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This report presents the findings from a 30-month evaluation of the Job Training Partnership Act (JTPA) Title IV Section 401 Indian and Native American (INA) Program. This specially targeted JTPA program provides employment and training services to American Indians, Alaska Natives, and Native Hawaiians. Most grantees are tribal governments or community-based organizations. The evaluation consisted of a survey completed by 113 of the approximately 175 INA grantees and site visits to 23 randomly selected grantees during which services were observed and staff and program participants were interviewed. Following an executive summary and an introductory chapter, the study design is detailed in chapter 2. Chapter 3 presents quantitative data from the grantee survey. Chapter 4 takes a broad-brush look at grantee organizations and service strategies, including goals and objectives, funding, staffing, and service emphases. Chapter 5 looks in depth at specific elements of service delivery: outreach and recruitment, the processes by which participants' needs are assessed and their service strategies developed; and the use of supportive services and stipends to support participants through training. The next four chapters focus on basic and occupational skills classroom training, on-the-job training, work experience and community service employment, and training assistance and placement services. Chapters 10-11 present factors influencing program design decisions, an assessment of program effectiveness, and some policy recommendations. Three appendices contain the survey, client characteristics and outcomes, and a list of abbreviations. (TD)

Descriptors: Adult Education, American Indian Education, American Indians, Delivery Systems, Employment Services, Federal Indian Relationship, Federal Programs, Job Placement, Job Training, Outreach Programs, Program Evaluation, Vocational Education

For full text: http://wdr.doleta.gov/opr/fulltext/document.asp?docn=6073.









Autor: D-Amico, Ronald; Soukamneuth, Sengsouvanh; Wolff, Kristin; Tonemah, Stuart; Brittan, Mary Ann

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8517&id=ED447986







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