A Third Party Evaluation of the "Basic Teacher Education Grant." Final Report.

Autor/inn/en	Childers, B. E.; Eaddy, K. M.
Institution	Southern Association of Colleges and Schools, Atlanta, GA. Commission on Occupational Education Institutions.
Titel	A Third Party Evaluation of the "Basic Teacher Education Grant." Final Report.
Quelle	(1981), (48 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Cooperative Planning; Educational Finance; Educational Planning; Evaluation; Federal Legislation; Financial Policy; Financial Support; Grants; Higher Education; Home Economics; Inservice Teacher Education; Policy Formation; Preservice Teacher Education; Professional Development; Program Effectiveness; Program Proposals; Resource Allocation; Staff Development; State Boards of Education; Statewide Planning; Trade and Industrial Education; Vocational Education; Georgia + Suchen Sie Ihr Suchwort? Bildungsfonds; Bildungsplanung; Evaluierung; Bundesrecht; Fiscal policy; Finanzpolitik; Finanzielle Förderung; Grant; Finanzielle Beihilfe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hauswirtschaft; Hauswirtschaftslehre; Lehrerfortbildung; Politische Betätigung; Lehramtsstudiengang; Lehrerausbildung; Ressourcenallokation; Personnel development; Personalentwicklung; Planwirtschaft; Gewerblich-industrielle Ausbildung; Ausbildung; Berufsbildung
Abstract	For more than 60 years, the Georgia State Board of Education has allotted funds to the University of Georgia for use in preparation of vocational teachers and administrators. Since passage of the 1963 Vocational Education Act, however, emphasis has been put on programs and services for specific groups of people, rather than on instructional areas of employment, as had previously been stressed; and the State Board of Education has become more accountable for the use of funds. To accomplish the change in funding patterns from block or basic grants to one of accountability at all levels requires a new model for funding. From a review of printed materials including documents, letters, state plans, reports, and draft copies of other information, evaluators determined present funding patterns and made the following recommendations for future funding procedures: (1) Priorities for vocational personnel development should be identified through formal needs assessments; selected on the basis of evaluations over criteria previously agreed upon by status leaders in vocational education; analyzed for priority resolution; stated in specific terms of human and non-human materials and fiscal requirements; and made the basis for developing requests for proposals to resolve priority problems. (2) All possible solutions to priority problems of personnel development should be identified and considered against predetermined criteria before being resolved. (3) Definitive criteria should be established for determining grant awards to universities for vocational personnel development programs. (4) Grants should be made on the basis of detailed proposals. (5) Other funding patterns should be considered; the most advantageous pattern would place all vocational educators in universities on line items within their universities' budgets. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC