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2. Guideposts for Success 2.0. Research Base Paper
- Author
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National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
- Abstract
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.
- Published
- 2018
3. Coordinating Guidance and Validation. Cedefop Research Paper. No 75
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
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.
- Published
- 2019
4. Business Development in Large-Scale Agile Software Development: Barriers and Enablers
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Olsen, John Olav, Stray, Viktoria, Moe, Nils Brede, van der Aalst, Wil, Series Editor, Ram, Sudha, Series Editor, Rosemann, Michael, Series Editor, Szyperski, Clemens, Series Editor, Guizzardi, Giancarlo, Series Editor, Kruchten, Philippe, editor, and Gregory, Peggy, editor
- Published
- 2024
- Full Text
- View/download PDF
5. A New Impetus for European Youth. European Commission White Paper.
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Commission of the European Communities, Brussels (Belgium).
- Abstract
Despite their highly divergent situations, young people largely share the same values, ambitions, and difficulties. Despite the more complex social and economic context in which young Europeans are currently living, they are well equipped to adapt. National and European policymakers must facilitate this process of change by making young people stakeholders in their societies. Youth must be regarded as a positive force in the construction of Europe rather than as a problem. Although the European Union's individual member states must still bear the brunt of putting various youth-related measures into practice, it is important to give a European dimension to youth-related activities. A new framework for European cooperation must be developed and must comprise these two main aspects: applying the open method of coordination in the specific field of youth and taking better account of the "youth" dimension in other policy initiatives. The framework must also include provisions for listening to what young people have to say and must offer a forum for local initiatives while encouraging member states to cooperate more effectively and develop concrete ideas under existing European programs. (Appendixes constituting approximately 75% of this document contain a detailed discussion of the results of the consultation and an overview of European action on the youth front.) (MN)
- Published
- 2001
6. Considerations of Learning in the Workplace in Quebec: Pulp and Paper Students' Perspectives.
- Author
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Savoie-Zajc, Lorraine and Dolbec, Andre
- Abstract
A study identified students' perspectives on quality and nature of learning achieved in a vocational program using a cooperative learning approach. The theoretical framework for analysis of the implementation of a vocational program included Lave and Wenger's (1991) concept of situated learning and the Guile and Griffiths' (2001) model of work experience. A 1997-2001 action research study focused on dynamics as collaborations between schools and businesses were implemented, including how collaboration evolves; the nature and type of collaboration in relationship to the size of organizations; and implementation of partnerships in a vocational training program. The context was a new, high-school-level vocational program to train specialized workers for the pulp and paper sector. Questionnaire and interview data indicated first experiences of cooperative education in the sector were filled with challenges that vocational centers and mills overcame; large majorities of students were satisfied with training and confident of finding a job; and the practicum was not a good example of successful integration in the pulp and paper community of practice. Mills appeared to play the role of a demonstration environment. Many students reported limited access to job operations; mills engaged in training with a focus on productivity; work supervisors saw their role mainly as adapting to the vocational centers' demands rather than being more active; and degree of work autonomy conferred on students was very variable. (YLB)
- Published
- 2002
7. Everybody WINs: Effectively Involving Business in Workforce Development. The First in a Series of Policy Papers.
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Jobs for the Future, Boston, MA., Chamber of Commerce of the United States, Washington, DC., National Association of Manufacturers, Washington, DC. Center for Workforce Success., Richards, Carla J., and Herranz, Joaquin
- Abstract
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)
- Published
- 2001
8. White Paper: A Multidimensional Understanding of Effective University and College Counseling Center Organizational Structures
- Author
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Mitchell, Sharon L., Oakley, Danielle R., and Dunkle, John H.
- Abstract
Established in 1950, the Association for University and College Counseling Center Directors (AUCCCD) is an international organization comprising universities and colleges (https://www.aucccd.org). AUCCCD members are the higher education leaders for student mental health. Our members represent a wide range of professional disciplines, public and private institutions, and a range of institutional student enrollment sizes. This white paper: (a) provides a historical background on counseling and mental health services on college campuses; (b) argues that, based on current research, there is no single organizational structure that is optimal; (c) makes recommendations about factors to consider when making decisions about the counseling center that are based on specific campus needs and resources rather than a preferred organizational structure; and (d) advocates for a collaborative care model regardless of organizational structure.
- Published
- 2019
- Full Text
- View/download PDF
9. District-Wide Reform of Mathematics and Science Instruction: Case Studies of Four SCALE Partner Districts. WCER Working Paper No. 2009-2
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Wisconsin Center for Education Research and Clune, William H.
- Abstract
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.
- Published
- 2009
10. The Virtual Research and Extension Communication Network (VRECN): An Interactive Learning and Communication Network for Research and Extension Personnel. Concept Paper for the Food & Agriculture Organisation of the United Nations (FAO).
- Author
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TeleCommons Development Group, Guelph (Ontario). and Richardson, Don
- Abstract
A Virtual Research and Extension Communication Network (VRECN) is a set of networked electronic tools facilitating improvement in communication processes and information sharing among stakeholders involved in agricultural development. In developing countries, research and extension personnel within a ministry of agriculture, in consultation and collaboration with key stakeholders, can develop and implement a VRECN. The tools are artifacts of a planned and ongoing process of stakeholder involvement in mapping communication- and information-sharing relationships and identifying critical relationships that require improvement to reach agricultural development and food security goals. Creating a VRECN in a developing country requires a planned process of stakeholder engagement, multi-stakeholder assessments of communication and information needs, and collaborative workshops to determine the desired characteristics of a VRECN, management relationships, and development partnerships. Six steps are to conduct project preparation, information technology assessment, and VRECN prototype development; identify product and services for VRECN; create VRECN prototype and directory; evaluate product and services; identify and secure staff support; and evaluate project. A number of tangible products result from a preplanned process for creating a VRECN, particularly through efforts to establish stakeholder needs assessments and collaborative working groups. (YLB)
- Published
- 1999
11. A review on Schiff base metal complexes: investigation of DNA binding capability on selected research papers using UV-absorption technique focused mainly on copper complexes.
- Author
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Jyothi, P.
- Abstract
Schiff bases are produced through condensation reactions between aldehydes or ketones and molecules containing an amine group. Given their multifaceted uses across diverse domains, they have gained prominence. Numerous studies have been conducted in this field due to the uncomplicated methods of manufacturing and the abundant range of applications. Investigations into DNA binding are essential for understanding the many interactions between drugs and DNA. DNA binding can be investigated via UV-binding, fluorescence quenching, and viscosity investigations. This study aims to offer several research papers on the DNA binding activity of Schiff base metal complexes and compare them. [ABSTRACT FROM AUTHOR]
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- 2024
- Full Text
- View/download PDF
12. American Workforce Development. Community and Technical Colleges Prepare To Meet the Challenges. A Position Paper. Monograph Series.
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National Council for Occupational Education, Columbus, OH., Hamm, Russell E., and Mundhenk, Robert
- Abstract
This monograph, itself a suggested set of standards, is designed to help college personnel determine the college's state of readiness for extended work force development. Two questions about that role are offered: (1) is the college, and are community colleges nationally, prepared to become the central player in a comprehensive education and training system; and (2) if they are not, how can they prepare themselves. This paper, a "call for action," attempts to help community colleges answer these questions in two ways. First, a self-study guide offers a series of questions that require college personnel to examine their institution's readiness to prepare workers for the new workplace. All responses must be evaluated within the context of local conditions, needs, and political considerations. The 19 questions relate to mission and organization, funding, assessing needs and documenting success, programs and delivery systems, staffing, and coordination. Second, the monograph offers 17 suggestions to assist local colleges in creating a vision and plan that will ready them to meet both local challenges and the demands of state and federal governments and to become part of a national community of prepared colleges. The suggestions relate to preparing the institution, preparing programs and faculty, and preparing the nation's community colleges. National Council for Occupational Education task forces, their objectives, and leadership are listed. (YLB)
- Published
- 1995
13. Multicampus University Systems: How System Offices Coordinate Undergraduate and K-12 Education. ASHE Annual Meeting Paper. Draft.
- Author
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Zusman, Ami
- Abstract
This paper explores how public multicampus university system offices address two areas where there is strong state interest but where this interest may conflict with traditional university priorities: undergraduate arts and sciences education and university responsibility for improving K-12 education. It is hypothesized that system offices with strong research university campuses give more attention and resources to undergraduate arts and sciences education, seen as relatively central to the academic core, than to undergraduate or graduate-level teacher/educator professional preparation and related K-12 activities within the university, seen as relatively marginal. More broadly, the study examines how intermediary organizations (university system administrations) exercise influence on and are influenced by those with whom they deal. The systems administrations compared are those within the State University of New York, the University of North Carolina, the University of Wisconsin, and the University of California. The paper discusses results of the comparative analysis in terms of the common system roles and responses, the differences in system office responses to undergraduate and K-12 education, differences among university systems, the impact of these office systems, and the difficulties posed by systems' support coming into conflict with campus or legislative regulations. Policy implications are discussed. (Contains 31 references.) (GLR)
- Published
- 1992
14. Learning Communities' Impact on National Agenda Goals for Higher Education. AIR 1996 Annual Forum Paper.
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Lucas, John A. and Mott, Jacque
- Abstract
This study compared achievement of students in two types of deliberate learning communities at William Rainey Harper College (Illinois) with achievement of students in two comparative groups. In the "linked classes" format, the same students enrolled in the same two course sections and two faculty members taught in a team format. In the "coordinated studies" format, one group of students all registered for the same five course sections. There were 125 students in the linked classes model and 256 students in three clusters of coordinated studies programs. Transcript analysis was used to examine traditional academic achievement and a survey instrument was used to determine the extent to which such objectives as group skills and improved learning attitudes were achieved. Results of both formats on students' later achievement in advanced courses were unclear since few of these students took advanced courses and many were no longer enrolled at the follow-up time. However, two measures (grade point average at Harper and percent saying they felt their technical skill preparation for a job was good) favored the comparison groups over the experimental groups. Significant differences in group skills and in attitude toward learning favored the experimental groups over the comparison groups. The report suggests the need for evaluation of the comparative costs and benefits of wholistic learning communities. (Contains 13 references.) (CK)
- Published
- 1996
15. Education and the New Economy: Views from a Policy Planning Exercise. Rand Issue Paper.
- Author
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Rand Corp., Santa Monica, CA., National Center for Research in Vocational Education, Berkeley, CA., Stasz, Cathleen, and Chiesa, James
- Abstract
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)
- Published
- 1998
16. Assisting Our Nation's Preschool Children with Disabilities and Their Families: A Briefing Paper on Section 619 of Part B of the Individuals with Disabilities Education Act (IDEA), 1986-1995.
- Author
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National Early Childhood Technical Assistance System, Chapel Hill, NC.
- Abstract
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)
- Published
- 1995
17. A Revolution in Regional Networking: Linking the Knowledge. AIR 1995 Annual Forum Paper.
- Author
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Rosmalen, C. M. van
- Abstract
Regional networking and knowledge transfer are considered with a focus on partnerships between business and higher education institutions, conditions for successful strategic allegiances, and the consequences of networking for the higher education mission. The experiences of Utrecht University (the Netherlands) are used to illustrate how a higher education institution can anticipate new societal developments. Linear models and the interactive model for innovation are reviewed as frameworks for understanding the knowledge infrastructure. In addition to beginning with a long-term objective, strategic alliances need to have parallel strategies and must respect each other's mission. A region can either be local or crossing state or country borders. Knowledge and knowledge transfer will be a key factor in international competitiveness and higher education institutions can play an important role in national systems of innovations. A solid base is formed in regional networks due to proximity, the common home market, and the relatively uncomplicated management of the network. Participation in networks forces higher education institutions to define their focal points of research and education in a more explicit way. Networking does, however, affect the management structure of higher education institutions in that the traditional structure of faculties and departments will no longer be suitable. (Contains 13 references.) (SW)
- Published
- 1995
18. Helping Our Nation's Infants and Toddlers with Disabilities and Their Families: A Briefing Paper on Part H of the Individuals with Disabilities Education Act (IDEA), 1986-1995. A Preliminary Report Submitted to the Federal Interagency Coordinating Council, April 20-21, 1995.
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National Early Childhood Technical Assistance System, Chapel Hill, NC.
- Abstract
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)
- Published
- 1995
19. Vocational Training in Europe: Towards a Modular Form? Discussion Paper. CEDEFOP Panorama. First Edition.
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European Centre for the Development of Vocational Training, Berlin (Germany). and Sellin, Burkart
- Abstract
Discussion of whether and to what extent initial vocational training and adult education in European Community (EC) member countries can assume a modular form hinges on the issue of the module as an organizational principle. In such a context, modules are viewed not as closed teaching and learning units but rather as integral parts of a more extensive qualification or group of skills in the form of vocational training that is recognized by society and/or the labor market. From the participant's perspective, organizing vocational training in modules means that training can be tailored to individual needs. From the training provider's perspective, learning organized in modules is meaningful only if the modules have been clearly related to some overall qualification or recognized standard. Studies of modularization of education in six EC member states (Spain, France, Germany, Luxembourg, the Netherlands, and Scotland) have confirmed that, to date, the concept of modular instruction has only been applied in isolated cases or with regard to certain target groups or problem areas. It is critical that the many unsystematic approaches to modularization be standardized and that modules be certified if they are to be transferred to standard training and further training systems and disseminated throughout the EC. (MN)
- Published
- 1994
20. Improving the Productivity of JOBS Programs. Papers for Practitioners.
- Author
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Manpower Demonstration Research Corp., New York, NY. and Bardach, Eugene
- Abstract
The key to success in Job Opportunities and Basic Skills Training (JOBS) programs is a philosophy of high expectations. The philosophy accommodates both client and societal concerns. Highlights of the philosophy include the following: respecting the client's goals; giving nonjudgmental acceptance, constant encouragement, and emotional support; communicating the idea that responsibility is liberating; making the program mandatory; and ensuring that work will be there at the end. Five overarching principles guide the process of bringing a high-expectations program to life: allow responsibility to flow to the information--toward line staff; invest in recruiting and training line staff; motivate with meaning and with measures; recognize "accountability drag"--and hold it down; and leadership is hard, but simple. A special implementation problem is inducing effective and efficient performance from partner agencies linked through contracts and client-referral mechanisms. Possible approaches are as follows: giving technical assistance, absorbing the risks entailed by outlays on long-lived assets, micromanagement, quantitative measures of performance, and payment for performance. The principal suggestion is to let as much of the work as possible be done by middle-manager operations specialists rather than by agency leaders. Agency contracting and purchasing staff are critical to the collaborative process and should be better mobilized to help top managers meet their program objectives. (Sixty-nine selected publications are cited.) (YLB)
- Published
- 1993
21. Navigating the Transition from School to Work: A Briefing Paper.
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Michigan State Council on Vocational Education, Lansing.
- Abstract
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)
- Published
- 1995
22. Customer Service Survey: Common Core of Data Coordinators. Working Paper Series.
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National Center for Education Statistics (ED), Washington, DC. and Hoffman, Lee
- Abstract
In November 1995 staff from the National Center for Education Statistics sent a questionnaire about customer service to each of the Common Core of Data (CCD) coordinators who are responsible for the data reported annually on the CCD surveys. These surveys include the National Public Education Finance Survey (NPEFS) and four largely nonfiscal surveys: the School Universe, the Agency Universe, the State Nonfiscal Survey, and the Early Estimates Survey. For the nonfiscal surveys, 44 states and one outlying area submitted responses, while some states did not reply or declined to reply on the basis of lack of information. Response to the NPEFS was higher, with 48 state coordinators and one outlying area coordinator responding. Respondents generally indicated that completing the nonfiscal surveys took just over a week for the School Universe Survey, and less time for the others, with the Early Estimates Survey taking the least time to complete. Coordinators who explained why they found the CCD useful generally wrote that they used the data for comparisons or that edit checks helped them verify their own state data. Suggestions from respondents for revisions to the surveys included making the instructions clearer and more concise, collecting the dropout data as a separate file, and aggregating school or district data to create state figures. No revisions were planned for the NPEFS, so the customer service survey concentrated on difficulties with the existing survey. Coordinators reported that completing the survey was burdensome, with an average of 78.0 hours required. Many reported difficulty in meeting the March deadline, and many made specific suggestions about difficult items. (Contains 25 tables.) (SLD)
- Published
- 1997
23. Delivering Modern Apprenticeships. FEDA Paper.
- Author
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Further Education Development Agency, London (England). and Armstrong, Paul
- Abstract
Modern Apprenticeships, which were introduced in 1994, allow young people in the United Kingdom who do not want to commit to full-time further education the chance to achieve a National Vocational Qualification in their field while continuing in employment. The different models for delivery of Modern Apprenticeships that have been developed in further education were examined in a study of 12 further and higher education colleges delivering one or more Modern Apprenticeships. The sample, which was selected to reflect a cross-section of program sizes, occupational areas, geographic locations, and college settings, represented more than 25 different Modern Apprenticeships. Data on models of delivery, funding matters, partnerships and competition, and progression were collected through two site visits of each college and a questionnaire administered to college representatives. Each college supported more than one delivery scheme. Modern apprentices were employed predominately by small- to medium-sized enterprises. It was concluded that delivery of Modern Apprenticeships could be facilitated by General National Vocational Qualifications. In 75% of colleges, funding was allocated on an outcome basis. (Appended are the numbers of current registrations of modern apprentices on schemes offered by colleges in the project and the study questionnaire.) (MN)
- Published
- 1997
24. The Work Group on Early Childhood Briefing Paper Six: Funding Streams.
- Author
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Day Care Action Council of Illinois, Chicago., Wroblewski, Roberta A., and Bassler, Elissa J.
