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In February 1979, I wrote to the Alfred P. Sloan Foundation seeking sup port for the Aspen Institute for Humanistic Studies to embark on a policy oriented program in vocational education. The reason for the request, which was generously granted by the foundation, was stated as follows: The federal program on vocational education dates from World War I. Impor tant changes were made in later legislation in 1963 and 1976, affecting the pro grams conducted by the Department of Health, Education and Welfare. The recently enacted Comprehensive Employment and Training Act (CETA) of the Department of Labor has brought large federal support to efforts to reduce unemployment, especially for youth, by providing preparatory training. It may be an understatement to report that the programs of these two government departments have lacked adequate coordination in Washington or in the field. Certainly there is a long way to go in improving both policy and program, and an opportunity presents itself in preparing the policies to be proposed to the Con gress when the vocational education program next comes up for reconsideration in 1980 and 1981. Responsibility for preparing the administration's position and recom mendations lies with the Deputy Assistant Secretary for Planning and Evaluation of HEW, Michael O'Keefe.
Sommario
1 Occupational Education and Training for the 1980s.- 2 The Nonsystem of Education and Training.- 3 Occupational Education and Training: Goals and Performance.- 4 The Impact of Workplace Practices on Education and Training Policy.- 5 Career Paths and Vocational Education.- 6 Vocational Education and the Work Establishment of Youth.- 7 Labor Market Projections for Education and Training.- 8 Accelerating the Transition from Schools to Careers.- About the Contributors.
