understand and convey information clearly.	WS.06	
	7.	Systems Thinking: Students understand, monitor and improve systems to advance the vision, environment and goals of the organization.	WS.07	
	8.	Technology Use: Students select and apply appropriate technology-based solutions to effectively complete tasks.	WS.08	

ILLUSTRATIVE ANNOTATED EXAMPLE

ADULT EDUCATION EMPLOYABILITY SKILLS STANDARDS

Strand: Applied Knowledge	
Standard: AK.01 Critical Thinking: Students use creative, analytical and strategic thinking to solve problems and explore opportunities.	
Situational Examples
●	Life: Redefine a morning routine to maximize efficiency.
●	Academic: Research and present innovative solutions to a specific problem.
●	Professional: Create a how-to manual that addresses previous inefficiencies in production.	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	Identify and describe a problem, opportunity     or need for change.
●	examples: ask questions; challenge common assumptions; identify a personal or workplace problem that has been encountered 	A)	Use analytical thinking to assess problems and opportunities. 
●	examples: articulate the problem or opportunity with specificity; analyze evidence to determine the root cause and foundational need	A)	Perform detailed analyses to assess complex and multi-faceted problems and opportunities.
●	example: research and analyze multiple sources of problems or opportunities that impact multiple teams within the organization	
B)	Identify one or more strategies for resolving problems.
●	example: brainstorm a potential solution to an identified problem	B)	Use strategic thinking to review and evaluate multiple strategies for resolving problems and meeting opportunities. 
●	examples: negotiate pros/cons of potential solutions; debate an issue, analyze options using "if-then" rationale and predict the results of each strategy; make a well-reasoned case drawing upon evidence	B)	Create innovative and novel ideas/solutions and display divergent thinking to address workplace challenges and cultivate new opportunities.
●	example: research and propose “outside-the-box” solutions with detailed considerations of potential outcomes/consequences	
C)	Take action to address a problem.
●	example: seek supervisor approval for implementing a solution to an identified problem	C)	Plan steps, procedures and/or approaches for addressing problems or taking advantage of new opportunities.
●	example: match approaches, tools and strategies to workplace problems to optimize productivity	C)	Propose and enact multi-step, cross-functional plans to address problems and realize new opportunities; evaluate results and adjust course as needed.
●	examples: lead enactment of solutions by designing workflows; facilitate meetings and ensure follow-through across teams within an organization; modify plans and approaches as needed	
Sample Artifacts
●	Written essay on a specific problem with proposed solutions.
●	Oral presentation on a local, national or global problem with proposed solutions.
●	Whole-class debate on a researched local, national or global issue.	

Strand: Effective Relationships	
Standard: ER.02 Interpersonal Skills: Students respect others, navigate conflicts and exercise leadership in order to successfully complete tasks in the context of partner or group work. 	
Situational Examples
●	Life: Collaborate with a family member to plan a party or create a budget for a holiday meal.
●	Academic: Work with a partner to complete a research project.
●	Professional: Work with people from different departments to create a customer sales presentation.	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	Describe effective group and partner collaboration.
●	example: identify different roles and responsibilities	A)	Effectively participate in cooperative assignments with a group or partner.
●	examples: hold themselves accountable for meeting short-term or long-term deadlines; take responsibility for quality of work, attend meetings; contribute fairly to the task; fulfill assigned roles	A)	Influence and motivate group or team members to produce high-quality work.
●	examples: hold others accountable for meeting short-term or long-term deadlines; encourage responsibility for quality of work; facilitate meetings
	
B)	Draw upon their own strengths and those of their teammates to accomplish work.
●	examples: identify their own key strengths that would be helpful to accomplish a task; reflect on a sample project plan; use the strengths of other team members to complete tasks	B)	Lead team members in group assignments. 
●	examples: keep team members on track by holding others accountable for meeting collective goals; organize work to meet project goals; determine team roles, find resources, adjust plans as the project progresses; help fellow team members understand tasks	B)	Design and lead team to take advantage of each member’s skills and strengths.
●	example: create a task list with key activities and delegate those activities to the appropriate member of the team	
C)	Develop and contribute to agreed-upon team norms and protocols.
●	example: develop awareness of different ideas, opinions and beliefs by creating an environment where all viewpoints can be openly expressed	C)	Show respect to others in a range of workplace settings.
●	examples: acknowledge and validate the ideas of others; incorporate feedback and promote open exchange of ideas; suggest alternatives and discuss options; act with transparency regarding contributions to team commitments	C)	Promote an environment of respect by
encouraging a collaborative team atmosphere. 
●	examples: invite and incorporate feedback on their own adherence to team norms; model respectful team communication practices	
D)	Identify effective means of resolving conflicts.
●	examples: given scenarios, name strategies for reaching a resolution; consider case studies that describe different effective conflict de-escalation techniques in the workplace	D)	Collaborate on solutions to de-escalate
  situations and resolve differences.
●	examples: listen to and consider all team members’ ideas; share various strategies for managing conflict or disagreement	D)	Integrate various perspectives within conflict resolution practices.
●	examples: demonstrate listening skills; elicit team feedback; incorporate varied perspectives on approaches to conflict resolution 	
Sample Artifacts
●	Video of students participating in teamwork or partner work 
●	Self-evaluation essay and anonymous peer evaluations following completion of group work
●	Project plan that demonstrates how to organize work to meet goals	

Strand: Effective Relationships	
Standard: ER.03 Personal Qualities: Students demonstrate responsibility, self-discipline, flexibility, integrity and a willingness to learn in order to deliver high-quality work.	
Situational Examples
●	Life: Show up on time and fully prepared for a job interview.
●	Academic: Proactively seek instructor support with a challenging topic, concept or exam.
●	Professional: Adjust established work protocols based on newly introduced expectations.	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	Identify expectations for participation in group settings.
●	example: identify group norms	A)	Participate and listen actively in group settings.
●	examples: ask questions; seek clarification; volunteer answers; commit to time-on-task; begin work without fanfare	A)	Adapt participation to the context.
●	examples: self-reflect on which norms might be most important to attend to depending on group composition/dynamics; assist peers to meet work expectations without prompting	
B)	Identify requirements for individual work assignments.
example: restate success criteria in their own words	B)	Treat work assignments with respect
●	examples: bring personal errors to the attention of the team, complete and submit assignments on time; take responsibility for quality; produce work that is either original or credited correctly	B)	Deliver exemplary work products
●	example: submit work products that exceed success criteria by seeking out and submitting extra work and research beyond expectations 	
C)	Describe how changes affect motivation and personal work.
●	examples: identify how different settings affect their motivation and work product; use cause-and-effect statements that result in strategies for addressing changes in motivation	C)	Adapt easily.
●	examples: consistently produce work of similar quality for different types of assignments; stay engaged in different modes of instruction	C)	Accomplish work goals while navigating ambiguity in expectations.
●	example: adjust daily or weekly priorities to account for unexpected shifts that could become opportunities with proper planning	
D)	With support, prioritize tasks and responsibilities.
●	example: create a task list that communicates daily or weekly priorities	D)	Manage behavior, participation and work product
●	examples: combine tasks to increase productivity; produce work with a balance of speed and accuracy; organize tasks and projects to completion within prescribed time frame	D)	Demonstrate exemplary behavior, participation and work product, persevering through a range of workplace challenges.
●	example: consistently manage behavior, participation and work product while adjusting priorities to meet challenges (e.g., interpersonal, resource)	
E)	Identify difference between ethical and unethical behaviors.
●	examples: identify office expectations with regard to supplies; log time and use of technology	E)	Apply ethical decision-making skills.
●	examples: navigate ethically ambiguous situations and take action in accordance with workplace policies	E)	Take action to address unethical behaviors in Workplace.
●	example: address observed unethical behavior in the workplace directly or by bringing to the attention of a supervisor	
F)	Identify personal strengths and weaknesses.
●	examples: name 2-3 key workplace strengths and weaknesses; self-reflect on how strengths and weakness may impact work products and performance across various scenarios	F)	Identify areas for growth, accepting constructive criticism from others to improve results.
●	examples: know how to engage in a feedback conversation with a supervisor appropriately; identify when/how to apply feedback across workplace activities	F)	Proactively seek input and feedback on participation and work product.
●	examples: invite feedback on strengths and weaknesses of a product during a group conversation; write an email requesting feedback; use 360 degree group feedback in order to complete a self-reflection	
Sample Artifacts
●	Completed self-evaluation rubric
●	Portfolio of assignments completed within a given module
●	Video of class discussion showing individuals’ participation	

Strand: Workplace Skills 	
Standard: WS.04 Resource Management: Students manage time, money, resources and personnel in group projects to complete tasks in service of minimizing waste and improving organizational efficiency.	
Situational Examples
●	Life: Create a personal household budget.
●	Academic: Develop a process for completing all assignments on time.
●	Professional: Plan a scope of work, including budget, resources and timeline.	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	Recognize productive use of time.
●	example: identify different ways to track hours and plan schedules	A)	Use time productively.
●	examples: complete a task in the allotted time; track hours spent on a project and reflect on opportunities to increase efficiency; use a planner for effective scheduling 	A)	Create and implement a work plan that maintains quality while improving efficiency and profitability.
●	examples: design an efficient work plan; recommend ways to adjust a work plan to improve efficiency or decrease use of resources	
B)	Identify types of resources in the workplace.
●	example: describe key resources associated with a work product or project	B)	Manage time, money and resources in group projects to complete tasks within
  the allotted time frame and minimize waste 
●	examples: organize, prioritize and plan project activities; manage limited resources	B)	Maximize configuration of staff across teams and projects; delegate responsibilities based on individual strengths
●	examples: engage a team in creating a work plan that allows individual team members to apply their strengths in a project; provide feedback to team members on task completion	
C)	Identify organizational expectations for use of resources.
●	example: review company handbook in order to identify expectations for submitting expense reports or time sheets	C)	Calculate and describe the cost of workplace resources.
●	examples: describe the profit margin for various products; explain how the profit margin changes depending on resources used 	C)	Manage personnel within a project.
●	examples: create and implement a work plan that identifies roles, tasks and timeline; collaborate to complete tasks and deliverables within designated timeline	
Sample Artifacts
●	Project plan for individual or group work (including contingency plans)
●	Sample business or product development plan (with budget)
●	Completed self-evaluation rubric	

Strand: Workplace Skills	
Standard: WS.05 Information Use: Students locate, analyze and organize information to complete high-quality work, drawing upon relevant sources that are evidence-based.	
Situational Examples
●	Life: Research, compare and enroll in health insurance coverage.
●	Academic: Write a research paper using multiple relevant sources.
●	Professional: Complete an industry analysis to better understand a product or service market.	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	Identify types of media for locating information.
●	example: identify the variety of sources available (e.g., print, digital, audiovisual) and how to access them	A)	Determine the best medium for locating necessary information and determine if information from digital sources is credible.
●	examples: understand that digital resources can be created and published by all; understand who owns content (i.e., copyright) and how to appropriately cite sources	A)	Locate sources of credible information quickly and efficiently.
●	example: explain how to distinguish between credible and less credible sources of information 	
B)	Determine if information is reliable.
examples: use a set of criteria to explain whether information from a source is reliable; consider multiple sources before determining if information is reliable; understand fact versus opinion	B)	Retrieve reliable and accurate information from assorted media as a means of solving a problem. 
●	examples: navigate print, television, internet or in-person outlets; use search engines, domain names and relevant web search terms	B)	Acquire reliable and accurate information from multiple media sources 
●	examples: draw on multiple sources simultaneously, including print, television, internet and in-person outlets; maximize the use of search tools	
C)	Search for information related to completion of a task.
●	examples: use a library catalog to locate informational text related to a topic; use an internet search engine to identify potential sources of information to complete a task	C)	Evaluate and contextualize information to determine if it is necessary and relevant to complete a task. 
●	examples: identify partiality, stance and purpose of content creators; use information judiciously, considering sensitivity and purpose	C)	Analyze various sources of information; ensure that information collected represents a variety of viewpoints.
●	examples: locate resources from varying points of view on the same topic; recognize partiality when present in a source, including editorialism	
D)	Determine possible uses of information.
●	example: identify concepts and evidence that may be useful for a specific task	D)	Classify and sort information using graphic organizers.
●	example: use outlines, concept maps, charts and tables	D)	Select and utilize graphic organizers that clearly and effectively represent relationships between ideas.
●	examples: visually represent a concept using an appropriate graphic organizer; describe which graphic organizer is best suited to represent a particular idea/concept	
Sample Artifacts
●	Annotated bibliography for a research paper or presentation on a given topic
●	Completed graphic organizer that shows classifications of resources 
●	Presentation with facilitator notes that indicate key points uncovered in research	

Strand: Workplace Skills	
Standard: WS.06 Communication: Students listen, observe and communicate verbally and in writing in order to both understand and convey information clearly.	
Situational Examples
●	Life: Complete a job interview.
●	Academic: Write an analytical response to a televised speech, political debate or news broadcast.
●	Professional: Produce technical writing that uses occupational language.	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	Respond to oral and written prompts accurately and using correct forms of address (e.g., supervisor, customers).
●	examples: respond accurately to customer requests for information; send emails that appropriately address individuals within and outside the organization	A)	Provide oral and written responses appropriate to the task.
●	examples: communication reflects organizational goals, describes technical content with precision, maintains a style appropriate to the situation and is accurate in content and format; deliver an argumentative speech or participate in a topical debate	A)	Create oral and written responses that strategically utilize a communication medium and style appropriate to the audience and situation.
●	examples: adapt technical documents for various internal and external stakeholders; employ innovative methods for sharing information; integrate multiple viewpoints and styles 	
B)	Recognize the impact of volume, clarity and pace of speech; identify nonverbal cues; identify active listening behaviors.
●	examples: monitor quantity/quality of individual contributions in meetings; identify a variety of communication methods utilized by individuals on a team	B)	Actively listen and interpret verbal and nonverbal communication efforts of others.
●	examples: demonstrate understanding of the speaker’s intent; interpret instructions correctly	B)	Listen for comprehension; demonstrate respectful communication.
●	examples: use courteous and professional language; practice active listening; maintain a respectful tone in all forms of communication	
Sample Artifacts
●	Oral presentation on a technical or industry-specific topic
●	Written response to a televised speech, political debate or news broadcast
●	Self- and/or peer-to-peer evaluations of participation in a whole-class discussion on a shared text	

