Career Education Policy Development and Implementation: A Collaborative Approach. Final Report, October 1, 1978-October 31, 1979.

Institution	National Association of State Boards of Education, Washington, DC.
Titel	Career Education Policy Development and Implementation: A Collaborative Approach. Final Report, October 1, 1978-October 31, 1979.
Quelle	(1979), (119 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Business; Career Education; Cooperative Programs; Coordination; Demonstration Programs; Employment Programs; Federal Aid; Federal Programs; Federal State Relationship; Industry; Information Dissemination; Job Training; Needs Assessment; Policy Formation; Program Development; Program Evaluation; School Involvement; Secondary Education; Secondary School Students; State Aid; State Programs; Youth Employment; Youth Programs + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Business studies; Wirtschaft; Betriebswirtschaft; Arbeitslehre; Koordination; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Bund-Länder-Beziehung; Industrie; Informationsverbreitung; Berufsqualifizierender Bildungsgang; Bedarfsermittlung; Politische Betätigung; Programmplanung; Programme evaluation; Programmevaluation; Schulmitwirkung; Sekundarbereich; Sekundarschüler; Regierungsprogramm; Youth work; Jugendarbeit; Jugendsofortprogramm
Abstract	A National Association of State Boards of Education (NASBE) project to develop a systematic collaborative approach to the development of policies and programs for career education emphasized the relationship between career education and the Youth Employment and Training Programs. NASBE worked with five states (Louisiana, Michigan, Mississippi, New Jersey, and New York) to identify problem areas between career education and Comprehensive Employment and Training Act (CETA) in terms of meeting needs of CETA-eligible youth. States indicated such concerns as development of quality programs, more involvement by the educational system in program planning and initiation, and initiating or increasing private-sector involvement. Responses included dissemination of information on exemplary models and federal or state-level funding, establishment of a network or exemplary programs for the CETA planning cycle, and inducement and technical assistance for innovative projects involving collaboration. A multi-media presentation outlining the process for policy development and state activities was developed. States presented their recommendations on new initiatives or changes to improve youth employment programs to members of the Vice President's Task Force on Youth Unemployment and staff from federal agencies, congressional offices, and national education associations. (Attachments, amounting to over one-half of the report, provide project materials, including needs assessment and evaluation forms and results.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC