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This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides post-school information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see (ED536971). For other support documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]

During the recent economic downturn, media and industry reports of skill shortages in the trades continued to appear. The intent of this paper is to examine the evidence for skill shortages in the trades persisting during the economic downturns over the last 20 years, using various indicators. These include employment growth, vacancy rates, unemployment rates, apprentice completions and occupational mobility. This paper contains the following key messages: (1) There is no evidence of persistent skill shortages during downturns in the construction, automotive and engineering trades, and unconvincing evidence of persistent shortages in the electrotechnology and telecommunications trades, the food trades and hairdressing; (2) Declining numbers of apprenticeship completions account for much of the persistent shortage in the electrotechnology and telecommunications trades during the 1990s and 2000s, but apprenticeship completions (expressed as a proportion of employment) for this trade have now recovered to pre-1992 levels. If recent completion numbers are maintained, it should be possible to avoid future skill shortages; and (3) Very high job churn creates the perception of persistent skill shortages in the food trades and in hairdressing. Many food tradespersons and hairdressers swap employers but remain in their occupation. Two appendices are included. (Contains 22 tables, 21 figures and 4 footnotes.)

In the year to February 2002, one in every five of the 9.8 million people who worked in Australia experienced at least one job separation. This paper looks at the determinants of job separation within a stayer/mover framework using individual-level data for Australia. Conditional on job separation the paper also investigates the determinants of job-to-job turnover (differentiated by occupation) and job-to-joblessness turnover (unemployment and exit from the labour force). The results show the importance of the normal demographic variables (age, gender, immigrant status and place of residence) but also qualifications and other labour market variables (hours of work, reason for job separation) for explaining turnover behaviour. Appended are: (1) mathematical description of the logit model and that of calculating the marginal effect; and (2) tables and figures. (Contains 10 tables, 13 figures and 8 footnotes.)

In this study the authors use longitudinal data from one large school district--Miami-Dade County Public Schools, to investigate the distribution of principals across schools. The authors find schools serving many low-income, non-white, and low-achieving students have principals with less experience, less education, and who attended less selective colleges. This distribution of principals is partially driven by the initial match of first-time principals to schools at the beginning of their careers and is exacerbated by systematic attrition and transfer away from these schools. Supplementing these data with surveys of principals, the authors find principals' stated preferences for school characteristics mirror observed distribution and transfer patterns. Principals prefer to work in easier to serve schools with favorable working conditions which also tend to be schools with fewer poor, minority and/or low-achieving students. Full Models from Discrete-Time Hazard of Leaving Principal Position is appended. (Contains 10 tables and 12 footnotes.) [This paper was supported by the Stanford University K-12 Initiative.]

Migration patterns to and from Australia are becoming complex with migration programmes increasingly targeted towards meeting the needs of the labour market and regional development. This paper provides an analysis of the permanent and temporary movements of people to and from Australia in the last three years and their impact on the skilled labour supply in Australia. The paper also provides an analysis of occupational mobility of permanent immigrants. The results are consistent with previously published results of initial downward occupational mobility among immigrants. The consequence of this is wastage of skills which the country can least afford in times of reported skills shortages. Skills wastage can be minimised by making available to newly arrived immigrants appropriate programmes for recognising previously acquired qualifications and occupational licenses; updating occupation-specific skills; and providing up-to-date information on the labour market and its operation. In this respect, the TAFE (Technical and Further Education) system in Australia is uniquely placed to play a key role. (Contains 7 footnotes, 1 figure, and 21 tables.)

This paper traces the effects of economic restructuring through comparative socioeconomic profiles of African American and Latinos in the Midwest, with a focus on Chicago and Kansas City. Globalization has been associated with deindustrialization, relocation of jobs to developing countries with cheaper labor, and expansion of the service sector. A general decline in unionized blue-collar jobs and middle-class income has reduced upward mobility for all but a fortunate few. Cities identified as "world cities" such as Chicago exhibit a greater disparity between incomes of Whites and Latinos, Blacks, and other minority groups than smaller cities such as Kansas City. While minority residents and newcomers are most negatively affected by global restructuring, they are held responsible by the media and conservative politicians for high unemployment rates and increased poverty levels. Another global problem with local ramifications is the feminization of poverty. In the late 1980s there were twice the number of poor, female-headed households in the nation as in 1960. Socioeconomic profiles from the Midwest region and the Chicago area discredit certain popular myths. High unemployment, low income, and low labor force participation among Blacks cannot be correlated with low educational attainment. Citizenship status is not a determinant of income level. Asian Americans do not hold stronger socioeconomic positions than Whites. Comparisons between Chicago and Kansas City suggest a need for more research on "world cities" and medium-sized cities across regions. (Contains 85 references and 18 data tables.) (TD)

Focusing on occupations in refining and industrial chemical, drug, and paper manufacturing industries, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include occupations in the drug industry, occupations in the industrial chemical industry, occupations in the paper and allied products industries, and occupations in the petroleum refining industry. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

In recent years, the level of participation and attainment by Indigenous Australians in education and training has improved, yet substantial gaps still exist between Indigenous Australians and non-Indigenous Australians. Education has to be a key focus if the gap between Indigenous and non-Indigenous employment rates is to be closed. This report draws from the 2011 Census data to quantify its importance for labour market participation, employment, and occupational destinations. The research is extensive and varied, and includes academic research articles published in refereed journals and other publications published or completed over the last 10 years. Also provided is the authors' own analyses of the 2006 and 2011 Census, and of data from the ABS (Australian Bureau of Statistics) Labour Force Survey, National Apprentices and Trainees Collection, National VET (Vocational Education and Training) Collection, the Schools Australia catalogue, and the Student Outcomes Survey. The authors use those to provide descriptive information as well as to investigate linkages between participation and attainment in education and training and employment. The report begins by providing a snapshot of key demographics, followed by information on participation and outcomes from senior secondary education, vocational education and training (including apprenticeships and traineeships), and higher education. This is followed by a detailed account of employment outcomes across regions and occupations. The role of educational attainment in explaining the disparity in employment rates is then given a special focus. This document reports on studies that have looked at the need to take into account the multiple elements of economic participation, and focuses in more detail on the role of social capital, cultural attachments, and employer discrimination. It concludes with an emphasis on key findings about the role of education and the need to streamline programs and strategies. Appendices provide extra detail on methodological approaches and programs (including key objectives, funding regimes, and program evaluations). They are as follows: (1) Methodology for decomposition; (2) Selected programs aimed at young people and their parents by participation or progress to date; (3) Selected programs aimed at VET and higher education by participation or progress to date; (4) Selected programs aimed at improving employment outcomes by participation or progress to date; and (5) Additional relevant material in the Clearinghouse.

This paper presents the first results of a project initiated in 2004 by the OECD in collaboration with Eurostat and the UNESCO Institute for Statistics, and aimed at developing a regular and internationally comparable production system of indicators on the careers and mobility of doctorate holders. A first data collection was launched in September 2005, from which the results for seven countries are presented here. These data shed light on the main demographic, educational, labour market and mobility patterns of doctoral graduates. They also mark some progress in the understanding of both the measurement issues and patterns of international mobility, notably by the use of qualitative indicators such as the intentions or reasons for mobility. The results show in particular that the share of doctorate holders in the population or labour force is two or three times larger in Germany and Switzerland than in Australia, Canada and the United States. In these five countries, women represent only one-quarter to one-third of doctorate holders. The United States has an older population of doctorate holders than the other countries analysed in the paper and this population is still aging, as is also the case in Canada. Unemployment rates of doctorate holders remain low, but are relatively higher in natural sciences and in engineering. There are important salary differences between men and women and across sectors, especially in the United States. In the United States, as well as in Portugal and Argentina, salary is one of the main reasons why doctoral graduates are dissatisfied with their employment situation. There is a high share of foreign doctorate holders in Switzerland and also a higher share of foreign-born doctorate holders in Canada and Australia than in the United States. Many foreigners, however, come to work to the United States having been trained for research abroad and this trend has grown stronger in recent years. On the other hand, very few doctorate holders from the United States are internationally mobile. Among mobile young Canadian citizens, three-quarters choose the United States as their next destination. (Data tables are annexed. Contains 4 footnotes, 13 figures, 1 chart and 35 tables.)

Although Missouri has had a Career Ladder program for teachers since 1987, very little research has been carried out to measure the program's effects and what has been studied has not been comprehensive. This paper examines the program's effect on student achievement across the state, using longitudinal data on district math and reading scores for 524 Missouri school districts over a nine-year period. Our primary specification compares achievement levels in participating districts with a matched group of non-participating districts. We also applied alternative specifications to identify the impact of the program, for example controlling for prior district scores and measuring variations in district participation over time to identify effects of the program within a given district. Across the range of specifications, the estimated effects of the Career Ladder program range from small positive effects to no effect in both math and reading. We conclude that if the Career Ladder has a positive impact on test scores, it is probably very small. (Contains 10 tables and 10 footnotes.)

This paper provides estimates of the stocks and flows of human resources in science and technology (HRST) in India, and their breakdown by education and occupation. Furthermore, the paper provides estimates of the number of highly skilled people moving to India and out of India during the 1990s, mainly to the United States. This part of the study also includes a brief, critical overview of Indian concerns on policy matters pertaining to various forms of migration of highly skilled professionals. Regarding the stocks of highly skilled people in India, the paper estimates that in 1991, between 13 and 16 million people in India could be classified as HRST because of their qualification, a number which had grown to approximately 25 million in 2000. When expressed as a percentage of the population aged 15-64, this meant an increase of more than one percentage point, from between 2.5% and 3% in 1991 to just over 4% in 2000. In 1991, 10.2 million people could be categorised as HRST because of their occupation. Scientists and engineers, considered to be the core group of the HRST by occupation, accounted for less than 14% of this total. The number of core HRST, the people that are considered HRST both because of their education and their qualification, amounted to 2.6 million workers in 1991. Recent census data that would allow an update for the year 2001 have not been processed yet, but this is expected before the end of 2004. One of the indicators of international mobility is provided by the number of Indian students entering the United States during the 1990s. The paper shows that this number has gone up considerably, from around 15 000 Indian students in 1990 to almost 50 000 in 2001. That the United States is the most favoured destination is proven by the fact that almost 80% of the Indian students who enrolled in tertiary education in OECD countries in 2001 went to the United States. Another indicator that proves the attractiveness of the United States shows that in 1999, there were 165 000 Indian residents in the United States with a science and engineering (S&E) highest degree. They accounted for 13% of the total number of foreign-born US residents with S&E highest degrees, which was more than any other country. India also accounted for a high share of foreign-born residents residing in the United States in 1999 with a science and engineering doctorate, 16% or 30 000 people, second only to China. Moreover, Indians comprised almost 7% of the total number of people granted entry as permanent residents in the United States in 2001. In the important HRST category of professional and technical occupations, this proportion reached almost 24% of the world total. This study was done by an Indian consultant for the OECD, as part of the programme of work of the OECD Centre for Co-operation with Non-Members (CCNM) and the Economic Analysis and Statistics Division (EAS) of the Directorate for Science, Technology and Industry (DSTI). The OECD wishes to thank the National Science Foundation (United States) for its generous support which has facilitated this work and the work on HRST in general. (Contains 16 footnotes, 10 figures, 2 boxes, 21 tables, and a bibliography.)

This paper presents the main trends in respect of the supply of human resources in science and technology (HRST) in Latin America and the international mobility of its highly skilled labour. This will be done through the identification of potential data sources, followed by a presentation of indicators drawn from these sources. In addition, a short section is devoted to the main policy aspects surrounding these issues. The section on policy issues will show that the main South American countries have in common a lack of strong or efficient policies for the migration of highly skilled human resources, although in recent years important changes have occurred in some of the countries of the region. Available information sources on highly skilled labour and international mobility in South American countries are similar to those from OECD countries as far as the main types of collected data is concerned. Potential sources are labour force surveys, population censuses, household surveys, data from the higher education system and from migration departments. However, the quality, coverage and availability of information is inferior to that of OECD countries. Science and technology tend to be marginal or absent in the government agendas in the region, which impedes obtaining basic and statistically reliable data. The available indicators show a massive expansion of the higher education sector, in numbers as well as in diversity of the offer of courses. The number of students enrolled in Latin America and the Caribbean increased from about 260 thousand students in 1950 to about 9 million in the year 2000. The number of graduates increased significantly as well, by around 50% between 1990 and 2001. However, this expansion was not accompanied by the creation of jobs requiring corresponding qualifications. For example, the United States employs 9 times as many researchers as Latin American and Caribbean countries. As a result, there has been a marked increase of unemployment of professionals, salaries have fallen and professionals and technicians are working in jobs for which they are overqualified. Concerning the emigration of highly skilled South American labour, the best information is available by looking at data sources in receiving countries, especially the United States. Data from these sources show that the mobility of highly skilled labour from South American countries is of relatively small magnitude, especially when compared with flows from Asian countries, and much less politically visible than other migratory trends, such as the magnitude and political impact of Mexican emigration to the United States. (Contains 35 footnotes, 11 figures, 13 tables, and a bibliography.)

Recommendations designed to form a framework for the planning, evaluation, and development of allied health education programs in Texas colleges and universities are presented. The recommendations are based on a year of study by an advisory committee on the proliferation of allied health disciplines and programs, increasing specialization, credentialing of allied health personnel, career mobility, accreditation, and continuing education and retraining. Recommendations on these issues are directed both to educational institutions and to the Coordinating Board. A summary of the recommendations, discussions of the subcommittees' findings on each of the study areas, and the rationale for the recommendations are presented. Appended materials include a glossary, a proposed process for review of allied health proposals, and an example of an inventory for allied health professions. (SW)

In this paper, Leading Educators and the Aspen Institute propose a roadmap to empower teachers to lead from the front of the classroom. This paper outlines key phases that system administrators will need to consider as they build teacher leadership systems that address their highest priorities. For each phase, the Aspen Institute offers a narrative description, high-impact action steps, common missteps, and discussion questions for further exploration. To clarify how system leaders can apply this paper, the opportunities for teacher leadership as well as its challenges, are examined and trends from organizations that have been working to implement effective teacher leadership are analyzed. Highlighted are current innovations, from emerging pilots to mature programs. These profiles--which include initiatives at the school, district, charter management organization, and state levels--focus on teacher leadership as a means for improving instructional capacity, school structure, and student culture. The approaches vary: an urban school district built a career ladder to facilitate professional growth and retention; a charter network uses teacher leadership to create and sustain aspirational student and staff cultures; a state education agency relies on teacher leaders to improve implementation of the Common Core State Standards. These efforts share an underlying conviction of the need to leverage the talents of our best teachers for all stake holders. Appended are: (1) Teacher Leadership Sounds Valuable But--Questions and Responses; (2) Steps for Teacher Leadership that Works; and (3) Additional Resources. [This paper was written with the writing and editing contributions of Walter Stern, Chong-Hao Fu, Maria Bourgeois, and Steph Bates.]

Shortages in the trades are again becoming a prominent issue as Australia emerges from the Global Financial Crisis. The existence of shortages puts the immediate focus on the apparent inability of the training system to supply sufficient skilled tradespersons, but shortages in an occupation are as much related to the rate at which individuals leave the occupation as the rate at which the occupation attracts new entrants. Hence, this paper which focuses on attrition in the trades, using professional occupations as comparators. The analysis is restricted to males in order to abstract from the impact that family responsibilities have on women's labour mobility, noting that the trades are dominated by men, apart from hairdressing and, to a lesser extent, the food trades. While attrition has a negative connotation, it may be positive for the individuals leaving a trade if they are moving to something better. Thus, by looking at the occupations ex-tradespersons move to, the paper also examines whether a trade offers a good start to a career. Findings include: (1) Job and occupational mobility in the trades is not particularly different from that experienced in the professions, although there is considerable variation across the trades (and across the professions); (2) The rate of attrition in the trades is remarkably similar in good times and in bad times, although the balance between job losers and job leavers is affected by economic conditions. However, job churn within a trade is higher in good times, and this gives the impression to employers that attrition is higher; and (3) The one trade occupation that stands out as good foundation for a future career is electrotechnology and communications. Appended are: (1) Model parameters for logistic regression (1 = exit job within 12 months), males; (2) Distributions of ages for those who exit "their jobs" for ANZSCO sub-major group professional and trade occupations; (3) Summary of logistic regressions used to determine gross attrition; (4) ANZSCO occupation by average cash weekly earnings, 2008 and AUSEI06 prestige measures; and (5) Destinations of occupational movers in the trades, 2008. (Contains 3 figures, 23 tables and 10 footnotes.) [For "Attrition in the Trades. Research Overview. Monograph Series 07/2011," see ED528498.]

While the National Center for Education Statistics (NCES) has conducted surveys of attrition and mobility among school teachers for two decades, little was known about similar movements among school principals. In order to inform discussions and decisions among policymakers, researchers, and parents, the 2008-09 Principal Follow-up Survey (PFS) was initiated as a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools in the 50 states and the District of Columbia. Collected in school year 2008-09, the PFS was designed as a component of the 2007-08 Schools and Staffing Survey (SASS) and was sponsored by NCES of the Institute of Education Sciences within the U.S. Department of Education. Conducted by the U.S. Census Bureau, data collection for the 2008-09 PFS began in March 2009, when paper questionnaires were mailed to schools, and ended in June 2009. Although the collection contained a telephone follow-up, the information was collected primarily through the following mailed questionnaires: the Principal Status Form for Public Schools (form SASS-30A) and the School Head/Principal Status Form for Private Schools (form SASS-30B). The 2008-09 PFS assessed how many school principals in the 2007-08 school year still worked as a principal in the same school in the 2008-09 school year, how many had moved to become a principal in another school, and how many had left the principalship altogether. Schools that returned the 2007-08 SASS principal questionnaires were included in the PFS sample. The sample included about 7,460 public schools, 130 BIE schools, and 1,890 private schools. The unit response rates varied from 97 percent for private schools to 99 percent for public and BIE schools. Appendix table B-2 contains the unit and overall response rates for each of the PFS and SASS public, private, and BIE principal surveys. More information about the data files can be found in appendix B. The PFS questionnaires can be found in the appendix D. Because the purpose of this report is to introduce new NCES data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the PFS rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. Appendices include: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) 2008-09 Principal Status Forms. (Contains 25 tables and 6 footnotes.

Regional labour mobility has long been viewed as a crucial component in the functioning of the labour markets of different countries. Indeed, the study of regional labour mobility has moved towards the top of the research agenda, especially in Europe, where regional unemployment differentials have been persistently larger than in the United States. Individuals know that the attainment of a higher level of education tends to open up new opportunities in the labour market. Thus, if labour markets for skilled workers have a national dimension, a higher level of education should increase the likelihood of mobility, especially if the worker lives in a region with a higher unemployment rate. In this paper, the authors explore the role of compulsory education in facilitating mobility. They study an educational reform which increased the years of compulsory schooling in Norway by two years. From a research modelling perspective, this reform is particularly attractive for at least three main reasons. Firstly, the timing of the reform is geographically dispersed in a quasi-random fashion, and secondly it increased the minimum years of schooling by a large amount. This is why the authors think it offers a good opportunity for credible inference in an instrumental variable framework. Thirdly, it has external validity, since reforms of this type were carried out in many other European countries after the Second World War. Using data for Norwegian birth cohorts from 1947 to 1958, matched to data on their parental background and different compulsory schooling regimes, the authors estimate statistical models treating the following regional mobility outcomes as a function of education; the annual propensity to move to another county; the total number of regional migrations over a 17 year period; and the probability of moving to an urban area. In addition, the authors consider the labour market effects of education by studying the causal impact of education on employment and earnings. The authors' results suggest clear positive effects of education in term of mobility, and that a substantial proportion of the observed unconditional covariance between education and mobility is causal. The magnitudes of the estimates show that one year of education increases the annual mobility rates by 15 percent from a low base rate of 1% per year for the sample used in this study. The extent to which this rate of increase can be applied to the general population remains unclear but, in terms of policy, it is important to make the point that the segment of the population with lowest educational attainment is arguably the most interesting one. This is certainly the case when commentators highlight labour market problems by appealing to problems of low mobility amongst the less educated or skilled. There are several possible channels via which education levels can affect individual's location choices. The authors test some of these as well as undertake several robustness tests. Their results suggest these patterns are causal for the groups with lowest levels of educational attainment. Importantly, this implies that educational interventions that increase years of schooling could help bridge some of the differences in the dynamism and labour market efficiency between countries characterised by differing rates of labour mobility. Additional tables are appended. (Contains 11 figures, 20 tables and 20 footnotes.)

A special report of the National Commission for Manpower Policy, this working paper analyzes the demographic trends, labor-market experience, and special problems of older workers. Its chief purpose is to bring into focus the major policy choices involved in increasing the labor-market opportunities of older persons who are able and willing to work. Reviewing demographic data, including projections of labor-force participation, rates of occupational mobility, and indices of occupational concentration, the paper discloses that, although the position of older persons is improving, particularly with respect to education, physical condition, and financial status, a significant proportion encounter severe problems in the labor market. Older workers are concentrated in a limited number of industries and occupations where highly structured personnel policies, together with inter-group competition, make conditions more favorable for the hiring of younger workers. As a result, there is a growing interest among older persons in improving their employability and their employment opportunities. A number of tables are included. (Author/CS)

This resettlement guide, entirely in Vietnamese, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days, and a list of voluntary agencies, are contained in final chapters. (MSE)

This resettlement guide, entirely in Farsi, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

This resettlement guide, entirely in Armenian, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

This resettlement guide, entirely in Russian, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

