Workforce development in the United States today is spread across higher education institutions (primarily public two-year and for-profit colleges), labor market institutions, and workplaces, with public funding from a range of sources. But outcomes for students and workers are weaker than they could be, especially among disadvantaged students and…

The structure and admission policy of secondary and postsecondary education in Egypt constitutes a culture of great prestige in general school and university education, as opposed to vocational school and technical education. Youth mainly from rural and underdeveloped urban areas enroll in technical education. Because of poverty, many girls and…

Great Britain's New Deal is designed to provide unemployed individuals between the ages of 18 and 24 years with an array of counseling and guidance services called the Gateway. It will include access to independent career advice and a specialist assigned to help them overcome their particular barriers to employment. Key elements of the Gateway are…

The Employer Specific Skills Training (ESST) Program strengthens New York State's economy by assisting employers and employees to become more productive and competitive through customized training and education. The program has three goals: (1) to foster cooperative ventures; (2) to use resources of local education agencies to respond to local…

A study was conducted in Illinois to determine how effectively the vocational education system was meeting its responsibilities to serve persons in economically depressed areas under the terms of the Carl D. Perkins Vocational Education Act of 1984. State records showed that during fiscal year 1987, Illinois expended $982,956 of the $1,336,238…

This report highlights issues for policymakers and provides guidance to states and localities implementing the Workforce Investment Act of 1998 (WIA) by describing the successes and struggles of five cities implementing the new legislation. It presents WIA's basic framework and discusses its impact on these four major audiences: employment and…

Further education colleges have been recognized for significant contribution to delivery of the government's agendas of economic competitiveness and social well-being. These two priorities have been identified: widening participation and raising standards. The Learning and Skills Act 2000 has established the Learning and Skills Council to plan and…

This collection of research papers focuses on conditions that affect self-determined economic development on American Indian reservations. Topics include obstacles that Indian nations face as they pursue their development goals; development of economic development corporations; effective tribal judicial systems; a model for processing land-use…

The federal policy shift from skills training and toward work first strategies has come about, in part, from a misconception that "training does not work." A more comprehensive look at existing research reveals the documented effectiveness of skills training. A growing number of studies have shown skills training can increase earnings;…

This document consists of five 3-year follow-up reports to a series of technical reports that presented 44 recommendations and 210 suggested activities for improving vocational education and job training in Illinois. Each report has three sections. The executive summary provides background and describes actions taken during 1989, 1990, and 1991 to…

In an effort to provide positive program and procedural alternatives for personnel working in educational and training programs for low-income women, the book presents the current situation of minority female low-income heads of household, especially the Chicana, and offers solutions and recommendations regarding the education and training of such…

Surging demand for workers, growing income inequality, and passage of welfare reforms have made work force development one of the United States' key national concerns. Public/Private Ventures has been working with various states to design work force development strategies that seek to address the concerns of many work force development specialists…

The new emphasis on welfare reform, self-reliance, and individual accountability and the new time limits imposed by the Temporary Assistance for Needy Families program have resulted in large numbers of people between the ages of 18 and 24 entering the work force. The three main career options for youth in transition from school to work are…