- Abstract
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)
- Published
- 1994
25. Finding and Referring Infants and Preschoolers with Developmental and Health Needs. Health Services for Young Children under IDEA, Paper No. 2.
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National Early Childhood Technical Assistance System, Chapel Hill, NC. and Shackelford, Jo
- Abstract
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)
- Published
- 1994
26. Providing Early Services to Children with Special Needs and Their Families. Health Services for Young Children under IDEA, Paper No. 1.
- Author
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National Early Childhood Technical Assistance System, Chapel Hill, NC. and Shackelford, Jo
- Abstract
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)
- Published
- 1994
27. Tech-Prep Programs: Issues in Implementing the Carl Perkins Amendments of 1990. Working Papers.
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National Center for Research in Vocational Education, Berkeley, CA. and Grubb, W. Norton
- Abstract
Federal and state policy makers face 11 issues in implementing the Carl Perkins Vocational Education Amendments of 1990. A preliminary issue is whether federal policy makers or the states should establish further definitions of and restrictions on what constitutes tech prep (articulated secondary-postsecondary technical preparation programs). Assuming substantial state participation in defining policies related to tech prep, the next issue is the relationship between the secondary and the postsecondary state agencies. Another issue is the types of approaches to or models of tech prep appropriate for federal funding. Still other issues include whether states should allocate funds for tech prep by a competitive process or by formula; the kind of process states should establish to set state policies and develop state plans; fields of study that should qualify for tech prep programs; and whether there should be limitations on the ages of postsecondary students supported by tech prep funds. Other issues are the practices federal and state officials should encourage to ensure that as many students as possible complete tech-prep programs; steps they can take to ensure that tech prep programs are well connected to other programs in both secondary and postsecondary institutions; requirements in local applications; and the type of relationship between tech prep programs and efforts to integrate academic and vocational education under basic state grants. (YLB)
- Published
- 1991
28. Coordination of Information Systems and Services in Namibia. Papers of the Seminar (Windhoek, Namibia, February 25-March 5, 1993).
- Author
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German Foundation for International Development, Bonn (West Germany), Education, Science and Documentation Div., Namibia Univ., Windhoek., Ministry of Education and Culture, Windhoek (Namibia)., and Totemeyer, A.-J
- Abstract
This document contains the following papers presented at a seminar in which information workers from Namibia and neighboring countries elaborated on future information services in Namibia: "Welcome" (A. de Klerk); "Right to Information and Citizenship" (N. Angula); "Namibia: Information Policy Issues and the State of Information Services" (A. Totemeyer); "University of Namibia: A Key Player in Generating Scientific Information and Training of Information Specialists" (P. Katjavivi); "Role of the Ministry of Information and Broadcasting in Serving the Information Needs of the Broader Community" (H. Hamutenya); "Coordination of Information Systems and Services in Botswana" (A. Thapisa); "Coordination of Information Systems and Services in Zambia" (H. Mwacalimba); "Archives' Contribution to the Coordination of Information Systems and Services in Kenya" (M. Musembi); "Arrangements for the Coordination of Information Systems and Services in Malawi" (R. Mabomba); "Zimbabwe: An Overview on the Coordination of Information Services" (D. Pakkiri); "Library Services of the Ministry of Education and Culture" (A. Marais); "Role of the Namibian National Archives and Coordination with Private Archives in Namibia" (B. Lau, W. Hillebrecht); "University Library: Problems, Prospects and Coordination with Other Training Institution Libraries" (K. Avafia); "Bibliographic Control in Namibia" (J. Loubser); "History and Establishment of the Namibian Information Workers Association" (M. Viljoen); "Role of the Namibian Information Workers Association and Cooperation with Other Local and International Organizations" (V. Jacobs); "From a Public Library Service to a Community Library Service and Coordination with NGO Community Projects" (E. de Kock); "Special Libraries of Government and Prospects for Cooperation with Libraries from Para-Statal and Private Information Centres" (R. Morgenstern); "School Library Services in Namibia" (T. Klynsmith); "Development of a Teachers' Resource Centre Network in Namibia and Coordination with School Libraries" (R. Douglas); "Training of Library and Information Personnel at the University of Namibia" (V. Jacobs); "Training of Resource Teachers/School Librarians at Teacher Training Colleges in Namibia" (G. Reimers); "Findings and Recommendations of the University of Namibia, Department of Information Studies" (A. Totemeyer);"Role of the Office of the Prime Minister via its Directorate of Data Systems and Services" (N. Hamutenya); "Policy Statement and Recommendations by Participants"; and "Closing Speech" (V. Ankama). (SLD)
- Published
- 1993
29. Consolidated Special Education Funding and Services: A Federal Perspective. CSEF Policy Paper Number 6.
- Author
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American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. Center for Special Education Finance. and Verstegen, Deborah A.
- Abstract
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)
- Published
- 1995
30. Thesaurus Enrichment via Coordination Extraction
- Author
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Chepaikina, Anna, Bossy, Robert, Roussey, Catherine, Bernard, Stephan, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Garoufallou, Emmanouel, editor, and Vlachidis, Andreas, editor
- Published
- 2023
- Full Text
- View/download PDF
31. Service for Migrant Children in the Health, Social Services, and Education Systems. Background Paper. Project Report.
- Author
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Urban Inst., Washington, DC. and Pindus, Nancy M.
- Abstract
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)
- Published
- 1992
32. Assessing the Coordination of Vocational Education with Other Federal Programs. Working Paper.
- Author
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National Center for Research in Vocational Education, Berkeley, CA. and Grubb, W. Norton
- Abstract
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)
- Published
- 1992
33. Turning Points in Even Start Programs. Occasional Paper #4.
- Author
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Rasinski, Timothy and Padak, Nancy
- Abstract
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)
- Published
- 1994
34. Initiating Even Start Programs. Occasional Paper #1.
- Author
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Rasinski, Timothy and Padak, Nancy
- Abstract
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)
- Published
- 1993
35. The Effectiveness of National Training Boards. Training Discussion Papers No. 110.
- Author
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International Labour Office, Geneva (Switzerland). and Wilson, David N.
- Abstract
This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)
- Published
- 1993
36. The Effectiveness of Training Boards in Canada. Training Discussion Papers No. 109.
- Author
-
International Labour Office, Geneva (Switzerland). and Wilson, David N.
- Abstract
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)
- Published
- 1993
37. The Effectiveness of Training Boards in Sweden. Training Discussion Papers No. 108.
- Author
-
International Labour Office, Geneva (Switzerland). and Granander, Stig
- Abstract
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)
- Published
- 1993
38. Current State of Occupational and Technical Training: The Need for Integration and High Quality Programs. Working Paper.
- Author
-
National Center for Research in Vocational Education, Berkeley, CA. and Benson, Charles S.
- Abstract
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)
- Published
- 1991
39. City Initiatives in School-Age Child Care. SACC Action Research Paper No. 1. School-Age Child Project.
- Author
-
Wellesley Coll., MA. Center for Research on Women. and Gannett, Ellen
- Abstract
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)
- Published
- 1990
40. Least Restrictive Environment. Policy Paper Series: Document 2.
- Author
-
Illinois Univ., Urbana. Leadership Training Inst./Vocational and Special Education. and Treichel, Janet M.
- Abstract
Six position papers address issues and identify relevant processes and policies relating to the least restrictive environment (LRE). The first paper highlights research findings concerning local policies relative to identification, assessment, and placement of handicapped, disadvantaged, and limited English-proficient students in vocational education programs. Other sections discuss typical coordination issues between Comprehensive Employment and Training Act programs, vocational education, and mainstreaming policies and practices. Addressed to regular and special educators, the second paper emphasizes some realistic and practical factors involved in the academic and social integration of handicapped children. The third paper draws implications for vocational education personnel development from the LRE policy. The fourth paper reviews the literature addressing the least restrictive alternative in vocational education. Experiences in delivering vocational services to teachers of handicapped students are also described. Recommendations are made for planning, staff development, curriculum, and instructional materials. The fifth paper considers the importance of advisory and advocacy input regarding the LRE. The sixth paper focuses on needs assessment pertaining to the LRE, the extent to which LRE needs assessment data are incorporated into statewide evaluation and information systems, and the interagency linkages necessary for comprehensively assessing vocational education needs relative to LRE. (YLB)
- Published
- 1982
41. The Vocational Mission of Public Schools. A Position Paper.
- Author
-
New York State School Boards Association, Albany.
