The aim of this study is to give an overview of the ways in which human resources are managed in public higher education institutions in the Tempus Partner Countries. It is based on a survey addressed to individuals involved in Tempus projects and on information gathered at the level of the national authorities. In all the countries covered by the…

This is the first phase in a continuing study of the role of paraprofessionals in New York State, exclusive of New York City, with 667 school districts being asked for information on the types of services, qualifications, age, training, work hours, financial support, and general acceptance. Ninety-four percent of the questionnaires were completed,…

The reasons for, and the difficulties brought about by the use of support personnel in rehabilitation services are discussed. Background on the involvement of support personnel is given and the use of such paraprofessional types in other related professions is discussed. (Author)

The American Library Association's "National Directory: Library Paraprofessional Associations" (1996 edition) lists 46 active library paraprofessional associations or subsidiary groups in the United States. Reviews reasons why paraprofessionals began forming associations, compares selected associations, and examines their place within…

At the outset, social service agencies and numerous public agencies initiated as a result of the Economic Opportunities Act of 1965 were excluded from the scope of this paper. Several subtopics concerning paraprofessionals deserve consideration: (1) the need for paraprofessionals in public rehabilitation agencies; (2) the attitudes of…

The 2004-05 Education Digest includes data on basic student charges, fall enrollments, residence of students, degrees conferred, and faculty and staff. Data is compiled from annual surveys of Pennsylvania colleges and universities. In 2004-05, Pennsylvania had 148 colleges and universities consisting of 33 public and 115 private institutions. In…

The author discusses the responsibilities that professional counselors have for and to paraprofessionals who work in their field. He mentions seven areas of professional responsibility related to the training and use of paraprofessionals: (1) responsibility for the overall planning of training and service programs; (2) responsibility for role…

Guidance associates are viewed by teachers, counselors, and administrators as being competent to assume responsibility for accomplishing many of the necessary yet time-consuming tasks frequently required of counselors. Thus, counselors are able to focus their efforts on counseling with students. (Author)

Presents a structured tutoring system which maximizes the effectiveness of nonprofessionals who serve as tutors for remediation, or for teaching portions of the instruction all students receive. Tutoring can take place either at home or in the school, and aims to accommodate the unique learning characteristics of students. (JEG)

Study of a partial hierarchy of needs to work of paraprofessionals in education and social service yielded findings which differ from what might be expected of disadvantaged adults. (Author)

Para-professional personnel were recruited from various child-care agencies in the New Orleans area to participate in a training program. Questionnaires were used in selecting trainees. After the needs of the trainees were identified, trainees were selected who had the appropriate skills to deal successfully with these para-professional needs. The…

Hiring paraprofessionals from the community is a way of providing leadership within the community. The paraprofessionals who were yesterday's welfare recipients are today earning money. (Author)

Discusses job satisfaction in classified support staff (primarily clerical and secretarial) of colleges and universities. Notes that these staff are frequently the first representatives of the institution encountered by prospective students, parents, and others. Finds that rewards and recognition, opportunities for feedback, and help with…