- Funding. States can provide funding to local IET programs or partnerships through grants or formula funds, using state or federal resources.
- Program Initiatives. States can authorize the provision of IET via program initiatives that are part of a state adult education and workforce strategy.
- Program Requirements. States can go beyond merely authorizing IET by actively requiring the provision of IET.
- Reviewed state adult education, community college, and/or workforce board websites;
- Reviewed relevant sections of state code; and
- Conducted follow-up calls and emails with key informants to answer questions and confirm findings.
- At least 12 state provide funding for IET.
- At least 18 states have launched program initiatives using an IET model.
- No state has established policies requiring IET, although several states have longstanding initiatives that function as de facto requirements.
- 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
- Single, clear and statewide definition of various work-based learning experiences.
- High-quality career awareness and exploration beginning in the elementary and middle grades.
- Funds to support deployment of all activities at the state, regional, and local levels.
- Development and dissemination of a state framework for work-based learning.
- Non-elective graduation credit for approved work-based learning experiences.
- Basic computer skills
- Internet
- Windows OS
- Mac OS
- Social media
- Microsoft Word
- Microsoft Excel
- Microsoft PowerPoint
- Information literacy
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Abstract:
A survey of all 50 states and the District of Columbia found that eighteen states have adopted at least one form of integrated education and training policy.
Publication Year
2016
Integrated education and training (IET) policies address the challenge of helping individuals who have basic skill gaps to qualify for middle-skill jobs. These policies encourage the adoption of program models that allow people to develop or refresh basic skills such as math, reading, or spoken English while simultaneously training for a in-demand occupation or industry. These policies are organized into three types:
What the experts say
Integrated Education and Training Policy: 50-State Scan is highly relevant to adult education. It is a practical resource that summarizes the how academic skills and job-related training can be combined (integrated) and what the states are doing in this regard. The report consists mostly of easy-to-read diagrams summarizing the accomplishments of each state in integrating instruction. It could be used in a study circle of program developers, state education and training directors, and program administrators.
This report is a good overview of the status of Integrated Education and Training Policy as of December 2016. It may be useful for a variety of individuals interested in adult education and the workforce including local leaders who are developing procedures and programs and want to see what other states are providing. Legislators could review this report to understand the status of neighboring and other states for policy development and federal policymakers could consider this information in identifying funding priorities. Certainly, adult education students doing research may have an interest in this report. The map and chart are the most useful features in that both provide information about the states at a glance.
Adult education state leaders, program managers, curriculum writers, and professional developers might use this scan to identify states that have adopted IET systems, but they would need to reach out to their counterparts in those states to learn about how those IET programs were/are created, funded, supported, and organized. The descriptions of what is actually happening in the states are brief and do not describe the substance or quality of the programs. This resource would be more useful if it included model programs and provided more detail on the funding, structure, curricula, instructor training, and other components.
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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:
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.
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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 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.
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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 checklist is designed as a work aid to help determine the extent to which a newly developed or existing program meets the requirements for career pathways in section (3)(7) of WIOA.
Publication Year
2017
Resource Type
The Workforce Innovation and Opportunity Act (WIOA) was enacted on July 22, 2014. WIOA calls for cross-system alignment; education and training that is focused on the needs of high-demand industry sectors and occupations; regional collaboration focused on the skill needs of regional economies; and the establishment of career pathways systems that make it easier for all Americans to attain the skills and credentials needed for family-supporting jobs and careers. Within these systems, career pathways programs offer a clear sequence, or pathway, of education coursework and/or training credentials aligned with employer-validated work readiness standards and competencies.
This checklist is designed as a work aid to help determine the extent to which a newly developed or existing program meets the requirements for career pathways in section (3)(7) of WIOA.
Benefits and Uses
This checklist is for planners and managers of career pathways programs Financial aid counselors and administrators responsible for administering the Ability to Benefit (AtB) provisions of the Higher Education Act (HEA), that allow a student who does not have a high school diploma (or its recognized equivalent) to be eligible for Title IV, HEA student assistance through one of the AtB alternatives if the student is enrolled in an “eligible career pathway program” that aligns to the statutory requirements in WIOA.
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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 policy brief presents a comprehensive policy approach to providing high-quality work-based learning experiences that prepare participants for postsecondary and workforce success in high-demand occupations.
Publication Year
2018
High-quality, work-based learning opportunities can confer a number of benefits — not only for students, but also for schools, employers, and communities. Because high-quality work-based learning opportunities integrate applicable academic concepts and state standards and evaluate a student’s mastery of key employability skills, students can reap greater benefits from quality work-based learning programs than they can from traditional teen employment opportunities.
In the absence of state policies providing structures and funding for work-based learning programs, there can be disparities in program access from one district to another. Fewer than one-third of states have adopted policies regarding secondary student work-based learning, according to the National Skills Coalition. As of April 2017, 14 states had policies governing pre-apprenticeships and youth apprenticeship programs for high school students, and 11 states had policies governing other secondary student work-based learning.
To ensure wide and equitable access to high-quality work-based learning experiences designed to prepare participants for postsecondary and workforce success in high-demand occupations in their region or state, a comprehensive policy approach should include the following components:
What the experts say
Work-Based Learning Model: Policy Components is an excellent resource for state, regional and local entities looking to outline policy considerations for a work-based learning system that includes adult learners. It is well written, concise, and superiorly organized, making it easy to read and understand.
Current and well-sourced information is provided from the work-based learning field covering multiple scenarios that educators might encounter in building a work-based learning program. The combination of content and concrete examples of collaboration across state, local, employer and charitable organizations make it a must have resource for work-based learning planning and implementation.
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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 open-access version of the Northstar Digital Literacy Project assessments can be used for assessing digital literacy skills to inform instruction.
Resource URL
Publication Year
2018
The Northstar Digital Literacy Project offers online learning modules and assessments in ten categories:
What the experts say
Learners must be digitally literate in order to find and succeed in a career with family-sustaining wages. The Northstar Digital Literacy Assessment is a group of standards-based interactive assessment modules that measure adult digital literacy skills at a basic level. Each assessment moves the learner up a level in their digital literacy skills. The lessons are simple and easy to understand and navigate.
Many adult education teachers are seeking introductory courses in computer/digital literacy for themselves and their students. The Northstar Assessments are widely used in the fields of adult basic skills education and digital literacy skills. Designed specifically for adult basic skills (including ESL/ESOL) learners, the project began with designing a set of digital literacy standards that are acceptable to public libraries, adult basic skills educators and employers in Minnesota. The standards are based on the needs of low-literate adults as perceived by adult educators, librarians, and employment and training services specialists.
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 interactive workshop explores how adult basic education providers can strengthen outcomes by building innovative, results-driven partnerships with their workforce development boards. Through real-world examples and guided discussion, the session highlights how co-enrollment, integrated education and training (IET), pre-apprenticeships, shared data, and braided funding can help workforce development and ABE partners respond to talent shortages while expanding access and equity for job seekers. Attendees will identify common challenges to effective partnerships and learn concrete strategies for overcoming them through trust-building, joint planning, and continuous communication. The workshop emphasizes by positioning ABE programs and workforce development boards not only as referral agencies, but as strategic partners in talent development. Participants will leave with actionable ideas, partnership tools, and next steps they can adapt to their local systems to better serve job seekers, employers, and communities in a rapidly changing economy. Participants will (1) identify effective partnership models between workforce development and adult basic education, including co-enrollment, pre-apprenticeships, and Integrated Education and Training; (2) apply strategies to align goals, data, and resources across systems to address common partnership challenges; and (3) develop actionable next steps to strengthen local collaborations that improve outcomes for jobseekers and employers. Original webinar date: May 14, 2026 Webinar recording link: https://youtu.be/Cht1pbZg75w
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Abstract:
This report presents the results of a systematic examination of rigorous evaluation studies to determine what is known about the impact of career pathways on adults seeking to attain a living-wage career.
A limited but growing body of rigorous evaluation studies examines how career pathways influence student success. Based on experimental or quasi-experimental studies, this growing body of results shows that career pathway participants are employed and retained in employment at higher rates and attain higher wages and annual earnings than students with similar characteristics who enroll in training that does not use a career pathway approach. They also earn entry-level credentials and gain basic skills at higher rates than the comparison group. The results make a case for scaling career pathways to reach many more adult learners. Persuasive evidence shows that well-designed career pathways can improve academic, employment, and income outcomes for adults.
Descriptive Research
Simple Descriptive
What the experts say
This is a well-written and concise review of rigorous research in the adult education career pathway field. The findings and recommendations are positive, and in general, validate existing best practice knowledge/research about successful implementation of career pathway programming. Together they provide a big picture, systems change framework for adult education stakeholders in their pathways implementation and scaling considerations.
The authors provide a unique and simplified model for understanding career pathway outcomes. These outcomes are grouped into three categories: Pathway Entry, Integrated Training, and Career Progression. For each of the outcome areas, results are synthesized from career pathway studies into results linked to pathway implementation and results linked to impact on the participants. Adult educators will find these implementation and impact results enlightening as there are many positive results noted as well as some results that show null or negative impacts of career pathway implementation. Adult educators and policy makers will find the recommendations with regard to practice and policy useful as these recommendations are evidence-based and flow logically from the synthesis of multiple, credible career pathway studies/evaluations.
Although the study recommendations are practical and insightful, they lack embellishment with regard to a description or link to specific best practices (i.e., concrete examples) that could give the reader insight into actualizing the recommendations.
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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.
Publication Year
2019