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Author: Andrea S. D'Angelo
Publisher:
ISBN:
Category : Occupational training
Languages : en
Pages : 108
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Author: Andrea S. D'Angelo
Publisher:
ISBN:
Category : Occupational training
Languages : en
Pages : 108
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Author: Forrest P. Chisman
Publisher:
ISBN:
Category : Adult education and state
Languages : en
Pages : 110
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Author: United States. Congress. House. Committee on Ways and Means. Subcommittee on Human Resources
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 166
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This document contains a record of the oral and written testimony of witnesses at a Chicago (Illinois) Congressional hearing on the Job Opportunities and Basic Skills (JOBS) Training Program. Witnesses at the hearing included officials from various Illinois programs funded by the JOBS program, government officials, and unemployed persons. They testified that the high state match of funds and services works against the successful implementation of the JOBS program and the requirements of the Family Support Act of 1988 are burdensome. Witnesses noted that in times of recession, the states simply do not have enough money to set up the matches for federal funds. Witnesses also stated that the JOBS program's requirement that participants engage in 20 hours per week of education is unrealistic because most literacy programs or postsecondary programs require less than 20 hours of classroom work but presume home study time. The 20-hour rule works against participants improving their skills. Proposed changes in the JOBS legislation to lessen the amount of state money required and to make program requirements more flexible are included in these proceedings. (KC)
Author: Job Opportunities and Basic Skills Training Program (U.S.)
Publisher:
ISBN:
Category : Career education
Languages : en
Pages :
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Author: Nancy Eileen Poppe
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 210
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As demands for major, system-wide reforms in the American welfare system are being called for on an almost daily basis, it has become increasingly necessary to identify and evaluate those programs which have attempted to foster a reduction in the level of public assistance subsidies and, particularly, programs that are designed to foster a welfare-to-work transition that is lasting and effective. The present study undertook such a task - the identification and evaluation of the critical elements necessary to create and implement a post-employment services component of the Jobs Opportunity and Basic Skills Program (JOBS) at an urban community college. Through an extensive review of the relevant literature, and an empirical study, this thesis concludes with a series of recommendations describing how a model post-employment services program could augment JOBS activities. Samples of JOBS participants in the Mount Hood Community College Steps to Success Program, JOBS participants' employers, and administrators from various community college-centered JOBS programs across the country were developed. Survey instruments capturing critical information were created by the researcher; data were collected and analyzed, and results are presented. In brief, the study demonstrates that JOBS participants making the welfare-to-work transition continue to require assistance in obtaining and financing child care, transportation subsidies, medical coverage, and supportive services that can include advocacy, counseling, and additional education and training if they are to sustain employment and avoid a return to welfare dependency. The study provides recommendations for numerous service options to be included in such a program.
Author: Garrett Murphy
Publisher:
ISBN:
Category : Employer-supported education
Languages : en
Pages : 64
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Author: Ray E. Main
Publisher:
ISBN:
Category :
Languages : en
Pages : 61
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An evaluation of the Navy's Job Oriented Basic Skills (JOBS) training program was conducted for the period from 1979 through 1987. Through examination of TRAINTRACK and Survival Tracking File data bases, demographic characteristics and attrition rates in A and basic electricity and electronics (BE/E) schools and in the fleet were compared for nearly 7,000 JOBS and over 200,000 non-JOBS students (those qualified to attend Navy technical schools based on their Armed Services Vocational Aptitude Battery (ASVAB) scores). The study involved 30 A schools, 12 BE/E schools, and 7 JOBS schools. Minority participation in Navy 'A' schools was found to be 30 percent higher for JOBS than for non-JOBS students. Although average Armed Forces Qualification Test (AFQT) scores of JOBS students were only half as high as those of non-JOBS students, 93 percent of JOBS students graduated from JOBS schools; 83 percent, from A schools; and 74 percent, from BE/E schools. Attrition rates from A and BE/E schools averaged 7 percent higher for JOBS than for non-JOBS students. Differences in attrition varied greatly from one school to another, but were fairly stable over time. Fleet attrition of 'A' school graduates was approximately 8 percent higher for JOBS than for non-JOBS students. Keywords: Navy training; Aptitude tests; Personnel selection.
Author: Rita Almeida
Publisher: World Bank Publications
ISBN: 0821387146
Category : Business & Economics
Languages : en
Pages : 193
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This book addresses the question of how to build and upgrade job relevant skills. Specifically, the authors focus on three types of training programs relevant for individuals who are leaving formal general schooling or are already in the labor market: pre-employment technical and vocational education and training (TVET); on-the-job training (OJT); and training-related active labor market programs (ALMPs). ALMPs are usually of shorter duration and target individuals who are seeking a second chance and who do not have access to TVET or OJT; these are often low-skilled unemployed or informal workers. Contrary to training-related ALMPs, pre-employment TVET is usually offered within the formal schooling track and tends to be administered by the ministries of education. The book discusses the main justifications for these programs and how they relate to market failures that can lead to underinvestment in training and misalignment between supply and demand for skills. Unfortunately, governments are also prone to failure and many of the programs that countries have adopted today are part of the problem and not the solution. This book proposes options to improve the design and implementation of current skills development systems. Clearly, the authors cannot cover all issues in detail. Training methods among TVET, OJT, and ALMP programs are quite different, ranging from classroom instruction, laboratory research, TVET workshops, and apprenticeship arrangements and internships in firms. All have different challenges and specificities. The report highlights the most important design features of the different programs and points to the main knowledge gaps and areas for future research and analysis. The book is organized into five chapters. Following this overview, chapter two introduces the policy framework that guides the analysis in the book. This framework describes the main market and government failures that require attention and identifies potential interventions to address them. Chapter's three to five then discuss the main challenges facing, respectively, TVET, OJT, and training-related ALMP programs and outlines recommendations to address them. The rest of this overview summarizes the main messages from each of the chapters and in the last section outlines the main knowledge gaps and proposes an agenda for future research and policy analysis.
Author: North Dakota Council on Vocational Education
Publisher:
ISBN:
Category : Technical education
Languages : en
Pages : 8
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Author: W. Norton Grubb
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 146
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Book Description
