How Postsecondary Education Can Play a Greater Role in CETA Programs. Working Paper.

Autor/in	Knight, Lucy
Institution	Duke Univ., Durham, NC. Inst. of Policy Sciences and Public Affairs.
Titel	How Postsecondary Education Can Play a Greater Role in CETA Programs. Working Paper.
Quelle	(1979), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ancillary Services; Basic Skills; Compensatory Education; Definitions; Economically Disadvantaged; Employment Opportunities; Employment Programs; Federal Legislation; Federal Programs; Funding Formulas; Government School Relationship; Higher Education; History; Laws; Postsecondary Education; School Community Relationship; Underemployment; Vocational Education + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Kompensatorischer Unterricht; Begriffsbestimmung; Berufschance; Beschäftigungschance; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Bundesrecht; Funding; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschichte; Geschichtsdarstellung; Law; Recht; Post-secondary education; Tertiäre Bildung; Unterbeschäftigung; Ausbildung; Berufsbildung
Abstract	Reauthorization of the federal government's main jobs and training program, the Comprehensive Employment and Training Act (CETA), P.L. 95-524, has resulted in legislative changes that could lead to greater participation of postsecondary institutions. This paper addresses those changes and serves as an introduction and guide to CETA. The changes amending the original 1973 act include, among other things: (1) increasing the extent to which CETA funds are targeted to serve either the structurally unemployed or the temporarily unemployed; (2) protecting some of the funds and reserving them to be spent on education and training; (3) requiring that area educational agencies be notified about providing CETA sources; and (4) creating a new program to encourage support by the private sector, including cooperative innovative education programs in postsecondary institutions. Definitions of key terms in the legislation, how CETA funds are allocated, and activities that can be funded under the law (jobs, training and vocational education, basic education, services, and research and evaluation) are reviewed. It is concluded that the recent changes combined with existing provisions offer postsecondary institutions wide and flexible opportunities for involvement, but that much of the responsibility rests on the institutions. Appended are: the evolution of the CETA law, by program title; the Department of Labor allocation of CETA funds; formulas for allocating CETA funds to sponsors; and fiscal 1978 budget request. (MSE)
Anmerkungen	Institute of Policy Sciences and Public Affairs, Duke University, Durham, NC 27706
Erfasst von	ERIC (Education Resources Information Center), Washington, DC