Workforce Development

The course learning expectations are to refresh and advance participants basic employment skills. The purpose is to create career opportunity advancement and help participants reach their employment goals. The learning tools used in the program include a self-assessment of knowledge on the first day of class using the TABE assessment system and a post-assessment on the final day of class. The classroom environment encourages participants to interact in an active learning experience that is relaxed with no pressure to pass. The only expectation is that the student participates in the learning experience. The program instructors are here to help guide, support and provide learning opportunities.

The course learning expectations are to refresh and advance participants basic employment skills. The purpose is to create career opportunity advancement and help participants reach their employment goals. The learning tools used in the program include a self-assessment of knowledge on the first day of class using the TABE assessment system and a post-assessment on the final day of class. The classroom environment encourages participants to interact in an active learning experience that is relaxed with no pressure to pass. The only expectation is that the student participates in the learning experience. The program instructors are here to help guide, support and provide learning opportunities.

The course learning expectations are to refresh and advance participants basic employment skills. The purpose is to create career opportunity advancement and help participants reach their employment goals. The learning tools used in the program include a self-assessment of knowledge on the first day of class using the TABE assessment system and a post-assessment on the final day of class. The classroom environment encourages participants to interact in an active learning experience that is relaxed with no pressure to pass. The only expectation is that the student participates in the learning experience. The program instructors are here to help guide, support and provide learning opportunities.

The course learning expectations are to refresh and advance participants basic employment skills. The purpose is to create career opportunity advancement and help participants reach their employment goals. The learning tools used in the program include a self-assessment of knowledge on the first day of class using the TABE assessment system and a post-assessment on the final day of class. The classroom environment encourages participants to interact in an active learning experience that is relaxed with no pressure to pass. The only expectation is that the student participates in the learning experience. The program instructors are here to help guide, support and provide learning opportunities.

The course learning expectations are to refresh and advance participants basic employment skills. The purpose is to create career opportunity advancement and help participants reach their employment goals. The learning tools used in the program include a self-assessment of knowledge on the first day of class using the TABE assessment system and a post-assessment on the final day of class. The classroom environment encourages participants to interact in an active learning experience that is relaxed with no pressure to pass. The only expectation is that the student participates in the learning experience. The program instructors are here to help guide, support and provide learning opportunities.

The course learning expectations are to refresh and advance participants basic employment skills. The purpose is to create career opportunity advancement and help participants reach their employment goals. The learning tools used in the program include a self-assessment of knowledge on the first day of class using the TABE assessment system and a post-assessment on the final day of class. The classroom environment encourages participants to interact in an active learning experience that is relaxed with no pressure to pass. The only expectation is that the student participates in the learning experience. The program instructors are here to help guide, support and provide learning opportunities.

The course learning expectations are to refresh and advance participants basic employment skills. The purpose is to create career opportunity advancement and help participants reach their employment goals. The learning tools used in the program include a self-assessment of knowledge on the first day of class using the TABE assessment system and a post-assessment on the final day of class. The classroom environment encourages participants to interact in an active learning experience that is relaxed with no pressure to pass. The only expectation is that the student participates in the learning experience. The program instructors are here to help guide, support and provide learning opportunities.

The course learning expectations are to refresh and advance participants basic employment skills. The purpose is to create career opportunity advancement and help participants reach their employment goals. The learning tools used in the program include a self-assessment of knowledge on the first day of class using the TABE assessment system and a post-assessment on the final day of class. The classroom environment encourages participants to interact in an active learning experience that is relaxed with no pressure to pass. The only expectation is that the student participates in the learning experience. The program instructors are here to help guide, support and provide learning opportunities.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

This 280-clock hour course must follow the guidelines established by the NC Office of EMS. The Office of EMS must approve courses that include portions delivered via distance education. The curriculum for the EMT educational program shall be the 2009, or most current release of the United States Department of Transportation (US DOT) National Highway Traffic Safety Administration (NHTSA) National Education Standards. The EMT program must be conducted by an approved Basic or Advanced Educational Institution as defined in the rules of the North Carolina Medical Care Commission. The lead instructor for the EMT educational program must be a NC credentialed Level I EMS Instructor at the EMT, AEMT or Paramedic level as defined in the rules of the North Carolina Medical Care Commission. Student/Course prerequisites: A) 17 years of age on or before the official end date of the course; B) High school diploma or high school equivalent; or successful completion of an entrance exam assessing basic reading comprehension skills at a minimum of the eleventh-grade level.

