School to Work Fiscal Agents: Profiles of 20 States. Arizona School to Work Briefing Paper #3.

Autor/inn/en	Engmark, Jill; Vandegrift, Judith A.
Institution	Arizona State Univ., Tempe. Morrison Inst. for Public Policy.
Titel	School to Work Fiscal Agents: Profiles of 20 States. Arizona School to Work Briefing Paper #3.
Quelle	(1997), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Education; Education Work Relationship; Educational Finance; Educational Research; Federal Aid; Financial Services; Postsecondary Education; State Programs; Statewide Planning; Vocational Education; Arizona + Suchen Sie Ihr Suchwort? Arbeitslehre; Bildungsfonds; Bildungsforschung; Pädagogische Forschung; Post-secondary education; Tertiäre Bildung; Regierungsprogramm; Planwirtschaft; Ausbildung; Berufsbildung
Abstract	A study explored the issue of fiscal agency and its relationship to planning and implementing school-to-work (STW) systems to inform stakeholders in Arizona's emerging STW system about other states' experiences. A review of the STW Internet Gateway yielded a subset of states based on factors such as their history in implementing STW and similarities to Arizona. Interviews were conducted via telephone, fax, or e-mail with 61 individuals in 20 states. Participants were asked to relate their experiences with and as fiscal agents, how fiscal agents were chosen, and strengths and weaknesses of a particular type of fiscal agency. STW partnerships used four types of fiscal agents: educational institutions; training institutions; business and labor organizations; and "other" organizations. Effective fiscal agents had the following characteristics: existing mechanisms/structures, neutrality, experience in federal grant management, skill in fostering involvement, philosophy, and accessibility/central location. Educational institutions offered the advantages of being accustomed to handing federal monies and familiar with state-level policies and procedures. A major drawback was that their use contributed to "turf" issues. The other three types had geographic and size advantages, were able to coordinate function in multiple school districts, and were able to handle workload and manage cash flow. A disadvantage was a lack of knowledge regarding how schools operate. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC