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The search for a bottom line in vocational training : what lessons are offered by the Job Training Partnership Act?

Author: Erik Payne Butler; Educational Resources Information Center (U.S.)
Publisher: [Berkeley, CA] : [MPR Associates] ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1988]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
During the years since 1982 when the Job Training Partnership Act (jtpa) was passed, program and management practices have evolved in ways quite different from JTPA's much-criticized predecessor, the Comprehensive Employment and Training Act (ceta). The most significant evolution has been the strongly results-driven nature of the program accompanied by the development of formal national, state, and locally  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Erik Payne Butler; Educational Resources Information Center (U.S.)
OCLC Number: 26875873
Notes: Distributed to depository libraries in microfiche.
Reproduction Notes: Microfiche. [Washington, D.C.?] : Supt. of Docs., U.S. G.P.O., [1991]. 1 microfiche.
Description: 1 volume
Other Titles: What lessons are offered by the Job Training Partnership Act?
Responsibility: Erik Payne Butler.

Abstract:

During the years since 1982 when the Job Training Partnership Act (jtpa) was passed, program and management practices have evolved in ways quite different from JTPA's much-criticized predecessor, the Comprehensive Employment and Training Act (ceta). The most significant evolution has been the strongly results-driven nature of the program accompanied by the development of formal national, state, and locally administered systems of outcome measures and standards for aggregated program achievement performance standards. Two other practices that have evolved over the several years of full implementation of jtpa have been performance-based contracting and competency-based programming. The performance standard approach has much in its favor, notwithstanding important issues about its effects on the design of programs and the selection of clients. The performance contracting system may conceal rather than reduce administrative costs, and it may result in serving only those clients easiest to train and place; however, it has merit. Finally, the competency-based program movement has been slower to develop and is harder to evaluate, although it has good points. These three aspects of the jtpa have implications for adult vocational education. Jtpa has shown that is possible to establish a program driven by clear, measurable outcomes, and vocational education should move in that direction. At the same time, jtpa could use the training expertise of vocational education. (46 references.) (Kc).

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