Search

Prepared by an attorney, this guide is intended for school personnel involved in the work placement of students. Pertinent youth employment laws are condensed and interpreted, providing a reference guide for both school personnel and employers. Information is provided about the Fair Labor Standards Act of 1938, the Hittle Juvenile Employment Act, minimum wages, hours of work, responsibility of the work coordinator, and non-paying work experience. Also included are answers to questions frequently asked by employers, work coordinators, and school administrators. (NJ)

This guide was developed for young people who are employed or who are seeking employment. Written in an informal, easy-to-read style, it provides steps in obtaining employment and explains young people's rights and responsibilities as beginning employees. The contents provide information about social security requirements, work permits, wages, taxes, insurance, working hours, hazardous occupations, cooperative education, and work study. Sample work application and letter forms are also included along with a glossary of helpful terms. (NJ)

This teacher's manual accompanies a course on labor relations for managers of small and medium-sized towns. Seven instructional modules are included. Module 1 provides an introduction to the curriculum, including an overview of the content/course methodology and a discussion of the industrial relations function. Module 2 discusses the methodology of collecting and evaluating data by focusing on the following topics: information and its role in negotiations; strategy and assessment of information needs in a competitive labor market; and making information available. Collective bargaining and public policy are covered in module 3, which includes such topics as resolution of conflict in labor management relations and the role of federal and state law in public sector labor relations. Strategy and tactics of the bargaining process are presented in module 4. Module 5 discusses how to live under agreements by discussing management decisions and actions for effective implementation of the agreement as well as the due-process clause of labor relations. Local policy considerations are covered in module 6, and module 7 contains special case studies. Each module contains the following elements: overview, objectives, instructor's notes, lecture outline, lecture/discussion topics, lecture materials, resources and references, and materials to be distributed. (BM)

One in every six adults in the United States is an immigrant. These immigrant adults contribute to the vitality of local communities and economies across the country, but many also face barriers to integration and economic mobility, including limited English proficiency, varied levels of formal education, and persistent employment in low-wage jobs. Adult skills programs within the nation's workforce development and adult education systems offer services that are intended to address many of these challenges. Too often, however, the policies and program designs at the heart of these systems fail to account for important differences in the characteristics of the U.S.-born and immigrant adult populations, which can lead to programming that does not effectively and equitably meet the needs of immigrant adults. With a potential reauthorization of the federal law governing adult skills programs (the "Workforce Innovation and Opportunity Act," or WIOA) on the horizon, the data highlighted in this analysis carry important implications for adult skills policies and program designs.

In today's labor market, students increasingly need greater levels of postsecondary education and training to enter or advance in many industries. Meanwhile, employers are calling for the education system to better align with industry needs, as their demands for a skilled workforce continue to rise. In response to the increasing emphasis for postsecondary institutions to prepare students for family-sustaining employment in high-growth, in-demand industries, community colleges are employing a number of strategies to meet the needs of both job seekers and employers. Many of these strategies are found within career and technical education (CTE) programs, and they are also present in broader workforce development activities and supports offered by community colleges. The career pathways approach, as defined under the Workforce Innovation and Opportunity Act (WIOA) and reinforced under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), has become widely used in education and workforce development. Because of the emphasis on career pathways in CTE programs for the past decade and the availability of rigorous evaluation results on this topic, this practice guide is focused on community college-based CTE interventions through the lens of career pathways. This guide draws upon studies of interventions that include one or more of the career pathways components defined under the WIOA. It focuses on promising interventions where there is evidence of improved educational or labor market outcomes. This guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.

While the federal Workforce Innovation and Opportunity Act (WIOA) plays a role in workforce development, state policymakers actively seek ways beyond WIOA requirements to connect education with workforce development. In compliance with WIOA, all states have a statewide workforce development board or council. However, some states have gone beyond the requirements in federal policy to expand the board's membership to include additional members within the education system, such as state superintendents of education and chancellors of postsecondary institutions. This comparison identifies each state's workforce board and council, education representatives and entities identified in state policy that are required members of the board or council and additional charges of the board outlined in state policy that connect education and workforce development. [View the full "50-State Comparison: Education and Workforce Development Connections" here: https://www.ecs.org/50-state-comparison-education-and-workforce-development-connections/.]

WVAdultEd programs provide adults with the opportunity to acquire and improve functional skills necessary to enhance the quality of their lives as workers, family members, and citizens. Educational services are available at no cost to the learners and are designed to meet the educational needs of the individual. Certified adult education instructors provide instruction. A regional adult education coordinator, based at the Educational Service Cooperative (ESC), provides technical assistance to local administrators. This technical guide provides program management and federal, state, and local resources for adult education administrators in West Virginia.

Workforce development organizations often find it challenging to assess how former program participants are faring in the labor market, since they need to rely on participants' willingness to report and verify their job placements after they either leave or complete their programs. The 2013 Unemployment Insurance Data Sharing Bill (S5773A) amended the New York State Labor Law to make it easier for government agencies to obtain state unemployment insurance (UI) wage data for program monitoring, improvement, and evaluation purposes. In 2016, the Change Capital Fund (CCF) and the New York City Mayor's Office for Economic Opportunity (NYC Opportunity) identified the law as a chance to invest in a demonstration with four community development organizations that were already CCF grantees, aiming to expand their ability to collect and use data to improve their programs in coordination with the city government. This report describes that two-year demonstration and is meant to serve as a guide for other New York municipalities and community organizations that may consider requesting access to state UI wage data. It illustrates some of the challenges and opportunities involved in accessing UI data on program participants and offers some practical lessons for organizations in New York State.

Adult education and literacy has never been more valued in Iowa than it is now. Adult Education and Literacy (AEL) empowers individuals to become self-sufficient by providing the basic skills and knowledge necessary to complete a secondary education credential and helps them meet their education and career goals. Nationally, AEL programs serve 1.5 million adults who are no longer in school and who lack basic literacy and math skills, English language acquisition, and/or a high school diploma or a recognized equivalent. Participants come to adult education to leave public assistance, to qualify for employment, to help their children with homework, to become more involved in their communities, and to achieve citizenship skills. The "Adult Education and Literacy Coordinator Handbook" (Handbook) is a one of several resources that AEL Providers (Providers), Partners, and other stakeholders can use to understand the structure, policies, procedures, and best practices in adult education. The Iowa Department of Education recognizes that Iowa families face multiple responsibilities as they address their children's educational needs, as well as their own. Iowa's adult education and literacy programs build skills for success by providing adults with the opportunity to acquire and to improve functional skills necessary to enhance the quality of their lives as workers, family members, and citizens. These services play an important role in fostering productive employment, effective citizenship, personal and family growth, self-esteem, and dignity for adult learners. The purpose of this handbook is to provide program leaders with the information they need to be successful in helping adults master the skills they need to compete and to build careers and better futures for themselves, their families, and their communities. [For the previous handbook "Adult Education and Literacy: Coordinator Handbook. Program Year 2018," see ED588900.]

Adult Education and Literacy (AEL) empowers individuals to become self-sufficient by providing the basic skills and knowledge necessary to complete a secondary education credential and helps them meet their education and career goals. Nationally, AEL programs serve 1.5 million adults who are no longer in school and who lack basic literacy and math skills, English language acquisition, and/or a high school diploma or a recognized equivalent. Participants come to adult education to leave public assistance, to qualify for employment, to help their children with homework, to become more involved in their communities, and to achieve citizenship skills. The Iowa Department of Education recognizes that Iowa families face multiple responsibilities as they address their children's educational needs, as well as their own. Iowa's adult education and literacy programs build skills for success by providing adults with the opportunity to acquire and to improve functional skills necessary to enhance the quality of their lives as workers, family members, and citizens. These programs play an important role in fostering productive employment, effective citizenship, personal and family growth, self-esteem, and dignity for adult learners. Educational services are available at little or no cost to adult learners and are designed to meet the educational needs of each individual. The Department is committed to the success of adult education programs and literacy services in Iowa and dedicated to helping educators overcome the unique challenges of adult education. The purpose of this handbook is to provide program leaders with the information they need to be successful in helping adults master the skills they need to compete and to build careers and better futures for themselves, their families, and their communities.

This toolkit is designed to help interagency state and local/regional career pathway partnerships identify and use federal resources to support career pathways for adults and youth; it will also be a helpful tool for partners to use when doing unified career pathway planning under the Workforce Innovation and Opportunity Act (WIOA). Specifically, the toolkit aims to help partnerships: (1) Understand possible key components and tasks involved in developing, implementing, and maintaining career pathway programs; (2) Identify how federal resources can support these key components and tasks; and (3) Pinpoint state policy changes or other state actions needed to fully realize federal funding opportunities for pathways that connect to them. This guide will be most useful for state-level or local/regional interagency teams engaged in discussions about resources and policies across workforce development, adult education, postsecondary education, and human service programs that can support career pathways. In addition, the federal program summaries will aid regions and communities seeking to better understand federal resources that can support career pathway efforts at the regional or local level. The toolkit is divided into three sections: (1) a funding options worksheet; (2) federal program summaries; and (3) an appendix on federal funding sources for support services.

This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL (English Literacy) Civics funds. [For the 2015 edition of this report, see ED582921.]

This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL (English Literacy) Civics funds. [For the 2014 edition of this report, see ED582920.]

The California Community Colleges serve more than 2.1 million students each year and is the largest system of higher education in the nation. The state's 112 community colleges are charged with providing workforce training, basic skills education, and preparing students to transfer to four-year universities. Seventy-six California community colleges operate registered nursing programs, enrolling a statewide total of 13,026 full-time-equivalent students (FTES). Enrollments have increased by about 31 percent since the 2008-09 academic year due to the development of new programs, expansion of enrollment capacity through partnerships with the healthcare industry, and federal and state funded programs and grants. Colleges with nursing programs receive funding through general apportionment/FTES. This report presents information on categorical funding awarded through an application process to the community colleges for nursing programs in fiscal year 2012-13. Also included in this report is a summary on Nursing Program Support provided in the Budget Act of 2012 to expand community college nursing enrollments and to improve student retention (required by Provision (23) of Item 6870-101-0001 of the Budget Act of 2012). Contains the following tables: (1) Funds Allocated for Enrollment Growth Grants including FTES and Additional Enrollments; (2) Assessment and Retention Funds Allocated; (3) Workforce Investment Act Funds Nursing Education Initiative Phase II; (4) Community College Associate Degree Nursing (RN) 2012-13 Retention/Completion Data; (5) Data for Colleges that Used Assessment Testing as Part of the Selection Process; (6) National Council Licensing Exam--Registered Nursing Community College Pass Rates; and (7) 67 Percent Limit on Part-time Faculty in California Community Colleges.

This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL (English Literacy) Civics funds. [For the 2013 edition of this report, see ED582918.]

This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL (English Literacty) Civics funds. [For the 2012 edition of this report, see ED541004.]

The purpose of this publication is to provide guidance to Minnesota CareerForce youth development professionals on how to intentionally integrate the Guideposts for Success framework into the Individualized Learning Plan (ILP) model. Developed by PACER Center for Minnesota's Partners for Youth Disability Employment Initiative (DEI), this guide demonstrates how to merge the core strategies of DEI youth-focused projects -- career pathways, Integrated Resource Teams (IRTs), and the Guideposts -- with ILP career planning activities for both in-school and out-of-school youth.

Earlier this year, the Sutton Trust released "Internships -- unpaid, unadvertised, unfair"; which examined current available evidence on internships in the UK. Following increased attention to the topic in the period since the Sutton Trust first looked at this issue in 2014, there appears to have been some progress on the lack of pay for interns in some companies. However, many organisations continue to offer internships which are unpaid, costing young people a minimum of £1,100 a month in London, and £885 a month in Manchester. However, while available research suggests that internships are an important point of entry to the job market, there is still relatively little known about them. Polling suggests that around 40% of young people who have carried out an internship have done at least one unpaid. As well as gaining a more detailed view of internships from the perspective of young people, this report also aims to increase understanding of employers' views of internships, including importantly their understanding of the law as it applies to unpaid internships.

The "Carl D. Perkins Vocational and Technical Education Act of 19981" (commonly referred to as "Perkins," "Perkins III," or "the Act" and referred to hereafter as "Perkins III") requires, in Sec. 113(c)(3)(C), that the secretary provide the appropriate committees of Congress copies of annual reports received by the U.S. Department of Education from each eligible agency that receives funds under "Perkins III." Sec. 113(c)(3)(A) further requires the secretary to make the information contained in such reports available to the general public. To meet this obligation, the Department is providing the data in both hard copy and digital (on the Internet) formats. This report contains information on states' progress in achieving their adjusted performance levels--negotiated with and approved by the Department--on the core indicators of performance listed in Sec. 113(b)(2)(A) of "Perkins III": (1) Student attainment of challenging state-established academic, vocational and technical skill proficiencies, hereafter referred to as academic and skill attainment; (2) Student attainment of a secondary school diploma or its recognized equivalent, a proficiency credential in conjunction with a secondary school diploma, or a postsecondary degree or credential, hereafter referred to as completion; (3) Placement in, retention in, and completion of, postsecondary education or advanced training, placement in military service, or placement or retention in employment, hereafter referred to as placement and retention; and (4) Student participation in and completion of career and technical education programs that lead to nontraditional training and employment, hereafter referred to as nontraditional programs. This is the Department's eighth annual report to Congress. This report transmits data that states submitted to the Department for program year (PY) 2006-07. This report to Congress contains four sections. The first section enumerates the accountability requirements in "Perkins III" and describes efforts by the Department to help states develop their performance accountability systems and their performance levels for career and technical education. The second section summarizes states' progress in meeting their PY 2006-07 performance levels. The third section discusses issues pertaining to the quality and reliability of states' "Perkins III" performance data. The final section offers conclusions. Individual state data profiles are provided in the appendices. [For "Carl D. Perkins Vocational and Technical Education Act of 1998. Report to Congress on State Performance, Program Year 2005-06," see ED515880.]

Public policy affects the experiences of workers and their families, both directly and indirectly. For example, employment-focused statutes such as the Fair Labor Standards Act (FLSA), the Employment Retirement and Income Security Act, the Occupational Health and Safety Act, and the Age Discrimination in Employment Act establish frameworks for employer-employee relationships and clarify the types of protections mandated for specific groups of employees. Other legislation, principally the Pregnancy Discrimination Act and Family and Medical Leave Act, address some of the priorities of employees who have specific types of family responsibilities. This module provides students with a conceptual framework for understanding the relevance of public policies to work-family issues and introduces the students to selected public policies. The module's contents address the following topics: (1) An overview of public policy in the United States; (2) Work-family policy in the United States at the state level; and (3) Work-family policy in the United States at the federal level. (Contains 20 online resources.) [This paper was prepared with the help of Judi C. Casey, Karen Corday, and Christina Matz. For Modules 1, 2, and 3 of this curriculum guide, see ED536763, ED536753, and ED536766, respectively.]

This document presents materials to assist Utah school personnel who are initiating, implementing, or improving work-based learning opportunities for students. The document presents detailed guidelines for creating and maintaining work-based learning systems in schools and resource materials for improving existing work-based opportunities. Formal definitions, practical examples, student profiles, step-by-step checklists, and sample forms are included. The following are among the specific topics covered: (1) school-to-careers and work-based learning (Utah's school-to-careers system; counseling and guidance; career fields and pathways; articulation; curriculum integration; collaboration; benefits of work-based learning); (2) public relations strategies (promotion; regional coordination; evaluating promotional activities; worksite development; marketing programs to the public, school districts, personnel, parents, students, and employers; strategies for working with employers; recruiting worksite staff; designing marketing tools;); (3) developing a work-based learning system (building on existing strengths; the role of planning in good work-based learning systems; setting goals and establishing time lines; identifying potential problems; involving participants in programs; assessing student learning; evaluating programs); (4) work-based learning activities (field studies; guest speakers; job shadowing; school-based enterprise; entrepreneurship; mentorship; clinical experiences, internships; career practicums; community service learning; registered youth apprenticeships; teacher/staff internships); and (5) legal issues (understanding legal issues affecting schools, employers, and students; minimizing potential liability). (MN)

Career academies are high school programs that frame academic learning around a career focus in order to increase student motivation and achievement. They generally have three defining features: a school-within-a-school structure, a college preparation curriculum with a career theme, and partnerships with employers, the community, and higher education. This handbook provides information on organizing and implementing an internship program in a high school career academy. The handbook includes six sections. Section 1 explains the background and purpose of internships, and section 2 provides information on organizing an internship program, including the role and responsibilities of the coordinator. Section 3 spells out student roles and responsibilities, and section 4 provides guidelines for employer roles and responsibilities. Section 5 considers the legal issues involved in an internship program, including labor laws for minors and hazardous occupations. Section 6 is an appendix that contains the following sample forms: (1) internship student application; (2) intern standards of conduct; (3) potential sites worksheet; (4) orientation checklist; (5) worksite learning plan; (6) guidelines for business and industry participants; (6) daily worksite log; (7) intern assessment form; (8) student internship evaluation; and (9) student self-evaluation. A list of six related Web sites and a bibliography containing six references are included in the handbook. (KC)

This document provides a summary of "AIDS in the Workplace for Court Managers," a 3-hour seminar that was presented to the District of Oregon. The document begins with a summary of the seminar goals and objectives, which included the following: reduce fears and anxieties about HIV/AIDS in the workplace; provide information about the fundamentals of HIV/AIDS; explore the legal and ethical aspects of HIV/AIDS and provide a forum for discussion; discuss the issue of confidentiality regarding employees' HIV status; identify actions that could constitute discrimination based on the Americans with Disabilities Act; and identify state and federal laws regarding HIV/AIDS. Presented next are questions summarizing the seminar's content regarding basic medical facts and work-related issues. Concluding the document are reproductions of the 55 Power Point slides presented during the seminar. Among the topics covered in the individual slides are the following: interpersonal barriers in the workplace; strategies for overcoming barriers; global statistics on HIV/AIDS; historical trends in AIDS incidence; HIV/AIDS among various minority groups; symptoms and causes of AIDS and HIV; exposure versus infection; sexually transmitted diseases; managers' responses to employees' HIV disclosure; HIV testing; Oregon revised statutes; and precautions to prevent discrimination. (MN)

The focus of this publication is to maximize the ability of business, education, and community partners to access information relating to legal issues and minor labor laws that have implications for school-based and work-based learning experiences. Each section is intended to provide the most applicable legal and labor law information. Since paraphrasing federal and state laws runs the risk of changing the intent of those laws, much of this document consists of excerpts taken directly from the laws, rather than an interpretation of the law. Many of the legal questions and concerns that sometimes swirl around the notion of business and education partnerships are addressed. The excerpts, compilations, and general application of legal and labor issues are provided only as guidelines and are not meant to be complete reflections on the regulations. Materials include an introduction and sections on employment relationships; child labor laws; minimum wages and overtime; unemployment compensation; liability and risk management; related employment laws; and federal and state technical assistance directories. Organized around questions compiled from five focus groups around Ohio, the document highlights the major concerns that individuals in the field who place students in work-based learning environments face on a continuing basis. (Contains 38 references.) (YLB)

This document is a guide to workplace mentoring that is intended to assist individuals who are interested in or involved in placing students in work-based learning experiences as part of Connecticut's school-to-work initiative, Connecticut Learns. The following are among the topics discussed: (1) the purposes and principles of workplace mentoring; (2) the role of workplace mentoring in Connecticut Learns (the organization of Connecticut's school-to-career system and its school-based learning, work-based learning, and connecting activities; the principle of "all aspects of the industry"; Connecticut's work-based learning continuum; and Connecticut's career clusters); (3) benefits of workplace mentoring to students, employers, mentors, the community, and schools; (4) strategies for recruiting workplace mentors; (5) characteristics of effective workplace mentors; (6) evaluation; (7) mentor roles and responsibilities in the areas of orientation, support, and development of career exploration opportunities and skills for students; and (8) working with youth (characteristics of adolescent students and caveats for workplace mentors). The following items are appended: Connecticut's school-to-career core academic and employability skill requirements; legal requirements for wages, working papers, and job restrictions; and guidelines for promoting diversity and equity and protecting confidentiality. A list of 15 workplace mentoring resources and addresses for obtaining them is included. (MN)

This guide provides employers with information on insurance coverage, child labor laws, and recommended steps for reducing potential liabilities that may occur by having students at the employer's site. The guide first covers employer liability issues and school Certificates of Insurance. The next part is organized to address employer concerns associated with the School-to-Careers initiative under the following three broad categories of structured work-based learning activities taking place at a work site: (1) school-sponsored career awareness/exploration activities in which students are not paid by the employer; (2) school-sponsored nonpaid career development types of structured-learning experiences; and (3) school-sponsored career development types of structured learning experiences in which students are paid by the employer while learning skills on the job. Under each of these categories are recommended steps for reducing employer liabilities. The final section includes information on the following other employment-related topics: (1) employment discrimination; (2) employment eligibility verification; (3) income tax; (4) health and accident insurance; (5) minimum wage; (6) occupational safety and health; (7) records requirements; (8) sexual harassment; (9) transportation; (10) unemployment insurance (11) violations of child labor laws; and (12) workers' compensation. Appendixes include a synopsis of child labor laws, statement of principle, student health and safety guide, Workers' Compensation Law, and a sample certificate of insurance. (YLB)

As the elderly population continues to grow, more elderly persons are requiring assistance with activities of daily living. Women are the traditional caregivers to the elderly, and the many women who also participate in the paid labor force must face the challenges of meeting both work and family obligations. Types of elder care assistance not necessarily provided through the workplace include the following: geriatric care managers; homemakers and home health aides; companions/friendly visitors; telephone reassurance systems; respite care; daily money managers; home-delivered meals; chore and home repair; legal assistance or resources; family and medical leave; and assistance with financing care. The following are among ways employers can help their employees with elder care: conduct a needs assessment to determine employees' need for and interest in assistance; refer employees to elder care resource and referral services; offer seminars providing basic information about elder care-related issues; provide employee assistance programs; offer counseling and long-term care insurance; support visiting nurse services and adult day care; develop an elder care pager program; establish flexible spending or dependent care accounts; and assist with transportation. (Concluding this document are the following: list of selected resource materials and organizations; 33 endnotes; and 14 Women's Bureau regional addresses and contacts.) (MN)

This paper examines risk and liability issues related to school to work (STW) programs. With the passage of the federal School-to-Work Opportunities Act of 1994, the distance between the school and the world of work is diminishing. The Act's requirement that students, schools, and employers become part of an integrated learning process brings the parties together in rather unique and unfamiliar roles. Child labor laws, liability laws and issues, and risk management directly impact operations of STW programs. Vermont and other states have formed statewide STW risk management committees, prepared risk management manuals, and provided multiple training sessions to all involved. STW stakeholders must understand the financial and legal exposures they are subject to when placing students off campus as part of an academic program. Key questions relate to health care insurance, who is responsible for insurance costs, coverage needed for various STW activities, and state and federal legislative mandates. Five major types of insurance are briefly described. Issues that need closer scrutiny and, in some cases, federal action include delineating the employment relationship, defining nonpaid work based learning, producing a national technical assistance guide, workers' compensation and paid work-based learning, student health and safety on the job, a central information source, definitions of insurance coverage, insurance product review and development, and liability in areas other than physical injury. Tables of insurance options for various activities and an STW risk matrix are included. (SV)

This report details the status of the world's children, focusing on the issue of child labor and its impact on the well being of the world's children. Section 1 of the report discusses the Convention on the Rights of the Child and international recognition that children require special attention and that they should have the same spectrum of rights as adults. Section 2 considers hazardous and exploitative child labor, including myths about child labor, definitions of child labor, its origins, types of child labor, and key initiatives to prevent child labor. Specific actions recommended are: (1) immediate elimination of hazardous and exploitative child labor; (2) provision of free and compulsory education; (3) wider legal protection; (4) birth registration of all children; (5) data collection and monitoring of child labor; and (6) codes of conduct and procurement policies. Section 3 provides statistical tables on child mortality, immunization, maternal mortality, malnutrition, and school enrollment that chart each nation's progress towards achieving the goals for children set at the 1990 World Summit for Children. (KDFB)

This guide, which is intended primarily for school and college personnel interested in initiating or improving work-based learning, examines the development and implementation of work-based education programs in Washington. The following topics are discussed: the rationale for work-based learning (legislative and educational change information, benefits of work-based learning, and selected work-based learning strategies); program planning (issues, the coordinating role of steering committees, and the importance of administrative support and broad-based involvement); program implementation (responsibilities of educational institutions, employers and/or supervisors, students, and parents and guardians; considerations in developing learning sites, connecting students with experiences, and reinforcing learning; and marketing and evaluation; and legal issues (wage, hour, and child labor laws; the Americans with Disabilities Act; concerns regarding privacy, medical issues, sexual harassment, and liability). Appendixes constituting approximately 60% of the guide contain the following: Washington's definition of work-based learning; national career development guidelines; highlights and summaries of state and federal legislation related to work-based learning; information about skill standards; sample forms, documents, surveys, and letters; policies and information related to credit; workplace characteristics and skills identified by the Secretary's Commission on Achieving Necessary Skills; information related to developing learning objectives; educational taxonomies; and sample policy related to liability issues. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on the Unemployment Insurance (UI) system. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points dealing with working with the UI system's agency representatives, considering availability of unemployment insurance when choosing a job, and using the UI system); sample learning activities; list of print resources and commercial ESL textbooks; resource sheets; sample lesson plan; transparency masters; learning activities and student handouts concerning sexual harassment and other women's work issues; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the lesson: interpret terms related to unemployment, explain UI, interpret and complete forms, role play interacting with claims officers, participate as a team member, record information accurately, and apply rules and principles to a situation. Included in the lesson plan are the following: objectives, description of the target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on the problems faced by immigrant women in their work lives and legal provisions to protect employed women. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points dealing with basic rights, strategic thinking, and decision making); sample learning activities; list of 8 organizational and print resources and 16 commercial ESL textbooks; resource sheets; sample lesson plan; transparency masters; learning activities and student handouts concerning sexual harassment and other women's work issues; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: be able to discuss work conditions with coworkers, engage in role play activities simulating communication with supervisors, and devise ways to address sexual harassment situations. Included in the lesson plan are the following: objectives, a description of target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This guide to work-based learning and the Fair Labor Standards Act (FLSA) is designed to serve employers, educators, agency placement staff, labor organizations, and persons involved in school-to-work initiatives by helping them to understand a variety of issues related to students in the workplace. The first part of the three-part guide covers work-based learning, including information on coverage of work-based learning under the FLSA. The second part explains the FLSA, including information on when work-based learning is subject to FLSA, the standards and special provisions for employing minors, minors driving on the job, and proof of age. Four exhibits set out the standards for 16-17 year-olds and 14-15 year-olds (nonfarm), Work Experience and Career Exploration Program requirements for 14-15 year-olds, and standards for farm jobs. The third part of the guide provides general information, including coordinating state and local laws with the FLSA, waivers of FLSA, terminology, resources, and contacts for assistance. Regional Department of Labor, Wage and Hour Division offices are listed with addresses and telephone numbers. (KC)

This guide for work-based learning, the Fair Labor Standards Act (FLSA), and the North Carolina Wage and Hours Act is designed to serve employers, educators, agency placement staff, labor organizations, and all those involved in school-to-work initiatives by helping them to understand a variety of issues related to students in the workplace. Based on materials developed by the National Office of School-to-Work Opportunities in support of the School-to-Work Opportunities Act (P.L. 103-239) the guide has been supplemented by the North Carolina Department of Labor with the requirements of North Carolina's youth employment and minimum wage laws. Following an introduction and a one-page overview of school-to-work, the guide is organized in three parts that address issues related to student learning experiences at an employer's worksite and explain when and how North Carolina and federal child labor laws and minimum wage provisions apply. The three parts cover the following: (1) Work-Based Learning; (2) Understanding the Fair Labor Standards Act and Comparable North Carolina laws; and (3) General Information (state and local laws, resources, and workers' compensation). (KC)

This guide is designed to provide assistance to business and industry when they engage in work-based learning programs, especially those targeted toward high school students. It is intended as a source of information regarding the basic provisions of child labor, safety and health, and liability. The guide identifies potential problems and provides business and industry with guidelines, resources, and next steps for developing solutions. It discusses why youth should be engaged in work-based learning. Then the guide describes what work-based learning is. It provides program models and outlines the role of youth at the worksite. Separate charts list unpaid roles (not considered employees) and paid roles (considered employees) with corresponding definitions and program examples. Three primary areas of potential risks involved with the participation of youth in the workplace are discussed: regulatory compliance, injuries to participants, and participant negligence. The final section focuses on managing risks through a risk management plan. It covers risk control guidelines, risk management plan components, risk financing guidelines, insurance coverage, and liability shields. Contains 14 references. (YLB)

This resource guide is intended to provide New York schools, business/industry, and others with resources to develop work-based learning strategies and components. Section 1 examines the scope, foundation, categories, and operation of work-based learning. Section 2 presents detailed information about the following forms of work-based learning: field trips; job shadowing; service learning; New York's Career Exploration Internship Program; other unpaid internships; youth employment programs; subsidized employment training; youth-run enterprises; cooperative education; paid internships; and apprenticeships. The following information is provided for each form of work-based learning: purpose; program activities, scheduling structure, grade level, and length; staffing requirements; anticipated student outcomes; credit(s) awarded; regulations governing program design/implementation; marketing strategies; financial, program development, and assessment requirements; and illustrative case studies. A wide range of program planning forms constitute approximately one-third of the guide. Among the items included in the guide's 15 appendixes are the following: guidelines for providing work-based learning activity components and developing programs; information about resources/accommodations for disabled students; competencies deemed necessary by the Secretary's Commission on Achieving Necessary Skills; guidelines for preparing young women for higher-wage careers under the School-to-Work Opportunities Act; information about labor laws applicable in New York; ideas of service learning projects; model career exploration internship programs; essential skills and dispositions; an acronyms list; and a glossary. (MN)

This collection of background materials and guides is intended to assist Wisconsin educators involved in providing vocational experience programs for students with disabilities. Following an introductory section, the second section presents information on the following federal laws: Fair Labor Standards Act (FLSA); Individuals with Disabilities Education Act; Job Training Partnership Act; Carl Perkins Vocational and Applied Technology Education Act; Americans with Disabilities Act; Rehabilitation Act; Social Security Act; and School to Work Opportunities Act. The third section explains Wisconsin legislation concerning compulsory school attendance, education for employment, youth apprenticeship, technical preparation, youth employment and Wisconsin's child labor laws, and vocational program access for students with disabilities. The fourth section addresses the application of federal and state child labor laws to vocational experience programs and covers: work permits, attendance, wage regulation, special minimum wage licenses, child labor requirements under the FLSA, safety guidelines, employment generally prohibited to minors, nonpaid work experiences, insurance, and transportation. Section 5 offers guidelines and forms for determining the quality of vocational experience or work-study programs for students with disabilities. Section 6 gives suggestions for conducting functional vocational assessments covering functional evaluation components, placement strategies, task analysis, teaching strategies, and the transition component of the Individualized Education Program. Appendices provide federal regulations concerning the FLSA and child labor, application forms, and U.S. Department of Labor policy letters on legalities of volunteer activities. (Some sections contain references.) (DB)

This guide on the employment of minors is intended for 14- through 17-year olds, their parents, and employers. It first lists requirements for employers who hire minors. Then it lists the jobs that 14- and 15-year-old workers can do, both the types of businesses that would hire them and examples of the kinds of jobs that 14- and 15-year-olds may apply for. It also describes restrictions on jobs that 16- and 17-year-old workers can do. Other sections address the following: working hours for 14- and 15-year-olds and for 16- and 17-year olds; working conditions (breaks, meal periods, adequate work, weight lifting); paychecks (minimum wage, overtime, paydays, deductions, uniforms, final paychecks); agriculture employment (who can work, power driven machinery, agricultural minimum wage, hours in agriculture); entertainment productions; canneries; door-to-door sales; and youth camps. The final section lists prohibited/hazardous occupations or operations for 16- and 17-year-olds. (YLB)

