A r c h i v e d  I n f o r m a t i o n

Biennial Evaluation Report - FY 93-94

Chapter 409

Bilingual Vocational Training Programs--Discretionary Grants

(CFDA Nos. 84.077, 84.099, 84.100)

I. Program Profile

Legislation: The Carl D. Perkins Vocational Education Act (P.L. 98-524), Title IV, Part E (20 U.S.C. 2441) (expires September 30, 1995).

Purposes:

Funding History

Fiscal Year Appropriation Fiscal Year Appropriation
1975 $2,800,000 1987 $3,686,000
1980 4,800,000 1988 3,734,000
1981 3,960,000 1989 3,771,000
1982 3,686,000 1990 2,959,000
1983 3,686,000 1991 2,887,000
1984 3,686,000 1992 3,000,000
1985 3,686,000 1993 2,946,240
1986 3,527,000 1994 2,946,240

II. Program Information and Analysis

Performance Indicators

Program files show that job placement rates for program participants range between 80 and 100 percent.

Population Targeting

Twelve Bilingual Vocational Instructor Training (BVIT) grants were awarded in FY 1993. Bilingual Vocational Materials, Methods, and Techniques (BVMMT) funds were spent on a vocational student assessment contract. Another contract was awarded with BVMMT funds in the Small Business Innovation Research (SBIR) program for phase II of "The Development of the Adult Rating of Oral English for LEP Adults."

Services

Studies conducted as part of the National Assessment of Vocational Education (NAVE) mandated in 1984, showed that vocational training for LEP adults varies considerably depending upon training objectives, vocational skill areas, and needs of the populations served. Services may generally be divided into three areas: a language component, a vocational component, and a support services component. The more comprehensive training programs offer services from all three components.

Based on six case studies of State and local policies and services, NAVE found that while vocational training services for adults and out-of-school youth are readily available in most areas, proficiency in oral english is generally required prior to enrollment along with basic reading, writing, and math skills (III.2). These entry criteria essentially exclude LEP adults. Those LEP adults who do apply are generally referred to English-as-a-Second-Language (ESL) programs and are asked to re-apply when they can meet the vocational program's entry criteria. Vocational training specifically directed at LEP adults, which combines training in occupational and language skills, is less frequently available. Generally, it is administered by an agency or organization that has a special interest in serving that population, such as a refugee program or community-based organization with ties to a specific ethnic group.

Management Improvement Strategies

Grantees are asked to submit their curriculum packages to a retrieval system so that other grantees can consult them. Grantees are also encouraged to share their findings through the development of resource handbooks and the accurate reporting of program results and accomplishments. Project directors meet periodically to share program strategies and information.

III. Sources of Information

  1. Program files.

  2. Fleishman, Howard L. and Willette, Joanne. An Analysis of Vocational Training Needs and Services for Limited English Proficient Adults (Arlington, VA: Development Associates, Inc., November 1988).

IV. Planned Studies

None.

V. Contacts for Further Information

Program Operations:
Cindy Towsner, (202) 205-5864

Program Studies:
Audrey Pendleton, (202) 401-3630

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