Adult Core: Work, Serve, Build, Grow — Free Course

Adult Employability Core — Work, Serve, Build, Grow

Version: 1.0 public self-study edition — October 8, 2026 Status: Noncredit DTU curriculum specification; not approved for enrollment, diploma credit, certification, licensure, placement, or funding claims.

Front door

Who is this for?

Adults who want to strengthen practical work, service, career, business, or further-learning skills. Learners may enter with different schooling, language, technology, work, caregiving, disability, or schedule experiences. Adults are not assigned child-grade labels.

What will I be able to do?

You will build and explain an employability portfolio: a learning plan, reliable work routines, clear communication, instruction and policy reading, teamwork and repair, safe problem solving, responsible digital/AI use, money decisions, and a truthful transition plan.

Why does it matter?

People deserve a clear next step that respects their experience and makes useful evidence visible to a facilitator, employer, authorized education provider, or trade program without promising an outcome.

What will I make or demonstrate?

You will produce a small portfolio of work samples and demonstrations. Each item records the task, support used, feedback, correction, and next step. A score never measures human worth.

What is this course not?

It is not a high-school diploma program, adult-education authorization, college course, license, occupational training approval, third-party certification, employment guarantee, placement service, or formal transcript evaluation. An authorized provider controls any diploma, credit, credential, admission, or licensure decision.

What do I do first?

Complete a voluntary goal-and-support conversation, review the plain-language status notice, choose a practical goal, and consent only to the minimum information needed for this learning activity.

Course spine

Learner promise: Start where you are. Keep your dignity. Build evidence for your next lawful step.

Five moves in every module: Learn → Practice → Prove → Use → Advance.

Lesson rhythm: See it → Name it → Try it together → Try it yourself → Check it → Use it → Save the proof.

Evidence scale:

• 0 — Not yet shown: evidence is missing or does not show the task.
• 1 — With direct help: the learner succeeds through step-by-step support.
• 2 — With limited help: the learner completes most of the task and uses feedback.
• 3 — Independently here: the learner performs independently in the practiced setting.
• 4 — Transfers and helps: the learner adapts to a new setting and helps another person without taking over.

The scale applies to one observable task on one date. It does not score intelligence, dignity, character, worth, or future potential.

Portfolio outcomes

By the end of the course, the learner can:

1. state a practical goal and identify current strengths, barriers, and support preferences without unnecessary private disclosure;
2. create a realistic learning/work plan with sequence, time, checkpoints, and a correction route;
3. demonstrate attendance, reliability, time communication, and respectful handoff behavior in a simulation or actual authorized learning setting;
4. listen, clarify, read instructions, write a work message, and preserve an accurate record;
5. contribute to a team, receive feedback, repair a misunderstanding, and escalate safety or authority concerns;
6. use a repeatable problem-solving and quality-check method;
7. identify safety, privacy, accessibility, legal-scope, authorship, and responsible-AI boundaries;
8. make a dated, source-labeled money or consumer decision without treating estimates as promises;
9. explain work in the learner’s own words and disclose meaningful adult/AI assistance;
10. prepare a résumé or skills profile, interview/work simulation, verified requirements map, and reversible next-step plan.

Twelve modules

Module 1 — Goal and learning plan

Question: What do I want to do next, and what evidence would help me move toward it?

Learn: distinguish a goal, a hope, a barrier, a support, a requirement, and an assumption. Review course limits and consent boundaries.

Practice: convert a broad goal into a 30-day learning target, one weekly action, and a proof condition. Identify what may be shared and what stays private.

Prove: complete a learner-approved goal and learning plan with current evidence, unknowns, supports, risks, and review date.

Use: explain the plan to a facilitator or trusted support person without claiming admission, credit, employment, or authorization.

Advance: choose the first small task and record what would require a plan change.

Evidence/feedback: goal plan; facilitator checks specificity, dignity, feasibility, and unnecessary-data minimization; learner corrects one unclear item.

Module 2 — Attendance, reliability, and time

Question: How do I make a dependable agreement and communicate when it changes?

Learn: distinguish punctuality, attendance, preparation, notice, and recovery after disruption. Discuss schedule constraints without requiring sensitive explanations.

Practice: read a weekly schedule, estimate task time, set a reminder, and write a late/change notice.

Prove: complete a schedule-and-recovery simulation with two competing obligations and a documented handoff.

Use: apply the method to a learning, work, caregiving, or appointment scenario selected by the learner.

Advance: revise the plan using actual effort and barrier evidence, not shame or unsupported assumptions.

Evidence/feedback: schedule, notice, and recovery record; feedback checks clarity, lead time, and respectful tone.

Module 3 — Speaking, listening, and clarification

Question: How do I make sure people understand one another before work begins?

Learn: active listening, plain-language questions, teach-back, interpretation/translation support, and respectful disagreement.

Practice: ask who/what/when/where/why/how questions; repeat an instruction in one’s own words; name an uncertainty without guessing.

Prove: perform a short clarification and teach-back conversation using a realistic service or workplace task.

Use: adapt the conversation for a customer, teammate, supervisor, instructor, or authorized provider while preserving scope.

Advance: record one phrase that prevents avoidable error and one phrase that invites correction.

Evidence/feedback: conversation checklist and learner reflection; no accent, fluency, or personality ranking is used as a worth judgment.

Module 4 — Reading instructions and policies

Question: What must I understand before I act?

Learn: purpose, audience, steps, warnings, definitions, exceptions, version/date, and source authority. Separate a rule from a suggestion.

Practice: annotate a short public instruction, identify unknown terms, and locate the controlling source or responsible person.

Prove: explain a process with its stop points, required tools, and escalation route without inventing missing details.

Use: apply the reading method to a learner-selected schedule, safety instruction, service policy, or form with private fields removed.

Advance: create a source question for anything that remains uncertain.

Evidence/feedback: annotated instruction and teach-back; facilitator checks source/date/unknown labels.

Module 5 — Writing messages and records

Question: How do I make a message useful, respectful, and accurate?

Learn: purpose, audience, subject, facts, request, deadline, attachments, privacy, and record correction.

Practice: draft a schedule change, clarification request, service note, and correction message; remove unnecessary personal details.

Prove: produce one concise work message and one factual record from a simulated event, including what is known, unknown, and next.

Use: adapt the message for a teammate, client/customer, facilitator, or authorized program without impersonating authority.

Advance: revise for plain language, accessibility, tone, and factual support.

Evidence/feedback: message/record pair with revision history; meaningful AI or adult help is disclosed.

Module 6 — Teamwork and handoffs

Question: How do I contribute and leave the next person enough information to act?

Learn: role clarity, shared definition of done, handoff fields, consent, inclusion, and when not to take over another person’s work.

Practice: use a handoff template for a small team task; ask what the receiver needs.

Prove: complete a two-person or simulated handoff with status, evidence, open risks, owner, and next time.

Use: apply the pattern to a service, classroom, trade, technology, or business workflow.

Advance: repair one missing or ambiguous handoff field and explain the change.

Evidence/feedback: handoff record and receiver confirmation; no protected records are used.

Module 7 — Feedback, conflict, and repair

Question: What do I do when the work, relationship, or expectation is not going well?

Learn: observation versus accusation, impact, request, boundary, escalation, apology without coercion, and documentation.

Practice: use a repair script for a missed step, unclear instruction, privacy concern, or disrespectful interaction.

Prove: run a structured conflict-and-repair simulation and identify when a human supervisor or safety authority must decide.

Use: choose a low-risk real or simulated situation and write a follow-up record.

Advance: name what changed, what remains unresolved, and who owns the next decision.

Evidence/feedback: repair script and decision log; safety or abuse disclosures follow a context-specific human procedure, not this workbook.

