- ABE/ASE Curriculum
- Career Pathways Contextualized Bridge Curriculum
- Entrepreneurial Contextualized Bridge Curriculum
- Healthcare Contextualized Bridge Curriculum
- IT Bridge Contextualized Curriculum
- Manufacturing Contextualized Bridge Curriculum
- Transportation, Distribution and Logistics (TDL) Contextualized Bridge Curriculum
- program design,
- partnerships,
- navigation and advising, and
- instructional approaches.
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Abstract:
This meeting focused on sharing best practices and challenges in adult education, particularly around ESL programs and workforce development. Participants discussed various initiatives including college and career readiness labs, apprenticeship programs, digital literacy efforts, and strategies for supporting ESL students during challenging times. Key topics included the implementation of Career Gateway classes that simulate workplace experiences, partnerships with employers for workplace learning, and the challenges of providing services to ESL students in correctional settings. Several participants shared resources including AI literacy lesson plans, digital literacy frameworks, and community partnerships, while others discussed the importance of trauma-informed instruction and multi-generational impact of adult education programs. The meeting highlighted successful collaborations between state directors, local programs, and employers, with participants emphasizing the value of working together to create pathways for adult learners.Summary
College Career Readiness Program Development
ESL Workforce Preparation Programs Update
Education Collaboration and Workforce Challenges
AI in Education and Literacy
IET Programs in Correctional Settings
Adult Education Best Practices Sharing
Adult Education Best Practices Sharing
Meeting date: March 10, 2026 Meeting recording link: https://youtu.be/qoX5PbooNSw
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Abstract:
This brief explains what workforce preparation skills are and why they are important.
This brief explains what workforce preparation skills are and why they are important. It describes what skills students need to be prepared for the workforce and provides tips for teaching workforce preparation in the adult education classroom.
Benefits and Uses
This brief explains what is meant by "workforce preparation skills" and the importance of these skills in adult learners' lives. It provides clear examples of instructional tasks that can foster students development of the necessary skills as well as tips for teaching the skills in the classroom.
Required Training
No prior training required.
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:
Illinois Community College Board, Division of Adult Education & Literacy, has designed several comprehensive model contextualized curricula, which includes instructions for use, supplemental materials, lesson plans, and related resources. Illinois Community College Board, Division of Adult Education & Literacy, has designed several comprehensive model contextualized curricula, which include:Publication Year
2020
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Abstract:
This report from the Digital US coalition is the result of a six-month landscape analysis and strategic planning period, laying the groundwork for a new collective impact approach to support both on-ramps to digital skills as well as pathways to new opportunities.
Highlighting the urgent need to support digital skills development for all Americans, this report argues that designing, building, and scaling the on-ramps and supports that millions of adult learners and workers need is a social impact imperative.
Benefits and Uses
This resource includes eye-opening data about digital literacy and the need for digital resiliency. It is extremely applicable, with useful features which include key data, a full gap analysis, important and meaningful graphics, learner worker stories, and specific strategies that can be used to expand digital access and build digital resilience, and recommended resources. Adult education leaders would greatly benefit the from this resource as it offers solutions to the existing gaps that are a result of digital inequity in the United States. Additionally, it provides great resources to help adult educators bridge the digital inequity, digital literacy, and digital resiliency gaps. It can be used as a part of a professional development program or curriculum development training for adult education professionals or digital navigators by outlining a research-based framework for the intentional development of digital inclusion strategies.
Required Training
No training is required.
What the experts say
Often, the terms digital literacy, digital inclusion, digital equity, and digital resilience are used interchangeably. This report builds on the changing social, educational, and workforce landscape as it applies to digital inclusion and provides an evidence-based depiction of the need for improved digital literacy, equity, and resiliency in the American workforce. There is a clearly outlined roadmap that includes both strategies and resources to help adult educators expand access to instruction (places, devices, time, and people), embed digital literacy in other supports through a digital navigator, and improve the effectiveness of instruction and supports. The report concludes with a model ecosystem for developing digital resilience through networking and stakeholder support.
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 compendium describes five innovative practices in bridge and integrated education and training (IET) programs as selected by the Advancing Innovation in Adult Education project.
This compendium describes five innovative practices selected by the Advancing Innovation in Adult Education project. The adult practices highlighted illustrate innovative and enhanced approaches for providing bridge and integrated education and training (IET) programs that assist adult learners in developing the skills, abilities, and knowledge they need to enroll in postsecondary education or occupational training, earn short-term credentials, and obtain employment.
Benefits and Uses
This compendium provides information about two types of practices: bridge programs and integrated education and training (IET) programs. Adult education bridge programs prepare adults to enroll in postsecondary education and training through occupationally contextualized literacy and numeracy instruction and career and college success activities. IET programs enable adult learners to develop their foundational skills and workforce preparation skills through occupational training that leads to educational and career advancement.
A variety of stakeholders will find this information useful, including AE state staff; AE program administrators, instructors, and staff; workforce development staff; federal agency staff; and AE researchers.
This compendium describes the project’s criteria for the selection of innovative practices, and provides context for the practices that were selected and profiles each of the innovative practices.
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
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Abstract:
This report from a national evaluation of Title II examines the extent to which local adult education providers' instructional approaches and coordination with other agencies in 2018–19 reflected the link between adult education and the overall workforce development system
The Workforce Innovation and Opportunity Act of 2014 includes new requirements and incentives to strengthen the link between its Title II—adult education—and the overall workforce development system. This report from a national evaluation of Title II examines the extent to which local adult education providers' instructional approaches and coordination with other agencies in 2018–19 reflected this link and highlights the challenges providers reported collecting related performance data. A compendium provides detailed tables supporting the policy report.
Benefits and Uses
Many adults need help with basic skills like reading, writing, mathematics, and English proficiency to succeed in the American workforce. Congress has long provided resources to help individuals address these educational challenges, most recently through Title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014. But WIOA includes new requirements and incentives to strengthen the link between adult education and the overall workforce development system, to move adults into and along a career pathway. This report from a national evaluation of Title II examines the extent to which local adult education providers’ instructional approaches and coordination with other agencies reflect this link and highlights the challenges providers experience in collecting related performance data. The report describes providers’ reported experiences in program year 2018–19, the first year when the more than 1,600 providers receiving federal Title II funds were expected to operate under WIOA’s rules and before the COVID-19 pandemic disrupted provider operations. The key findings can be used to guide future implementation.
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
2023
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Abstract:
This guide supports the development of workforce training programs, including Integrated Education and Training (IET), that maximizes accessibility for multilingual learners.
To prepare multilingual learners for success in the workforce, adult education programs can develop workforce training programs, including IET, that maximizes accessibility for multilingual learners, helping them to access and succeed in these programs. The guide describes the required components of IET, potential barriers for multilingual learners, and, strategies for supporting their participation and success in education and workforce training. The strategies focus on four key topics:
Benefits and Uses
This guide is designed for adult education providers who are already offering IET programming or connections to IET programs.
Program designers and staff can help use the strategies described in the guide to help learners build the language skills and workforce knowledge they need to participate and be successful in IET and other education and training opportunities.
By using a learner-centered approach and intentionally connecting multilingual learners with IET programs, adult educators can leverage learners’ assets to address their linguistic, academic, workforce, and basic needs barriers and bring learner voice into program design. These practices can help multilingual learners access and succeed in workforce training programs, preparing them for good jobs that enable their economic integration into their communities.
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
2024
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Abstract:
Limited access to equipment and ensuring apprentice safety remain two of the most persistent challenges facing vocational institutions, and the Heavy Equipment Operation course at Alfred State was no exception. While the program itself was thriving, instructors struggled to provide every student with sufficient hands-on time on live equipment. This webinar will examine Alfred State College’s decision-making process, implementation considerations, and resulting outcomes, providing a real-world example of how simulation can complement hands-on equipment training in vocational education. Join Jeffrey Stevens, dean of the School of Applied Technologies at Alfred State College, and Alan Limoges, manager of Product Growth at CM Labs, as they share how simulation-based training evolved from concept to impact, reducing training time by up to 30%, expanding institutional capacity, and giving students more opportunities to practice safely and effectively. Key takeaways: -Key considerations Alfred State College evaluated when integrating simulation into its curriculum -Why simulation has proven effective in improving safety, capacity, and training outcomes -How heavy equipment vocational programs can apply a similar approach to support student engagement and jobsite readiness Original webinar date: February 19, 2026 Webinar recording link: https://youtu.be/G2GKJidO72c Webinar resource link: https://hubs.la/Q041p3XW0