I-BEST (Integrated Basic Education and Skills Training)
Program basics
- Community and technical college–based program advancing demand-driven occupational training in fields such as automotive, electrical, office skills, nursing, precision machining, and welding for students needing assistance acquiring basic skills
- Elements include career pathways, team teaching that blends occupational and basic skills instruction, advising, and financial support
Strength of evidence
Evidence level: Promising (Third-highest tier)
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Promising (Third-highest tier)
iBEST is not yet in any of the major clearinghouses, but has demonstrated positive results in an independent, high-quality evaluation conducted by MEF Associates
Target population
Students enrolled in post-secondary education
Program cost
Variable
Implementation locations
Dates active
2006-Present
Outcomes and impact
- Higher course enrollment and completion rates
- Increase in credits and credentials earned
Keys to successful implementation
- Allow for a substantial runway from program planning to launch – which could range from 3-12 months.
- Partner with students, local development/workforce councils, and employers to identify high-demand sectors offering competitive wages.
- To create the professional development curriculum, engage frequently with local adult education administrators, community colleges, employers, and third-party credentialing programs.
- Pair basic skills instructors with technical/vocational instructions, allowing them to jointly design and teach classes.
- Provide faculty with training on the I-BEST model and team teaching. Note: Introductory resources to the I-BEST model are included below.
- Assign a clear departmental owner of the program - someone who is eager to take on the program’s responsibility, and can lead cross-organizational collaboration efforts.
- Recruit champions of the program outside of its host department – especially senior leaders and staff within professional-technical departments.
