Literaturnachweis - Detailanzeige
| Autor/in | Bailis, Lawrence Neil |
|---|---|
| Institution | National Commission for Employment Policy (DOL), Washington, DC. |
| Titel | Study of the Status of FY83 CETA Coordination and Program Activities. Final Report: Coordination Study. |
| Quelle | (1984), (60 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cooperative Programs; Coordination; Employment Programs; Federal Programs; Job Placement; Job Training; Program Effectiveness; Secondary Education; Transitional Programs; Vocational Education |
| Abstract | This report examines the status of coordination at State and local levels between the activities funded by the Service Delivery Areas and other employment and training programs on the one hand, and between these programs and private sector employers on the other. The status of coordination in Fiscal 1983, the last year of the Comprehensive Employment and Training Act (CETA), is analyzed in order to lay the groundwork for future assessments of the effectiveness of the new Federal Job Training Partnership Act (JTPA) in improving coordination. Specific mechanisms to promote coordination as well as factors hampering it are reviewed. The highest levels of coordination are found to have been with public education agencies and public employment. The most striking finding for future employment and training systems is said to be the low level of coordination encountered with the Work Incentive (WIN) program, which was also the program with the fewest coordination mechanisms. It is determined that coordination between CETA Prime Sponsors and other agencies was generally good, although the presence of coordinating structures was not always accompanied by mechanisms to promote the results of coordination. The report concludes by recommending that further attention be paid to factors that have promoted and impeded coordination between Prime Sponsors and the public Employment Service. (RDN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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