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1. Creating a National Skills Corporation. Policy Report. (ED466760)
Author(s):
Atkinson, Rob
Source:
N/A
Pub Date:
2002-06-00
Pub Type(s):
Opinion Papers
Peer-Reviewed:
Descriptors: Adult Education; Agency Cooperation; Cooperative Planning; Delivery Systems; Demand Occupations; Economic Change; Economic Climate; Education Work Relationship; Educational Cooperation; Educational Needs; Federal Legislation; Financial Support; Foreign Countries; Government School Relationship; Job Skills; Job Training; Models; National Programs; Partnerships in Education; Policy Formation; Postsecondary Education; Program Costs; Program Development; Public Agencies; Public Policy; Resource Allocation; School Business Relationship; Skill Development; Vocational Education
Abstract: To address the skills shortages stemming from the transition to a more technological and skills-intensive economy, Congress established a program whereby funds from H-1B visa fees would provide seed funds for private companies, labor, and government to join together in creating training alliances focused on skills in short supply. Unfortunately, the program has failed to live up to expectations. It has therefore been recommended that Congress create a National Skills Corporation (NSC) and fund it in part by transferring the Department of Labor's (DOL's) H-1B training funds to the corporation. Modeled after the Universal Service Administrative Company, which administers universal telephone service funds, the NSC would serve as a nonprofit corporation governed by a board consisting of leaders from business, organized labor, higher education, and government. The NSC's mission and operation could be modeled by the United Kingdom's new Sectoral Skills Development Agency, which is a non-departmental public body designed to fund the new United Kingdom-wide network of employer-led sectoral skills councils. The NSC would make grants to support industry- and/or union-led skills alliances. Alliances would need to provide at least one-to-one matching funds. The corporation would be funded with the funds currently allocated for DOL's H-1B program and additional Congressional allocations. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. About the HEFCE: An Introduction to the Higher Education Funding Council for England. Guide. Revised. (ED464537)
2002-04-00
Reports - Descriptive
Descriptors: Educational Finance; Financial Support; Foreign Countries; Higher Education; Program Descriptions; Public Colleges; Resource Allocation
Abstract: This report describes the Higher Education Funding Council for England (HEFCE) and its role and responsibilities. The HEFCE was formed in 1992 to administer higher education functions in England. As a nondepartmental public body, the HEFCE has some autonomy from the government even though it administers public money. The HEFCE distributes public money to universities and higher education colleges for teaching, research, and strengthening links with businesses and the wide community. For this reason, the HEFCE has a leading role in developing higher education policies, providing guidance and promoting good practice on a range of issues. Money from the government is allocated in principle to higher education over a 3-year period. Grant letters are issued annually to each institution setting out the precise allocation of funds and the objectives for the forthcoming year. About two-thirds of HEFCE funds support learning in institutions of higher education. This document describes various aspects of the HEFCE mission and its operations. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Transforming the Public Provision of Training: Reorganisation or Privatisation? Long-Term Changes in Sweden and the Netherlands. CEDEFOP Discussion Dossier. (ED443961)
Brandsma, Jittie; Noonan, Richard; Westphalen, Sven-Age
2000-06-00
Opinion Papers; Reports - Descriptive
Descriptors: Delivery Systems; Developed Nations; Education Work Relationship; Educational Change; Educational Trends; Foreign Countries; Futures (of Society); Government Role; Job Training; Labor Force Development; Postsecondary Education; Privatization; Public Agencies; Secondary Education; Vocational Education
Abstract: The public sector is becoming less concerned with who is providing a given service but more concerned about the quality, reliability, accessibility, and price of the service. In vocational education and training (VET), one consequence of this transformation is that the various public stakeholders involved with funding, purchasing, and providing VET are increasingly being separated, ensuring that overlaps in responsibilities and sometimes contradicting interests of public stakeholders are minimized while guaranteeing a greater accountability of the various agencies, whether public or private. The corporatization of the Swedish public training provision system, the AMU-Gruppen, is a clear example of deregulation and market orientation of a formerly highly public body with an almost monopolistic position. The process, which started in 1986 with the AMU-Gruppen being transformed from a division under the national board of education to an autonomous agency, may end with the privatization of the entire structure. Likewise, the restructuring of the Dutch VET system, which has resulted in the establishment of regional training centers, has been a long process, initiated by legislation in 1987 that resulted in the first mergers, and continuing so that by 1998-99, the total number of publicly funded VET institutions has dropped from 396 to 65. (Contains 127 references.) (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. Questions and Answers on Library Law: The Freedom of Information Act. (EJ584267)
Uhler, Scott; Allison, Rinda; Petsche, Janet
Illinois Libraries, v80 n4 p220-21 Fall 1998
1998-00-00
Journal Articles; Reports - Descriptive
Descriptors: Legal Responsibility; Libraries; Library Circulation; Records Management
Abstract: Answers questions regarding the impact of the Freedom of Information Act on libraries. Highlights include the definition of a public body as used in the act, which public records are covered, circulation record, how to submit requests for records, and who is responsible for complying with requests for records. (LRW) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Design-Build Contracting by Virginia Public Bodies. (ED419373)
Lowe, James K., Jr.
1998-02-23
Information Analyses; Reports - Descriptive; Speeches/Meeting Papers
Descriptors: Construction Management; Construction Programs; Design Build Approach; Facility Planning; Guidelines
Abstract: In an effort to depoliticize design-build contracts, the Commonwealth of Virginia created a management review board to determine whether a locality should be authorized to use a design-build contract in lieu of competitive sealed bidding. This paper explains that process. In order to employ a design-build contract for a specific construction project, the Commonwealth and its departments, institutions, and agencies must seek and secure the prior approval of the Director of the Division of Engineering and Building. For public bodies other than the Commonwealth and its departments, institutions, and agencies, the public body must seek and secure the approval of the Design-Build/Construction Management Review Board prior to using a design-build contract for a specific construction project. For such contracts, prior to determining whether to use a design-build approach for a specific project, a professional advisor must be enlisted and a request for review submitted; the review process includes a judicial review. Information on the selection, evaluation, and award of design-build contracts is covered, as are details on proposal requests, the selection of qualified offerors, and project evaluation. (RJM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Chartering Diversity. (EJ456691)
Kolderie, Ted
Equity and Choice, v9 n1 p28-31 Fall 1992
1992-00-00
Journal Articles; Reports - Evaluative
Descriptors: Administrator Role; Educational Change; Educational Finance; Educational Innovation; Educational Planning; Elementary Secondary Education; Government Role; Nontraditional Education; Private Schools; Public Schools; School Administration; School Choice; School Districts; State Legislation; State Programs
Abstract: Explains issues involved in establishing "charter schools," public schools set up by outside educators or others under a contract granted by some responsible public body. Elements of the Minnesota charter law are discussed. The idea of alternate sponsorship is critical to new and better ways of education. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Role of Faculty in the Curriculum Process. (ED300040)
1987-04-00
Descriptors: Advisory Committees; College Curriculum; College Faculty; Community Colleges; Curriculum Development; Governance; Teacher Associations; Teacher Role; Two Year Colleges
Abstract: The Board of Governors of the California Community Colleges has adopted regulations establishing distinct sets of standards for courses which may or may not be applied for credit toward the associate degree. In addition, the Board requires that noncredit courses be approved through the same local curriculum review and approval process as credit courses. The tradition of the collegial model of governance in postsecondary institutions in the United States is reflected in the adoption of the new regulations in the California Administrative Code. The spirit of the collegial model perceives academic governance as an interdependent decision-making process and provides for the sharing of responsibility for the development of educational policy among faculty, college administration, and the public body of governors or trustees. The regulatory changes support the traditional postsecondary model by stipulating the mutual responsibility of the college and/or district administration and the academic senate for review of the composition and structure of curriculum committees and the establishment of a curriculum planning and review process. The process should include: (1) the development of a curriculum manual containing policies and procedures; (2) the establishment of a curriculum committee, ideally as a subcommittee of the academic senate; (3) a comprehensive curriculum review; and (4) provisions for the review of all curricular proposals. Suggestions for the content of a curriculum manual, relevant resolutions of the Academic Senate for California Community Colleges, and a sample course approval form are included with the paper. (EJV) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. The Open Public Meetings Act. Focus on School Law Series. (ED288253)
Harkness, James A.
1985-00-00
Legal/Legislative/Regulatory Materials; Guides - Non-Classroom
Descriptors: Board of Education Policy; Board of Education Role; Boards of Education; Citizen Participation; Compliance (Legal); Elementary Secondary Education; Hearings; Meetings; Policy Formation; Public Agencies; Public Officials; Public Policy; Public Relations; School Community Relationship; State Legislation
Abstract: This publication is designed to help members of boards of education understand and work effectively within the requirements of New Jersey's Open Public Meetings Act, also referred to as the Sunshine Law, which requires that the public must be given adequate notice of, and be permitted to attend, meetings of all public bodies empowered by law to spend public funds or affect people's rights. Each provision of the law is discussed separately. The first section defines a "public body" and discusses the conditions that determine whether the law applies to committees, subcommittees, training sessions, joint meetings, and workshops. The second section discusses the public notice requirement, which is satisfied by posting an annual schedule of regular meetings and 48-hour notice of any special meetings. The third section discusses statutory provisions for holding emergency meetings without the required 48-hour notice. Remaining sections discuss statutory provisions for the following: announcements at the opening of meetings that adequate notice has been given, public participation (not required), videotaping of meetings, taking minutes, procedures for closed sessions and subjects that may be discussed therein, and penalties for failure to comply with the law. The closing section, "The Public, The Press, and Boards of Education," provides a set of practical tips for dealing with the press and a list of guidelines for the conduct of public school board meetings. (TE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Policy. School Board Library Series, Volume 2. [Revised]. (ED291128)
Leopardi, Linda M.; And Others
1983-00-00
Guides - Non-Classroom
Descriptors: Administrative Organization; Administrator Guides; Board of Education Policy; Codification; Elementary Secondary Education; Governance; Policy Formation; Public Schools; Records (Forms); School Districts; Worksheets
Abstract: By New Jersey law, school boards are required to develop written policies governing their operations as a public body and the operation of the school district. This guide is intended to give board members and administrators a working knowledge of the policy process in local school district governance. Provided are background information, step-by-step instructions for developing policies, an action plan for district governance manual development, and a process for keeping a manual up to date. Bylaws are an internal mechanism for board organization and procedure. Four sample bylaws demonstrate content, format, language, indexing, and referencing. All local boards deal with the same policy topics: (1) community relations; (2) educational administration; (3) business and noninstructional operations; (4) instructional and support personnel; (5) students; (6) instruction, and (8) construction, remodeling, and renovation. Nine sample policies are provided. A sample action plan is provided for a district that lacks many policies and is embarking on a manual development project. The appendix contains the New Jersey School Boards Association codification system, divided into eight sections, each with its own index, identifying number, and descriptive title. (MLF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Worker Adjustment to Plant Shutdowns and Mass Layoffs: An Analysis of Program Experience and Policy Options. (ED209478)
Barth, Michael C.; Reisner, Fritzie
1981-08-00
Opinion Papers; Reports - Descriptive; Reports - Research
Descriptors: Adults; Employer Employee Relationship; Employment Programs; Employment Services; Entrepreneurship; Federal Programs; Government Role; Job Layoff; Job Search Methods; Policy Formation; Program Design; Program Effectiveness; Public Policy; Reduction in Force; Unemployment
Abstract: The American economy is in a state of flux; it will probably generate more displaced workers; and it has yet to determine a policy to assist such workers in preparing for and locating new jobs. Although the extent of the problem is not entirely known, a low estimate is that some 2.2 million workers may have been affected by plant closings and mass layoffs between 1975 and 1981. Most often, the typical dislocated worker is male, semiskilled, older, less educated, and with some years' seniority and earning a relatively good wage. The United States has a variety of labor market service programs. Among these are the Comprehensive Employment and Trainining Act (CETA), which is targeted to the disadvantaged and thus not available to help most displaced workers; CETA Private Industry Councils; local management and labor groups; state vocational retraining programs; and other federally, locally, or privately funded programs that appear sporadically. An approach to helping displaced workers that has been successful in Canada is the Canadian Manpower Consultative Service (MCS), which is characterized by lack of bureaucracy; temporary composition for a specific plant in a specific locale;; cooperation between labor, management, and government; and an entrepreneurial spirit. (A case study of a plant layoff in which workers were aided through MCS is included in this report.) To assist dislocated workers, the United States should develop programs with the following key features: a private industry-public body partnership, a local base, flexibility, use of existing resources, non-bureaucratic structures, and a modest start to be followed by building on successes. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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