\u3ci\u3eYouth Employment and Training Programs:\u3c/i\u3e A Review

[Excerpt] The Youth Employment and Demonstration Projects Act of 1977 (YEDPA) manifested a quantum leap in efforts both to meet the needs and to understand the employment problems of youths in the labor force. Over its brief life (from mid-1977 to early-1981), YEDPA served both as a massive delivery system for new programs and as an extensive laboratory for social experimentation. As such, an assessment of its activities and accomplishments must inevitably become intertwined with the suspicions that exist between those primarily interested in meeting needs and those largely concerned with evaluating the effectiveness of these ventures. These two groups have been cast into the same arena as the result of the congressional tendency to link public funding for social experiments with the requirement that they be evaluated to see if promises are consistent with performance

Monitoring-Based Commissioning: Tracking the Evolution and Adoption of a Paradigm-Shifting Approach to Retro-Commissioning

Proceedings of the 2012 ACEEE Summer Study (Panel 4, Paper 1130). Monitoring-based commissioning (MBCx) emphasizes permanent energy performance metering and trending—for diagnosis of energy waste, for savings accounting, and to enable persistence of savings. Emphasis on monitoring represents a paradigm shift for the retro-commissioning (RCx) industry, which has traditionally relied upon test protocols and modeled savings estimates. Since 2004, a major monitoring-based commissioning program at twenty-five California university campuses has evolved to meet the changing needs of university and utility partners. More recently the monitoring-based approach has been adopted by third-party programs in California. We present information on the progression of program design and results for the multiple phases of the original program, along with a look at third-party and other programs adopting similar program features

Can ‘New Welfare’ Address Poverty through More and Better Jobs?

New welfare has been prominent in recent European social policy debates. It involves mobilising more people into paid work, improving human capital and ensuring fairer access to opportunities. This programme is attractive to business (more workers, better human capital and reduced social conflict to enhance productivity and profitability) and to citizens (more widely accessible job-opportunities with better rewards): a relatively low-cost approach to the difficulties governments face in maintaining support and meeting social goals as inequalities widen. The general move towards ‘new welfare’ gathered momentum during the past two decades, given extra impetus by the 2007-9 recession and subsequent stagnation. While employment rates rose during the prosperous years before the crisis, there was no commensurate reduction in poverty. Over the same period the share of economic growth returned to labour fell, labour markets were increasingly de-regulated and inequality increased. This raises the question of whether new welfare’s economic (higher employment, improved human capital) and social (better job quality and incomes) goals may come into conflict. This paper examines data for 17 European countries over the period 2001 to 2007. It shows that new welfare is much more successful at achieving higher employment than at reducing poverty, even during prosperity, and that the approach pays insufficient attention to structural factors, such as the falling wage share, and to institutional issues, such as labour market deregulation

Responding to Climate Change: The Economy and Economics - Part of the Problem and Solution

The Climate Change Starter’s Guide provides an introduction and overview for education planners and practitioners on the wide range of issues relating to climate change and climate change education, including causes, impacts, mitigation and adaptation strategies, as well as some broad political and economic principles. The aim of this guide is to serve as a starting point for mainstreaming climate change education into school curricula. It has been created to enable education planners and practitioners to understand the issues at hand, to review and analyse their relevance to particular national and local contexts, and to facilitate the development of education policies, curricula, programmes and lesson plans. The guide covers four major thematic areas: 1. the science of climate change, which explains the causes and observed changes; 2. the social and human aspects of climate change including gender, health, migration, poverty and ethics; 3. policy responses to climate change including measures for mitigation and adaptation; and 4. education approaches including education for sustainable development, disaster reduction and sustainable lifestyles. A selection of key resources in the form of publication titles or websites for further reading is provided after each of the thematic sections

School improvement in the marketplace : the case of residential special schools

Over the past couple of decades, residential special schools in Scotland have faced fundamental changes to the way they operate. This has involved the withdrawal of state funding, a shrinkage of the sector and a situation in which schools now have to sell their services in a market economy in order to survive. This article gives a brief outline of the history and development of residential special education for children considered to be troubled or troublesome. It then draws on an evaluation of one former approved, or List D, school to describe how it managed the transition to the marketplace. Findings from the evaluation are introduced and some implications of these are discussed. It is concluded that the shift from state or local authority funding to private provision may have some advantages. However, it also raises a number of questions as to whether provision for some of society's most damaged children should be determined by market forces

Disaster Management Education through Higher Education – Industry Collaboration in the Built Environment

Effectively responding to the current and dynamic construction labour market requirements is a major responsibility of higher education institutions (HEIs). HEIs aim to reduce the mismatch between what they deliver and what is required by the industry. Built environment professionals require continuous update of knowledge and education in order to effectively contribute to disaster management. However, the complex and multidisciplinary nature of disaster management education pose a challenge to the higher education institutions to make them more responsive to the industrial needs and to prepare the students for careers in disaster resilience. Adopting a lifelong learning approach would be appropriate for HEIs to maintain a through-life studentship and to provide disaster related knowledge and education on a continuous basis to respond to the labour market requirements. However, incorporating lifelong learning approach within the system of higher education is not easy and straightforward for HEIs. This is mainly because of the formal and bureaucratic nature of HEIs that acts as a barrier for providing effective lifelong learning education. In resolving this issue, HEIs are increasingly relying on the benefits associated with fostering close collaboration with external organisations such as industries, professional bodies and communities. In this context, this paper discusses the role of HEIs in providing disaster management education, the challenges associated with it, and the way of addressing the challenges through the higher education industry collaboration