Accountability in Workforce Training. Issue Paper.

Autor/inn/en	Stecher, Brian; Hanser, Lawrence
Institution	Rand Corp., Santa Monica, CA. Inst. on Education and Training.
Titel	Accountability in Workforce Training. Issue Paper.
Quelle	(1995), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Adult Education; Educational Legislation; Educational Policy; Evaluation Criteria; Federal Legislation; Federal Programs; Information Needs; Information Utilization; Job Training; Outcomes of Education; Position Papers; Program Evaluation; Public Policy; Vocational Education + Suchen Sie Ihr Suchwort? Verantwortung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Bundesrecht; Information need; Informationsbedürfnis; Informationsnutzung; Berufsqualifizierender Bildungsgang; Lernleistung; Schulerfolg; Positionspapier; Programme evaluation; Programmevaluation; Öffentliche Ordnung; Ausbildung; Berufsbildung
Abstract	The 1990 Carl D. Perkins Vocational and Applied Technology Education Act established an accountability system for vocational education based on "outcomes" such as academic skill gains, job placement, and program completion. Current congressional proposals for workforce training differ in the emphasis they place on individuals, communities, and states in the accountability process, and some proposals could result in abandonment of the Perkins Act's outcome-based model for program accountability and improvement before its effectiveness has been fully evaluated. The current group of federal legislative proposals for workforce training do not give sufficient attention to which outcomes should be monitored, and most proposals are vague about the use of outcome data. Research examining the broad issue of accountability and the effects of Perkins Act provisions on workoforce training in particular has suggested the following conclusions that are germane to the congressional debate over accountability: (1) workforce training programs should be accountable to multiple constituents (students, the local business community, and the state); (2) the choice of outcomes monitored affects the way an educational system operates and can distort system performance; and (3) producing performance data does not guarantee that such data will be used effectively. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC