The West Comprehensive Center (WCC) is working with the Arizona Department of Education (ADE), the Nevada Department of Education (NDE), and the Utah State Office of Education (USOE) to assist districts and schools that are implementing activities to improve outcomes for Indian students. As a first step, WCC staff reviewed state and national law,…

An analysis of China's existing "Vocational Education Law" finds that it does not focus entirely on human development or career advancement, nor does it fully reflect the special requirements of vocational education. It does not align the obligations, rights, and liabilities of vocational education stakeholders. The law does not specify…

Today Ukraine is in the process of establishing an integral base for adult education and the system of employees' professional development. Hence, the research of the experience of the countries with a fixed, ramified, but integral system of normative and juridical documents in the above-mentioned fields can be of great use. Addressing to the USA…

This guidebook is intended to provide resource information needed to develop comprehensive vocational education for handicapped students in rural areas as well as to synthesize suggestions from successful experiences in special vocational education programs currently in existence. The guidebook provides information on the following laws and…

This publication on laws and regulations is the first in the Self-Help series of five booklets designed for Alaska administrators and teachers to improve vocational services provided to handicapped pupils. It begins with a checklist of implications for administrators and teachers. Major laws and regulations which influence vocational education for…

This handbook provides answers to questions that state department program access coordinators most frequently ask when involved in evaluating for accessibility for handicapped persons and when developing changes to ensure that departmental programs and activities are equally effective and accessible to persons with disabilities. The handbook…

Statutory requirements in federal vocational education legislation with which state and local agencies must comply are exclusively process oriented. Most reactive, federal legislation encourages rigidity and inflexibility, since (1) laws, rules, and regulations are rigid with respect to processes and procedures that must be used; (2) the nature of…

Employment and training programs in the United States have evolved through several legislative incarnations since the early 1960s. The Workforce Investment Act (WIA), signed by the President on August 7, 1998, made dramatic changes in the way employment and training services are delivered, creating a new governance structure consisting of state…

THE VOCATIONAL EDUCATION ACT OF 1963 WAS CREATED FOR THE PURPOSE OF IMPROVING EXISTING VOCATIONAL EDUCATION PROGRAMS AND DEVELOPING NEW ONES. ALSO, IT WAS TO ENABLE YOUTHS TO CONTINUE THEIR EDUCATION WHILE PERMITTING PART-TIME EMPLOYMENT. COMMUNITIES DESIRING TO IMPLEMENT SUCH PROGRAMS NEED TO SURVEY THEIR AREA FOR PROGRAM AND BUILDING NEEDS. USE…

This research brief examines the effects of federal legislation on vocational and technical education. Federal legislation must be reauthorized every 5 years, with an associated national study, the series of National Assessments of Vocational Education (NAVE). This pattern of constant reexamination has made federal support for vocational education…

This unit, one in a series of packets of teacher and student materials for cooperative occupational education (COE) designed for special needs students, presents students with a brief introduction to federal laws that protect workers' rights. Emphasis is placed on the Fair Labor Standards Act, the National Labor Relations Act, and the Civil Rights…

The authors suggest that it will take a new dimension of teamwork under the Perkins Act to meet the challenges of the coming decade. Vocational education can be improved, they say, by close collaboration among the new state councils on vocational education, the state boards, the newly required technical committee, and a host of other groups. (CT)

This bulletin presents a summary of the laws relating to education enacted by the following legislative sessions: 1910: Georgia, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New York, Ohio, Rhode Island, South Carolina, and Virginia; 1911: Alabama, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia,…

This document is a report of the U.S. Senate Committee on Labor and Human Resources on the Vocational Education Act of 1984 (S. 2341). The report is organized in nine sections. The first three sections introduce the bill, provide background information on its intent and on the legislation that it was designed to replace (the Vocational Education…

The Bureau of Education is frequently asked for information as to current activities in regard to vocational education in the principal European countries engaged in the present war. This manuscript summarizes the current information on this subject for the following countries: (1) Germany; (2) France; and (3) England. Results of the survey…