The U.S. Congress asked the Government Accounting Office (GAO) to determine the following: (1) to what extent states were spending their Workforce Investment Act (WIA) funds and whether the Department of Labor's (Labor's) data accurately reflected available funds; (2) what Labor did to assess how states were managing their WIA spending; and (3)…

Linkages between Australia's vocational education and training (VET) and technical and further education (TAFE) sectors and industry were examined through 13 case studies involving a variety of industrial sectors in South Australia, New South Wales, and Victoria. Special attention was paid to the processes established by school clusters to develop…

"Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This July 2, 2004 issue of "Chronicle of Higher Education" includes the following articles: (1) "The Provost as Gatekeeper: A Former Provost Offers Advice on Managing the…

This document contains materials about and products of a practicum devoted to creating and sustaining learning communities in the digital era that was conducted by Nova Southeastern University in Winter 1996. First, human resources development programs are discussed as vehicles for creating high-performance learners, workers, and leaders who are…

This document is the first in a series of two reports on demand-led strategies to support welfare-to-work clients. The authors believe employment retention programs that demonstrate they can meet the needs of employers for effective employees follow a demand-led approach, which has the potential to expand the opportunities available to welfare…

The Workforce Investment Act (WIA) of 1998 mandates the creation of youth councils to bring together the major resource and delivery systems that have youth as a major "customer." These systems include the following sectors: education; public housing; Temporary Assistance for Needy Families agencies; WIA partners; the justice system; and…

The Diffusion of Appropriate Educational Technology in Open and Distance Learning in Developing Countries project was designed to determine awareness and use of educational technologies and communications media in developing countries, to identify factors constraining wider use of educational technologies by developing nations, and to explore…

In response to the need of military leaders to be better prepared to plan, support, and conduct joint (multi-service and multi-national) operations, Congress enacted the Goldwater- Nichols Department of Defense Reorganization Act of 1986. Positive steps were taken to implement provisions in the Act that address the education, assignment, and…

In 1992, school leaders and teachers at Wallace-Rose High School in Teachey, North Carolina, began a multi-year whole-school improvement initiative that included the following actions: (1) identify low-performing students; (2) develop a team of faculty and administrators to work with low-performing students; (3) reduce class size for…

Early state and local progress toward implementation of the Workforce Investment Act of 1998 (WIA) was reviewed. Data were collected through visits to selected sites in Florida, Kentucky, Pennsylvania, Texas, Utah, and Vermont and a 90-item Workforce System Information and Evaluation (WSIE) data collection form. The following aspects of WIA…

This document reports on how key stakeholders in work force preparedness nationwide are responding to pressures of the skills race. Part 1 presents an overview of the skills challenge and the economic and social consequences of failing to meet the challenge. Part 2 examines the impact of the skills shortage on major stakeholders and explains how…