Manpower programs for the disadvantaged have been operated in the United States for approximately fifteen years. The programs - introduced under the authority of the Manpower Development and Training Act of 1961, the Economic Opportunity Act of 1964, the 1967 amendments to the Social Security Act, and the Comprehensive Training and Employment Act of 1973 - were all concerned with the employment and earning of certain groups. This body of legislation was intended to intervene in particular sectors of the labor market having a deferentially high unemployment rate, not offset by higher wages and other benefits. The intent was to reduce labor market immobility due to geographical location, lack of skills, and age, sex or color discrimination. The ultimate objective of the manpower programs was to improve the employment and earnings experience of the disadvantaged target population. Little is presently known about the impact of the programs on the earnings and employment of participants after they leave the program. This retrospective study attempts to determine the impact of the Portland Concentrated Employment Program (PCEP) on the post-training incomes of 1985 PCEP participants and a control group of 1150 individuals applying to or enrolled in the peEP between 1968 and 1972. The control group is a group of persons who are statistically equivalent to the participants as far as demographic variables and their application to and eligibility for the PCEP; but, who for some unknown reason, did not enter the program. Follow-up income information was purchased from the U.S. Social Security Administration in coded cells containing five or more individuals. The five digit numeric code classified individuals by participation or nonparticipation in the PCEP, sex, race, age, and education. The Analysis of Variance statistical technique was utilized in analyzing the 1973 mean earnings of the code groups included in the study. The analysis of the data resulted in the following major findings. Of the five independent variables - participation, sex, race, age, and education - there were significant interactions between participation, race, and age; participation and race; and sex and age. The first interaction is a result of Black participants and the White control group earning their highest incomes between the ages of 21-25 years. White participants and the Black control group had generally rising incomes as age increased up to 45 years. All groups 45 years and over earned low incomes relative to other groups in the study. The interaction between participation and race resulted from the Black control group in most cases earning more than all other groups in the study. Black participants earned slightly more than White participants. But, the White participant group appears to have benefitted more from participation in the PCEP, in comparison with the White control group, than did Black participants. Enrollment in the PCEP in most cases did not raise the incomes of participants significantly higher than the incomes of the control group. Sex and age demonstrated a significant interaction which was primarily due to the poor performance of males ages 45 and over. In all other age groups males earned significantly more than females. The groups with a high school degree and under 45 years of age earned significantly more than those without a high school degree. The education group benefiting most from participation in the PCEP included persons with 1-9 years of education. Over seventy percent of the persons included in this study in both the participant and the control groups earned incomes below the official 1973 poverty level. Participation in the PCEP did not raise the mean earnings of groups studied above the poverty level. Considering income alone, approximately thirteen percent of the participants in comparison with their control groups are considered to have benefited significantly from the PCEP. Six percent of the participants may have gained more benefit from continued labor market participation than from enrollment in the PCEP. The findings of this study indicate that the benefits to participants in the PCEP were not as substantial as expected.

No description available.

The purpose of this study was to determine the perceptions of CETA and vocational education administrators as to the importance of procedures for the implementation and operation of jointly delivered CETA/vocational education programs in Virginia. In order to accomplish this goal, the answers to the following research questions were sought: (1) Can consensus be obtained among CETA and vocational education administrators as to what procedures are necessary for the implementation and operation of jointly delivered programs? (2) Are there differences in the perceptions of the two groups of administrators as to the importance of procedures for the implementation and operation of jointly delivered programs in Virginia? (3) To what extent do the panel members agree on the sequencing of these procedures? (4) Are there differences in the tenacity of CETA administrators and vocational education administrators as demonstrated by their willingness to conform to the group's opinions? This study was conducted utilizing a modified Delphi technique and a panel of 28 experts. Panel members were divided equally between CETA and vocational education administrators and included representation from all geographic regions of Virginia. In each of the three Delphi probes, the panel members were asked to rate the importance of each of the items on the tentative list of procedures. Additional procedures were suggested by panel members in Probe I. The second and third probes included indications of the modal responses of the total group and each individual's responses on the previous probe. In Probe III each panel member was also asked to sequence the procedures. The data collected in these three probes provided a sequential list of 33 procedures for the implementation and operation of jointly delivered CETA/vocational education programs in Virginia. On the basis of the findings of this study, the following conclusions were drawn: 1. Consensus on the procedures for the implementation and operation of jointly delivered CETA/vocational education programs in Virginia was obtained among the CETA and vocational education administrators participating in this study. 2. All procedures rated in this study are important to the implementation and operation of jointly delivered CETA/vocational education programs in Virginia. 3. Those procedures that pertained to developing communication links and program proposals are among the most important because they were rated as of "high importance" or "of extremely high importance" by 86 percent or more of the panel. 4. Those procedures pertaining to program evaluation by the operator and the prime sponsor were also very important. 5. Some localities have an administrative pattern that does not allow some of these procedures to be executed in the indicated manner. 6. Even in the final probe, there were some very low ratings of follow-up procedures. These low ratings may be attributable to the emphasis in the procedural statement on the completion of follow-up by vocational education administrators. 7. Any differences between the two groups of administrators in their perceptions of the importance of procedures are inconsequential. 8. Although the Kendall's W was significant and indicated moderately high agreement on the sequencing of procedures, some procedures are sequenced illogically. 9. The computed tenacity ratings indicate that each group of administrators was very tenacious. The high extent of agreement in the initial probe and the increase in agreement in subsequent probes would suggest the opposite, or that each group holds the same strong opinions. / Ed. D.

