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This paper was written in 2018 by NCWD/Youth [National Collaborative on Workforce and Disability for Youth] to inform the development of the Guideposts for Success 2.0, an update to the original Guideposts for Success published in 2005. Since it was created in 2005, the Guideposts for Success has become nationally recognized as a valuable research-based framework to inform policies and practices designed to prepare and support youth in transition to adulthood. In 2012, NCWD/Youth began an in-depth process aimed at updating the Guideposts for Success to reflect the latest research studies and current professional standards of practice for supporting youth in transition to adulthood across multiple service systems and sectors. The process included reviewing literature related to youth transition from multiple disciplines.

Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient. Building on Cedefop's expertise in the two areas, this study -- based on analysis of 13 practices from 12 countries -- explores how coordination between career guidance and validation of non-formal and informal learning can be improved. Results point to three factors: (a) comprehensiveness: provision of adequate information and guidance before a decision to undergo validation is taken, throughout the entire validation process, as well as after it; (b) coherence: use of common qualifications or competence standards, occupational standards or other reference frameworks in all the stages of the practice to identify, document and assess skills; and (c) quality of staff, resources, competences, and tools used. The study concludes with policy recommendations on how to improve the link between guidance and validation.

As policymakers have begun reorienting the U.S. work force development system's priorities, a common theme has been the importance of work and training tied to real employment prospects. Workforce Innovation Networks (WINs) was created to test and advance the idea that local employer organizations can play important, productive roles in helping low-wage and less-skilled workers advance in the labor market. Competition and changes in work organization have reduced the on-the-job training that traditionally enabled low-skill workers to advance in larger companies. To better respond to labor market pressures, employers have begun turning to their industry-based and broad-based local employer organizations for support and assistance. The WINs initiative's experience with employer organizations has identified the following basic types of work force development activity that can serve member needs and help advance low-income workers in the labor market: convening and supporting employers; brokering and providing services to employers and workers; improving the delivery of education, training, and support services; conducting research and development of work force development strategies and products; and helping govern and improve the work force development system. Four key challenges facing employer organizations were identified along with policy approaches that can stimulate greater business/employer engagement in work force development. (MN)

This paper is a synthesis of case studies of four districts that implemented multifaceted reforms aimed at offering rigorous instruction in mathematics and science for all students as part of a National Science Foundation-supported partnership. A common theory of action aimed for a rigorous curriculum, professional development delivered close to the point of instruction, monitoring of instructional quality, and system coordination. Immersion units would offer an in-depth experience in scientific inquiry to all students. The theory of action was successful in many ways. Excellent access to top management allowed the partnership to assist with multiple aligned dimensions of instructional guidance. The biggest obstacles were turnover in district leadership, loose coupling across departments, attenuation of vertical alignment through overload of instructional guidance, and insufficient budget for adequate school site support (e.g., coaches). Greater coherence resulted from delivery of instructional guidance closer to schools and teachers, as with science immersion. The study suggests that complete, affordable packages of instructional guidance delivered to the school level district-wide might be the best model for district reform.

During the 1990s, policymakers have become increasingly attentive to the relationship between education and national economic health and society's need to upgrade and equalize workforce skills, talent, and wages. The U.S. education and training system is fragmented, decentralized, and in flux, as more responsibility moves from federal to state governments and the private sector. To explore how education might meet new economic challenges, the National Center for Research in Vocational Education joined with RAND to sponsor a policy exercise based on Department of Defense "war games." The June 1997 Policy Planning Exercise on Education and the New Economy assembled vocational-education researchers, federal and state vocational-education officials, leaders of interested nonprofit organizations, and business community representatives. Exercises required panelists to allocate funds for a January 1998 training program in a hypothetical "state," redesign a 2002 update of this education and training system, and apply what they had learned to federal policy in the near term. This paper synthesizes panelists observations about the nation's first-chance and second-chance education systems; standards, certifications, and institutional accountability; lifelong learning; teacher training and development; an integrated academic and vocational training system; and the federal government's role. (MLH)

This briefing paper provides background information and reports on the achievements and future challenges of the Preschool Grants Program of the Individuals with Disabilities Education Act (IDEA). Section 619 authorizes grants to states to provide special education and related services to children, ages 3 through 5 years, with disabilities. This legislation creates a collaborative federal, state, and local partnership that provides the framework for the nationwide development and implementation of preschool services. The first section of the paper explains the grants program and the types of services available. The second section discusses four significant accomplishments of the Preschool Grants Programs: (1) more children with disabilities are receiving services; (2) programs are improved by innovations in service delivery; (3) services are more cost effective and comprehensive through increased interagency collaboration; and (4) a greater number of more highly qualified personnel are available to provide services. The last section identifies future challenges, including the need to serve children in community-based settings. Two tables are provided; the first illustrates annual federal appropriations and the number of children served under the Preschool Grants Program from 1986 to 1995, and the second states special education and related services specified under IDEA. Parental narratives on the benefits of the preschool program are included also. (Contains 11 references.) (CR)

This briefing paper provided background information and a preliminary report of the achievements and future needs of the Federal Part H Program of the Individuals with Disabilities Education Act (IDEA) and its services to infants and toddlers with disabilities and their families. This collaborative federal, state, and local partnership created a framework for the nationwide development and implementation of comprehensive service systems. The paper is organized around four questions: (1) What is early intervention and why is it important? (2) What is the Part H Program? (3) What have states achieved under the Part H Program? and (4) What are the future challenges for the Part H Program? Examples of family experiences with early intervention are given. References and contact information for members of the Ad Hoc Part H Work Group, the U.S. Department of Education, and state and jurisdictional Part H Program coordinators are included in the appendices. Appendix 4 lists the states/jurisdictions approved for full implementation of Part H of IDEA in 1993 and 1994. Appendix 5 lists Part H lead agencies by state. (SG)

This briefing paper offers information to continue the process of creating linkages among the many stakeholders interested in helping adolescents successfully move into adult work roles. An introduction discusses some broad policy issues such as creating seamlessness through reducing the confusion caused by a lack of coordination and strengthening the linkages with employers. Chapter 1 reviews current initiatives at state and federal levels to develop school-to-work (STW) projects: quality amendments to Public Act 25; School-to-Work Opportunities Act (STWOA) 1994; Goals 2000: Educate America Act; Perkins Vocational and Applied Technology Act; Elementary and Secondary Education Act; and Michigan's STW initiative. Chapter 2 discusses program options in STW according to their functional area: school-based, work-based, or connecting activities. Chapter 3 focuses on evaluating the new roles to be played by the involved parties under the evolving STW regime. Chapter 4 discusses the issues of accountability and access, the general program requirements for which the STWOA describes while leaving the specifics of development and integration with other programs up to the individual states. It covers access for special populations, standards, skills certificates, assessment, and funding. Chapter 5 offers suggestions for integration of STW with other efforts, STW programming, accountability, and funding. Appendixes include models for Michigan, online resources, and 62 references. (YLB)

Families undergo difficulties in trying to negotiate the labyrinth of early childhood services offered in Illinois. Because of the multiplicity of programs and scarce funding, many children and families do not receive the services they need. Coordination among programs and services is also limited. This paper offers background on how the foundations of Illinois' current system were laid, where Illinois is in the process of improving the coordination of services, and how a structure of services can be achieved which efficiently and equitably cares for and educates Illinois' youngest citizens. The following sections are included: (1) Background, including information on the 1989 Child Care Summit, along with the infusion of funds; (2) Current Status, including details on the mega-computer concept, Child Care Resource and Referral (CCR&R), and how to link care with education; (3) National Trends and Models, describing Illinois as a national leader in establishing a statewide system which links parents and providers; (4) Policy Implications; and (5) Alternatives for Action, includes a discussion of nine policy implications and future considerations. Appendices contain details of 30 early education funding streams, including Department of Child and Family Services (DCFS) employment-related child care, Illinois Department of Public Aid (IDPA) programs, Illinois State Board of Education (ISBE) programs, federal programs, and public/private programs. (BGC)

The Individuals with Disabilities Education Act (IDEA) requires the implementation of a comprehensive child find system. This system includes public awareness activities to inform parents, professionals, and the community at large of the availability of early intervention and preschool services, of the importance of identifying children with or at risk for developmental delay and disabilities, and of procedures for referral for evaluation and services. This paper describes strategies used by a variety of health care, early intervention, and preschool service systems for sharing information and collaboratively promoting community child find and public awareness activities. Specific examples of how some projects, states, and communities have implemented these strategies are described and contact information for each example is given. Additional references and resources are also included. (SG)

In 1986, Congress enacted Public Law 99-457, which outlined requirements for statewide early intervention systems and preschool services to assist young children who are either developmentally delayed or who have certain conditions which carry with them a high probability of resulting in developmental delay. Now known as the Individuals with Disabilities Education Act (IDEA), the law includes the following two programs that specifically target young children, birth through 5 years of age, with special needs: (1) the Program for Infants and Toddlers with Disabilities (previously Part H); and (2) the Preschool Grants Program (Part B, Section 619). This paper describes these two programs and discusses research findings about the effectiveness of early intervention for children with special needs. A table outlining some of the services provided under IDEA is included. Two case examples are given to illustrate the types of services that might be included in an early intervention program. The document also includes references and contact information for the National Information Center for Children and Youth with Disabilities (NICHCY). (SG)

Issues related to blending or consolidating services and funding to better coordinate education for exceptional students are examined in the context of educational reform and the Goals 2000 initiative. Interviews were conducted with approximately 30 federal and state officials between May 1994 and February 1995, focusing on possible barriers in law or practice based on federal statutes, rules, and regulations dealing with fiscal policy. Section 1 provides an introduction to the study, including a discussion of method, organization, and definitions. Section 2 provides a brief review of the scholarly literature on federal programs for children with disabilities and other special learning needs. Although the focus is students with disabilities, attention is also directed to issues concerning program integration and coordination for all categorical education programs for students with special needs, including general education programs. Testimony presented at hearings on the reauthorization of the Individuals with Disabilities Education Act is also examined. In section 3, types of noncategorical aid are reviewed, with attention to research findings regarding the impact of these types of federal grants on recipients. Also considered is the role of special education in two federal initiatives, schoolwide programs of Title I of the Elementary and Secondary Education Act and the Goals 2000 initiative. Finally, section 4 provides a listing of key recommendations for finetuning special education under the Individuals with Disabilities Education Act (IDEA). Overall, a consensus was reported that special education reform should be and is integrally tied to changes occurring in the entire education system. Two appendices outline the study scope and methodology and offer a brief history of federal aid to education. (Contains 72 references.) (SW)

This paper identifies issues and needs related to services for migrant children based on a review of the literature and discussions with experts in the field. Background on migrant children includes definitions; demography; migrant data sources; and descriptions of federal migrant education, migrant health, and migrant Head Start programs. A chapter on the service needs of migrant children focuses on the areas of greatest need in education, social services, and health care. Service delivery issues include gaps in service delivery, possible models for coordination of services, barriers to successful service coordination, and factors facilitating coordination. Features of an ideal program of service coordination are listed. A section on program evaluation and data needs describes key data sources, recommends improvements in data systems, and identifies evaluation issues to be addressed. Appendices contain: (1) a background statement titled "Scope of Work: Services for Migrant Children in the Health, Social Services and Educational Systems"; (2) a 54-item bibliography; and (3) a list of members of the federal working group on health, educational, and social services to migrant children. (KS)

