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The report describes the construction of a set of Navy civilian manpower management models that accomodate EEO requirements. Two types of models are presented: (1) a goal policy planning model with embedded Markoff personnel transition matrices to deal with multiple objectives involved with satisfying EEO goals over time at an aggregate or Navy-wide level, and (2) a local goal-arc personnel planning model. Realistic test data are used to provide examples of both models' outputs and uses. Detailed mathematical descriptions of both models, including a derivation of the network or transshipment model formulation for the local model, are provided. In addition, a system of EEO goal setting accountability is addressed. (Author)

Bibl.: pp. 229-231

The main objective of this research is to reflect on the roles and functions of English language trainers or lecturers as educators and coaching as educational practice. This study uses an educational philosophical approach. English education trainers are professionals who have the skills to train and teach English to students or learners. Nonetheless, coaching in the field of English language education is generally considered an educational practice. This research is based on five paradigms in learning English including pragmatic, idealistic, positivist, existentialist and socio-critical in building a questionnaire in research. We find that these five paradigms have an effect on the results of English language training.

Book digitized by Google and uploaded to the Internet Archive by user tpb.

Major manpower and social problems encountered by developing countries in the process of industrial development, and action to be taken both at the national and international levels comprise the substantive focus of this document. The document is a collection of papers prepared by the International Labor Office. Part I, "Manpower for Industry," addresses problems such as the determination of goals, quantitative and qualitative, to be achieved in the education and training of skilled industrial manpower; the special role of industry itself in development of skills; and measures to insure the best possible use of available skilled manpower. Part II, "Other Policy Issues" concerns the active participation of different social groups in industrialization, job displacement resulting from industrialization, and sharing the proceeds of industrial development. Three types of international action were discussed: (1) provision of advice, equipment, and qualified technical personnel under technical cooperation programs, bilateral and multi-lateral, (2) financial assistance, and (3) joint action by developing countries which share common problems. (CH)

A study was undertaken at Mercer County Community College (MCCC) in New Jersey to establish a human resources development (HRD) utility role for the college's Office of Institutional Research (OIR). The study involved a search of current literature; a survey of OIRs at 14 New Jersey community colleges; interviews with 24 senior faculty members; and planning meetings with the president and deans at MCCC. Study findings included the following: (1) most of the community college OIRs provided a range of services to full-time faculty (e.g., student profiles, program evaluations, and test score analyses); however, only 5% to 10% of the faculty actually took advantage of these services, and services to faculty amounted to only 2% to 7% of the OIRs' annual activities; (2) faculty members informed of OIR resources felt that these resources could help them in self-development and improve their teaching and their management of the learning environment; (3) a practitioner-based research program would address the needs of faculty as expressed by both faculty members and administrators; and (4) senior MCCC administrators favored the idea of establishing an HRD-utility role for the OIR and were willing to support its implementation. The research produced five guiding principles which were used to develop an HRD-utility role for MCCC's OIR. Initial programs and services have been well received by full-time faculty. These principles can be used as a blueprint for other colleges to establish cost-effective HRD programs. (Contains 40 references, 2 survey instruments, and a 3-year implementation plan.) (KP)

A study was undertaken at Mercer County Community College (MCCC) in New Jersey to establish a human resources development (HRD) utility role for the college's Office of Institutional Research (OIR). The study involved a search of current literature; a survey of OIRs at 14 New Jersey community colleges; interviews with 24 senior faculty members; and planning meetings with the president and deans at MCCC. Study findings included the following: (1) most of the community college OIRs provided a range of services to full-time faculty (e.g., student profiles, program evaluations, and test score analyses); however, only 5% to 10% of the faculty actually took advantage of these services, and services to faculty amounted to only 2% to 7% of the OIRs' annual activities; (2) faculty members informed of OIR resources felt that these resources could help them in self-development and improve their teaching and their management of the learning environment; (3) a practitioner-based research program would address the needs of faculty as expressed by both faculty members and administrators; and (4) senior MCCC administrators favored the idea of establishing an HRD-utility role for the OIR and were willing to support its implementation. The research produced five guiding principles which were used to develop an HRD-utility role for MCCC's OIR. Initial programs and services have been well received by full-time faculty. These principles can be used as a blueprint for other colleges to establish cost-effective HRD programs. (Contains 40 references, 2 survey instruments, and a 3-year implementation plan.) (KP)

The use of telecommunications to enhance local educational opportunities, especially in science and mathematics, was the subject of two hearings before a Senate committee. Eleven persons made presentations and/or submitted written statements at the first hearing: (1) Joseph Duffey, University of Massachusetts at Amherst; (2) Andy Turner, math/science student at Chelmsford High School; (3) Karen Powers, math/science student at Matignon High School; (4) Lincoln Lynch, New England Association of School Superintendents; (5) Roxanne Mendrinos, Massachusetts Computer-Using Educators; (6) Earl Batchelder, Hampshire County Educational Collaborative; (7) Joe McDonald, Middleborough High School; (8) John LeBaron, Massachusetts Executive Committee for Educational Television; (9) Russel Jones, Boston University; (10) Lattie Coor, University of Vermont; and (11) Walker Crocker, Rhode Island Higher Education Cable Channel. Eight persons made presentations and/or submitted written statements at the Washington, D.C., hearing: (1) Sandra Lauffer, Academy for Educational Development; (2) Joseph Duffey, University of Massachusetts at Amherst; (3) Henry Cauthen, South Carolina Educational Television Network; (4) Will Kitchen, Tele-Systems Associates, Inc.; (5) Alda Monteiro, senior, East Providence Senior High School; (6) Benjamin Stavely, junior, Alvirne High School; (7) Marilyn Gardner, Boston Public Schools; and (8) Robert Bennett, Wakefield High School. Responses by Joseph Duffey, Will Kitchen, and Henry Cauthen to questions submitted by Senator Pell are also included. (EW)

The U.S. Senate conducted a hearing consisting of two panels: the first panel discussed overcoming reading difficulties with a primary focus on children and the second panel focused on reading and literacy outreach activities that are ongoing in the U.S. After opening statements of the Hon. James M. Jeffords, the Hon. Edward M. Kennedy, and the Hon. Jack Reed, the transcript includes the texts of oral statements and prepared statements by the following individuals: Blanche Podhajski, Stern Center for Language and Learning; Catherine E. Snow, Committee on the Prevention of Reading Difficulties in Young Children (National Research Council); Reid Lyon, Child Development and Behavior Branch (National Institutes of Health); Perri Klass, Vermont State Colleges; Charles I. Bunting, Department of Pediatrics (Boston Medical Center); Dawnna Lanctot (students) Community College of Vermont; Peggy A. Minnis, D.C. Head Start Toyota Family Literacy Program; Noel C.R. Gunther, WETA Learning Project; and Janet Arnowitz (teacher) Fairfax County Public Schools. An appendix contains a letter to Senator Jeffords from Gwen O'Donnell Graham and a series of articles from the Hartford Courant, by Robert A. Frahm and Rick Green. (RS)

The Department of Labor's (DOL's) worker protection functions touch the lives of nearly every worker. Its approaches to carrying out these functions may have met the needs of an earlier time, but today's work world presents new demands and challenges to the federal government's traditional role. Today it is time to question the DOL's role in the areas of worker protection and work force development. According to employers and employees, DOL's approach needs the following: greater service orientation, improved communication, increased employers' and workers' accessibility to compliance information, and expanded meaningful input into the standard-setting and enforcement processes. By developing alternative regulatory strategies that supplement and, in some instances, replace its current labor-intensive approach, the DOL can carry out its statutory responsibilities in a less costly, more effective manner. Similarly, in the work force development area, the nation's job training programs have become increasingly fragmented and unclear. What exists today, spread across many federal agencies, is a patchwork of federal programs with similar goals, conflicting requirements, overlapping populations, and questionable outcomes. The roughly $20 billion appropriated in fiscal year 1995 for job training assistance to adults and out-of-school youth is disbursed to 15 agencies, including the DOL, which supports 163 separate programs. The current situation suggests that a major overhaul and consolidation of programs is needed to create a more efficient, effective work force development system. (This report contains two appendixes: (1) major statutes and executive orders governing workplace regulation and (2) list of 45 publications on work force development and worker protection.) (KC)

This congressional report contains testimony examining the status of vocational assistance and its role in work force development and the Clinton Administration's views on reforming the federal investment in vocational education. Testimony was provided by two U.S. senators (James M. Jeffords, Vermont; Edward M. Kennedy, Massachusetts) and representatives of the following agencies and organizations: U.S. Department of Education; American Federation of Teachers; Vocational Education Task Force; National Center for Research in Vocational Education; Information Technology Association of America; New Urban High School Project; Clark-Theders Insurance Group; Center for Occupational Research and Development; and Office of Vocational and Technical Education of the Mississippi Department of Education. The following were among the topics discussed: the adequacy of vocational education policy and practices for the 21st century; the role of community and technical colleges in labor force development; career guidance and counseling services provided through the Perkins Act; proposed changes in the Perkins Act to streamline the vocational education system, improve it, and increase its flexibility and accountability; vocational education funding formulas and financing; school-to-work; national skill standards; business and industry views regrading the role of vocational education and skills needed for the work; work-based learning; and vocational education in urban settings. (MN)

As a part of a larger project under grant from the Ford Foundation to evaluate federal manpower policies and programs, this evaluation of the training efforts under Title II of the Manpower Development and Training Act (MDTA) made use of data provided by the Departments of Labor and Health, Education, and Welfare. By the end of fiscal 1967, 1.2 billion dollars had been obligated for training the unemployed and underemployed under Title II of the Act. As the combined result of original congressional intent and subsequent experience, MDTA induced programs have come to have six potential and identifiable objectives: (1) facilitating employment of the unemployed, (2) reducing poverty, (3) lessening inflationary pressures, (4) meeting labor shortages, (5) upgrading the labor force, and (6) revamping traditional institutions. On the basis of a detailed analysis of both quantifiable and nonquantifiable accomplishments, the extent to which each objective has been achieved is examined and estimates of the overall costs of the program are made before turning to a review of cost-benefit studies for comparison with previous conclusions. The results of the appraisal are clearly favorable. In general, every current component may not pay, but the overall contributions of the program have exceeded its costs by a margin which not only merits support but justifies expansion. (ET)

One aspect of Project REDY (Rural Education-Disadvantaged Youth) was to identify elements of family living which were satisfying to residents of an economically depressed rural area in Southern Illinois. McVoy's Wants and Satisfaction scale was administered to 115 family heads to determine the degree to which certain wishes and interests of families residing in the area were satisfied. Four major areas of family living were examined: residence; consumer goods; family welfare; and social participation. It was found that there are aspects of rural life which are very satisfying to rural people, even to those who are severely disadvantaged; there are also certain aspects of rural life which are less satisfying. It was concluded that American society should accept the moral responsibility for improving the depressed rural areas rather than attempting to cast rural people into the mold of urban society. If rural area redevelopment is concerned with the psychological health of rural inhabitants, it should initially focus upon felt needs of the rural inhabitants. As the weaknesses of depressed rural area life are improved, families will readjust their major goal standards upward. A bibliography concludes this report. Related documents are RC 002 834 and RC 002 835. (SW)

In light of proposed changes in federal support for early childhood programs in the United States, this report provides an overview of the ways in which Denmark, France, and Italy provide early childhood programs to large numbers of children, promote high quality, and finance such programs. It reports that among 4-year-olds, 76 percent in Denmark and 100 percent in France attended public, center-based early childhood programs in 1992, compared with about 55 percent in the United States in 1990. In Italy in 1992, about 92 percent of all children aged 3 to 5 attended early childhood programs, most of which were public. Children in these three countries attended programs that were accessible to parents because sliding fee scales allowed children in families at every income level to participate if their parents so desired and full-day services made programs convenient for parents, especially those who worked. In addition, early childhood programs in Denmark, Italy, and France had highly trained and well-compensated teachers, low child-staff ratios, and low teacher turnover. Three appendixes contain a list of early childhood program sites visited, General Accounting Office (GAO) contact and staff acknowledgements, and additional acknowledgements. (MDM)

The cardinal objective of Project REDY was the development of a vocationally oriented, family centered educational program in a depressed rural area. However, before a workable educational program could be developed, the status quo of severely disadvantaged rural families had to be ascertained. In order to do this, the "Minnesota Survey of Opinion" was given to a random sample of 31 heads of household identified as being socially or economically disadvantaged and to 82 heads of households representing a cross-section of the population in a southern Illinois county. Scores were obtained on general adjustment (degree to which a person has adjusted to his environment) and total morale (assessment including attitudes toward personal inferiority, family, law, conservatism, and education). A general adjustment score was arrived at by comparing the negative and positive responses of the other 2 variables. Results indicated that the severely disadvantaged families had a significantly lower morale and poorer general adjustment than did the sample of the total population of families in the same geographic area. (LS)

The cardinal objective of Project REDY was the development of a vocationally oriented, family centered educational program in a depressed rural area. However, before a workable educational program could be developed, the status quo of severely disadvantaged rural families had to be ascertained. In order to do this, the "Minnesota Survey of Opinion" was given to a random sample of 31 heads of household identified as being socially or economically disadvantaged and to 82 heads of households representing a cross-section of the population in a southern Illinois county. Scores were obtained on general adjustment (degree to which a person has adjusted to his environment) and total morale (assessment including attitudes toward personal inferiority, family, law, conservatism, and education). A general adjustment score was arrived at by comparing the negative and positive responses of the other 2 variables. Results indicated that the severely disadvantaged families had a significantly lower morale and poorer general adjustment than did the sample of the total population of families in the same geographic area. (LS)

Bibliographical footnotes

Bibliographical footnotes

This document summarizes the information contained in the reports prepared by a number of regions to contribute to a discussion of a forum of European regions examining the place of vocational training in regional development strategies. Information on the place and role of vocational training in their economic development strategies is provided by those regions that receive assistance from European Community financing instruments: Saarland (Federal Republic of Germany), Southern Jutland (Denmark), Limburg (Belgium), Northern England (United Kingdom), Achaea (Greece), Nord-Pas de Calais and Lorraine (France), Liguria (Italy), Andalusia (Spain), region of Southwest Ireland, Northern Holland (Netherlands), and Northern Portugal. Preference is given to those themes that seem to be priorities or to play a strategic role in the policies pursued by the regions or that appear to raise the same type of problems for regional decision makers. Part 1 identifies public authority strategies to help firms and individuals. Part 2 discusses changes in training systems that must accompany these strategies if they are to be effective. Changes both in terms of links with industry and the content, organization, and methods of training are considered. (YLB)

This document summarizes the information contained in the reports prepared by a number of regions to contribute to a discussion of a forum of European regions examining the place of vocational training in regional development strategies. Information on the place and role of vocational training in their economic development strategies is provided by those regions that receive assistance from European Community financing instruments: Saarland (Federal Republic of Germany), Southern Jutland (Denmark), Limburg (Belgium), Northern England (United Kingdom), Achaea (Greece), Nord-Pas de Calais and Lorraine (France), Liguria (Italy), Andalusia (Spain), region of Southwest Ireland, Northern Holland (Netherlands), and Northern Portugal. Preference is given to those themes that seem to be priorities or to play a strategic role in the policies pursued by the regions or that appear to raise the same type of problems for regional decision makers. Part 1 identifies public authority strategies to help firms and individuals. Part 2 discusses changes in training systems that must accompany these strategies if they are to be effective. Changes both in terms of links with industry and the content, organization, and methods of training are considered. (YLB)

This document summarizes the information contained in the reports prepared by a number of regions to contribute to a discussion of a forum of European regions examining the place of vocational training in regional development strategies. Information on the place and role of vocational training in their economic development strategies is provided by those regions that receive assistance from European Community financing instruments: Saarland (Federal Republic of Germany), Southern Jutland (Denmark), Limburg (Belgium), Northern England (United Kingdom), Achaea (Greece), Nord-Pas de Calais and Lorraine (France), Liguria (Italy), Andalusia (Spain), region of Southwest Ireland, Northern Holland (Netherlands), and Northern Portugal. Preference is given to those themes that seem to be priorities or to play a strategic role in the policies pursued by the regions or that appear to raise the same type of problems for regional decision makers. Part 1 identifies public authority strategies to help firms and individuals. Part 2 discusses changes in training systems that must accompany these strategies if they are to be effective. Changes both in terms of links with industry and the content, organization, and methods of training are considered. (YLB)

This document summarizes the information contained in the reports prepared by a number of regions to contribute to a discussion of a forum of European regions examining the place of vocational training in regional development strategies. Information on the place and role of vocational training in their economic development strategies is provided by those regions that receive assistance from European Community financing instruments: Saarland (Federal Republic of Germany), Southern Jutland (Denmark), Limburg (Belgium), Northern England (United Kingdom), Achaea (Greece), Nord-Pas de Calais and Lorraine (France), Liguria (Italy), Andalusia (Spain), region of Southwest Ireland, Northern Holland (Netherlands), and Northern Portugal. Preference is given to those themes that seem to be priorities or to play a strategic role in the policies pursued by the regions or that appear to raise the same type of problems for regional decision makers. Part 1 identifies public authority strategies to help firms and individuals. Part 2 discusses changes in training systems that must accompany these strategies if they are to be effective. Changes both in terms of links with industry and the content, organization, and methods of training are considered. (YLB)

Adults are independent learners and are expected to direct their own learning. Nowadays, there are many MOOC platforms preferred by adult learners. Many states have adapted to these developments and established an online learning platform in order to carry out the training and development activities of civil servants. The Presidency of the Republic of Türkiye Human Resources Office has established the Distance Learning Gate (DLG) platform in order to carry out educational activities. In this study, learning preferences of adult learners were determined in order to improve the relevant online learning environment and to structure appropriate trainings for public personnel. For this purpose, the training preferences of adult learners were determined according to their title groups and education levels. The participants of the research consisted of 4864 civil servants who received training from the DLG platform. According to the results, it was determined that adult learners preferred personal development training the most and professional development training in the last place. It is seen that the servants in the service title group that watched the most training in all categories according to the title groups. It is seen that the groups that received the least education are the senior manager and manager title group. On the other hand, it has been determined that the number of adult learners' training and the education categories differ according to the education level. According to the findings, it is seen that those who watched the most education are adults at the compulsory primary education level, while those who watched the least education are those who are at the graduate level. This research includes the first phase of a series of research and a design-based research. As a first step, the training preferences of adult learners were determined. In the next stage, a recommendation system will be integrated into the DLG platform based on the determined profiles.

Adults are independent learners and are expected to direct their own learning. Nowadays, there are many MOOC platforms preferred by adult learners. Many states have adapted to these developments and established an online learning platform in order to carry out the training and development activities of civil servants. The Presidency of the Republic of Türkiye Human Resources Office has established the Distance Learning Gate (DLG) platform in order to carry out educational activities. In this study, learning preferences of adult learners were determined in order to improve the relevant online learning environment and to structure appropriate trainings for public personnel. For this purpose, the training preferences of adult learners were determined according to their title groups and education levels. The participants of the research consisted of 4864 civil servants who received training from the DLG platform. According to the results, it was determined that adult learners preferred personal development training the most and professional development training in the last place. It is seen that the servants in the service title group that watched the most training in all categories according to the title groups. It is seen that the groups that received the least education are the senior manager and manager title group. On the other hand, it has been determined that the number of adult learners' training and the education categories differ according to the education level. According to the findings, it is seen that those who watched the most education are adults at the compulsory primary education level, while those who watched the least education are those who are at the graduate level. This research includes the first phase of a series of research and a design-based research. As a first step, the training preferences of adult learners were determined. In the next stage, a recommendation system will be integrated into the DLG platform based on the determined profiles.

This congressional hearing examines vocational education, adult education, and job training initiatives in Vermont and the role of these programs in developing work force development legislation. Testimony includes statements from a U.S. Senator and individuals representing the following: Vermont Department of Employment and Training; Vermont State Colleges; Vermont Department of Social Welfare; Agency of Commercial and Community Development; Burlington Technical Center; Career and Lifelong Learning, Vermont Department of Education; Lyndon State College; Vermont Adult Education Board; Executive Team of Central Vermont Adult Basic Education; Welfare to Work Programs, Vermont Department of Social Welfare; Mahoney Hardware; Vermont Science and Education Center; Vermont Heating and Ventilating; Vermont Technical College; Champlain Initiative; Governor's Rehabilitation Advisory Council; School-to-Work, Randolph region; Rutland Economic Development Corporation, Rutland Regional Educational Alliance; School-to-Work, Upper Valley; River Bend Career and Technical Center; Bradford Area Workforce Investment Board; Northern New England Tradeswomen; and Northland Job Corps Center. Other statements are from students, apprentices, and instructors from the Northland Job Corps, Essex Technical Center, and Burlington Technical Center. (YLB)

'Demands for Grants of the Ministry of Human Resources Development for the year 1997-98 (21-Mar-1997)' from the Parliament Digital Library

A project to demonstrate and evaluate some innovative programs utilizing volunteers in work with the handicapped and to provide data on the success of present programs is discussed. As part of the project, four pilot projects were undertaken to determine the feasibility and utility of certain approaches and to develop model training courses that could be taught to volunteers in general or to college student volunteers. The four pilot projects were: (1) a project to introduce handicapped persons into Junior Achievement companies as a means of developing and modifying attitudes on the part of program directors and co-workers; (2) training of volunteers in behavior management techniques to determine whether the behavioral problems arising from handicapped interactions, especially those having to do with excessive dependency and claims for support could be managed with modern behavior management methods; (3) the teaching of behavior management techniques to supervisors at Goodwill Industries to assist with worker "motivation" and "cooperation" problems; and (4) the training of parents of underprivileged children in a day-care center in the management of child behavior. The results of these pilot projects showed that volunteers did not differ substantially from nonvolunteers in attitude or personality, as measured by test. It was also found that the attitude of volunteers toward the handicapped did not improve with experience. In the Junior Achievement groups, experience may make attitudes more negative or more realistic. Students can be successfully utilized as volunteers. Integrating the handicapped with volunteers in social-recreational settings has positive benefits. (DB)

This document is part of the 12 GB State Department collection retrieved from the FOIA server, including every listed FOIA release, treaties, internal notes and newsletters, and a few other unexpected files. For many of the files, the metadata remained intact. The files were renamed according to the metadata, listing the document title, version number, page count, listed author or authoring program, and a three character random identifier.

Case name: California Department of Human Resources Development v. Crow Full case name: California Department of Human Resources Development v. Crow Opinion filed: 1972-06-26 Docket No.: 71-1443 Citations: • 408 U.S. 924

The papers from three 1979 Congressional hearings examine the abuse and neglect of children, both handicapped and nonhandicapped, in foster homes and institutions. Thirty-two prepared statements are included by representatives of such agencies as the Children's Defense Fund; San Francisco Child Abuse Council; Child Welfare League of America; Parents Anonymous; Department of Health, Education, and Welfare; and state departments of Human Resources. Personal accounts of abuse in institutions or group homes are included. Among many issues addressed are the federal government's role in monitoring programs, conditions of institutions, legal issues, state legislation, and fiscal issues. (CL)

This is a transcript from a Joint Hearing of the U.S. Senate Committee on Labor and Human Resources and the U.S. House of Representatives Committee on Education and the Workforce that addresses the U.S. Department of Education's development of regulations necessary to implement the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. It includes opening statements from Senator James Jeffords (R-VT), Representative William Goodling (R-PA), Senator Edward Kennedy (D-MA), Senator Dan Coats (R-IN), Representative Matthew Martinez (D-CA), and Senator Tom Harkin (D-IA). Prepared statements are included from Senator Bill Frist (R-TN), Senator Patty Murray (D-WA), Representative Frank Riggs (R-CA), and Representative Charlie Norwood (R-GA). Presentations are then provided from Judith Heumann, Assistant Secretary for Special Education and Rehabilitation Services, Martha Feland, the President of Cabot School Board in Arkansas, Frank Clark, a school district attorney from Hershey Pennsylvania, Brian McNulty, Colorado Assistant Commissioner of Education, and Patricia McGill Smith, from the National Parent Network on Disabilities. Questions from the members of Congress and answers from the panelists are included. Among issues addressed in the testimony are discipline, suspensions of students with disabilities, funding of IDEA, and alternative placements. (CR)

The study examined distance education as a tool for human resource development for junior secondary schools in Ebonyi State, Nigeria and it adopted a descriptive survey as the design. The population of the study consists of 2,410 secondary school teachers. Stratified simple random sampling technique was used to select 690 respondents. The instrument for data collection is a researcher self-structured questionnaire. Three experts; two from Educational Administration and one from Test and Measurement all from Ebonyi State University, Abakaliki were used to determine its face validity. The reliability of the instrument was established using the test re-test method where 228 teachers were used. The same instrument was administered on the same respondents after two weeks interval and was correlated using Cormbach Alpha internal consistency co-efficient and it yielded 0.85 co-efficient. 690 copies of the questionnaire were administered to the respondents, but only 680 copies were returned and used for the study. Data Collected from the 680 respondents were analysed using mean (x) and standard deviations to answer the three research questions. One of the findings was that Distance Education has improved quality of teachers in classroom delivery of instruction to a very high extent in Ebonyi State junior Secondary schools.

The aim of the paper is to identify suitable methods of education for individual types of voluntary further corporate professional education, which could be applied also when changing the physical teaching environment to virtual or hybrid learning environment, and to propose the methods of education suitable for companies and attractive for the participants of the corporate trainings. In the empirical research, the questionnaire method and the interview method were applied. The respondents (140) were selected from two sections of the Statistical Classification of Economic Activities of the Slovak Republic, SK NACE Rev.2. The research results presented in the tables characterize the types of education in relation to the educational methods applied in the companies analyzed. The suitability of education methods is characterized also in terms of teaching environments, the physical, virtual and hybrid environments. The results of the research confirm that the methods of education affect the interest of the participants in all types of education. [For the complete volume, "NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5," see ED625663.]

In Fiscal Year 1997, the U.S. Department of Labor (DOL) has an estimated budget of $34.4 billion and is authorized 16,614 full-time-equivalent staff-years. DOL's many programs fall into two major categories: enhancing workers' skills through job training and ensuring worker protection. The DOL's work force development mission is being challenged by the federal government's patchwork of job training programs, which are characterized by overlap/duplication. Although the responsibility for delivering the employment training services required by recently passed welfare-to-work legislation rests with state and local governments, the DOL will likely be called upon to encourage/facilitate and integrate needed employment training services. For the past 2 years, the DOL has worked to use its resources more efficiently and make its worker protection efforts more service oriented. With regard to its worker protection mission, the DOL faces regulatory challenges in two specific areas: redesigning the wage determination process under the Davis-Bacon Act and developing and enforcing regulations regarding portability of employer-provided health insurance. In response to recent legislation designed to improve federal agencies' management practices, the DOL is working to improve its management practices, mission performance, financial reporting, and information management and use of information technology. (MN)

In Fiscal Year 1997, the U.S. Department of Labor (DOL) has an estimated budget of $34.4 billion and is authorized 16,614 full-time-equivalent staff-years. DOL's many programs fall into two major categories: enhancing workers' skills through job training and ensuring worker protection. The DOL's work force development mission is being challenged by the federal government's patchwork of job training programs, which are characterized by overlap/duplication. Although the responsibility for delivering the employment training services required by recently passed welfare-to-work legislation rests with state and local governments, the DOL will likely be called upon to encourage/facilitate and integrate needed employment training services. For the past 2 years, the DOL has worked to use its resources more efficiently and make its worker protection efforts more service oriented. With regard to its worker protection mission, the DOL faces regulatory challenges in two specific areas: redesigning the wage determination process under the Davis-Bacon Act and developing and enforcing regulations regarding portability of employer-provided health insurance. In response to recent legislation designed to improve federal agencies' management practices, the DOL is working to improve its management practices, mission performance, financial reporting, and information management and use of information technology. (MN)

The complexity of borders and border area in terms of European Union, cohesion policy, implementation of cross-border program 2007-2013 in urban and rural areas of Hungary and Croatia, monitoring the impact of invested funds and their comprehensiveness, the attitude of beneficiaries of infrastructural and human resources development projects are discussed in this paper. All in the light of given possibilities and untapped opportunities that can bring significant benefits to this area. The primary survey is conducted in the observed area after the implementation of all approved cross-border projects. Besides, available data sources and implemented research in the cross-border area of Hungary and Croatia are also discussed. The paper seeks to contribute to the discourse on the subject of monitoring the overall impact of the implemented activities in the cross-border area because there are no similar studies that comprehensively approach this complex problem for areas of cross-border cooperation in the European Union.

The Human Resources Development Institute has lost federal funding, and dozens of people could be kicked out of their homes.

To explore the degree of upward social and occupational mobility which could be expected from residents of rural economically depressed areas under existing circumstances, interviews were conducted with a random sample of 85 families from an economically depressed county and 30 severely disadvantaged families. Some findings were: (1) The majority of families associated themselves with the middle-working and working classes, (2) Higher status social classes were not represented in the disadvantaged areas, (3) Higher social classes and high-ability youth and adults have left the areas, (4) Out-migration of disadvantaged families has created a serious problem for urban areas, (5) Nearly 80 in every 100 occupations in the area tended to fall below the middle occupational status on the hierarchy scale, (6) A large proportion of the severely disadvantaged families associate primarily with those in the lowest social class, and (8) The families held very positive values toward work. It was recommended that business, industry, and education join forces in a planned, systematic attack on economic and social problems. Other reports of this series are available as VT 007 127 and VT 007 125. (DM)

A hearing was held on H.R. 4086, the Youth Development Block Grant of 1993, a bipartisan bill introduced by Representatives Constance A. Morella (Maryland) and Donald M. Payne (New Jersey). The purpose of the initiative was to expand community-based youth development programs for youth aged 6 to 19 years. The bill was supported by the National Collaboration of Youth, a coalition of 15 major youth serving organizations, collectively serving over 25 million young people. The bill would fund programs that help youth reach their fullest potential through youth clubs, sports and recreation, mentoring programs, leadership development, substance abuse and delinquency prevention, and community service programs. Fund allocation would be based on a state's total school-age population, the percentage of that population living in poverty, and the increase of juvenile crime in the state. Although the opening statement by Representative Cass Ballenger (North Carolina) expressed doubts that the bill was necessary, statements by the bill's sponsors advocated its passage. A number of representatives of youth programs spoke about the necessity for such programs and the need for further funding. Their remarks are followed by their prepared statements and supporting documentation, including some descriptions of successful programs. (SLD)

Participation in industrial change is a hot issue in countries experiencing rapid social change. Major problems include the number of large, highly centralized organizations; people's changing values; work-education and industrial-welfare gaps; the absence of forms to replace unacceptable authoritarian control; the effects of electronic information and communications systems; the bureaucratization of trade unions and professional associations; and the development of "specialist power." We face the colossal task of redesigning major parts of the industrialized world, to set in motion the learning and development process that may spring us from our self-created trap. First, one technology cannot any more be taken as given; second, we must debureaucratize the work organizations and their interrelated institutions. Modern technology makes possible much smaller, simpler, and efficient factories, superior in social terms; they require changes in our basic ideas of work and education. To prevent technological and economic planning from taking precedence over social criteria, a participative design process must take place, in which the roles of specialists are changed. It is possible to choose between basically different forms of work organization. (Author/AJ)

The methods and problems encountered in the development of a prototype human resources data handbook are discussed. The goal of the research was to determine whether it was feasible to consolidate, in a single comprehensive handbook, human resources data applicable to system design and development. Selected for this purpose were data on the functions performed by the 32XXX avionics career field on the fire control system of nine Air Force fighter systems. The report discusses the methods used and the problems encountered during the development of the prototype handbook. The prototype handbook, presented in Appendix A, was designed for ease of use and was organized into three major data sections. Section 1 was reserved for data comparisons on system design, training, manpower, occupational tasks, maintenance procedures, etc. Included in Section 2 were data on past, current, and projected numbers of personnel, various skill levels, etc. Section 3 was reserved for technical information that could be generalized to a wide variety of problems. Included in the last section were data on the effects of task difficulty, error rates in performing maintenance activities, performance time, and experience level. An alphabetical index of contents concludes the handbook. (Author)

This document presents the full text of two United States Senate hearings before the Subcommittee on Child and Human Development of the Committee of Human Resources on the subject of child care and child development programs. The hearings were held to gather information and examine how best to shape future federal legislation involving child care and child development. Hearing witnesses (comprised mostly of program directors and coordinators, all from California) addressed the Committee on November 25, 1977 and December 12, 1977 about topics such as community based child care delivery systems, children's centers, school care, drop-in and crisis care, infant handicapped care, Head Start and other related programs. Also included in the text are prepared written statements by witnesses. Information on child care research and publications is presented as well as four written sets of responses to questions asked by Senator Cranston on various aspects of child care. The appendix contains additional written statements by witnesses; letters and communications to U.S. Senator Cranston from program directors, committee chairmen and other leaders in the field of child care in California; and background material concerning child care services. (SE)

The product of some 10 years of work directed toward federal legislation addressing and defining youth camp safety, the Youth Camp Safety Act (S. 258), as presented in these hearings, calls for the federal government to assume a role in the development of state health and safety standards for children attending youth camps in any state in the nation. Arguments presented in favor of this legislation contend that most (80%) of the states do not presently have safety regulations applicable to youth camps, and it is maintained some camps operate under "appalling" conditions. Arguments presented against this bill contend that youth camp injuries and deaths are not statistically significant and that implementation of the Act would produce administrative waste and ineptly derived standards which would then be enforced by bureaucrats, rather than trained camp personnel. Statements are presented by witnesses representing the following groups: Girl Scouts, United States of America; American Camping Association; Boy Scouts of America; Christian Camping International; Word of Life International; Camp Fire Girls, Inc.; Camping Association for Mutual Progress; Wilds Christian Camp and Conference Center; Department of Health, Education, and Welfare; Center for Disease Control, Public Health Service; Environmental Health Services Division, Public Health Service; and two U.S. Senators from Connecticut. Additional information is presented in the way of nine articles or publications and one communication. (JC)

A study group meeting was convened by the World Health Organization to enable participants to share their expertise and experience in the areas of research and health personnel information systems, and to identify strategies for the better use of information and research in decision-making for human resources for health (HRH) development. This report provides information on that meeting in 13 sections: (1) Introduction (background information and goals); (2) Conceptual Framework (developed by the group to guide its work); (3) Development of Human Resources for Health in Support of Health for All; (4) Obstacles to HRH Development; (5) Decision-Making (levels of decision-making and information needs, use of information by decision-makers, and factors affecting decision-making); (6) Strengthening Decision-Making; (7) Information Support and the National Health Information System (types of information needed to support decision-making, national health information systems, and framework for an HRH information system); (8) Strengthening Information Systems (standardizing definitions of data, integrated versus coordinated systems, feedback, development and use of indicators, mechanisms for collecting information and use of informatics, and optimizing the contribution of information systems); (9) Research (decision-linked research, contribution of research to decision-making, and research priorities); (10) Strengthening Research (why little research is done and more effective utilization of results); (11) Approaches and Strategies To Strengthen Information Systems and Research; (12) Conclusions; and (13) Recommendations (to member states and to WHO). An illustrative example of essential HRH data is appended. (12 references) (BBM)

The purpose of this research is to review the literature regarding (1) the design of sustainable competency development in the 21st century for teachers, (2) sustainable competency subconstruct design from the perspective of tactical operation, (3) sustainable competency subconstruct design from the perspective strategic operation, (4) construct school readiness in the educational process. The exclusion carried out by this article is reviewed in terms of abstract and research results. Literature Research is limited to empirical articles or research for ten years (2012-2022), and the main book of a theory is not subject to limitations. Two hundred sixty-nine articles were collected, and the inclusion and exclusion criteria were implemented, totaling 84 articles. The results of this study are (1) the design of sustainable competency development consists of two main constructs, namely tactical dan strategic operation, (2) constructs of school readiness obtained by researchers include literacy knowledge and skills, science knowledge and skills, approaches to learning, (3) sustainable competence is considered capable of increasing school readiness in carrying out the educational process following the 4.0 era, and (4) through the development of sustainable competence the PISA ranking can be restored in stages. [For the full proceedings, see ED654100.]

2018Jun26 - Viswam on Becoming Better and Becoming a Better Employee - Batch 1 - 5 Day Training Programme for Junior Assistants, Batch 1, organized by UGC UPE Bureau of Human Resources, Osmania University, at CFRD - Central Facilities for Research and Development. Prof. Usha Kiran, Director of the Placement and Training, acted as the Convenor for the Programme. This is a live audio recording of the session by me on Becoming Better and Becoming a Better Employee. Earlier, The Vice Chancellor, Prof. Ramachandram addressed the participants. A power point presentation was shown, and those who are interested can easily access the same:  https://www.slideshare.net/viswanadham/2018-jun-26-becoming-better-and-becoming-a-better-employee-osmania-university-please-download-and-view-to-appreciate-better-the-animation-aspects The participants were informed that they can visit: www.viswam.info, and freely access many more live audio recordings and power point presentation slides. You are most welcome to give your valuable feedback: [email protected]

2018Jun26 - Viswam on Becoming Better and Becoming a Better Employee - Batch 1 - 5 Day Training Programme for Junior Assistants, Batch 1, organized by UGC UPE Bureau of Human Resources, Osmania University, at CFRD - Central Facilities for Research and Development. Prof. Usha Kiran, Director of the Placement and Training, acted as the Convenor for the Programme. This is a live audio recording of the session by me on Becoming Better and Becoming a Better Employee. Earlier, The Vice Chancellor, Prof. Ramachandram addressed the participants. A power point presentation was shown, and those who are interested can easily access the same:  https://www.slideshare.net/viswanadham/2018-jun-26-becoming-better-and-becoming-a-better-employee-osmania-university-please-download-and-view-to-appreciate-better-the-animation-aspects The participants were informed that they can visit: www.viswam.info, and freely access many more live audio recordings and power point presentation slides. You are most welcome to give your valuable feedback: [email protected]

KERA Collection. This content is copyrighted and may be used for research and educational purposes only.

The purpose of this article is to examine "Ways of Knowing through the Realms of Meaning" by Dr. William Allan Kritsonis as a framework that innovative and progressive leaders in education can use to implement and utilize the absolute best practices regarding Human Resources in an educational organization. Dr Kritsonis's "Ways of Knowing through the Realms of Meaning" provides useful guidelines for holistically addressing all facets of Human Resources in an educational setting. This paper will explore the six fundamental patterns of meaning outlined in Dr. Kritsonis's "Ways of Knowing through the Realms of Meaning": symbolics, empirics, esthetics, synnoetics, ethics, and synoptics to provide guidelines to ensure that all aspects of Human Resources in an educational environment are addressed appropriately and implemented effectively and successfully.

The purpose of this article is to examine "Ways of Knowing through the Realms of Meaning" by Dr. William Allan Kritsonis as a framework that innovative and progressive leaders in education can use to implement and utilize the absolute best practices regarding Human Resources in an educational organization. Dr Kritsonis's "Ways of Knowing through the Realms of Meaning" provides useful guidelines for holistically addressing all facets of Human Resources in an educational setting. This paper will explore the six fundamental patterns of meaning outlined in Dr. Kritsonis's "Ways of Knowing through the Realms of Meaning": symbolics, empirics, esthetics, synnoetics, ethics, and synoptics to provide guidelines to ensure that all aspects of Human Resources in an educational environment are addressed appropriately and implemented effectively and successfully.