- Abstract
Vocational education deserves greater recognition, redefined purposes and methods, and a future in the mainstream of public education. Job-specific occupational training should be offered without sacrificing educational preparation generic to all vocations. Secondary vocational education should help students acquire core competencies that will promote job success. Schools should allow flexibility for students who must work, implement dropout identification programs, and coordinate programs to help potential dropouts gain job-seeking and job-keeping skills. Schools can renew and broaden their vocational mission by serving as vocational education catalysts and coordinating with business and industry to provide vocational education. Local schools should not necessarily house all vocational programs. Guidance counseling should be available to all students, cover all courses of study, equally encourage all occupations, and prevent sex bias in occupational planning. Certification for vocational educators needs to be overhauled to provide flexibility to allow recruitment of teachers from business and industry and their preparation through a combination of internship and inservice education. Inconsistencies between the New York State Education Department's occupational futuring plan and the Regents Action Plan should be eliminated by monitoring, evaluation, and revision. Learning opportunities for all students should stress the importance of adaptation to future change at work. (YLB)
- Published
- 1986
42. A Bayesian Model of Information Cascades
- Author
-
Srivathsan, Sriashalya, Cranefield, Stephen, Pitt, Jeremy, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Theodorou, Andreas, editor, Nieves, Juan Carlos, editor, and De Vos, Marina, editor
- Published
- 2022
- Full Text
- View/download PDF
43. Linked Data as Medium for Stigmergy-based Optimization and Coordination
- Author
-
Spieldenner, Torsten, Chelli, Melvin, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Fill, Hans-Georg, editor, van Sinderen, Marten, editor, and Maciaszek, Leszek A., editor
- Published
- 2022
- Full Text
- View/download PDF
44. A Handbook for Adult Basic Education: Volume 2.
- Author
-
Alabama State Dept. of Education, Montgomery., Alabama State Univ., Montgomery., Southern Regional Education Board, Atlanta, GA., Morrison, Marshall Lee, Morrison, Marshall Lee, Alabama State Dept. of Education, Montgomery., Alabama State Univ., Montgomery., and Southern Regional Education Board, Atlanta, GA.
- Abstract
Volume 2 of the handbook has been designed to supplement the material presented in Volume 1, which was concerned with basic problems associated with the Adult Basic Education (ABE) classroom. Volume 2 aims at a wider audience. Chapter 1 attempts to give a detailed description of the deprived adult learner, and considers such questions as how they are; why they are as they are; and what to do about it. Chapter 2 suggests some methods and means of increasing and improving services to the deprived. Chapters 3 and 4 present some data and arguments favoring public support of adult education. Chapter 5 considers the crucial problem of communicating and interacting with the deprived. Chapters 6 and 7 attempt to make Chapter 2 more extensive, intensive, and protensive by setting forth curriculum practices and suggesting techniques, tools, and trends in ABE. Chapter 7 indicates how the total program in adult education may be improved, unified, and made more continuous through the coordinated efforts of administrators and supervisors in the field. Finally, the appendixes, through a series of position papers, present some thought-provoking subject matter selected from a wide array of scholars considered knowledgeable in the area of adult education. (Author)
- Published
- 2024
45. Coordinating the State Education Agency Dissemination System. Conference Topic Paper.
- Author
-
Council of Chief State School Officers, Washington, DC. and Herlig, Richard K.
- Abstract
This paper summarizes some of the issues raised and recommendations made at the second topical conference for State Education Agency (SEA) personnel. The conference focused on managing and coordinating a state program for the dissemination of educational information. Recommendations include: (1) increase awareness of the importance of dissemination activities; (2) define and disseminate important terminology in the field; (3) identify early adopters of educational innovation; (4) identify and survey key personnel; and (5) disseminate case studies of successful and unsuccessful state dissemination systems. (STS)
- Published
- 1977
46. Barriers to Private Sector Public School Collaboration. A Set of Exploratory Papers Commissioned by the National Institute of Education and the American Enterprise Institute for Public Policy Research.
- Author
-
American Enterprise Inst. for Public Policy Research, Washington, DC.
