The experience of CETA in the Genesee Intermediate School District was examined to see what factors help youth make the transition from school to work. It was found that age and sex do not make a difference in success rates. The more training, the greater the success in job placement. (CT)

Discusses how the Youth Employment and Demonstrations Project Act (YEDPA) communicates with local school systems. The dropout issue has been one point of conflict. CETA agencies tend to blame the school systems, and school administrators argue that CETA is a way by which people who have left the system can return. (CT)

A study was conducted to review the progress that local CETA sponsors and LEAs have made towards collaboration. An analysis was made of early prime sponsors and LEA experience under YEDPA based upon the first three parts of a four-part evaluation conducted by the National Council on Employment Policy of YEDPA implementation in 37 CETA prime…

An examination of findings of a number of Department of Labor and Department of Health, Education, and Welfare evaluations, as well as a look at studies currently underway, reveals important information about the CETA and vocational education relationship. Areas discussed include Title II and IV programs, and job corps. (CT)

Outlines NAACP activities in regard to (1) facilitating a relationship between Black colleges and the National Alliance of Businessmen in order to increase the number of Blacks hired by medium and large businesses, and (2) the organization's efforts to increase private sector employment of Black youth through CETA (particularly Title VII)…

Describes work done by Comprehensive Employment and Training Act of 1973 (CETA) trainees as archeological technicians in salvaging underwater treasure from shipwrecks. (MF)

A more realistic national policy toward youth employment training is necessary if the problem of youth employment is to be effectively remedied. CETA and vocational education, working as a united force, can provide the resources and talent needed for a rapid and permanent solution to this problem. (CT)

Argues for cooperation between the schools and Comprehensive Employment and Training Act (CETA) so that students will have the benefit of education and of training. (IRT)

Outlines a coping skills-based approach to serving youth employment and training needs. Discusses critical components of career education programs (job mobility, technological change, and specific skill training); a coping skills model; how coping skills are learned; and the role of schools in developing coping skills. (CT)

Legislative direction alone cannot provide a solution to the youth unemployment problem. Recognition by CETA prime sponsors of the values of vocational education and a corresponding willingness of educators to adapt to CETA is necessary to achieve that goal. (CT)

Argues that a typical model for vocational rehabilitation of handicapped individuals can also be used with economically disadvantaged youth to help them become employed. Presents two case studies of programs that have implemented such a model. (CH)

An illustration of a community at work, this documentary shows how work experience can be made relevant to career and educational goals. Reflects the feelings of staff and program operators about how effective manpower and educational agency linkages have been in fostering coordination and collaboration between the two institutions. (CT)

A sampling of innovative summer jobs funded through the Comprehensive Employment and Training Act (CETA) for economically disadvantaged youth, 14-21 years of age, is presented. (LH)

Assistant Secretary of Labor Ernest Green promises a closer cooperation between Department of Labor officials and vocational educators and notes that this should result in better job training and information for unemployed youth. In this article, Green shares his observations on the Administration's attitude toward vocational education and the…

Presents a model for linking CETA with vocational education to implement entrepreneurship at the local level. Discusses staff responsibilities, the entrepreneurship lab, and a project evaluation. (CT)