Module 8 — Problem solving and quality

Question: How do I find the smallest useful fix and know whether it worked?

Learn: observe, frame, investigate, specify, plan, build, verify, explain, improve or retire. Distinguish symptom, cause, evidence, and assumption.

Practice: map a small workflow, identify a failure point, propose two options, and select a test.

Prove: complete a small improvement cycle with before/after evidence, a correction, and a stated limitation.

Use: apply the cycle to a learner-selected service, digital, household, work, or trade-preparation task with no regulated performance claim.

Advance: record what should be monitored and what would trigger a stop or escalation.

Evidence/feedback: problem brief, test result, correction record, and teach-back.

Module 9 — Safety, privacy, law, and boundaries

Question: What must I protect before I move forward?

Learn: truth, authority, consent, safety, privacy/security, accessibility, authorship, regulated-work boundaries, and human accountability as noncompensable gates.

Practice: classify a scenario as proceed, ask, pause, escalate, or stop. Remove unnecessary identity, health, financial, child, or credential data.

Prove: complete a risk-and-boundary checklist for a simulated task and explain the responsible decision-maker.

Use: apply the checklist to a nonregulated portfolio task or pathway research brief using current authoritative sources when claims may change.

Advance: write a hold statement that prevents a misleading claim or unsafe action.

Evidence/feedback: completed checklist and escalation map; the course does not provide legal advice or substitute for a regulator, employer, clinician, school, or authorized provider.

Module 10 — Digital work and responsible AI

Question: Which tool helps, and how do I keep responsibility for the result?

Learn: task/tool fit, source checking, privacy, access, bias, security, authorship, prompt/output limits, and human review.

Practice: compare a no-tool baseline with a tool-assisted draft; verify facts and mark assistance.

Prove: produce a small workflow or artifact with an assistance ledger, source notes, independent explanation, and correction record.

Use: apply the workflow to a low-risk administrative, learning, service, or business task without entering protected records or making regulated decisions.

Advance: identify one task where AI/adult help must not replace independent judgment or authorized human review.

Evidence/feedback: tool-choice record, output, verification notes, and disclosure; no vendor endorsement is implied.

Module 11 — Money, compensation, and consumer decisions

Question: What is the fair exchange, what is known, and what remains a risk?

Learn: price, pay, hours, fees, taxes/withholding as applicable, recurring cost, cancellation, debt risk, estimate versus verified fact, and questions to ask.

Practice: compare two dated options using a simple total-cost table and identify missing terms.

Prove: complete a consumer or work-offer comparison that labels source, date, assumptions, and a reversible next step.

Use: apply the method to a learner-selected low-risk scenario without collecting bank, tax, or identity records.

Advance: write a question for the authorized employer, provider, funder, or adviser who controls the unresolved term.

Evidence/feedback: comparison table and decision note; no earnings, funding, or affordability guarantee is made.

Module 12 — Résumé, interview, work simulation, and transition

Question: How can I show what I can do and choose the next lawful step honestly?

Learn: evidence-backed résumé language, interview preparation, work-simulation boundaries, verified requirements, alternate routes, and follow-up.

Practice: turn portfolio evidence into a skills profile; answer a scenario using situation/action/result/learning; identify a missing requirement.

Prove: complete a bounded work simulation or presentation, defend the evidence in own words, disclose support, and record correction.

Use: create a transition brief for employment, further learning, an authorized diploma provider, a career pathway, or a trade-program inquiry. The brief may request information but does not claim admission, transfer, completion, licensure, or employment.

Advance: choose one reversible next step, one owner, one date, one verification source, and one alternate path.

Evidence/feedback: final portfolio index, skills profile, simulation rubric, verified-requirements map, and 30/90-day next-step plan.

Facilitator and authority controls

• Facilitators teach and document the DTU noncredit learning tasks; they do not award diploma credit, conduct an official transcript evaluation, promise admission, certify occupational competence, issue a license, or guarantee employment.
• Any diploma, credit, formal adult-education assessment, regulated occupational training, credential, funding decision, or admission decision stays with the current authorized body.
• Use adult-facing language, voluntary support disclosure, plain-language notices, translation/interpretation where appropriate, alternative evidence modes, and minimum-necessary data.
• Keep learner-authored evidence separate from facilitator observations. Record support and corrections without scoring human worth.
• Use current official sources for time-sensitive requirements. Record source title, issuing authority, URL or document identifier, access date, scope, and unresolved questions.
• Stop and route to a human authority when a task involves safety risk, protected records, regulated work, suspected abuse, coercion, discrimination, legal interpretation, or an unverified public claim.

Completion statement

Unless a separately authorized body controls another statement, DTU may state only:

“The learner completed the noncredit DTU Adult Employability Core and demonstrated the listed tasks at the documented support level on the recorded date.”

The statement must identify the version and must not be presented as a diploma, credit, license, certification, accreditation, approval, placement, job-readiness guarantee, or earnings outcome.

Source and version controls

This draft is based on the canonical DTU Humanization-to-Workforce pathway package, especially 02-universal-course-system.md, 04-adult-education-to-trades.md, 05-course-authoring-template.md, and 07-quality-and-release-record.md. It makes no new time-sensitive legal or standards claim. Any future pathway-specific requirement must be reopened against its current official source before use.

Adult Employability Core — Learner Workbook

Free public noncredit self-study edition — Version 0.1 — October 8, 2026 Not approved for enrollment, diploma credit, certification, licensure, placement, or funding claims.

Welcome

This workbook helps you build evidence for a next step in work, service, business, or further learning. Start with your experience. You may use a fictional or low-risk scenario instead of private personal information.

Course rhythm: Learn → Practice → Prove → Use → Advance.

Your dignity is not graded. The evidence scale describes one task on one date and the support used. It does not measure intelligence, character, worth, or future potential.

Ask before sharing: You do not need to write immigration, trauma, disability, medical, religious, family, financial, child, or identity details unless an authorized service separately requires protected handling. Ask what is needed, why, who can see it, and when it will be deleted.

My front door

• My goal for this course: ______________________________________________
• The next useful step I am exploring: __________________________________
• A strength or experience I can use: ____________________________________
• Support that helps me learn: __________________________________________
• A boundary or access need I choose to share: ___________________________
• Information I will keep out of this workbook: __________________________

Status check: This is DTU noncredit learning. It is not a diploma, official transcript evaluation, license, credential, admission decision, or employment promise. Authorized providers and employers make those decisions.

Portfolio index

Module 1 — Goal and learning plan

Learn: A goal says what you want to do. A requirement is controlled by an authorized source. An assumption is not yet verified.

Practice: Write one 30-day learning target, one weekly action, and one proof condition.

• Goal: _________________________________________________________________
• What I can show now: _________________________________________________
• What I need to learn or verify: _______________________________________
• Support or access option: _____________________________________________
• Review date: ________________ Owner of next decision: _____________

Prove: Explain your plan in your own words. Mark any meaningful adult or AI help: ______________________________

Use: Who could responsibly review this plan? ________________________ What are they authorized to decide? ________________

Advance: My first small action and date: ______________________________

Module 2 — Attendance, reliability, and time

Learn: Reliability includes making a clear agreement, preparing, communicating changes, and recovering after disruption.

Practice: Use a low-risk week or fictional schedule.

Prove: Write a respectful change notice: “I can/cannot __. I am telling you by . The next workable option is __.”

Use: What evidence would show the agreement was understood? __________________________

Advance: What will you adjust after comparing planned and actual time? __________________

Module 3 — Speaking, listening, and clarification

Learn: Clarification prevents guessing. Teach-back means explaining the instruction in your own words so the other person can correct it.

