The WorldSkills Learner Voice Roundtable was initiated by the Deputy Minister Cefin Campbell to hear from learners and the wider sector.

Jobs for the Future urged colleges to expand internships, apprenticeships and scoped project work with local nonprofits and small businesses so students gain applied AI experience while employers get practical support.

After extensive discussion about scope and sustainability, the board approved a 0.5 coach stipend to support transitioning from school‑to‑work to state‑recognized work‑based learning, funded primarily from Perkins and Advanced Opportunities grants; trustees asked for a spring revisit of scope and funding.

Becky DeMarco outlined the district's MyCAP career-and-academic planning, long-running pathways (automotive, business, computer science, criminal justice, digital art and design, education, engineering technology, health science), and new early-college work with QCC and Clark; she said concurrent-enrollment registrations rose 113% to 448.

District staff detailed program areas, a 4-year plan, new business and middle-school entrepreneurship courses, efforts to modernize computer science (including AI concepts), and expanded work-based learning and industry partnerships.

School leaders and students from Christian County High School described a newly opened academy model that houses agriculture and skilled trades pathways, a new greenhouse, student work-based learning and industry partnerships including dual-credit and co‑op placements.

The board approved August expenditures, investments and five budget adjustment requests (BARs) to reallocate funds for professional development tied to a new math adoption, to accept a donation from the New Mexico Community Foundation for CTech work‑based learning, and to recognize a state transportation allocation of about $14,000 for a summer reading program; the board also acknowledged receipt of bond proceeds tied to the 2023 authorization.

The committee recommended permission to publish amendments that change Marylands CTE 'concentrator' and 'completer' definitions to require two courses (not a third sequential course) and to add a route recognizing 250 hours of supervised career-connected learning; the move aligns state reporting with Perkins V and expands access to work-based options.

Work‑based learning coordinator Faten Hamad described more than 500 work‑based learning experiences, internships with local employers (including library and city placements), partnerships with Micron and Birmingham Green, a 90‑hour internship expectation under VDOE, and plans for school‑based enterprises and sponsorship to support competitive CTSO teams.

Three Welsh employers were recognised at a leading Welsh work-based learning provider’s prestigious annual awards for their commitment ...

Sen. Perez’s SB845 would clarify and expand work‑based learning definitions, allow state special schools to offer programs, and authorize local education agencies to serve as employer of record and cover insurance for youth apprenticeships. Workforce boards and Compton Unified officials testified in support; the committee passed the bill as amended to the Labor and Employment Committee (final tally recorded 8–0).

An EdWeek Research Center survey suggests students are showing a greater interest in career-focused courses.

Superintendent staff reported about 50 dual‑credit offerings (about 30 academic, 20 career/technical) and efforts to systematize onboarding with postsecondary partners; the board voted unanimously to accept that reasonable progress was made on the monitoring result and requested comparative data for work‑based learning.