The purpose of this class is to provide a reinforcement of culinary skills that will aid you in the pursuit of gaining experience in event catering. Join us as we curate menus, practice customer service skills, cook, and serve food according to a clients specifications and budget. On the last day of this course you will receive hands on experience assisting the Volt Kitchen in catering a real world event. This course is perfect for those with an interest in starting their own catering business or those looking to just gain additional experience in the field.

This accelerated 128 clock hour program is designed to prepare individuals with civilian or military aviation maintenance experience for the FAA Airframe Technician certification/licensure. Through classroom discussions and hands-on shop exercises, you will become competent in the Airframe phase of certification in FAA-regulated aircraft maintenance. This course aims to provide students with principles, fundamentals, and technical procedures in subject-matter areas relating to the Airframe rating to successfully pass all written and oral and practical exams administered by an FAA authorized Designated Maintenance Examiner (DME).

This accelerated 128 clock hour program is designed to prepare individuals with civilian or military aviation maintenance experience for the FAA Airframe Technician certification/licensure. Through classroom discussions and hands-on shop exercises, you will become competent in the Airframe phase of certification in FAA-regulated aircraft maintenance. This course aims to provide students with principles, fundamentals, and technical procedures in subject-matter areas relating to the Airframe rating to successfully pass all written and oral and practical exams administered by an FAA authorized Designated Maintenance Examiner (DME).

This accelerated 128 clock hour program is designed to prepare individuals with civilian or military aviation maintenance experience for the FAA Airframe Technician certification/licensure. Through classroom discussions and hands-on shop exercises, you will become competent in the Airframe phase of certification in FAA-regulated aircraft maintenance. This course aims to provide students with principles, fundamentals, and technical procedures in subject-matter areas relating to the Airframe rating to successfully pass all written and oral and practical exams administered by an FAA authorized Designated Maintenance Examiner (DME).

This accelerated 128 clock hour program is designed to prepare individuals with civilian or military aviation maintenance experience for the FAA Airframe Technician certification/licensure. Through classroom discussions and hands-on shop exercises, you will become competent in the Airframe phase of certification in FAA-regulated aircraft maintenance. This course aims to provide students with principles, fundamentals, and technical procedures in subject-matter areas relating to the Airframe rating to successfully pass all written and oral and practical exams administered by an FAA authorized Designated Maintenance Examiner (DME).

This accelerated 128 clock hour program is designed to prepare individuals with civilian or military aviation maintenance experience for the FAA Airframe Technician certification/licensure. Through classroom discussions and hands-on shop exercises, you will become competent in the Airframe phase of certification in FAA-regulated aircraft maintenance. This course aims to provide students with principles, fundamentals, and technical procedures in subject-matter areas relating to the Airframe rating to successfully pass all written and oral and practical exams administered by an FAA authorized Designated Maintenance Examiner (DME).

This accelerated 128 clock hour program is designed to prepare individuals with civilian or military aviation maintenance experience for the FAA Airframe Technician certification/licensure. Through classroom discussions and hands-on shop exercises, you will become competent in the Airframe phase of certification in FAA-regulated aircraft maintenance. This course aims to provide students with principles, fundamentals, and technical procedures in subject-matter areas relating to the Airframe rating to successfully pass all written and oral and practical exams administered by an FAA authorized Designated Maintenance Examiner (DME).