Practice: Choose a low-risk task. Write three questions:

1. What is the result we need? __________________________________________
2. What is the first/next step? _________________________________________
3. What should make me pause or ask? ____________________________________

Prove: My teach-back: “I understand that I should __________________. I am unsure about __________________. Did I get that right?”

Use: Adapt the question for a customer, teammate, supervisor, instructor, or authorized provider: ________________________________

Advance: One phrase I will use to invite correction: ___________________

Module 4 — Reading instructions and policies

Learn: Check purpose, audience, steps, warnings, definitions, exceptions, version/date, and authority.

Practice: Use a public or fictional instruction; do not copy private forms.

Prove: Explain the process without filling gaps by guessing.

Use: Who controls the unresolved question? ___________________________

Advance: My next source check and date: _______________________________

Module 5 — Writing messages and records

Learn: A useful message has a purpose, audience, facts, request, deadline, privacy check, and next step.

Practice: Draft a low-risk message.

• Subject/purpose: ______________________________________________________
• What is known: ________________________________________________________
• What is unknown: ______________________________________________________
• My request: ___________________________________________________________
• Needed by: ________________ Next step/owner: _______________________

Prove: Write a factual record of a simulated event. Remove unnecessary personal data.

Use: Who should receive it, and why are they the right recipient? __________________________

Advance: Correction after feedback: __________________________________

Module 6 — Teamwork and handoffs

Learn: A handoff lets the next person act without guessing or taking over.

Practice: Complete the handoff.

Prove: Ask the receiver what is missing and record the correction.

Use: What changes for a customer, service, technology, or trade-preparation handoff? _________________________________

Advance: One field I will never leave ambiguous: ______________________

Module 7 — Feedback, conflict, and repair

Learn: Describe an observation and impact, make a request, state a boundary, and escalate when needed.

Practice: Complete the script: “I observed __. The impact/risk may be . I need . If this cannot be corrected, I will ask __ to decide.”

Prove: Use a fictional or low-risk scenario; do not record protected disclosures here.

• What changed? _________________________________________________________
• What remains unresolved? ______________________________________________
• Who owns the next decision? ___________________________________________

Use: What makes this a safety, abuse, discrimination, privacy, or authority escalation rather than an ordinary disagreement? __________________________

Advance: My correction/retest date: __________________________________

Module 8 — Problem solving and quality

Learn: Observe → Frame → Investigate → Specify → Plan → Build → Verify → Explain → Improve or retire.

Practice: Choose a small low-risk workflow.

• Problem observed: _____________________________________________________
• Evidence, not assumption: _____________________________________________
• Smallest useful change: _______________________________________________
• Test and success condition: ___________________________________________

Prove: Record before/after evidence and one correction.

Use: Who benefits, and what limitation remains? _______________________

Advance: Stop/escalate trigger: ______________________________________

Module 9 — Safety, privacy, law, and boundaries

Learn: Truth, authority, consent, safety, privacy/security, accessibility, authorship, regulated-work boundaries, and human accountability cannot be traded away for a high score.

Practice: Mark the correct action for a low-risk scenario: proceed / ask / pause / escalate / stop.

• Scenario: _____________________________________________________________
• Action: ________________ Why: ______________________________________
• Human decision-maker: _________________________________________________
• Data I will not collect: ______________________________________________

Prove: Explain the boundary in your own words.

Use: What current official source must be checked if the requirement can change? _________________________________

Advance: My hold statement: “We will not ________________ until ______________ is verified by ________________.”

Module 10 — Digital work and responsible AI

Learn: A tool can help with a task, but a human remains responsible for truth, safety, privacy, authorship, and decisions.

Practice: Compare a no-tool baseline and a tool-assisted draft on a low-risk task.

Prove: Attach or describe the artifact and disclose meaningful help.