This paper outlines the issues involved in coordination of services provided under the 1990 amendments to the Carl Perkins Act with those provided under the Adult Education Act, Job Training Partnership Act, National Apprenticeship Act, Rehabilitation Act of 1973, and Wagner-Peyser Act. It presents questions that could be addressed to state and local education officials to assess the extent of coordination of vocational programs with other federal programs. Section I describes the provisions related to coordination in the Perkins Amendments to clarify what federal legislation requires. Section II outlines different conceptions and models of coordination, distinguishing between the kinds of coordination that take place at the local level and those that come from state governments. Section III reviews existing research that, in theory, can be used as "benchmarks" to assess trends in coordination. The final section outlines the methods and general issues that guide the development of questions. Appendixes include 16 references and 4 sets of potential questions--both closed-ended and open-ended--designed to be administered by conventional survey methods to the state agency responsible for secondary vocational education; to the state agency responsible for community colleges, technical institutes, and other postsecondary institutions; to local education agencies; and to local postsecondary institutions. (YLB)

To investigate the initial experiences of the various Even Start programs, a project developed a survey that was sent to program coordinators in Ohio. It asked open-ended questions to get descriptions and perceptions of situations that preceded turning point events and the turning point events themselves. Data from eight programs highlighted their diversity. Their turning points were varied, but several themes were identified that seemed significant in successfully achieving turning points. Staff development was critical to successful early program development. Both self-study and development of action plans were effective in increasing staff understanding, facilitating program start-up, and solving problems related to early program delivery. Several programs mentioned that things did not begin to fall into place until appropriate facilities were found. Several program coordinators found that nurturing communication with other complementary agencies was a definite turning point for their programs. State coordinator recommendations for the planning stage were as follows; developing firm, written agreements with cooperating agencies; securing a site; and clarifying with cooperating agencies that provide staff what kind of persons are needed. Insisting that staff experience training and plan instruction together as a team and giving parents ownership of the program in every way possible were recommended. (The instrument is appended.) (YLB)

To investigate the initial experiences of the various Even Start programs in Ohio following approval and funding, a project developed a survey instrument and sent it to Even Start program directors. The survey asked directors open-ended questions aimed at getting a general description of each program and a discussion of the issues and concerns that the programs had to deal with in the initial stages. Eight programs responded. In general, directors believed they experienced significant challenges and difficulties in initiating programs. Considerable overlap was found in the types of activities seen as essential to successful initiation of the projects, including the following: hiring staff, selecting and preparing sites and purchasing equipment and essential materials, coordinating with other agencies, introducing the program to the community, and identifying and recruiting potential clients for the program. Problems were encountered in the following areas: site and staff selection, staff orientation and training, coordinating with and gaining the cooperation of related agencies, finding appropriate materials for the program, perceived unrealistic expectations and lack of support and guidance from the federal agency, and recruitment and retention of parents. Collaboration was recommended with other Even Start projects and family literacy personnel, within the program, and within the communities; being realistic about program goals was suggested. (The instrument is appended.) (YLB)

In January 1991 the Federal Minister of Employment and Immigration announced the establishment of the Canadian Labour Force Development Board (CLFDB) as Canada's national training board. Training boards at the provincial and local levels are still in the developmental stage. The lack of a national coordinating mechanism for all aspects of training in Canada until only recently is a reflection of Canada's unique historical context. Both the CLFDB and Canada's first provincial board in Ontario have taken elements from the national training boards of Germany, Sweden, the United Kingdom, and elsewhere and adapted them to the Canadian context. The following topics pertaining to the CLFDB are discussed in this report: enabling legislation, training board composition, training board structure and functions, finance, delivery of training, institutional planning and operations, testing and certification, and perceptions of training and training boards. Even though the reform of the Canadian training infrastructure and establishment of the CLFDB are too recent to permit any definitive assessment of their success, there is reason to hope that changing employer, government, labor union, and education/training institution attitudes will foster the development of a "training culture" such as exists in Germany, Japan, and elsewhere and will thus make it possible for the CLFDB to succeed. (Contains 26 references.) (MN)

Pertinent research studies, legislative documents, labor market agreements, official reports, and governmental decisions on issues concerning vocational education and training (VET) in Sweden were analyzed in an effort to evaluate the state of coordination of VET in Sweden and the effectiveness of its National Training Board. The findings of the analysis are presented in the nine chapters of this report, which cover the following topics: current trends and analysis of the issues involved (reference materials, current trends, enabling legislation, and new resolutions in 1990); training board structure and composition (including labor market councils and committees); present and planned national training frameworks; finance and financial sources; delivery of training; institutional planning and operation (decentralization, the curriculum in 1991, and supply and demand); administration of private/industrial training; continuing education and training (including education for progression and labor market training), and student testing and certification. A brief history of the development of vocational education in Sweden from 1846 through the 1980s, the results of an evaluation of the vocational value of upper secondary schooling, sample curricula for four integrated upper secondary school programs, and information on the finances and training policy of Sweden's national training board are appended. (MN)

National data regarding occupational and technical training programs in secondary and area vocational schools are useful in describing patterns of courses taken by students and characteristics of teachers. Data are not available on student enrollments and financial investment, student outcomes in general and related to quality of training programs, economic value of vocational education, and labor market relevance of vocational education. For secondary schools, the educational reform movement of the 1980s was built on four pillars: longer school days, longer school years, more rigorous standards for high school graduation, and heightened requirements for entrance to college. An alternative approach to educational reform is "high schools with character." Its four pillars are as follows: integration of academic and vocational studies, cooperative learning, teacher collegiality and collaboration, and a special school identity, commonly established through an industrial connection. A national experiment on high schools with character should be conducted to determine whether schools that fully implemented the concept tend to show greater student achievement than conventional high schools. If they do, the approach would have three benefits: equity in terms of access of students to learning, cost effectiveness, and meeting of the needs of the economy. (Fourteen footnotes and 17 references are appended.) (YLB)

Features contributing to the success of six city-wide, comprehensive school-age program models are highlighted. Models are Seattle, Washington's Community Partnerships for School-Age Child Care; Madison, Wisconsin's School-Age Child Care Project; Irvine, California's Irvine Child Care Project; Houston, Texas' After-School Partnership; Los Angeles, California's LA's BEST: Better Educated Students for Tomorrow; and Baltimore, Maryland's School-Age Child Care in the City of Baltimore. Section I presents reasons for city-level involvement in school-age child care. Replicable features of the models are discussed in Section II, including: (1) adoption of a "broker" management and coordination model; (2) hiring of at least one individual to match expertise and resources with needs; (3) government funding matched with private sector donations; (4) multiple agency involvement; (5) public shool involvement; (6) quality enhancement; and (7) funding for low-income families. Section III presents detailed descriptions of each model by describing its goals, administrative structure, program design, and financing. (RH)

This report presents results of a task force analysis and synthesis of responses from the field regarding the discussion paper, Continuing Education: The Third System. It consists of seven components from which the task force analyzed responses. Within each of these sections, the analysis outlines points of consensus; points of controversy; and points of differences between school boards, colleges, and universities. The seven categories are definition and philosophy, adult basic education, coordination (local and provincial coordination and the roles of institutions), infrastructure (training of adult educators, provision of counseling and information services, information for future planning, and research), access to continuing education (TV Ontario, correspondence education, and distance education), legislation and funding, and francophone response. A list of points raised by respondents and not covered elsewhere in the report is also provided. Appendixes, amounting to approximately one-half of the report, include a distribution list of the discussion paper; a list of respondents; a review of selected literature relating to continuing education, entitled "Historical and Developmental Trends in Continuing Education"; and a copy of the response form. (YLB)