Internationally-Trained Professionals

Research, 2016

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.

Research, 2017

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.

Policy, 2021

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.

Informational Materials, 2023

Supporting the Economic Integration of Adult Learners with Emerging Literacy Skills 

This spotlight explores instructional approaches and resources to support the economic integration of learners with emerging literacy.

Professional Development

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.

Informational Material

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.