This document is a teachers guide explaining the purpose and contents of an educational radio series in Brooklyn, New York which dramatizes the issues affecting the roles of women who are first entering the work force, and explores opportunities for alternative career choices. Part one examines the cooperative education programs, the executive high school internship programs, and the Bureau of Educational and Vocational Guidance. The roles of these programs in the preparation of women students through career counseling services and on-the-job training experiences in diverse and specialized occupational settings are reviewed and compared. Part two is a program guide to thirteen radio social dramas which includes a synopsis, list of instructional objectives, references, group and individual follow-up activities, and suggested readings for each program. The guide is designed to enhance student understanding of the particular issue or problem illustrated by the dramatization. Additional references include a list of women's organizations and ethnic and minority organizations. (JCD)

The resettlement guide, in Romanian, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues and procedures in pre-arrival arrangements, resettlement, and legal status and explains some common refugee misconceptions about their reception and status in the United States. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility), income and expenditures (budgeting, shopping, and banking services), education systems for children and adults, the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship), and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

The resettlement guide, in Hungarian, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues and procedures in pre-arrival arrangements, resettlement, and legal status and explains some common refugee misconceptions about their reception and status in the United States. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility), income and expenditures (budgeting, shopping, and banking services), education systems for children and adults, the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship), and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

The resettlement guide, in Polish, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues and procedures in pre-arrival arrangements, resettlement, and legal status and explains some common refugee misconceptions about their reception and status in the United States. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility), income and expenditures (budgeting, shopping, and banking services), education systems for children and adults, the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship), and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

The resettlement guide describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues and procedures in pre-arrival arrangements, resettlement, and legal status and explains some common refugee misconceptions about their reception and status in the United States. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility), income and expenditures (budgeting, shopping, and banking services), education systems for children and adults, the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship), and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. The guide is also available in Hungarian, Romanian, Polish, and Czech. (MSE)

The resettlement guide, in Czech, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues and procedures in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility), income and expenditures (budgeting, shopping, and banking services), education systems for children and adults, the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship), and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

Workplace literacy programs are employer- and/or union-sponsored basic skills upgrading programs for workers and their families. Community-based literacy programs can support workplace programs. Several factors should be considered in Northern Ontario workplace literacy programs: (1) technological change; (2) aging population; (3) outmigration of young people; (4) limited life of some resource-based industries; (5) limited upgrading opportunities for adults; (6) skill level of the work force; (7) legislation; and (8) changing global markets. There are a number of time, cost, societal, and educational issues for both employers and employees when considering literacy programs. The organizational needs assessment (ONA) is the foundation on which a company can build a workplace literacy program. An ONA involves learning about and contacting a company and developing an action plan. There are two main parts of an ONA: the tour of the workplace and the interviews with employees. Once this information is recorded, recommendations and a literacy task analysis may then be prepared. Finally, in setting up a training program, the partners and the trainers must be identified. (A sample action plan and a case study are included. An appendix contains the following: job description for workplace literacy coordinates, time sheet, contact sheet, criteria for choosing instructors, questions for ONA, training needs assessment questionnaire, a paper on what makes northern literacy programs unique, three charts, a quiz on tomorrow's workforce, and a list of sources.) (NLA)

This paper proposes to offer guidance and a decision tree checklist to those professional, federal, state, municipal, charitable and educational institutional employees who are not privy to relocation expense packages and are thereby left to their own devices to accomplish the move. (Author)

Numbering approximately 62,005 and representing 15.3% of the total Alaska population in 1975, Alaska Natives are a finite and predominately rural subpopulation. However, a significant portion of the Alaska Native Work Force (estimated at 13,854) now resides in the major urban areas and is available to the Statewide Work Force. Statistics from May, 1975, reflect an Alaska Native Work Force employment rate of 70.9%. About 10% of this employment is related to internal Native affairs; an unknown percentage, to rural and seasonal labor; and the remainder, to non-Native endeavors such as the Alaska pipeline. Study results support the opinion that throughout the decade the Alaska Native population will sustain a minimum of 20% to 25% of its total numbers in the Alaska Native Work Force. In the light of fast-changing Alaskan socio-economic conditions, it is crucial to face the realities of available Alaska Native labor and the implications on the Alaska Native social structure and culture of losing manpower to the Statewide Work Force. There is need for identification of the socio-economic impact of pipeline employment on Alaska Natives, manpower needs of Native associations, and rural Alaska Native manpower utilization patterns. (SB)