National priorities exist that can be served through federal legislation for the funding of vocational education. Four alternatives that are examples of national needs that vocational education would appear to have a potential to address are (1) training and retraining of workers in national critical skill shortage occupations, (2) training and…

Since 1993, Washington community and technical colleges have received funds under the Workforce Employment and Training Act to provide new and expanded retraining programs to serve unemployed workers. This report reviews accomplishments of the colleges under the provisions of the act from 1993-95, providing detailed information about the colleges'…

The Worker Profiling and Reemployment Services (WPRS) was a program established in states by regulation of the federal government to profile Unemployment Insurance (UI) recipients who were most likely to exceed their time limits for UI and to give those recipients training in job search methods. The WPRS Policy Workgroup was established in January…

In the spring of 1985 a task force comprising private sector representatives was convened to formulate recommendations regarding the development of an overall policy framework for employment and training and related systems in Virginia. The task force was asked to focus their efforts on the following policy areas: training and retraining the adult…

With minor exceptions, the Job Training Partnership Act (JTPA) program is working well and is meeting its legislative mandates. The vigorous public-private partnerships that have emerged at the local community level and the strong leadership role assumed by private sector representatives on the State Job Training Coordinating Councils and Private…

This document contains four Congressional hearings on H.R. 4164, the Vocational-Technical Education Act of 1983, to strengthen and expand the economic base of the Nation, develop human resources, reduce structural unemployment, increase productivity, and strengthen the Nation's defense capabilities by assisting the States to expand, improve, and…

THIS REPORT PRESENTS THE QUANTITATIVE AND QUALITATIVE DIMENSIONS OF THE MANPOWER DEVELOPMENT AND TRAINING ACT PROGRAMS FOR 1965. FROM AUGUST 1962, WHEN TRAINING UNDER THE MANPOWER ACT BEGAN, THROUGH DECEMBER 1965, MORE THAN 10,000 INSTITUTIONAL, ON-THE-JOB, AND EXPERIMENTAL AND DEMONSTRATION PROJECTS WERE APPROVED TO SERVE OVER 625,000 PEOPLE. THE…

This is the record of two congressional hearings on H.R. 4164, the Vocational-Technical Education Act of 1983, and H.R. 4793, the Vocational Education Consolidation Act of 1984. Witnesses provided recommendations, reactions, ideas for improvements, and suggestions relating to these bills. Testimony includes statements, prepared statements,…

If it is to play a key role in the reindustrialization of the United States, vocational education must be improved. Although vocational education has grown substantially in size in recent years, its quality is spotty, characterized by excellent programs in some communities and poor programs in others. In order to contribute to reindustrialization,…

This is the first of five volumes of essays in the form of recommendations for the improvement of programs, services, and activities offered through vocational-technical education in North Carolina. The volume explains the rationale for, and comments on, 17 recommendations prepared by the State Advisory Council on Vocational Education for fiscal…