; (B) skills development; (C) test preparation for skilled trade apprenticeships; (D) advance training in the forest sector relating to jobs as forest restorationists, members of hand crews, wildland fire fighters, machine operators, licensed timber operators, registered professional foresters, ecologists, biologists, or workers in construction in support of resilient infrastructure, including residential buildings; or (E) other support services to facilitate post-secondary success; (2) education programs designed for elementary, secondary, and higher education students that— (A) inform people about the role of forestry, vegetation management, and ecological restoration in the communities of those people; (B) increase the awareness of opportunities for careers in the forest sector and exposure of students to those careers through various work-based learning opportunities inside and outside the classroom; and (C) connect students to pathways to careers in the forest sector; (3) the development of a model curriculum and related vocational programs to be adopted by community colleges, which, to the extent practicable and feasible, shall— (A) provide professional training in implementing prescribed fire projects, including the knowledge and skills necessary to plan and implement broad-scale surface and ladder fuel treatments within the wildland-urban interface, wildlands, and urbanized areas, as appropriate; (B) include a focus on the ecological concerns, economics, and practices necessary to improve community safety and forest resilience; and (C) train students in— (i) the retrofitting of houses, including the use of fire-resistant materials and the maintenance of defensible space; (ii) urban forestry; and (iii) policies or guidance relating to the management of vegetation near utility infrastructure and relevant portions of electric utility wildfire mitigation plans