- Asian-American Civic Association (Boston, MA)
- Community Action, Inc. of Central Texas (Austin, TX)
- Eastern Aroostook Adult and Community Education (Caribou, ME)
- Genesis Center (Providence, RI)
- Johnson County Community College (Johnson County, KS)
- LaGuardia Community College (Queens, NY)
- Northeast Mississippi Community College (Booneville, MS)
- Southwest Regional Adult and Continuing Education (Southwest VA)
- Twenty-one percent had not yet started IET programming, while 42% have been doing IET for more than two years. Only 69% feel certain that their program meets all of the IET requirements.
- The majority of survey respondents are implementing or planning IET with Integrated English Language Civics Education (IELCE), WIOA section 243 funds. Twenty-nine percent offer IET outside of section 243 funds, demonstrating a willingness to provide IET with general funds.
- Many types of organizations provide the workforce training component: 39% are community and technical colleges, 14% are local workforce one-stop contractors, and 13% are local school districts.
- Health care occupations dominate IET program offerings—over half of all IET programs reported preparing students for the Certified Nursing Assistant (CNA) credential.
- Adult educators are targeting industries in multiple high-demand areas. Fifty-six percent offer IET programs in in-demand industries as defined by local workforce development boards, while 17% get their industry information from community and technical colleges.
- Forty-one percent of IET programs use state grant funds for the workforce training component, while 37% are designed to utilize federal financial aid.
- Forth-two percent of respondents didn’t know if their IET program is part of their state’s Eligible Training Provider List (ETPL). WIOA title I Adult and Dislocated Worker funds can be used to fund adult education and literacy services when bundled in an IET model
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Abstract:
Adult education has evolved from informal, oral traditions to structured programs that address the changing needs of society. This article traces its historical roots from early evening schools and trade education to modern community colleges and workforce development initiatives. It explores the relevance of adult learning through andragogical principles, emphasizing its problem-centered approach and immediate application. Finally, it highlights the profound impact of adult education, showcasing its role in personal growth, economic mobility, and community engagement.
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Abstract:
Adult education has evolved from informal, oral traditions to structured programs that address the changing needs of society. This article traces its historical roots from early evening schools and trade education to modern community colleges and workforce development initiatives. It explores the relevance of adult learning through andragogical principles, emphasizing its problem-centered approach and immediate application. Finally, it highlights the profound impact of adult education, showcasing its role in personal growth, economic mobility, and community engagement.
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Abstract:
Workforce Pell is reshaping the connection between adult education, workforce development, and higher education by expanding Pell Grants to eligible short-term workforce training programs. As implementation begins, adult education leaders have an opportunity to strengthen career pathways, build new partnerships, and improve learner access to high-value credentials. This session will unpack the legislation, explain the new accountability measures and eligibility requirements, and examine what they mean for adult education, Integrated Education and Training (IET), and workforce partnerships. Participants will leave with practical strategies to prepare their organizations and position adult learners for success in the Workforce Pell era.
Original webinar date: August 18, 2026
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Abstract:
This reflective essay explores how Tennessee’s state-level adult education policies positively shape practitioner strategies and learner outcomes, with a focus on the C.A.P.E. (Connecting Adults to Professions and Education) Program at Meharry Medical College. As a current State Advocate for Adult Education Fellow through COABE, the author offers insights into how Tennessee’s commitment to performance-based funding, workforce-aligned initiatives, and equity-driven programming supports innovation and access for adult learners. The story of Keitha Green—a 2024 C.A.P.E. graduate who earned her high school equivalency diploma alongside her daughter—illustrates the intergenerational impact of accessible, state-supported education. Highlights include the development of contextualized integrated education and training (IET) programs, such as the Titans Construction Training Camp, which awards the NCCER Core certification, and a Pharmacy Technician Pre-Apprenticeship in partnership with CVS Pharmacy. These initiatives, supported by State of Tennessee adult education funding, demonstrate that with a strong network of support, learners can pursue both education and upward economic mobility. This work affirms the importance of aligning policy goals with the lived realities of communities, reinforcing the value of strong state-practitioner collaboration in transforming lives through education.
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Abstract:
For the past 15 years, Indiana has been undergoing an integrated education and training (IET) evolution. The inclusion of career training and certifications into the adult education framework has yielded economic benefits for Hoosier adults, employers, and communities. Indiana policy and legislation guided program implementation and expansion by codifying the dedication of 25% of all state and federal funding to this priority. Secondary feedback loops were established with education programs, training providers, employers, and workforce boards to inform continuous improvement and adjustments over the years. Using this information to increase completion and certification rates and refine training opportunities has improved student outcomes and certification availability. During the past 15 years, Indiana residents have earned more than 19,000 career certifications through the adult education system.
