Exemplary Organizational and Programmatic Linkages between Publicly Funded Community Colleges and CETA Prime Sponsors: Models for Maryland. Final Report: CETA/Community College Interface Research Project.

Autor/in	Lapin, Joel D.
Institution	Catonsville Community Coll., MD.
Titel	Exemplary Organizational and Programmatic Linkages between Publicly Funded Community Colleges and CETA Prime Sponsors: Models for Maryland. Final Report: CETA/Community College Interface Research Project.
Quelle	(1981), (99 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Agency Role; College Role; Community Colleges; Cooperative Programs; Educational Cooperation; Educational Finance; Educational Responsibility; Employment Programs; Models; Organizational Communication; Program Administration; Program Effectiveness; Program Evaluation; Questionnaires; Two Year Colleges; Maryland + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Community college; Community College; cooperation; Kooperation; Bildungsfonds; Erziehungsverantwortung; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Analogiemodell; Programme evaluation; Programmevaluation; Fragebogen
Abstract	Based on a nationwide study of the fiscal and administrative factors responsible for the maintenance of exemplary linkages between Comprehensive Employment and Training Act (CETA) prime sponsors and community colleges, this monograph presents guidelines for the development of cooperative relations between CETA and Maryland's community colleges. After introductory material explaining study methodology, Chapter I points to two sets of factors upon which model linkages are based; seven of these are the shared responsibility of the college and sponsor (e.g., choosing effective liaisons) and five are more likely to be achieved within the college (e.g., the development of manpower-related courses). Chapter II first reviews principles of adult learning and then discusses the division of responsibility between CETA and the college for program functions, including student and program evaluation, basic skills instruction, provision of support services, technical skills training, and job placement and follow-up. While unable to identify an optimal model for fiscal linkages, Chapter III does indicate that both the colleges and the sponsors should improve budgeting, become familiar with each other's fiscal regulations, recognize grant monies awarded to CETA students, and evaluate the merits of class instruction vs. individual referrals. Study questions and findings are appended. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC