In this brief, JFF (Jobs for the Future) explores what training providers can do to adapt their programming in ways that put the country on a path to an equitable economic recovery following the COVID-19 pandemic. The authors conducted research to examine what education and training providers can do to design programs that emphasize equity and…

Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

Rural and urban family literacy programs share similar challenges in helping families work through obstacles to participation, such as transportation and childcare. However, the scope and nature of these challenges and the program management strategies to deal with them differ in rural and urban settings. Some of the most creative solutions to…

This information packet is intended for use by teachers, parents, administrators, therapists, advocates, and others interested in achieving inclusive educational opportunities for students with disabilities. Part I provides reprints of selected readings, including: "Sample Case Studies of Inclusive Education" (Janet Duncan); "Public Schools…

In January 1985, the Evaluation and Training Institute (ETI) contracted with the Board of Governors of the California Community Colleges to produce a media-based inservice program for vocational instructors and student services staff that addressed issues of student access. The objectives of the program were to: (1) utilize input from…

"Lead Kindly Light" was an extensive campaign for the total eradication of illiteracy within 1 year in the Ernakulam District of India. A major sponsor was Kerala Sastra Sahithya Parishad (KSSP), the Science and Education Center of Kerala; responsibility for the project was later handed over to the National Literacy Mission (NLM). The…

General issues in the development of programs for language minority children at the preschool level, ages 2-4, are discussed. Focus is on the need to meet their comprehensive needs, and the five following points are made: (1) programs should be designed to serve the child's social/emotional, physical, and cognitive development within the context…

This report describes rationale, planning processes/tasks, and evaluation techniques of a 1985 workshop on special education needs of migrant handicapped students and findings and recommendations of workshop participant groups. The workshop was designed to analyze present policies relating to migrant handicapped students, to develop strategies for…

This handbook is designed for use by anyone involved in providing educational or training opportunities for women. Chapter 1 discusses the outcome of women's education and use of this handbook. Chapters 2-6 make general suggestions about various issues around the provision of high quality, relevant, and responsive education and training for women.…

This book, which is intended for individuals involved in the education of adults and museum education, explores the potential role of museums in creation of a learning society, possibilities for collaboration between museums and adult education providers, access to museum resources by adult learners, and training and staff development. The…

Equal opportunities programs in the Member States of the European Community (EC) are based on international law, EC law, and various legal provisions at the national level. Two main types of positive action can be identified among the various initiatives implemented in the different Member States: (1) governmental promotion of positive actions…

The 1970's saw considerable advancement toward fulfilling the mission of the community colleges of Hawaii. Out of the successes and unmet needs of the 1970's and based upon assumptions about future changes and constraints, 11 directions were specified for the 1980's. With regard to instructional services, the directions are: emphasize continuing…

The new e-learning technologies offer the rich promise and potential of learning delivery at any time, anywhere, on any topic. Without careful management of the learning process, application of best principles and practices in e-learning design strategies, effective attention to staff development, provision of extensive learner support services,…

By 1996, Training Credits (TCs) will be available to all 16- and 17-year-olds leaving full-time education or training in Britain. They are funded by the transfer of resources that would otherwise be paid to technical colleges for part-time provision for this age group and through resources allocated for the Youth Training program. The aim of TCs…

The report of the Eighth Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (APEID) reviews APEID's activities for 1981-82 and proposed third-cycle program (1982-86), and includes group reports on universalization of primary education, promotion of scientific and technological creativity, and…