The resource guide provides teachers with background materials and references for teaching labor history. Sections include: (1) "Introduction"; (2) "Curricula and Guides"; (3) "Exemplary Labor in the Schools Programs"; (4) "Teacher Training Programs"; (5) "Guest Speakers and Adopt-A-School Programs"; (6) "Student Readings"; (7) "Teacher Readings"; (8) "Audio-Visual Resources"; (9) "Other Learning Activities and Materials"; (10) "Labor Archives and Libraries"; (11) "College and University Labor Studies Programs"; (12) "Occupational Safety and Health Programs"; (13) "Diversity in Unions and the Workforce: Organizations"; and (14) "Labor Arts and Culture Organizations." (EH)

This paper outlines a process for hiring the best candidate for a faculty or staff position, particularly structuring the process and conducting resume reviews and interviews. The entire paper proceeds from the assumption that no management function is more critical than the hiring of faculty and staff. The first section provides suggestions for each phase of the hiring process: request to fill the position, formation of a search committee, deciding what the organization needs, writing the job description, determining the hiring criteria, and noting the legal ramifications of criteria. The next section on resume evaluation and interviews opens with suggestions for developing a candidate score-sheet (includes a sample). This section also offers suggestions on analyzing the resume, checking references, and conducting a successful interview. The section on interviewing covers: what questions to ask, styles of interview questions, questioning techniques, why interviews fail, 12 key points on which to evaluate each candidate, and telephone interviews. Final sections address compiling scores, correspondence, candidate elimination, and decision-making. Appended are: information on interviewing protected class candidates (covers illegal interview questions and their legal formulations); a list of obstacles to effective interviewing; and the preemployment guide of the College and University Personnel Association. (JB)

This volume of essays and activities is written for use in the eighth grade course "United States and New York State History." The volume follows the chronology from the Civil War to the present, emphasizing child labor during those years. The essays are intended for teachers but can be mastered by many students. The activities focus on child labor and social history and are suited to the peer orientation of middle school students. The book is divided into four sections: (1) "Child Labor in the Gilded Age: 1865-1900"; (2) "The Struggle for Child Labor Reform: 1900-1933"; (3) "The 'High-Water Mark' of Child Labor Reform: 1933-1960"; and (4) "The Resurgence of Child Labor: 1960 to the Present." Guiding questions for the volume are the inter-related questions of: (1) "Which children should work?"; (2) "What work should children do?"; and (3) "Under what conditions should children work?" (EH)

This manual, intended as a training module for professionals involved in providing community-based vocational education, provides a thorough review of the Fair Labor Standards Act (FLSA) as it applies to vocational education, training, and employment of students. Individual sections address the following topics: (1) relationship of the FLSA to other federal initiatives including the Individuals with Disabilities Education Act, the Rehabilitation Act of 1973, and the Americans with Disabilities Act; (2) other applicable federal and state wage/hour laws; (3) specific requirements of the FLSA including guidelines for community-based educational programs for students with disabilities; and (4) conditions under which subminimum wages can be paid under the FLSA. Appendices comprise the bulk of the document and include: overhead transparencies; guidelines for implementing community-based educational programs for students with disabilities; compliance checklists; examples of Department of Labor application forms; a handy reference guide to the FLSA; a copy of the Fair Labor Standards Act of 1938 as Amended; regulations concerning hours worked, records to be kept by employers, and child labor requirements in agricultural and nonagricultural occupations; requirements concerning certificates of age; and requirements for the employment of workers with disabilities under special certificates. (DB)

This pamphlet, designed to assist people with disabilities in the job search process, discusses Title I of the Americans with Disabilities Act (ADA) and job search issues. The ADA's definitions and protections are outlined, and the types of employers covered under the ADA are noted. The pamphlet emphasizes that the ADA is not affirmative action legislation but civil rights legislation. It discusses the job applicant's rights concerning confidentiality, accommodation, job program accessibility, and insurance. It answers questions concerning disclosure of the disability, determination of the type of accommodation needed, and procedures for filing discrimination complaints. (JDD)

This booklet is designed to help public and private community service organizations understand the applicability of wage and hour laws to volunteers used in their activities. It considers various legal interpretations of the differences between "volunteers" and "employees," and reviews the provisions of the federal Fair Labor Standards Act (FLSA), adopted in the 1930s to prevent the exploitation of workers by public and private enterprises. The booklet lists five FLSA criteria that may indicate a volunteer qualifies as an employee for the purposes of FLSA wage and hour protection: (1) receipt of compensation for services provided; (2) displacement of paid workers; (3) voluntary work for an employer that is essentially the same work as that performed for compensation; (4) economic dependency on the organization for which the volunteer service is provided; and (5) the performance of tasks for the benefit of the organization itself rather than the community the organization serves. The booklet also reviews the applicability of the Davis-Bacon Act for volunteers engaged in construction, maintenance, repair, painting, and decorating of certain federally funded projects. Specific court cases and examples are cited. (Contains 36 legal citations.) (MDM)

This handbook offers a comprehensive view of the labor force activity of women in the United States and describes a range of legal and socioeconomic developments that have had an effect upon women's participation and progress in the work force. Through numerous statistical charts and tables, the book depicts change and reactions to change in the composition of families as well as in the workplace. The book is organized in 14 chapters that cover the following: (1) women in the work force; (2) occupations of working women; (3) women's earnings and income; (4) minority women workers; (5) women business owners; (6) changing family structures and lifestyles; (7) shifting patterns in education and training; (8) the changing face of industry; (9) diversity in workstyles; (10) the aging population; (11) occupational safety and health; (12) legal rights of women workers; (13) projections of interest to women workers; and (14) progress, problems, and prospects--conclusions about women and work. Each chapter is introduced by data sketches that provide a summary of the chapter. The book is indexed. (KC)

This document contains the materials required to present two courses that were developed during a project to increase the recruitment/retention of women in technical education programs. Presented first is Developing Mechanical/Electrical Aptitude, a 30-hour course to improve students' (primarily women's) mechanical and electrical aptitude and thereby prepare them for enrollment and employment in nontraditional fields by training them to do the following: solve abstract reasoning problems in spatial relations; identify various types of household and industrial tools used and demonstrate their uses; describe mechanical advantages, classes of levers, and simple machines; and understand basic electrical and mechanical concepts and their applications in everyday life. A course overview is provided along with a course test and five modules containing an overview, study/activity guide, instructor information, learning activities, and handouts. Presented next is a Equity/Equality, a course module that can be incorporated into instructional programs or used alone and that is designed to familiarize students with their rights and responsibilities in school and the workplace. The module includes goals/objectives, learning activities, and an evaluation activity and discusses the following topics: legal requirements for equal opportunity in education and employment; prohibited forms of discrimination and harassment and the legal consequences for employers and individuals; and gender equity. (MN)

This workbook, which is designed primarily for secondary school administrators involved in planning youth apprenticeship programs, explains approaches to youth apprenticeship that have evolved from operation of the Pickens County Youth Apprenticeship Initiative (PCYAI) in Easley, South Carolina. Discussed first are guiding principles regarding the following: youth apprenticeship; tech prep; working structures; standards and portable credentials; insurance, apprentice wages, and labor/union issues; relationship to other types of work-based learning; role of secondary schools, employer sponsors, and postsecondary institutions; and planning youth apprenticeship programs. Presented next is a six-page program planning checklist covering the following items: building interest and setting a direction; developing the program (governance, administration, and budget; school and work-based curricula; guidance and student support services; mentor training and program support activities; and postsecondary oversight and awarding of credentials); and evaluating/expanding the program. Appendixes constituting approximately 75% of the guide contain the following: flowcharts diagramming the Partnership for Academic and Career Education Tech Prep and other apprenticeship program models; insurance and child labor law information; 38-item bibliography of resources and names/addresses of 23 exemplary apprenticeship program sites; PCYAI training agreement; program planning form, budget form; list of PCYAI secondary-level workplace competencies; and tables of contents of PCYAI student and mentor handbooks. (MN)

This booklet is intended to provide useful information to students and others in the process of making career choices or seeking satisfying employment. The first half of the booklet covers various aspects of the career choice/job search processes. Included among the topics discussed are the following: self-assessment of career planning knowledge, innovative strategies for business success in Alaska, child labor laws, child care, nontraditional employment, the Job Corps, Alaska's largest employers, tech prep, job search strategies, career questions to ask, Alaska's economy, summer internships, the Alaska Native Coalition on Employment and Training, marketable skills, stress management, the Americans with Disabilities Act, school shopping tips, financial aid, and education and vocational training sites in Alaska. The second half of the booklet is an occupational table that contains the following information on nearly 300 occupations: job duties, job outlook in Alaska, number of Alaskans employed, approximate monthly pay, required/suggested school subjects and level of training, related occupations, and hiring practices. (MN)

Women veterans provide employers with a new and added source of well-educated, highly trained, and highly motivated employees. Women veterans possess an impressive range of skills in many diverse areas, including functional and administrative support, medical and dental specialties, communications and intelligence gathering, service and supply, and electrical/mechanical equipment repair. The following are among the various agencies and organizations that can help employers considering women veterans for job openings: Defense Outplacement Referral System, National Women Veterans' Conference, American Legion, Retired Officers Association, Disabled American Veterans, and Job Accommodation Network. These agencies provide a variety of services to employers, including job referral, assistance in locating qualified job seekers and matching individuals to specific job openings, and special assistance to employers hiring disabled veterans. Employers should also be aware of certain laws pertaining to the employment of veterans. Legislation exists obligating employers to retain or reinstate certain eligible employees who are veterans or members of the reserve forces. Other legislation requires certain federal contractors to recruit persons with disabilities and certain veteran populations. (MN)

This guide presents general information about protection and services provided under federal law that affect women's rights when seeking employment, while working, and when retiring. Section 1 discusses how women can assert their job rights. Section 2 focuses on getting the job. It considers federal laws that provide for employment services and training and education and discusses federal laws that protect workers from policies and practices that discriminate on the basis of sex, race, color, religion, national origin, age, or disability. Section 3 describes protection on the job by providing information on the following: minimum wage, overtime pay, and wage payment; equal pay; sex-based wage discrimination; promotions, training, and working conditions; pregnancy discrimination act; state maternity/parental leave laws; veterans' reemployment rights; sexual harassment; garnishment; unemployment insurance; assistance for dislocated workers; compensation for injuries; occupational safety and health; termination; union participation; and assistance for dependent care. Section 4 focuses on protection and services provided under federal law when women retire. It discusses social security, pensions, and personal plans. Throughout the guide, examples are provided, and information is present on what to do if confronted with that type of situation. Appendixes include addresses of federal and state agencies, sample complaint forms, and 20 references. (YLB)