Use: Where must AI/adult help not replace judgment or authorized review? _________________________________

Advance: My next independent test: ___________________________________

Module 11 — Money, compensation, and consumer decisions

Learn: Label price, pay, hours, fees, recurring costs, cancellation, assumptions, sources, and dates. An estimate is not a promise.

Practice: Use fictional or public information; do not enter bank, tax, or identity data.

Prove: Explain which option you would investigate and what you still cannot conclude.

Use: Which authorized person or organization controls the missing term? _________________________________

Advance: My question before committing: __________________________________

Module 12 — Résumé, interview, simulation, and transition

Learn: Use evidence-backed language. Do not claim a credential, license, admission, completion, job, or outcome you cannot verify.

Practice: Turn one portfolio item into a truthful skills statement: “I __, using , verified by , with support __.”

• My skills statement: __________________________________________________
• Requirement/source I verified: ________________________________________
• Requirement still missing: ____________________________________________

Prove: Complete a bounded simulation or presentation and record feedback/correction.

Use: Build a transition brief.

Advance: I will review this plan on ________ with __________________. I will not treat this plan as admission, transfer, licensure, employment, or a guarantee.

Final reflection and completion record

• The strongest evidence I can explain: __________________________________
• The correction that improved my work: _________________________________
• The support I want to continue: ________________________________________
• The boundary I will protect: __________________________________________
• My next lawful step: __________________________________________________

Completion note: If completed, the authorized DTU record may state only that the learner completed the noncredit DTU Adult Employability Core and demonstrated listed tasks at a documented support level on a recorded date. This is not a diploma, credit, license, certification, accreditation, approval, placement, job-readiness guarantee, or earnings outcome.

Adult Employability Core — Facilitator Guide

Free public noncredit self-study edition — Version 0.1 — October 8, 2026 Not approved for enrollment, diploma credit, certification, licensure, placement, or funding claims.

Facilitator front door

This guide supports adult dignity, practical evidence, and a truthful next step. It does not authorize a facilitator to award diploma credit, evaluate an official transcript, approve a learner for a trade, certify occupational competence, issue a license, promise admission, or guarantee employment.

Delivery pattern

Use a 60–120 minute session as appropriate to the learner, task, access needs, and context:

1. Welcome and status: state the noncredit scope, privacy boundary, support options, and voluntary nature of unnecessary disclosure.
2. See it / Name it: model one plain-language task and vocabulary.
3. Try together: guide a low-risk example.
4. Try independently or with disclosed support: allow oral, written, visual, demonstrated, translated, or assistive-technology evidence when it does not defeat the stated skill.
5. Check: use a source, example, test, or rubric.
6. Use: transfer to a realistic but safe scenario.
7. Save proof: record artifact, support, feedback, correction, and next step.

Evidence and feedback

Use the scale 0–4 only for the named task on the recorded date. Do not score human worth, personality, intelligence, accent, disability, family situation, immigration history, trauma, or future potential. A missing noncompensable gate requires pause, teaching, repair, and a new demonstration.

Before the first session

• Confirm the current version and exact delivery context.
• Provide the plain-language noncredit/status notice.
• Identify access, language, schedule, technology, and support preferences without demanding protected details.
• Obtain consent for the minimum data needed and explain storage, access, correction, complaint, and deletion routes.
• Prepare fictional or low-risk scenarios; do not request child, health, financial, identity, credential, immigration, or confidential employer records.
• Confirm a human escalation owner for safety, privacy/security, accessibility, discrimination, suspected abuse, legal interpretation, or regulated-work questions.
• Verify any time-sensitive pathway claim against the current official source; record source authority, date, scope, and unknowns.
• If tools or AI are used, confirm privacy settings, assistance disclosure, independent explanation, and human review.

Module facilitation map

Module 1–12 prompts

For each module, ask:

1. What is the plain-language task?
2. What is a safe example?
3. What can the learner demonstrate with current support?
4. What feedback or correction is needed?
5. Where can the learner transfer it?
6. What must be paused or escalated?
7. What is the smallest next step, owner, date, and evidence?

Keep the learner workbook as the primary record. Facilitator notes should contain only the minimum necessary observation and should not reproduce protected disclosures.

Assessment rubric

Apply the rubric to the module task, never to the person. Record support mode and correction. A high total cannot override truth, consent/authority, safety, privacy/security, accessibility, authorship, regulated-work boundaries, or human accountability.

Accessibility and adult dignity

• Offer oral, written, visual, demonstrated, translated, interpreted, and assistive-technology routes where they preserve the target skill.
• Separate language proficiency from occupational or conceptual competence.
• Read instructions aloud when reading itself is not the target; do not remove reading evidence when reading is the disclosed target.
• Offer extra processing time, reduced-copying options, large print, keyboard route, non-color cues, caption/transcript support, and alternate examples as appropriate.
• Do not force public disclosure of disability, trauma, immigration, health, family, religion, income, or identity information.
• Adults receive adult titles, scenarios, and respect even when strengthening foundational skills.

Privacy, safety, and incident controls

Use the smallest record that proves the task. Before collecting anything, document purpose, authority, access, retention/deletion, correction, complaint route, and incident contact. If a learner raises a safety, abuse, coercion, discrimination, privacy, or regulated-practice issue, stop the learning task and follow the actual context’s approved human procedure. This guide is not a substitute for that procedure or for legal advice.

Do not use protected child/student records, live customer records, health data, bank/tax data, credentials, or employer-confidential material in practice examples. Redact or fictionalize.

Digital tools and AI

Use tools only for a low-risk task after checking data handling and access. Require:

• task/tool fit;
• no protected records in prompts or uploads;
• source verification for factual claims;
• meaningful assistance disclosure;
• learner’s independent explanation or transfer;
• human accountability for decisions and final evidence.

Do not imply endorsement or affiliation with a vendor, benchmark organization, employer, regulator, school, or credential issuer.

Transition and authority handoff

At Module 12, help the learner prepare a truthful portfolio index, skills profile, simulation record, verified-requirements map, and 30/90-day plan. If the goal involves a diploma, formal transcript, adult-education assessment, admission, regulated occupation, license, third-party credential, funding, or employment, identify the authorized decision-maker and provide only the minimum learner-authorized information through an approved secure route. Do not promise a result or send records without the required authority and consent.

Release and completion controls

Before any pilot or delivery, qualified reviewers must confirm the actual context’s curriculum/workforce fit, accessibility, privacy/security, child protection if relevant, safety, tools, source claims, facilitator training, incident procedure, and correction route. A private design draft is not pilot authorization.

Unless a separately authorized body controls another statement, the completion statement is:

“The learner completed the noncredit DTU Adult Employability Core and demonstrated the listed tasks at the documented support level.”

Add version and date. Do not add diploma, credit, license, certification, accreditation, approval, placement, job-readiness, or earnings language.

Facilitator closeout

• Portfolio artifacts indexed: yes / no
• Support and assistance disclosed: yes / no / not applicable
• Corrections recorded: yes / no
• Noncompensable gates clear: yes / hold
• Current-source checks recorded where needed: yes / no / not applicable
• Learner’s next step, owner, date, and alternate path: ___________________
• Human reviewer/escalation needed: yes / no
• Record-retention/deletion action: ______________________________________

Adult Employability Core — Capstone and Task Rubric

Version: 1.0 public noncredit self-study edition — October 10, 2026 Status: Free public noncredit capstone resource; not authorization for enrollment, diploma credit, transcript evaluation, certification, licensure, placement, funding, or employment claims.

Capstone promise and boundary

The learner assembles and explains a truthful portfolio for one reversible next step in work, service, business, or further learning. The capstone may use a fictional, public, or learner-selected low-risk scenario. It must not require protected child/student, health, financial, identity, immigration, credential, or confidential employer records.

The capstone demonstrates listed tasks in a stated learning context. It does not determine human worth, admission, transfer, diploma credit, occupational competence, licensure, certification, job readiness, placement, earnings, or funding eligibility. An authorized provider, employer, regulator, or funder retains its own decision authority.

Required evidence packet

The learner submits one versioned packet containing:

1. Goal and support plan: a 30-day target, evidence condition, support preference, unknowns, risk, and review date.
2. Reliability record: a schedule, change notice, and recovery option for a low-risk scenario.
3. Clarification demonstration: a teach-back, uncertainty statement, and correction invitation.
4. Instruction/source map: issuer, date/version, required steps, stop point, unknown, and next source question.
5. Message and factual record: a concise request plus a dated record that separates known, unknown, and next.
6. Handoff: status, evidence location, open risk, owner, next action, and receiver confirmation.
7. Repair record: observation, impact/risk, request, boundary, escalation owner, correction, and retest date.
8. Improvement cycle: problem frame, baseline, smallest change, test, result, limitation, and correction.
9. Protection map: truth, authority/consent, safety, privacy/security, accessibility, authorship, regulated-work boundary, and human accountability decisions.
10. Digital/AI assistance ledger: tool or adult help, purpose, data excluded, source checks, learner’s independent explanation, and correction.
11. Money/consumer decision: dated sources, known terms, missing terms, assumptions, risk, and reversible next step.
12. Transition brief: skills profile, one verified requirement map, one simulation or presentation, 30/90-day steps, owner/date, and an alternate path.

Capstone sequence

1. Choose and bound

State the next step being explored and what it is not. Select a safe scenario and document the minimum information needed. Pause if the task requires protected records, live regulated work, unauthorized contact, payment, or a claim controlled by another authority.

2. Build and check

Complete the packet using the twelve module artifacts. The learner may use oral, written, visual, demonstrated, translated, interpreted, or assistive-technology evidence when the route preserves the named task. Record meaningful adult or AI help.

3. Explain and transfer

In a short human-reviewed conversation or equivalent accessible format, explain the goal, strongest evidence, one correction, one limitation, one unresolved authority question, and the next reversible action. Complete one no-AI or adapted independent explanation/transfer task unless that would defeat an approved access accommodation.

4. Correct or hold

The facilitator records feedback and the learner either corrects the packet or receives a specific hold. A high total cannot override a missing truth, authority/consent, safety, privacy/security, accessibility, authorship, regulated-work, or human-accountability gate.

Task rubric

Apply each dimension to the named task and date, never to the person.

Completion rule and decision record

Completion requires:

• all twelve evidence items present or an approved accessible equivalent;
• facilitator review of the packet and explanation/transfer task;
• feedback and any required correction recorded;
• every noncompensable gate clear for the stated low-risk context;
• support and meaningful adult/AI assistance disclosed;
• a next step, owner, date, verification source, and alternate path recorded.

The facilitator records one of these states:

• Continue practice: evidence is incomplete; name the smallest next task.
• Correct and resubmit: a repair is possible; record the defect and retest.
• Hold/escalate: authority, safety, privacy, accessibility, or regulated-work decision belongs to a qualified human or authorized body.
• Completed in stated context: the learner demonstrated the listed tasks at the documented support level.

Safe completion wording:

“The learner completed the noncredit DTU Adult Employability Core and demonstrated the listed tasks at the documented support level.”

Add version and date. Do not add diploma, credit, license, certification, accreditation, approval, placement, job-readiness, or earnings language.

Post-capstone handoff

The packet remains a private learning record unless a separate, approved context authorizes a minimum-data handoff with learner consent. A transition brief may request information from an authorized provider, employer, regulator, or funder; it may not claim admission, transfer, completion, licensure, employment, or funding eligibility. No external contact or record transfer is part of this artifact.