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Abstract:
This policy brief summarizes Integrated Education and Training (IET), which is a combination of education and job skills training that is used to transition adult learners beyond adult basic education and through a career pathway that can offer them job training and eventual gainful employment.
Publication Year
2017
This brief presents the Integrated Education and Training (IET) model as a way to support adults in gaining the skills needed to enter a career pathway that leads to living wage jobs. IET programs combine adult basic skills education and job skills training to offer adult learners a streamlined opportunity to transition from adult basic education classes to employment and/or postsecondary educational opportunities. This brief overviews different teaching models for offering an IET (e.g., co-teaching and alternating teaching). They then delve into a more refined description of each of these teaching models, indicating the benefits and possible drawbacks of each teaching model. The authors also identify key components and considerations when planning, developing, and offering an IET (e.g., data collection to monitor implementation and engage in continuous improvement, funding sources). Embedded in the brief are descriptions of two successful IET programs that offer concrete examples of this model and the resulting student outcomes. The authors note that delivering an IET may require a larger investment due greater implementation costs; however, higher rates of student outcomes and greater transitions to employment and education may make the investment worthwhile.
What the experts say
This CALPRO Brief is what a good brief ought to be: succinct, concise, clear, and helpful for users. It provides a basic overview explaining how the components of Integrated Education and Training (IET) can be delivered concurrently and contextually and builds a case for states and programs to implement integrated education and training. It is short and easy to read and provides a good starting point for discussions around the benefits of IET and considerations to think about when developing an IET. Specific examples are given to explain different ways occupational skills training and basic skills instruction can be integrated using co-teaching and alternating teaching models. A list of ten possible funding sources for IETs is included. One caution for users – it is dated 2017, which makes it several years out of date. Users may want to seek current data on, for example, correlations between poverty and academic skill levels.
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:
This resource provides templates, guidance, and tools that will help practitioners plan, design, and implement the basic skills component of an IET curriculum.
Publication Year
2017
Integrated Education and Training (IET) has become a useful strategy to help adult education students and others improve their basic and occupational skills while meeting local workforce development requirements and needs. The resource provides templates, guidance, and tools that will help practitioners plan, design, and implement the basic skills component of an IET curriculum. The resource is designed to enable Title II providers and their training partners to adapt existing curriculum and/or develop new basic skills curriculum to help adult education students successfully complete occupational skills training and move forward on a career path. The focus of this guide is on basic skills rather than occupational skills training curriculum.
Benefits and Uses
The resource may provide support for those developing an IET as it provides guidance on the development of contextualized basic skills curriculum. The resource includes examples, instructional approaches, and templates that could be used for IET planning or for professional development.
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:
This webinar recording defines and describes the Integrated Education and Training (IET) model and aligns it to the Illinois Integrated Career and Academic Preparation System (ICAPS). This webinar recording provides a deep dive into the various workforce training models. Although it is specific to Illinois program requirements, the two ICAPS models both align to WIOA requirements, and the webinar includes pertinent WIOA definitions that are applicable to all states. Benefits and Uses The resource helps to define the components of the Illinois ICAPS/IET (Integrated Career and Academic Preparation System/Integrated Education and Training) Model One and Model Two in Illinois. Although it is specific to Illinois program requirements, the two ICAPS models both align to WIOA requirements, and the webinar includes pertinent WIOA definitions that are applicable to all states. A PDF of the webinar slides is available to view and download. 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.Resource URL
Publication Year
2019
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Abstract:
This library of CK-12’s interactive FlexBooks was developed by the Outreach and Technical Assistance Network specifically to support adult educators and learners. The library includes FlexBooks for Adult Basic Education, Adult Secondary Education, English as a Second Language, High School Equivalency, and Career and Technical Education courses. All textbooks are interactive and include instruction, interactive media (including videos), and knowledge checks.
This library of open-source textbooks can be beneficial to support on-ramp, bridge, or integrated education and training programming, and it can be used for Adult Basic Education, Adult Secondary Education, English as a Second Language, High School Equivalency, and Career and Technical Education courses. All textbooks are interactive and include instruction, interactive media (including videos), and knowledge checks. Three of the textbooks are relevant to health science careers, including a detailed course for home health aides. Given that these resources were developed on the CK-12 platform, they are designed to be easily reused with licensing that allows instructors to adapt and remix the content to be used in different contexts.
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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Publication Year
2019
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Abstract:
This webinar provides viewers with an overview of Integrated Education and Training (IET) through the lens of Integrated English Literacy and Civics Education (IELCE) in California.
The informational video resource provides background knowledge for those new to IET, IELCE, and the process of creating a SSLO. The resource also includes this worksheet, designed to help instructors and curriculum designers develop SSLOs for their curricula.
Benefits and Uses
The informational video resource provides background knowledge for those new to IET, IELCE, and the process of creating a SSLO. The video includes strategies for successful collaboration between IELCE/IET programming and industry and focuses on the features of effective SSLO. The time stamp feature of the YouTube video allows the viewer to advance the video to the content desired. The context of the video is focused on ABE programs in California; however, the strategies and suggestions presented can be used by ABE professionals in other states. This resource also includes a worksheet template for developing your own SSLO.
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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Publication Year
2019
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Abstract:
This compendium describes the four innovative practices in secondary credentialing selected from the Round 1 Advancing Innovation in Adult Education applications.
This compendium describes four innovative practices selected by the Advancing Innovation in Adult Education project. The four adult education practices highlighted in the compendium were drawn from round 1 applicants and illustrate innovative approaches for adult learners to attain a secondary credential while developing skills for career readiness, earning college credits, or obtaining an occupational certificate in a career pathway.
Benefits and Uses
Adult education State staff, program administrators, instructors and staff, workforce development staff, federal agency staff, and adult education researchers can use the Compendium of Innovative Practices to learn about new and enhanced approaches for adults to earn a secondary credential that include occupational training or earning of postsecondary credits as part of the credentialing option, and that involve web-based delivery of a credentialing program.
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.
Publication Year
2020
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Abstract:
This informational video highlights how Perkins V funding can be braided to support IET programs.
The Illinois Integrated Career & Academic Preparation System (ICAPS) is committed to the implementation of effective Integrated Education and Training (IET) Programs. This informational video highlights how Perkins V funding can be braided to support IET programs.
Benefits and Uses
States or local providers looking to create IETs using a braided funding model can use this guide to help understand how the regulations allow Perkins V funding to be used with Adult Education Family Literacy Act (AEFLA) funding for IET programs.
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:
From studies meeting WWC Standards and the Postsecondary Career and Technical Education topic area protocol, the report concludes that I-BEST had a range of statistically significant, positive effects on outcomes, such as improved credential attainment and short-term employment and earnings.
Rising employer demand for skilled workers has driven efforts to better align occupational training programs to industry needs. Yet, even as the demand for skilled workers increases, less than half of students who enter occupational training programs receive a credential within six years. Community colleges are working to find faster and more effective ways to train those in need of basic skills instruction in math, reading, or job skills. Traditionally, basic skills courses are offered in a sequence that must be completed before students can begin college-level occupational training. However, most students referred to basic skills training never enroll in college-level courses. As its name implies, Washington State's "Integrated Basic Education Skills and Training (I-BEST)" provides integrated basic skills and occupational training that allows students to complete their training program faster, and provides supports designed to ensure students stay engaged in training. Washington State's "I-BEST" program was developed by the Washington State Board of Community and Technical Colleges (SBCTC) and was first implemented in the 2006-2007 school year. Since its creation, "I-BEST" has been replicated in other locations, sometimes under different names. "Accelerating Opportunity" was launched in four states in 2011 with funding from the Bill & Melinda Gates Foundation. With support from the U.S. Department of Labor's Workforce Innovation Fund (WIF), the "Accelerating Connections to Employment (ACE)" program was implemented in four states in 2013. Both "Accelerating Opportunity" and "ACE" programs note that they are based on the "I-BEST" model, with the same core commitment to integrated basic skills and occupational training. Supports provided by these programs differ slightly, and these differences are described in this report. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of "I-BEST" on education and labor market outcomes. The WWC identified 12 studies of "I-BEST." Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of "I-BEST" on students in career and technical education programs--including African-American, Hispanic, Asian, Native Hawaiian, and White students--in a variety of school settings, including urban, suburban, and rural community colleges.
Benefits and Uses
The high level of academic rigor makes this resource a valuable one for those engaging in IET program design. The style is academic and research-focused, but charts, bullets, and graphic elements are included to ease readability. It takes into account factors, such as how I-BEST has been implemented, the components of I-BEST, including instructional models, career navigational support for students, financial support (e.g., childcare and transportation assistance), job placement help, and I-BEST costs. Using common standards for gauging student career pathways progress, it supports data-based decision making based on I-BEST models for IET program design.
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.
Publication Year
2021