A Status Report of Follow-Through Services for Disadvantaged Vocational Students.

Autor/inn/en	Campbell, Robert E.; und weitere
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	A Status Report of Follow-Through Services for Disadvantaged Vocational Students.
Quelle	(1981), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Vocational Education; Career Counseling; Career Planning; Disadvantaged; Educational Research; Employment Programs; Employment Services; Federal Legislation; Federal Programs; Job Placement; Job Search Methods; Job Training; Postsecondary Education; Referral + Suchen Sie Ihr Suchwort? Karriereplanung; Bildungsforschung; Pädagogische Forschung; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Employment service; Arbeitsvermittlung; Bundesrecht; Employment services; Arbeitsplatzsuchtheorie; Berufsqualifizierender Bildungsgang; Post-secondary education; Tertiäre Bildung
Abstract	An investigation focused on determining whether additional services should be provided to Comprehensive Employment and Training Act (CETA) program terminees to help them find and retain employment. It was illustrated that follow-through services were needed to help the significant number of CETA terminees who do not become employed after their departure from the program. By means of consultation with national experts and a wide range of CETA personnel, and a literature review, it was determined that follow-through services were extremely rare, and, where they did exist, delivery was unsystematic and limited. CETA staff attributed their absence to insufficient federal and state leadership, absence of specific funding, and lack of acknowledgement of programs providing such services. They supported the concept almost unanimously. Arguments for follow-through services included job placement assistance, further education and training for career development, strengthening of self-esteem, and reversal of long-term employability problems. Advantages for programs were protection of training investment, fewer program repeaters, feedback for program improvement, and improved program image and credibility. Arguments against services included lack of central administrative impetus, fostering of client dependency, and implication of program failure. (Twelve recommendations for promoting and improving delivery of follow-through services are made.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC