California Adult Literacy Professional Development Project

Integrated Education and Training (IET) is an innovative combination of education and job skills training, used to transition adult learners beyond adult basic education and through a career pathway that can offer them job training and eventual gainful employment. This document briefly outlines two research-based models, co-teaching and alternating teaching. Both models align with the California Department of Education's implementation of the Workforce Innovation and Opportunity Act, Title II: Adult Education and Family Literacy Act. The document also includes case studies of adult school programs in which the models have already been implemented as well as IET planning and implementation considerations.

This digest explores issues of culture and culturally relevant practice in adult education programs and suggests strategies for educators. It highlights studies that identify issues of cultural difference, and provides recommendations for making the practice of adult education more culturally relevant.

Authors: Sachiko Oates, Marina Kravtsova, Julie Shaw, Suman Mudunuri

This evidence-to-action brief defines Culturally and Linguistically Responsive Teaching in the adult education context and explores relevant literature. It further examines why incorporating CLRT is critical to California adult educators and provides practical application ideas and resources for implementation. Examples from the adult education field in California are included for inspiration and further exploration of the topic.

Authors: Anthony Burik, Mariann Fedele-McLeod, Debalina Ganguli, Martin D. Griffin, Hilary Iserman, Nicole Jordan, Stephanie Kriebel, Yecsenia Lorenzo, Courtney McMahon, Katie Callahan Neginskiy, Penny Pearson, Theresa Petersen, Kristi Reyes, Thoibi N. Rublaitus, Shannon Swain, Lila Young, Carolyn Zachry

This evidence to action brief presents recent research on distance learning in adult education and provides an important contemporaneous account of how California adult education rose to meet the challenge of continuing to serve adult learners during the pandemic. This brief captures a snapshot of the current state of practice and evidence, including identified challenges and corresponding best practices. Additionally, it looks towards the future as adult education continues to address the identified challenges of distance learning in innovative ways, as well as to harness the ample benefits and potential for students.

Authors: Susan Imel, The Ohio State University, and Erik Jacobson, CALPRO, May 2006

Electronic learning, also known as e–learning, is characterized by the use of electronic technology to support learning and deliver instruction. E-learning can take place in conventional classrooms where learners and teachers are present physically, but it is commonly thought of as a model in which teachers and students are separated by time and/or space. This brief reviews ways that e–learning is used in distance education and provides recommendations for programs interested in this approach.