- Abstract
Six exploratory papers by different authors from both the corporate sector and the public school systems present several relevant perspectives on business/education collaboration. The first, by Dr. Marsha Levine (who also provides the introduction to the collection), suggests three analytic frameworks for planning and implementing public/private ventures: (1) interinstitutional collaboration, (2) public-private partnership, and (3) a systems approach, relating schools to external organizations. The second, by Maurice Leiter of the United Federation of Teachers, takes a pragmatic view of public and private entities' shared reliance on a prosperous economy. The third, by Larry Cuban, a former school superintendent, identifies conflicting interests in corporate involvement with public schools, balanced by a shared concern for developing students' problem-solving skills. Richard Caldwell, in the fourth paper, identifies legal barriers to corporate involvement in public schools, the most significant being the question of equitable distribution of corporate resources in educational aid. The corporate view is presented in the fifth and sixth papers by representatives, respectively, of Control Data Corporation (Marcia Appel and Susan Schilling) and AEtna Institute for Corporate Education (Badi Foster and David Rippey). The former sees computer-based education as requiring fundamental changes in the relationship among education, business, and government, while the latter describes AEtna's external programs and establishes criteria for collaboration: accommodation, reciprocity, standards, and communication. (TE)
- Published
- 1983
47. Education for Rural Development: Some Implications for Planning. IIEP Seminar Paper: 20.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. and Coombs, P. H.
- Abstract
Rural development is a far more complex, long term proposition than has been generally admitted, for it involves a fundamental transformation across social, political, and economic lines. While the learning needs of rural populations vary considerably, educational planning for all rural areas should incorporate the concept of learning as a lifelong process, and the collective potential of existing formal, informal, and nonformal educational modes should be thoroughly explored. Possible means of affecting change via careful educational planning might include: (1) reorientation and transformation of the schools (area specific objectives to accomodate the majority, rather than the minority; flexible time schedules that do not tie age to grade; and concentration on a generalized curriculum); (2) building educational components into local development projects; (3) strengthening indigenous learning systems to do a broader and better job; (4) tying related educational programs together; and (5) tapping unused resources (e.g., broadcasting systems, underutilized school facilities and teachers, etc.). These suggestions imply that educational planning must: involve all voluntary and official organizations; become more and more decentralized; be melded with development planning; pay much closer attention to the sociological, cultural, political, and organizational aspects of education; include training for non-professional planners. (JC)
- Published
- 1975
48. Notes on the Structure of Educational Organizations. Occasional Paper No. 3.
- Author
-
Stanford Univ., CA. Stanford Center for Research and Development in Teaching. and Meyer, John W.
- Abstract
Evidence suggests that educational organizations lack internal coordination. This is especially true of the content and methods of what is presumably their central activity--instruction. Instruction tends to be removed from the control of the organizational structure, both in its bureaucratic aspects and in its professional or collegial aspects. Such organizations are "loosely coupled," which means that structure is disconnected from activity, and activity is disconnected from its effects. For instance, there is no technology or program of instruction that is of established or consensual efficacity. Thus, it is difficult even to establish standards of content and procedure in instruction. Despite this lack of coordination, the educational system and its organizations appear to have considerable stability. That is the problem of this paper--to explain how organizations with few controls over their central activity persist so stably, and to explain how implicit coordination is achieved. The explanation takes two forms--a general explanation of how substantive educational activity is coordinated outside of organizational (or professional) forms, and a discussion of the implications of this explanation for the understanding of educational organizations, decision-making, change in educational organizations, and theory of organizations. Areas of needed research are pointed out. (Author/IRT)
- Published
- 1975
49. Vocational Education and Federal Priorities. Occasional Paper No. 47.
- Author
-
Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Ellis, John
- Abstract
A partnership between the federal government and state and local education agencies is required to solve existing problems in vocational education. The federal government's strategy involves directing money to underserved populations; encouraging planning at all levels to produce more employable graduates; promoting research and demonstration of effective educational models; and establishing programs to employ and stimulate employment of youths and adults. The federal government discharges its responsibilities by supervising the state planning system, implementing the National Occupational Information Coordinating Committee, establishing state Research Coordinating Units, sponsoring research and demonstration activities through a contract with the National Center for Research in Vocational Education, and administering the Youth Employment and Demonstration Projects Act. States must plan, develop, and disseminate occupational and career information, encourage innovative practices, and provide a general system of fiscal and program accountability. Local school districts must develop planning and working linkages with the community, provide feedback, and operate programs and delivery services. Three areas for improvement are cooperation among education providers, flexibility in programming, and involvement in occupational development. The scholar should evaluate, conduct research, assess the federal strategy, and redefine vocational education within the broad structure of education, training, and work. (YLB)
- Published
- 1978
50. Public Response on Continuing Education: Working Paper.
- Author
-
Ontario Ministry of Colleges and Universities, Toronto. and Ontario Dept. of Education, Toronto.
- Abstract
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)
- Published
- 1981
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