“Integrated Education and Training (IET) is [an]…educational practice based in adult learning theory. Beginning with Washington’s I-BEST and its many replications, and expanded and codified in the Workforce Innovation and Opportunity Act (WIOA), the IET strategy is rapidly spreading across the country. This model helps educationally underprepared adults pair foundational skill building with workforce preparation and training in in-demand occupations.
Through IET programs, adults seek goal-oriented, relevant, practical knowledge. People with family and work responsibilities can offset the opportunity costs of education when IET…leads to educational and economic mobility.
IET disrupts legacy structures of adult education and training. While some traditionalists resist IET—viewing it as outside their scope or beyond their students’ abilities—many practitioners have embraced these models” (p.1).
The authors “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; 43 percent represented local education agencies and 34 percent institutions of higher education” (p.1). This report presents findings from the survey. Additionally, the authors list organizations and links where readers can find more information about IET.
“Career pathways are an integrated service delivery model across education and workforce development that allow local areas to design solutions leveraging the strengths of workforce development and education across the spectrum. Under title II of…WIOA…, also known as the Adult Education and Family Literacy Act (AEFLA), IET is theinstructional strategy for career pathways, and elements “D” and “E” from the WIOA definition of a career pathway align with the IET elements of concurrent activity and contextualization as acceleration strategies. Under AEFLA, IET is an allowable strategy for general funds and is a required strategy for Integrated English Language Civics Education (IELCE), WIOA section 243 funds” (p.3).
“Experienced practitioners know that IET programs must address students’ non-academic needs in order to be part of a comprehensive career pathway. When asked which additional support services are provided to students, respondents identified career navigation as a critical strategy in the adult education system” (p.11).
(Abstractor: Author and Website Staff)
Major Findings & Recommendations
“Among [survey] respondents, 21 percent had not yet started IET programming, while 42 percent have been doing IET for more than two years…however 69 percent feel certain that their program meets all of the IET requirements” (p.1). “The majority of survey respondents are implementing or planning IET with IELCE funds...twenty-nine percent are offering IET outside of section 243 funds” (p.3). “[M]any types of organizations provide the workforce training component: 39 percent are community and technical colleges, 14 percent are local workforce one-stop contractors, and 13 percent are local school districts” (p.4). “[O]ver half of all IET programs reported in the survey prepare students for the Certified Nursing Assistant…credential” (p.5). “Fifty-six percent offer IET programs in in-demand industries as defined by local workforce development boards, while 17 percent get their industry information from community and technical colleges….11 percent reported that they don’t know how their IET occupational training sector is selected.” (p.6). “In survey results, just two percent of IET programs lasted 18 months or more, 24 percent lasted six to 12 months, and 27 percent lasted two to six months” (p.7). “IET program costs vary widely by sector and credential earned” (p.8). “Supports provided by partnering agencies include child care, transportation, and job development and placement assistance” (p.11). (Abstractor: Author)