The purpose of this study was to discover if predictive variables could be identified to assist manpower programs with decisions concerning trainee program assignment. The primary problem explored was: What is the relationship between selected trainee characteristics, specific vocational assessment procedures and successful outcomes in a CETA skills training center? The research concentrated on demographic variables of age, sex, ethnic group membership, education and family status, as well as scores on three sp~cific assessment procedures: academic tests, work samples, and a work behavior rating instrument. The study involved a sample of 137 subjects who had completed a vocational assessment experience, had enrolled in one of four vocational classes, and had been terminated, either successfully or unsuccessfully, from a skills training program at the Northern Virginia CETA Skill Center during fiscal year 1981-82. Demographic and test data were analyzed by means of a discriminate analysis program in an effort to differentiate between successful and unsuccessful trainee termination. The results of the study indicated that for each of the three assessment techniques tested: (1) Academic Tests, (2) Work Samples, and (3) Work Related Behavioral Observations, several significant variables were identified. Results of the discriminant analysis were astonishingly h:i.gh and appear to demonstrate that statistical relationships can be proven to exist between certain trainee characteristics, assessment procedures and training outcomes. When the discriminant analysis using the various demographic variables, scores on the work behavior rating instrument, academic tests and work samples were performed, the results were impressive. The discriminant analysis yielded predictive accuracies of 81%-100% for successful and unsuccessful terminatins in three training area. Thus it would appear that the specific demographic variables highlighted by the three assessment techniques employed at the Northern Virginia CETA Program are valuable indicators of trainee outcome. / Ed. D.

The purpose of this study is to present the basic facts and principles involved in the organization and administration of the cooperative part-time training program in the public schools of Tulsa, Oklahoma.

For more than three decades, the World Economic Forum’s annual Global Competitiveness Reports have studied and benchmarked the many factors underpinning national competitiveness. The quality of higher education and training is considered particularly crucial to ensure national competitiveness. The globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. Vocational and continuous on-the-job training and the constant upgrading of workers’ skills is critical to sustain the economical status of the country. Despite the acknowledgement that education, training and development (ETD) is a key driver for a country's economical sustainability and growth, the contributions that companies make to this effect are a concern. This is ascribed to the difficulties experienced in companies regarding the management of ETD. In this study it is postulated that communication problems are at the heart of the challenges which are experienced in managing ETD. Strategic conversation is proposed as one of the methods to address the communication and performance shortcomings experienced by business and ETD managers. It is argued that if the level of conversations is raised to make them strategic, the potential to optimise results and make an impact at organisational and national level is increased. Hence, the purpose of this study was to propose a Strategic ETD Conversation (SETDC) model to optimise Return on Occupational Training Expectations (ROTE) that would contribute towards the achievement of organisational and national strategic goals. In lieu of the limited empirical research available on the strategic conversation phenomenon in general, the purpose of this study was inter alia to conduct empirical research to explore the essence of strategic ETD conversations in order to propose a model of practical value to ETD managers. Hence, the empirical research was situated in both an explorative paradigm and a pragmatic paradigm with the aim to provide practical solutions and an instrument to successfully engage in strategic ETD conversations which would enhance the quality of ETD and thus contribute to global competitiveness. / Educational Leadership and Management / D. Ed. (Education Management)

Federal guidelines required prime sponsors under the Comprehensive Employment and Training Act, or CETA, to serve the "significant segments" of the eligible population. This study analyzes whether prime sponsors in Texas and Louisiana correctly identified and served those segments. This study finds that eligible ethnic groups were properly identified and were served equitably; age and gender distinctions, however, were inadequately observed in the providing of services.

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No. of bitstreams: 1 Caroline Arantes Magalhães.pdf: 2119746 bytes, checksum: 29ce059f5b99f38bf5b6f430a2e45aff (MD5) Previous issue date: 2018-01-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Grounded on the mapping of research production on supervised internship in teacher education, especially for the formation of Biology teachers, and on the reality of recent political actions regarding internship for which the legislation points to the increased value of practice in professional formation, actions of basic school teachers have been noticed to be an object of study which enables researchers to learn the characteristics of these basic education professionals and should help Biological Sciences teachers-to-be to get into the school reality. Thus, the present research aims to discuss the actions of these co-teacher educators and investigate how they perceive their role as educators and in which conditions their practice is developed. This study is grounded on Pierre Bourdieu’s concept of habitus and on the sociological concepts of experience and logic of actions proposed by François Dubet to understand different dispositions acquired by the teachers. The central hypothesis of this work focuses on understanding the possibility teachers have to report and analyze their experiences in the profession involving life at school and, by doing so, identify the characteristics of their relationship with internees as well as the real contribution of supervised internship to prepare new Biology teachers to start the career. Four major axes of analysis were used to examine the information gathered in the field (choice and entry into the profession, education and action contexts, and self-perception). Patterns were found in the statements, in the expressed forms of thought and in the behaviors of the participants, teachers who acted as supervisors. Many influential factors and a great complexity in their articulation were found in their actions. Relationships among the choice to take up an undergraduate course in Teaching of Biological Sciences, the beginning of experiencing supervised internship, learning the profession, professional trajectories, current positions in the labor market, pedagogical actions and their personal and professional experiences are connected and configure the way each one perceives his work and how they perceive themselves in relation to their internees’ education. It was found that the participants of this research could not recognize themselves as teacher educators, nor did they develop autonomy of thought in relation to the possibility they have, and the condition that the supervisory role gives them to report and analyze their professional experiences in order to contribute socially to the formation of less unprepared Biology teachers / A partir do mapeamento da produção de pesquisa sobre estágio supervisionado na formação docente, especialmente na formação de professores de Biologia, e considerando a realidade das ações políticas recentes sobre os estágios em que a legislação aponta para uma valorização cada vez maior da prática na formação profissional, percebe-se que a constituição das ações dos professores regentes da escola básica como objeto de estudo é um meio de conhecer as características deste profissional da educação básica, que deveria auxiliar a inserção dos seis licenciandos em Ciências Biológicas na realidade escolar. O presente estudo problematiza as ações dos quatro professores coformadores, investigando como percebem seu papel formador e em que condições desenvolvem seu trabalho. Diante disso, a opção teórica foi dirigida aos conceitos de habitus proposto por Pierre Bourdieu para compreensão de diferentes disposições adquiridas a serem detectadas junto aos professores, aliado aos conceitos de sociologia da experiência e lógicas de ação propostos por François Dubet. A hipótese central está na detecção da possibilidade que os professores têm de relatar e analisar suas experiências vividas na profissão envolvendo a vida das escolas e, por tal canal, permitir que se identifiquem as características das relações com os estagiários e a real contribuição que essa atividade pode oferecer na formação de novos professores de Biologia mais preparados para o ingresso na profissão. Quatro grandes eixos de análise (de escolha e ingresso na profissão, de contextos formativos, de ações pedagógicas e auto percepção) perscrutaram as informações coletadas em campo. Foram encontrados padrões nos depoimentos, nas formas de pensamento expressos e nos comportamentos dos professores supervisores. Foram encontrados múltiplos fatores influentes em suas ações bem como uma grande complexidade na articulação dos mesmos. As relações entre a escolha pela Licenciatura em Ciências Biológicas, o início das vivências nos estágios, o aprendizado da profissão, as trajetórias profissionais, as colocações atuais no mercado de trabalho, as ações de natureza pedagógica, suas experiências pessoais e profissionais, estão conectadas entre si e configuram a maneira como cada um percebe seu trabalho e como se percebem diante da formação de seus estagiários. Constatou-se que os sujeitos participantes desta investigação não conseguem se reconhecer como formadores, tampouco desenvolveram autonomia de pensamento em relação à possibilidade que eles têm, e a condição que o papel de supervisão lhes dá para que relatem e analisem suas experiências profissionais a fim de contribuir socialmente com a formação de professores de Biologia menos despreparados

University of Macau / Faculty of Education

The following dissertation examines skills development for women at the poorer ends of the informal economy through a study of members of the Self-Employed Women's Union (SEWU) who were trained in blockmaking in 1996. Since that time, the women have established the microenterprise, Vezi Khono (meaning 'Show the Skills' in Zulu) in the rural area of Ndwedwe in the South African province of KwaZulu-Natal. The dissertation explores the impact this training has had on incomes in the short and medium term, the opposition the women faced and the ability of training to overcome such obstacles, the role of government in skills development strategies, and concludes with ways in which skills development can be improved to better meet the needs women in the informal economy in establishing more sustainable enterprises. / Thesis (M.Soc.Sc.)-University of Natal, Durban, 2000.