Vocational Education for Displaced Homemakers and Single Heads of Households.

Autor/in	Worthington, Robert M.
Institution	Office of Vocational and Adult Education (ED), Washington, DC.
Titel	Vocational Education for Displaced Homemakers and Single Heads of Households.
Quelle	(1985), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Adult Basic Education; Adult Education; Adult Vocational Education; Community Programs; Demonstration Programs; Displaced Homemakers; Educational Finance; Federal Legislation; Federal Programs; Federal State Relationship; Heads of Households; Nontraditional Occupations; One Parent Family; Postsecondary Education; Program Development; Program Improvement; Reentry Workers; School Business Relationship; Sex Fairness; State Federal Aid; State Programs; Womens Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Bildungsfonds; Bundesrecht; Bund-Länder-Beziehung; Non-traditional occupations; Alternatives Berufsfeld; Single parent family; Ein-Eltern-Familie; Post-secondary education; Tertiäre Bildung; Programmplanung; Beruflicher Wiedereinstieg; Sexualaufklärung; Regierungsprogramm; 'Women''s education'; Frauenbildung
Abstract	The emphasis on achieving sex equity, begun under the Education Amendments of 1976, continues and expands with the Carl D. Perkins Vocational Education Act. As in the 1976 amendments, the states are required to assign one person full-time responsibility for fulfilling mandated functions relative to sex equity. However, the new Act provides the financial resources necessary to meet the vocational needs of special populations and reduce sex stereotyping and bias in vocational education. The Act accomplishes this through two set-asides: one for single parents and homemakers, the other for young women and sex equity programs. The Act requires that the sex equity coordinator gather, analyze, and disseminate data on the adequacy and effectiveness of vocational education in meeting the educational and employment needs of women. The Act also provides for activities for displaced homemakers who want to develop home-based or small businesses; employer-linked training leading to placement of women in nontraditional jobs; a sex equity resources center; mini-grants to local school districts; and a statewide program to identify and tap the talents of women who have the potential for upward mobility. To implement these provisions, local planners can draw inspiration from exemplary programs such as those conducted in several states and localities. The role of the sex equity coordinator in all of these actions is extremely important. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC