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Career and Technical Education (CTE)

As part of New York’s Perkins V State Plan, a content advisory panel (CAP) was convened to review work-based learning in New York to develop a statewide definition and vision of work-based learning to guide all future initiatives for work-based learning in the state. We are pleased to present New York’s definition and vision as follows:

Definition of Work-Based Learning Work-based learning is authentic learning experiences that allow students to explore their career goals, abilities, and interests while applying their academic and technical knowledge and skills in a real-world context. These experiences are planned and supervised by instructional staff in collaboration with business, industry, or community partners.

Vision for Work-Based Learning High quality work-based learning will provide effective and equitable experiences to empower all students to become confident workers and culturally competent citizens of New York State.

To prepare schools to implement this definition and vision, some updates have been made to the work-based learning manual . This was done in collaboration with the Work Experience Coordinators' Association (WECA) of New York. The updates do not change any work-based learning policies but are intended to provide some updated information to assist coordinators and schools in providing high-quality work-based learning opportunities for students. A summary of the updates are as follows:

• Cosmetic updates to reflect a modern document design
• Minor editing of content to ensure that the content presented best assists schools in implementing work-based learning opportunities
• Updated links to NYSED and NYSDOL to reflect updates to both web pages
• Clarification on how registered work-based learning experiences may be carried out remotely, when appropriate
• New definitions for industry-based projects and entrepreneurship
• Additional information reflecting the CDOS 4+1 pathway to graduation and clarification of how work-based learning opportunities can meet CDOS Option 1 requirements
• Updated information on how work-based learning opportunities can be used in NYSED-approved CTE programs along with how the 5S3 Perkins indicator can be met

Finally, the Office of CTE has also developed a FAQ webpage to answer some common questions regarding work-based learning. Please be advised that due to the ongoing impact of COVID-19, the flexibility of offering work-based learning experiences via remote and hybrid means will be extended through the 2021-2022 school year. If you have any questions regarding work-based learning or any of the materials posted, please contact the Office of Career and Technical Education at [email protected] .

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Nevada Department of Education Nevada Department of Education

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Work-based Learning

Work-based learning is an educational strategy that offers students the opportunity to connect classroom learning to authentic business/industry experiences. Work-based learning in Nevada is described as a continuum of experiences that help prepare students for postsecondary education and careers. The goal of work-based learning is to assist students to be college and career ready through authentic connections to business and industry in a field related to the student’s career interest.

• Work-based Learning Application (pdf)
• Nevada Employer Host Vetting Rubric (pdf)
• User Guide to Work Based Learning (pdf)

Education Programs Professional

Making work-based learning work

Margo hoftijzer.

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Education Officer: Key Skills, Qualifications and Career Path

Jump to section, what is a education officer, how do i become a education officer, what would you like to know, what does it take to become an education officer.

Skills, education, personality, career progression

Job demand for an Education Officer

Job ads, popular location, season to apply

• Strong communication and interpersonal skills for effective teaching and collaboration with colleagues and students
• Expertise in the subject area and ability to design and deliver engaging and effective lessons
• Knowledge of educational technology and ability to integrate it into teaching and learning
• Ability to assess student learning and provide constructive feedback
• Strong organizational and time-management skills for managing course materials, grading, and administrative tasks
• Flexibility and adaptability to meet the diverse needs of students and respond to changing educational trends
• Commitment to ongoing professional development and staying up-to-date with current research and best practices in education

Qualifications & Education

• Professional or academic qualification in the subject area intended to teach
• Relevant professional, industrial or business experience
• Appropriate teaching qualification

Career Path

Frequently asked questions.

To become an education officer in the UK, you will typically need a degree and relevant paid or voluntary community experience. Many education officers come from a youth and community background, while others have teaching or adult tutoring qualifications and experience.

An education officer of a society in the UK works with groups of people, such as school children or society groups, who visit the organization for educational trips. Their role is to promote the organization and build knowledge and understanding around what the organization does.

A work based education officer is a professional who works with learners in the UK to monitor and assess their progress in meeting the knowledge, skills, and behaviors outlined in relevant apprenticeship and work-based education standards.

To become an education officer in the UK, you typically need a degree, relevant certifications, and experience in the field. Higher education may also be beneficial. Strong communication, problem-solving, administrative, and organizational skills are also important.

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Header Utility

Header bottom, mobile trigger, in this section, work based learning.

Work-based learning (WBL) activities connect students and teachers with employers to learn about the world of work. Join our WBL Mailing List or check our  current activities  to find upcoming events with employers. Use  our tools  to maximize the impact WBL has on your students.

If you're looking for virtual resources, our virtual WBL database  has over one hundred recorded activities with employers from every sector.

WBL Mailing List

Current Activities

Virtual WBL

Types of Work Based Learning

Classroom guest speaker (1-2 hrs).

Host a professional from a regional employer to speak about their career path, work and the skills they look for when hiring.

Employer-Designed Project (1 sem)

Students learn and apply real-world skills while completing a project or product for an employer.

Site Tour (1-2 hrs)

Take a tour of an employer's worksite and hear from employees about what it's like to work in their field and at their organization.

Internships (Paid or Unpaid, ~100 hrs)

Students gain on-the-job work experience and learn important entry-level skills while in a professional environment.

Career Fairs and Industry Events (2-6 hrs)

Employers set up booths with work samples, equipment, and hands-on demos, and may present as a panel to hundreds of students.

Mentorships (~20 hrs)

Professionals advise students on their academic and career pathway goals.

Job Shadow (1-5 days)

Students or teachers follow a professional as they work. Gain first-hand knowledge of the skills needed to succeed in that field.

Project or Presentation Reviews (1-4 hrs)

Employers review and provide feedback on student projects and presentations, lending an industry perspective.

Increase the Impact of your work-based learning activities by using these instructional tools and logistical guides.

Preparation and Reflection Strategies

Use this list of  Classroom Strategies  - compiled from classroom teacher suggestions - for student preparation before and reflection after a WBL activity to ensure your students get the most out of the experience.

Student Reflection Form

Keep students engaged during a WBL activity and teach them to focus on the significant information by having them complete this  Reflection Form .

Questions for Employers

Having trouble coming up with good questions for your presenter or site tour host? This  List of Guiding Questions for Employers  can help you get started, so that you and your students obtain the information you need from each activity.

Activity Preparation Checklists

Make sure you have all of the logistics taken care of before your WBL activity. These "To Do" checklists contain helpful tips and reminders:

• Guest Speaker Checklist
• Site Tour Checklist
• Internship Checklist

Internship Guidelines

Creating an internship program at your site or district and need employer and student agreements? Use our contract templates to get started.

Labor Market Data

Curriculum, instruction, and work-based learning should be guided by labor market data. What are the skillsets and jobs projected to be in-demand when our students graduate? Which industry sectors are projected to grow in wages and job openings?

Use labor market reports from our workforce development board, the  San Diego Workforce Partnership  and the  Community Colleges  to learn more about our regional economy.

• Work-Based Learning Calendar

We are here to help you Increase student success

Today’s high school students need access to exploratory career experiences to prepare for their professional lives beyond graduation.

The DuPage County Regional Office of Education (ROE), in partnership with College of DuPage (Project Hire-Ed), and GPS Education Partners (GPSEd), is proud to support hands-on work-based learning opportunities and career exploration for students in a variety of industries throughout DuPage County.

This program is designed to help high school students access training and education to develop their career readiness so that they can succeed in the labor market. Students enrolled in the program can experience paid internships or apprenticeships with local business partners. Students will also have opportunities to tour workplaces, job shadow, and participate in other work-based learning activities to help them align their personal interests with a possible career.

Currently, we are offering pathway experiences in manufacturing. As demand for new pathways increase in the CAREER CLUSTERS LISTED HERE , the program will expand these opportunities

PROGRAM ECOSYSTEMS

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Successful work-based learning models are scalable, systemic, and sustainable. Embedding work-based learning throughout the DuPage education system requires an active part not only on the educators but also efforts from government, community-based organizations and companies all working together so that all students can succeed in the future workforce. Simply put, it is an ecosystem of private and public partnerships that are required for work-based learning to thrive.

WHAT DOES IT MEAN TO SCALE WORK-BASED LEARNING (WBL)?

Scaling work-based learning contains three major components:

 – Expanding access to work-based learning opportunities for all students – Identifying policy and financial levers for expanding access to WBL programs through partnerships and funding – Advancing WBL by informing key stakeholders in an effort to expand opportunities for students

Integrating Industry, Education, and Workforce Development to Scale WBL Opportunities in DuPage County

Ensure greater access to WBL opportunities for DuPage students by leveraging business and education partnerships

The DuPage ROE has established the WBL and YA Collaborative to connect students with employers to develop skills through internships, apprenticeships, and other WBL activities that drive awareness, exposure, experience, and preparation for a career

The DuPage County WBL and YA Collaborative brings together business, industry, education representatives, and a WBL intermediary to identify and facilitate WBL opportunities to expand work experiences for students in various career pathways.

Ecosystem participants have access to a website that offers tools and guides that provide assets and tips for all stakeholders on how to prepare and provide WBL for student success.

Partnering to provide career pathways for dupage county

Work-Based Education Officer (JSS21-09)

Who is Staffordshire University?  

We are the Connected University with 100 years of experience and ambition in becoming the UK’s foremost digital Institution. Our main campus is located in Stoke on Trent alongside our Centres of Excellence in Healthcare Education located in Stafford and Shrewsbury. Staffordshire University London’s Digital Institute is our first campus outside the Midlands.

With more than 10,000 Full Time Undergraduate and Postgraduate students on campus, we continue to drive innovation and change, aiming to positively disrupt our sector. For our university, it is about so much more than the numbers. In fact, if there’s one thing that sets us apart, it’s our people who are all #ProudToBeStaffs. Every one of our employees goes above and beyond to deliver on our connected mission, responding to the needs of our students, academic partners, businesses, and society.  

About the role

Over the past 5 years, we have transformed ourselves into a Gold standard provider of teaching and learning, gaining historically high positions in the UK league tables. With digital skills being at our core, we strive for diversity in all its forms and play an important role in our local communities and regional economies.

An exciting opportunity has arisen for a highly motivated individual to join our Apprenticeship Team.   You can join us at a time when we begin the next step of our transformation journey. The new £40m Catalyst Building will deliver 6,500 new apprentices in the next decade, boosting both the local and national economy. The development of our offer to new academic areas and geographic locations will see us expand our reach and make an innovative offer to a new generation of students.

We are a university of and for our community: local, national and global. If you share our values and have the skills to deliver our vision, we want to hear from you.

The Business and Law Department is seeking to make a new appointment of a Work Based Education Officer (1.0 FTE) to join our growing team. We are pleased to receive applications from interested candidates with a strong experience of apprenticeship standards. The successful candidate will be educated ideally to degree level, you will have the ability to deliver an excellent student experience and have a commitment to pastoral care.  

You will also have excellent communication and interpersonal skills, with an active willingness to learn and adapt innovative ways of working. Furthermore, you will be a team player with an enthusiastic and positive approach to work, possess excellent IT skills and have experience of working with Microsoft Office applications and Virtual learning environments.  You will be responsible for the timely and quality completion of tripartite progress reviews for apprentices. With a commitment to pastoral care the postholder will be required to quickly understand and interpret complex and challenging situations, and then work to either resolve the specific issue or provide relevant information and advice or referral. 

Due to the nature of this role, a full UK driving licence and access to a road worthy vehicle is essential as the successful candidate will be required to travel to apprentices in the workplace. 

The person we are looking for should have a sincere interest and understanding of the needs of students, and be able to communicate effectively with employers, university staff and our apprentices. 

As a member of our team, we expect you to exhibit Staffordshire University values in your ‘brilliant and friendly’ attitude and your ‘curious and daring’ approach to your students. As well as contributing to the apprenticeship learning journey you will ensure you contribute towards School’s strategic priorities.

If you believe that you have the passion and personal qualities to join this exciting team and be part of our exciting apprenticeship journey to deliver our ambitious portfolio then please apply now.  

For an informal discussion for this role, please contact: Tina Allen, Apprenticeship Programme Manager, [email protected], 07772047724

In return for your dedication, we have a competitive benefits package available

We reserve the right to close any vacancies when we are in receipt of sufficient applications. All applicants are advised to complete and submit your applications as soon as possible.

Closing Date: 26 Sep 2021 Type: Professional Support

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COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Contract Negotiations Officer

• Sponsored Projects Admin
• Columbia University Medical Center
• Opening on: Jun 18 2024
• Job Type: Officer of Administration
• Bargaining Unit:
• Regular/Temporary: Regular
• End Date if Temporary:
• Hours Per Week: 35
• Standard Work Schedule:
• Salary Range: $85,000 - $95,000

Position Summary

Reporting directly to the Manager of Contract Negotiations (“Manager”) of the Sponsored Projects Administration Office at Columbia University Irving Medical Center (“CUIMC”), the Contract Negotiations Officer ("Contract Officer") is primarily responsible for the review and negotiation of research-related agreements, including but not limited to, federal and private Grant Agreements, Sponsored Research Agreements, Clinical Trial Agreements, Material Transfer Agreements, Data Use Agreements and Services Agreements.

The successful candidate will work with sponsors in negotiating agreements in accordance with all applicable regulatory and legal requirements and institutional policies. Responsibilities include but are not limited to the following:

Responsibilities

Collaborate with the Assistant Vice President, Associate Director of Research Operations, and Associate Director of Financial Operations in the Sponsored Projects Administration (SPA), General Counsel, faculty, as well as central, departmental, and research administration in meeting the institutional needs regarding contract negotiations and execution;

Ensure timely review and negotiation of agreements with special attention to submission deadlines and time-sensitive requests;

Liaise with internal partners in research such as the Clinical Trials Office, Sponsored Projects Administration (Morningside Office), Columbia Technology Ventures, Purchasing, the Institutional Animal Care and Use Committee, the Institutional Review Board, and the Office of Research Compliance and Training;

Negotiate agreements directly with sponsors according to institutional policies and procedures;

Monitor agreements for compliance with contractual requirements and execute amendments as needed;

Assist in developing and implementing policies and procedures designed to assure that all agreements are in compliance with applicable federal and state regulations, including those promulgated by the U.S. Food and Drug Administration, the U.S. Department of Health and Human Services, the Centers for Medicare and Medicaid Services, and the rules of the Joint Commission;

Function as liaison to federal and non-federal grantor agencies;

Serve as a resource for researchers, faculty, and departmental administrators with respect to federal regulations and institutional policies;

Maintain an up-to-date digital archive of agreements, legal correspondence, and other records for tracking and auditing purposes.

Minimum Qualifications

Requires a bachelor’s degree or equivalent in education and experience, plus three years of related experience

Requires a Juris Doctor (JD) degree

Preferred Requirements

• The candidate must be able to work independently with prior project management experience
• Proven negotiation expertise
• Superior verbal and written communication skills
• Excellent interpersonal and presentation skills
• Strong computer skills required, including, Microsoft Office (Word, Excel, PowerPoint)
• Detail oriented with sophisticated customer service skills
• Outstanding organizational skills and the ability to manage and prioritize multiple projects with conflicting deadline pressures and competing priorities 
• Prior experience with contract negotiation in a research-intensive university or academic medical center is preferred
• Proven knowledge of federal and local research regulations  

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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Dawson Technical Institute (DTI) of Kennedy-King College

DTI is dedicated to providing students with intensive and comprehensive industry validated training in the construction trade and utility industries. DTI is committed to preparing students to compete ​in these industries by offering relevant competency-based instruction that leads to unionized apprenticeships and other relevant trade and utility worker opportunities.

Faculty and Staff

https://www.ccc.edu/colleges/kennedy/departments/Pages/Dawson-Technical-Institute.aspx

Fall credit classes start August 22 Fall ESL & GED/HiSET prep classes start August 26

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Discussing likely areas for future policy improvement in Montana’s K-12 school system at a meeting in the state Capitol Monday, officials with the Office of Public Instruction highlighted teacher retention as a continued challenge across the state, noting that Montana public schools lost 2,039 educators to attrition during the 2021-22 academic year.

According to the presentation, given by OPI Chief Operating Officer Julie Murgel during a meeting of key lawmakers and education officials in Helena, more than half of those teachers left the workforce entirely. Murgel’s data came from a study conducted by OPI to shed greater light on the state’s teacher recruitment and retention issues , which among other findings concluded turnover is particularly acute among educators in their first five years of teaching. Murgel said nearly 90% percent of Montana schools experienced turnover in at least one teaching position in 2022.

“I think it sets the necessary conversation to be looking at the entire pipeline for teachers, not just at the recruitment end but at the retention end,” Murgel said, adding that OPI has already laid the groundwork in part by fostering residency and mentorship opportunities for starting teachers.

Monday’s meeting was the latest in an intermittent string of gatherings over the past two years featuring prominent education policy voices from the legislative and executive branches of state government as well as representatives from Montana’s major statewide education associations. Such meetings have often centered on high-level conversations about national and global trends and helped set the stage for a raft of new state laws in 2023 targeting teacher pay, public school health insurance, trades-based education and funding for early childhood education.

This time around, the so-called “constitutional players” — many of whom exercise some degree of authority in public education under the Montana Constitution — largely focused on ongoing efforts to address specific challenges facing students and educators across the state. In addition to teacher recruitment and retention, the group discussed Montana’s work promoting career and technical education, its recent regulatory changes governing school quality and accountability , and efforts to improve the workforce pipeline for childcare providers and early education programs.

Rep. David Bedey , the Republican from Hamilton who led the proceedings and chairs the Legislature’s Education Interim Budget Committee, said lawmakers made considerable progress on the latter through last year’s establishment of a state-funded early childhood literacy program. The first wave of local programs enabled under that law kicked off this summer.

Michelle Exstrom, education director at the National Conference of State Legislatures, told officials at the meeting that her organization has seen a “huge uptick” in legislation nationally focused on childcare and early childhood education. This year alone, NCSL is already tracking nearly 1,000 such bills as other state legislatures meet (Montana’s every-other-year Legislature is out of cycle until 2025). That interest is an indication, Exstrom said, of nationwide struggles with low wages and workforce shortages in the childcare sector . 

Republican state Rep. Terri Collins of Alabama also addressed the childcare topic, telling Montana officials that her state has gradually increased financial support for children below age 5, including offering a state-level child tax credit for families and funding full-day pre-K initiatives.

“We’ve made incremental increases, sometimes up to $20 million to $25 million a year, but it’s supported not only by our business community but by all of our education community,” Collins said.

Attendees at Monday’s meeting noted the state has made some efforts to put more money into education, but acknowledged the teacher shortage remains an ongoing issue regardless. A preliminary report from the Montana Department of Labor and Industry presented at the meeting showed the average educator wage in Montana’s eight largest school districts is $65,000, and around $45,000 for entry-level teachers. In response to the figures, Rep. Linda Reksten, R-Polson , said she’d like to see additional information about the cost of living in those communities, reiterating a concern she voiced last session about the impacts of rising inflation on school employees.

“Particularly when we’re talking about housing affordability across the state, I think that’s the biggest, just speaking at the statewide level, is one of the largest contributors to inflation,” DLI state economist Amy Watson replied. “It’s certainly an issue not just for teachers but across the state as we’re talking about the state facing a significant workforce shortage.”

The debate comes as many Montana school districts reduce staff in an effort to contend with budget shortfalls. Last week, school board trustees in Helena, for example, approved a $2.5 million budget cut that includes eliminating nearly 40 teacher, custodian and paraeducator positions. District leaders have increasingly called on state officials to address funding issues they argue are making it more difficult to provide students and teachers with a quality learning environment.

On the topic of teacher compensation, Rep. Llew Jones, R-Conrad , presented the group with  several potential improvements to the 2021 TEACH Act, which created financial incentives for districts to increase their starting teacher wages. His suggestions included applying the incentive to raises for all classroom teachers.

During the meeting’s public comment period, School Administrators of Montana Executive Director Rob Watson referred to teacher retention as “our next big hurdle” and reported that progress is already being made toward forming a statewide health insurance trust for schools — an initiative approved by the 2023 Legislature to help drive down benefit costs for districts and their staff.

Helena science teacher Sarah Urban also said she’s concerned about the escalating health care costs she said she’ll be paying next year and voiced her appreciation for school leaders’ ongoing efforts to examine the issue.

“You all asked excellent questions, including questions about where teachers were living, questions about inflation and so on,” Urban said. “As a classroom teacher, that discussion was on point. Please keep asking those questions.”

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Alex Sakariassen is a 2008 graduate of the University of Montana's School of Journalism, where he worked for four years at the Montana Kaimin student newspaper and cut his journalistic teeth as a paid news intern for the Choteau Acantha for two summers. After obtaining his bachelor's degree in journalism and history, Sakariassen spent nearly 10 years covering environmental issues and state and federal politics for the alternative newsweekly Missoula Independent. He transitioned into freelance journalism following the Indy's abrupt shuttering in September 2018, writing in-depth features, breaking... More by Alex Sakariassen

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News   /   June 17, 2024

Swca releases 2023 sustainability report.

SWCA Environmental Consultants released its 16 th annual Sustainability Report , highlighting the company’s progress towards its sustainability ambitions and its dedication to sustainability for employees, clients, and communities. 

SWCA’s 2023 Sustainability Report celebrates several accomplishments:

• Significantly expanded the company’s sustainability services through the acquisition of a global sustainability consultant . 
• Joined the United Nations Global Compact , a commitment to align operations with 10 universally accepted principles.
• Conducted its first materiality assessment to help identify and understand the relative importance of specific sustainability topics to the company.
• Increased the percentage of leadership roles held by women from 47% in 2022 to 54% in 2023.
• Increased Spreading the Science (a program where employees contribute their time at schools, science fairs, nature festivals, and science-based nonprofits to conduct and cultivate environmental education) volunteer hours by 29%.

“Our project work, our people programs, and our philanthropy work are where SWCA excels in making positive contributions to the environment, our employees, and our communities,” said Joseph J. Fluder, III, SWCA president and chief executive officer. “Throughout the 2023 Sustainability Report, you will see the steps we took to improve our workplace for our people, to move closer to being a leader in sustainability, to bring sound science and creative solutions to global environmental challenges, and to maintain our dedication to employee-ownership.”

SWCA further defined the company’s positive impact areas – the five United Nations Sustainability Development Goals (SDGs) where SWCA can make the biggest difference. Highlights include:

• Designed restoration for 29 projects in 18 states in 2023 including providing technical expertise for a $2+ billion program to rebuild the Mississippi River Delta by reconnecting the Mississippi River to its surrounding wetlands.
• Supported 800+ renewable energy projects with over 45%+ of revenue coming from renewable generation projects and their associated transmission lines in 2023.
• Completed 259+ wildfire protection plans, post-fire plans, hazard assessments/fuels plans, plan compliance projects, and educational outreach programs over the past 25 years.
• Dr. Erica Gaddis, a senior natural resources director at SWCA, authored sections and served as chair for United Nations Environmental Programme (UNEP) publications to further the understanding of water-related ecosystems.

Aligning with the three pillars of SWCA’s Sustainability Framework, additional report highlights include:

In addition to project work, SWCA never settles when it comes to making changes to lessen its operations’ impact. SWCA’s Environmental Sustainability Committee expanded the Sustainability Badge program, a clear, effective framework to measure, track, and inspire environmental sustainability at the local level. Offices can earn badges that represent an achievable sustainability goal on the topics of fleet, fieldwork, purchasing, waste, energy, water, and education. In 2023, 80% of offices had earned at least one badge.

SWCA is committed to lowering or offsetting energy consumption in many ways. In 2023, SWCA started tracking Energy Use Intensity at the company, measuring it at 31.02 kBTU/square foot, and will continue to track this number annually to gain a better understanding of energy use trends. SWCA also purchased 1,511 megawatts in renewable energy certificates to offset the total electricity consumed in our offices.

Over the years, SWCA has consciously spent time and effort to continually better the workplace for all employees. Employee feedback is highly valued and acted upon at SWCA. In the latest formal employee engagement survey held in 2023, SWCA received an 88% overall employee satisfaction score, an increase of two percentage points from the prior survey.

Through a variety of initiatives, SWCA also improved the employee retention rate by 6%, increased diversity (non-white) hires by 16% through targeted recruiting efforts and increased the percentage of leadership vacancies filled by internal candidates from 48% in 2022 to 63% in 2023.

Partnerships

As a part of SWCA’s Gives Back program, offices collectively held over 190 events, supported 172 organizations, and logged more than 3,513 volunteer hours to support the places where we live, work, and play. Additionally, SWCA increased the total amount of employee donations and corporate matching by nearly 20%.

Keeping client relationships front and center, SWCA made improvements to the company’s client feedback program. In 2023, SWCA increased the number of formal client responses by 134% while maintaining a highly favorable 97.6% client satisfaction rate. SWCA’s Net Promoter Score, a metric indicative of client loyalty, also improved by 12 points from a 73 in 2022 to an 85 in 2023.

As an employee-owned company, SWCA is committed to growing the business in a sustainable way for its current and future shareholders (employees). Due to the company’s strong growth in the last few years, the Board of Directors and CEO decided to scale the organizational structure and add three new C-Suite positions in 2023 . SWCA also has a comprehensive cybersecurity strategy to manage and protect data in a way that allows the company to stay ahead of the rapidly evolving cybersecurity landscape, minimize risks, and increase trust with clients.

SWCA’s 2023 Sustainability Report reflects the company’s unwavering dedication to creating a positive impact on the environment and society.

Read the full 2023 Sustainability Report on ISSUU .

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