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Nearly 1,000 technical and further education (TAFE) teachers in Australia responded to a national survey to determine the impact of funding cuts, constant changes, and restructuring on their work and family life. More than 2,000 questionnaires were sent to a random sample of education union members, approximately 1,700 women and 300 men. In addition, 600 questionnaires were distributed to 400 female and 200 male casual and sessional teachers. The survey found that the average age of TAFE teachers is 47, that about 50 percent have children under age 18 at home, that 20 percent have care responsibilities for aged family members, and that women are more likely to be on fixed term contracts or temporary or part-time rates. The survey also found that teachers work an average of 7 to 8 hours of unpaid overtime per week, primarily because of extra time needed for preparation, administration, correction and assessment, and coordination and meetings. The teachers cited funding cuts and constant restructuring as two of the changes that have had the most impact on their workload. Other changes that have most affected their work included reporting and accountability requirements, cuts to teaching staff, and changes in delivery modes and curriculum. A majority of the teachers said that these changes have had a significant negative impact on how they see their work and their professional interactions, as well as on their family responsibilities and family relationships. Part-time and casual teachers reported the greatest difficulties, because they usually had other jobs and had a hard time with the decreased flexibility of TAFE teaching assignments. (KC)

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

Overtime lawsuits have been filed against school districts in a growing number of states. Guidelines offered to prevent or at least minimize damaging claims include becoming informed and establishing an accurate record-keeping system. A sidebar describes one Alabama district facing 100 overtime claims. (MLF)

The Fair Labor Standards Act (FLSA) of 1938 covers six major topics: minimum wage, overtime, child labor, equal pay, retaliation, and record keeping. Most cases filed against school districts involve overtime and record-keeping requirements. Outlines steps to ensure district FLSA policies are legal, communicated, and enforced. (MLF)

This pamphlet provides guidelines to higher education institutions for responding to U.S. Department of Labor (DOL) investigations and complying in general with the wage and hour provisions of the 1938 Fair Labor Standards Act (FLSA). It provides a hypothetical case study to illustrate some of the basic principles of the FLSA in regard to colleges and universities, focusing on DOL inspection rights, overtime pay issues, employee classification, and compensatory (comp) time off. The pamphlet goes on to discuss federal regulations affecting exempt (salaried) employees, noting that one of the most common mistakes made by employers is improper deductions from the predetermined salaries of exempt employees. It discusses the differences between executive, administrative, and professional employees and independent contractors. The pamphlet then discusses federal regulations affecting nonexempt (hourly) employees, focusing on the determination of the regular rate of compensation, hours worked, joint employment, alternatives to overtime compensation, and voluntary work by employees. It also reviews recordkeeping requirements and penalties applicable under the FLSA. (Contains 12 footnotes.) (MDM)

A survey was undertaken to obtain information on a number of working conditions including straight-time hourly earnings, weekly hours of work, and initial overtime provisions for nonsupervisory employees in selected Ontario industries. The purpose of the survey was to obtain data that would permit an assessment of the direct impact of proposed changes in Ontario's minimum labor standards. For the industries surveyed, data on some or all of these working conditions are provided by sex, office, and non-office employment, full-time and part-time status, and geographic region. The 47 industries surveyed were selected from the mining, manufacturing, wholesale trade, and service sectors. The data refer to the last normal pay period preceeding April 28, 1974. The tables presented in the report are based on the distributions obtained from the sample survey. (Author/NJ)

From 1978-79 incidence of long hours among full-time wage and salary workers dropped for the first time since the 1974-75 recession. Of those who worked long hours, about 43% received premium pay (time and one-half the regular wage for hours worked in excess of forty per week). Employers used overtime hours to cope with disequilibrium phenomena and to meet increased demand. One-third of the workers regularly working long hours received premium pay, compared with two-thirds of those working long hours occasionally. Incidence of long hours remained about the same in goods-producing but fell in service-producing industries. Although white- and blue-collar employees were equally apt to work long hours, incidence of premium pay was much lower for white-collar workers. The proportion of union workers on long hours was two-thirds that for nonunion workers, while the proportion receiving premium pay was twice as large. Frequency of long hours among women was only half of that among men. Black workers were much less likely than white to put in long workweeks. Individuals aged 25-54 had the highest incidence of long hours. (The report also contains descriptions of basic labor force concepts, sample design, estimating methods, and reliability of data and supplementary tables.) (YLB)

In October 1979, a study was conducted to collect information about faculty and administrative salaries in Illinois community colleges for use by State agencies in justifying budget requests and by colleges in determining salaries for the coming years. The survey focused on the number of full- and part-time faculty, faculty salaries based on actual contracts, faculty salaries from salary schedules, part-time faculty salary rates, overload salary rates, total fiscal year (W-2 type) faculty salaries, average faculty load information, faculty organizations, employment benefits, and salaries of key administrators. The survey revealed that the state average of the mean academic year contractual salaries actually paid to full-time faculty was $18,849 during 1979-80; the average 12-month salary was $20,289. According to salary schedules, instructors with a Master's Degree earned from $12,227 to $24,402, depending upon their years of experience. Part-time faculty salary rates ranged from $185 to $315 per course semester hour, averaging $240 during the fall 1979 term. The average overload rate for full-time faculty was $332 per course semester hour. The number of part-time teaching faculty increased by 0.4% to 10,266, while the number of full-time faculty decreased 0.6% to 4,935. Statewide and college data and the questionnaire are included in the study report. (AYC)

This student training module on worker benefits is one of the general work information modules developed for Pre-Apprenticeship Phase 1 Training. Rather than relating to a specific trade, this module is designed to impart to the student general knowledge of worker benefits needed by all workers and can be used in all the trade module series. This module contains a cover sheet listing module title, goal, and performance indicators; introduction; information sheets covering common work-place benefits; self-assessment; self-assessment answers; post assessment; and post-assessment answers for the instructor. Topics covered in the module include unemployment insurance, wage and hour laws, workers' compensation, and how to file for benefits. (KC)

The Illinois public community college Faculty and Administrative Salary Survey presents information on full-time faculty mean salaries from fall 1973 through fall 1977, teaching and non-teaching personnel actual 1977-78 contractual salaries by school district, and mean salaries per yearly course semester hour, weekly class contact hour, academic month, and percent increase for continuing personnel. Survey items also include part-time rates, overload rates, and total fiscal year (twelve-month) salaries. The full-time faculty academic year (nine months) contractual salary mean average was $16,822, a 4% rise over the previous year. Overall, colleges paid 6% increases to continuing faculty; these increases were well below standard cost-of-living rises. State salary schedule averages ranged from $11,193 to $22,043 for masters degree holders and $13,805 to $23,168 for doctorate holders, with minimum to maximum experience respectively. Part-time and overload rates averaged $283 and $362 per semester hour respectively. Administrator salaries averaged from $23,033 for chief community education officers to $38,305 for district chief executives. Twenty-eight data tables also cover: institutional salary policies, teaching and non-teaching faculty members, sick leave and retirement policies, faculty organizations, and disability coverage. A copy of the survey instrument is appended. (TR)

This guide provides general information about the application of the Fair Labor Standards Act (FLSA), as amended. Topics covered are basic wage standards, employees covered, tipped employees, employer-furnished facilities, subminimum wage provisions, equal pay provisions, exemptions, child labor provisions, recordkeeping, terms used in the FLSA, computing overtime pay, enforcement, recovery of back wages, and the wage and hour division. (EM)

This student booklet is fifth in an illustrated series of eleven learning activity packets for use in teaching job hunting and application procedures and the management of wages to secondary students. Two units are included in this packet: the first describing the various ways of being paid: salary (including overtime and compensatory time), hourly wage, commission, piecework, bonus, tips, casual labor, and under the counter; the second explaining gross and net pay, sample pay stubs, and payroll deductions. At the beginning of each unit there is a short introduction, then the student objectives are listed, followed by the text section. Suggested learning activities and a Check Your Knowledge quiz conclude the unit. Answers to these quizzes and exercises, as well as final examination ditto masters and answers, are appended as teacher's supplements. As needed, references are made in the text to material in the other booklets. (ELG)

Faculty salary and workload data for 1978-1979 are presented as determined by a survey of the 70 California community college districts. Tables in Section I of the report provide district and statewide information on: (1) the number and percent of full-time and part-time faculty; (2) the salaries paid for full-time instructors in 1978-1979, the percent increase this represents over 1977-1978 salaries, and expenditures for full-time faculty bonuses; (3) the weekly faculty contact hours (WFCH's) carried by full-time faculty with no overload, by full-time faculty with an overload for extra pay, and by part-time faculty; (4) the number of part-time faculty and the range of their WFCH's; (5) the overload assignments carried by faculty for extra pay and the compensation per overload WFCH; and (6) the range of paid compensation and the mean compensation for full-time overload assignments and part-time faculty workload. Section II presents, for all but two of the districts, faculty salary schedules, noting for each level the number of employees, the mean and median district salaries, and the percentage of increase over 1977-1978. Differences in interpretation and data collection methodology are explained for the various college districts. (JP)

This instructional unit on paychecks is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with reading levels of 4.0-7.5. It is self-contained and designed for immediate classroom use. Each module is a complete instructional package, including Adult Performance Level objectives, curriculum outline, pre/posttest with answer key, lesson plans, teacher and student activities, skill documentation, informational materials, and worksheets. A developmental math curriculum is incorporated into the module. To facilitate use of the modules in a math program, all math worksheets are presented at four varying levels of ability. A key to the math worksheet levels is provided. The three lessons in this module cover these topics: Regular Pay, Deductions, and Overtime. (YLB)

Supporting performance objective 30 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on computing gross pay from punched time cards are included in this packet, which is part of a series. The student materials include a group of time cards, information concerning pay rate and company policy for computing hours, and instructions for computing the gross pay of ten employees. The instructor's manual includes teaching instructions and answer keys. (BM)

Supporting performance objective 28 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on preparing a payroll register, employee earnings' records, and paychecks are included in this packet, which is one in a series. The student materials include a payroll register, ten individual employee earnings' records, ten payroll checks, and directions for preparing the payroll register for one week. The instructor's manual includes teaching instructions and answer keys. (BM)

Organized into three sections, these resource materials provide basic information for child caregivers about occupational hazards associated with child care work; personnel policies, staff burnout and environmental stressors; and employee rights. Contents of the first section include a general discussion of health and safety hazards in child care environments; a health and safety checklist; a fact sheet for women who clean child care centers; a discussion about art materials that should be avoided and alternatives to hazardous cleaning materials; guidelines for avoiding back injuries and preventing infectious diseases in child care centers; and discussions focusing on the eradication of infestations of head lice in children, control of cockroaches without the use of pesticides, asbestos in schools, and free and low cost health and safety resources. The second section provides discussions of staff burnout in child care settings, improvement of substitute policies, staff break time policy, health coverage, and personal safety for child care staff. Also provided is a discussion of possible environmental causes of stress on child caregivers. Materials in the third section deal with workers' compensation benefits, employment rights and wage and hour laws in California, and employment rights under the Fair Labor Standards Act. (RH)