Strand: Workplace Skills	
Standard: WS.07 Systems Thinking: Students understand, monitor and improve systems to advance the vision, environment and goals of the organization.	
Situational Examples
●	Life: Create a family task/responsibilities chart.
●	Academic: Register for appropriate courses based on graduation requirements and course availability.
●	Professional: Write an improvement plan to increase the effectiveness of a specific workflow, process or system-wide approach.	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	Locate and interpret organizational chart.
•	examples: identify individual role within the larger organization; identify organizational leadership	A)	Understand the organizational structure and roles within an organization.
●	examples: demonstrate knowledge of organizational hierarchy; follow chain of command; comply with new policies
	A)	Influence others to function effectively within organizational structure.
●	examples: support new team members in understanding their role or implementing new procedures; provide constructive peer-to-peer feedback	
B)	Identify key tasks within one’s role (i.e., job description).
●	example: delineate how one’s role differs from others at the same level or on the same team	B)	Execute key responsibilities in the context of organizational and team structure.
●	examples: recognize extent of decision-making authority; report as required; align work activities with organizational growth targets and success factors	B)	Implement work activities that advance organizational growth and success.
●	example: define new work priorities that drive toward measures of organizational success	
C)	Use data to measure progress
●	example: document deliverables, products or services completed within a given time period	C)	Apply methods to assess progress within the organization.
●	examples: identify success criteria; utilize objective evaluation tools	C)	Devise methods to assess progress within
  the system
●	example: design rubrics to measure the impact of specific processes within the organization	
D)	Examine rationale for methods and devices used in the workplace.
•	example: ask for clarification about tools or processes within existing workflows	D)	Negotiate mid-course corrections and
    recommend improvements to the
    organization.
●	examples: align personal behavior and job responsibilities to changed conditions; recommend more effective ways to complete a process that are timesaving, cost-effective and less labor intensive	D)	Design processes for continuous improvement.
●	examples: create new workflows, tools or processes to account for system inefficiencies; recommend and establish cycles for feedback, reflection and improvement within a given process or team	
Sample Artifacts
●	Self- and/or peer-to-peer evaluations after completion of a small group project
●	Feedback survey after completion of a small group project
●	An organizational chart for a simulated small business (including roles and responsibilities)	

Strand: Workplace Skills	
Standard: WS.08 Technology Use: Students select and apply appropriate technological solutions in order to effectively complete tasks.	
Situational Examples
●	Life: Create a professional LinkedIn profile. 
●	Academic: Write a paper or prepare for an oral presentation on a specific topic using word processing or presentation software.
●	Professional: Create charts or graphs to represent data as part of a report or presentation.	
Sample Skills Continuum	
Novice	Proficient	Advanced	
A)	Identify technology tools (including smartphone, laptop or desktop) appropriate for use in various tasks.
●	example: create an appropriately titled email address for school and work	A)	Select and use technology tools appropriate to the task.
●	examples: utilize spreadsheets for data management; create presentations using audiovisual software; contact customers via social media; obtain feedback through survey software; use calculator and lab equipment; decide on a conference call vs. video conferencing; publish written works on a blog	A)	Adapt technology tools to accomplish tasks in new and innovative ways.
●	example: create custom formulas in spreadsheets; utilize multimedia from a variety of outlets in presentations	
B)	Identify ways to gain access to technology.
●	examples: locate a local library with access to computers and wifi; identify technology resources (e.g., laptops, wifi) available to borrow or acquire through academic or workplace offices 	B)	Integrate technology toward the organization of resources.
●	examples: create and utilize simple task lists and assignment calendars; use file sharing and knowledge management systems to share information with internal and external collaborators	B)	Optimize technology in solving problems, communicating information, collaborating with teammates, navigating systems and managing resources.
●	example: propose new software for maximizing efficiency	
C)	Use basic technology and computer skills.
●	examples: use a mouse; type on a keyboard; log in to various user platforms; use a search engine
	C)	Use technology safely.
•	examples: understand risks of providing personal information, passwords, etc.; recognize scams and phishing	C)	Practice safe, legal and responsible
sharing of information, data and opinions
online.
●	examples: attend to regular updates regarding technology policies; respond to a data breach	
Sample Artifacts
●	Spreadsheet that shows use of technology to perform calculations, analyze data and represent data appropriately
●	Report or presentation that shows how to effectively package/present findings visually and in writing
●	Scenario-based written reflection that requires the selection of appropriate technologies to solve problems or meet identified needs