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Abstract:
This webinar recording features a panel of leading experts from around the country who discuss how IET models are being implemented and provide real examples of the opportunities (and lessons learned) for administrators and practitioners to develop quality IET models.
Publication Year
2016
CLASP recorded a webinar on Integrated Education and Training (IET). Experts from around the country discussed how IET is being implemented and opportunities for practitioners to develop quality IET models.
Benefits and Uses
IETs are a core educational strategy for career pathways jointly developed between WIOA partners. This webinar highlights the many ways that states and individual programs have interpreted the definition and core elements of IETs and in turn used them to develop IETs as a strategy across all levels of service delivery in Title II of the Adult Education and Family Literacy Act (AEFLA). The panel, comprised of nationally recognized leaders in their field, provides easy-to-understand information starting with what an IET is to the ways data is collected and reported, and how partnerships can be formed.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This guide profiles an array of integrated education and training (IET) programs providing inspiration, models, and lessons for adult educators as they plan or strengthen their own IET programs.
Publication Year
2017
The federal Workforce Investment and Innovation Act (WIOA) has changed the landscape of adult education, focusing the field squarely on workforce development outcomes and programming that supports the integration of education and training (IET) and career pathways. This guide emerged from efforts to learn how eight adult education programs around the country have been integrating education and training. Many of these programs are making adjustments to conform to WIOA requirements and activities; others are using WIOA as an opportunity to forge new workforce collaborations. Across the board, there is much to learn from what they are doing effectively, what hasn’t worked well, and what they are thinking about going forward.
Despite their wide range of contexts, all IET programs face some common realities. One is that the world of work is constantly evolving. New jobs require updated technological skills and a comfort with digital tools; employers are modernizing with green technologies and practices; and industries may rise, fall, or relocate. IET programs need to be nimble in responding to these realities. Illustrated in this guide are programs that continue to revamp their services, employ sectoral approaches that focus on technical skills that transfer across job categories, or rotate their job trainings so that they don’t over-saturate the market with workers who are then left without strong employment options.
Another universal reality for IET programs is that this integration of services requires building relationships with and engaging new partners, and collaborating in new ways. The expanded team involved in such a collaboration needs to figure out how to work together and best utilize the strengths of each partner. The profiles in this guide offer a wide array of approaches both in who the adult education programs partner with (e.g. career and technical education (CTE) departments within a college or technical high school, WIOA-authorized training providers, or in-house technical training instructors) and how they collaborate in those partnerships to develop an integrated curriculum.
The programs profiled are:
What the experts say
Practitioners are looking for IET examples that can be used as models in developing their own programs. This resource fulfills this need by providing simple and precise examples of workforce development in adult education in the following areas: health care, rural communities, urban areas, culinary arts, building maintenance, entrepreneurship, and curriculum development.
This resource builds awareness of model IET program across a wide diversity of contexts. It would be useful for those developing local programs, studying the national context, or doing more research. Individual case studies include core information presented in a question and answer format. In particular, the design and funding portions of each case study are significant for practitioners, administrators, and policy-makers.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
Results of a national survey of adult education providers to learn more about Integrated Education and Training (IET) models, funding mechanisms, and partnerships across the country.
Publication Year
2017
Integrated Education and Training (IET) is a research-proven educational practice based in adult learning theory. The Center for Law and Social Policy (CLASP) and the Texas Workforce Commission conducted a national survey of adult education providers to learn more about IET models, funding mechanisms, and partnerships across the country. Two hundred sixty-five people from 43 states took the survey, which consisted of 31 questions. All results are included in the appendix.
Highlighted results from the survey include:
What the experts say
Integrated Education and Training: A Career Pathways Policy and Practice is well designed to promote continuous improvement at various levels in the field. A single provider could use it as study material for staff to compare its offerings with the field at large and assess the extent to which its own programs meet research-based standards such as the “tipping point.” WIOA providers in a region could use the IET publication as its title suggests: to review its career pathways policy and practice for improvement. For example, the resource provides several suggestions and strategies to move away from one-off special funding to regular program funds and describes the relevant WIOA regulations to support that move (see page 9).
There is significant value to an analysis of the extent of the field’s adoption of the IET approach. This report will be valuable both to practitioners who are considering adding an IET component to their offerings as well as to those seeking guidance on how to strengthen already existing programs. The format is easy to follow and the language is clear.
Since IET is an important component of WIOA, many adult education practitioners will be interested in reviewing the results of this survey. At this juncture, this is a helpful overview document both for programs that are already implementing IET as well as for those who are just getting started.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.