This monograph looks at the legislative requirements for coordination between the Vocational Education Act of 1963 (VEA) and the Comprehensive Employment and Training Act of 1973 (CETA). It describes attempts at coordination with vocational education by CETA's most significant antecedent, the Manpower Development and Training Act of 1962. Complex dimensions added to the relationship between federal education policy and employment and training policy by CETA's creation are then explored. Mechanisms for coordinated planning as specified in the Education Amendments of 1976 and administering the planning requirements are described. A discussion of developing strategies for coordination takes into consideration the reinforcing effects of the Youth Employment and Demonstration Projects Act, effects of the set-aside funds that required school system agreement, and the agreements process. Next, the reauthorization of CETA in 1970 is described--an act that resulted in refinement of CETA's relationship with vocational education. The flow of funds from CETA to education programs is also addressed. Pooling resources is considered as one way to view coordination. A discussion of solving coordination problems and making coordination feasible follows. (YLB)