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(d) The objectives for the short range (one year) and long range (five years) implementation of career education within the State (the one year objectives and plan must cover school year 1977-1978 and the five year objectives and plan must cover school year 1977-1978 through school year 1981-1982 inclusive);

(e) The strategies, activities, and resources to be utilized in implementing the short- and long-range plan in the following areas:

(1) Curriculum changes, including experiential learning outside of the school building and changes in vocational education;

(2) Career counseling, career guidance, career placement and follow-up;

(3) Meeting the career education needs of special groups, including the handicapped and other educationally disadvantaged students, and eliminating the stereotyping of career opportunities by race or by sex;

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(4) Involving the industry-professional-government community in career education;

(5) Involving the home and family structure in career education; and

(6) Training and retraining, both pre- and in-service, for personnel to enable them to implement career education;

(f) Plans for evaluating the effectiveness of career education inputs processes, and outcomes in local educational agencies and personnel training programs;

(g) Plans for disseminating information about career education, career education practices and products, and the results of career education efforts to interested persons within the State;

(h) The funding that will be needed to implement the various components of the one year and five year plans and the sources of the necessary funding, where these sources are available;

(i) The relationship of the State plan for career education to career education activities being carried out and contemplated in postsecondary and adult education settings; and

(j) The manner in which the plan is to be implemented and administered by the State educational agency, including allocation of resources, management of activities, provision of assistance to others within the State, staffing for career education within the State edu

cational agency, and the relationship of the career education plan to other planning efforts at the State level (e.g. Vocational Education State Plan, Title III State Plan, etc.). (20 U.S.C. 1865)

§ 160d.14

Required application data.

Each application for assistance under this subpart must set forth a detailed proposal which includes at least the items listed below. In the event that the applicant has already initiated or completed any of the following activities, the application will describe fully the procedures used and the results obtained. The remainder of the application will then deal with the activities proposed as necessary to complete or update work already underway on a State plan. The application shall include:

(a) Provisions for the establishment and use of a career education advisory group to provide advice and assistance during the development of the State plan. This group shall contain members representing at least the following groups:

(1) Major units of the State educational agency and, where these are separate organizations, the State Board of Vocational Education and the State system of higher education;

(2) Other State governmental units whose assistance is considered necessary in implementing career education; (3) Business and industry;

(4) Labor;

(5) Institutions of higher education with educational personnel preparation programs;

(6) School administrators;

(7) Counselors;

(8) Teachers;

(9) Vocational education personnel; (10) Parents; and

(11) Students.

(b) Provisions for assessing the career education needs of all students in the elementary, middle/junior high, and senior high schools of the State, including the special needs of handicapped and other educationally disadvantaged students;

(c) Provisions for assessing the need for the training and retraining of educational personnel to serve in career education programs;

(d) Provisions for identifying existing and potential resources from across the

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(2) Educational facilities;
(3) Educational personnel;

(4) Career education programs and practices with potential for use within the State, including programs and practices designed to eliminate sex-role stereotyping in career choices;

(5) Business, labor, industry, professional, government, and other community resources; and

(6) Funding sources and funds.

(e) Provisions for developing both a short-range (one year-school year 1977-1978) and long-range (five yearsschool years 1977-1978 through 19811982 inclusive) plan for the development and implementation of career education, including procedures to be used in:

(1) Setting goals;

(2) Specifying performance objectives; (3) Determining strategies, activities, and resources to be used; and

(4) Determining the process to be used to administer, monitor, and update the implementation of the plan;

(f) A statement of the manner in which the applicant will manage the preparation of the plan, including the names and qualifications of proposed staff, their reporting relationships within the State educational agency, any proposed subcontracts, a management plan, including tasks and timelines, for completing the plan in the time period specified in the application; and

(g) A statement by the Chief State School Officer of the State educational agency endorsing the submission of the application for funding under this subpart.

(20 U.S.C. 1865 (f) (2))

§ 160d.15 Application review criteria.

Criteria will be utilized by reviewers in reviewing formally transmitted applications. Segments or a segment of the application must address each criterion area. Each criterion is weighted and includes the maximum score that can be given to a segment of an application in relation to the criterion. Criteria weights total 100 points. The criteria and maximum weights for each criterion are as follows:

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(a) Evidence of need. The application demonstrates an understanding of career education and justifies the State's need for a comprehensive State plan for the development and implementation of career education. Any prior State plan efforts and their results are fully described and it is clear that the proposed activities will build upon these prior efforts. Evidence is presented which demonstrates the State's commitment to implement the plan that is developed, including endorsement of the application by the Chief State School Officer.... (b) Advisory group. The application fully describes the present or planned advisory group to be used in the development of the plan. The types of constituents to be represented and the names and titles of members are presented. The group is broadly representative of the constituencies to be involved in the implementation of career education and procedures are described for effective use of the group (c) Needs assessment. The application fully describes the procedures to be used and the areas to be covered in conducting the needs assessment. Survey techniques planned are described in detail. The procedures will assure identification of the career education needs of all children within the State. If a career education needs assessment has already been initiated, the data are sufficient, of high quality, and support the conclusions drawn (d) Resource identification. The application fully describes the procedures to be used to survey existing and potential resources for use in the development and implementation of career education within the State. The process assures the surveying of resources from across the nation. If resource identification has already been initiated, the results are sufficient, of high quality, and support the conclusions drawn.....

(e) Development of plan. The application clearly describes the process to be used to develop both the 1-year and the 5-year plans

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(a) Allowable costs under grants and assistance contracts pursuant to this subpart shall be determined in accordance with cost principles set forth in Appendix B to Subchapter A of Title 45 Code of Federal Regulations (the Office of Education's General Provisions Regulations).

(b) It is expected that grants for any single year of activity under this subpart will generally not exceed $50,000 although each application will be judged on the basis of the proposed activities. (20 U.S.C. 1865 (1) (2))

§ 160d.17 Project duration.

(a) Projects will normally be one year in duration. However, applicants should make a realistic estimate of the amount of time needed to implement the proposed project activities. The exact funding period requested should be based on the extent of planning which remains to be accomplished to develop the plan required by this subpart. It is expected that States which have already engaged in career education planning efforts will not be funded for more than one year unless this is strongly justified.

(b) With respect to applications requesting more than one year of funding, it is anticipated that generally an initial grant or assistance contract will be awarded for the first year of the project. In order to be considered for funding for any remaining time period, the grantee or assistance contractor will be required to submit a new application upon announcement of subsequent competition for funding. This new application will be judged on the basis of the published evaluation criteria in competition with

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1600.10 Program, curriculum, and materials

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(3) The training of teachers, other educational and public service personnel, community and labor leaders and employees, and government employees at the Federal, State and local levels in consumers' education; and

(4) Activities designed to provide consumers' education to the general public. (20 U.S.C. 887d note)

(c) Other pertinent regulations—(1) Grant awards. Grant awards under the part are subject to applicable provisions contained in:

(i) Subchapter A of this chapter (relating to fiscal, administrative, property management, and other matters), contained in Parts 100, 100a of this chapter and

(ii) Part 160 of this chapter relating to the Special Projects Act.

(2) Contract awards. Contract awards under this part are subject to applicable provisions contained in:

(i) 41 CFR Chapters 1 and 3 and (ii) Part 160 of this chapter relating to the Special Projects Act.

(20 U.S.C. 887d)

§ 160e.2

Definitions.

As used in this part:

"Act" means section 811 of the Elementary and Secondary Education Act of 1965, as enacted by section 505 of the Education Amendments of 1972, Pub. L. 92-318, and as amended.

"Community consumer education program" means a program designed to provide consumers' education to the general public in one or more communities, as described in § 160e.12.

"Long-term training" means training for individual participants lasting one academic year or more.

"Short-term training” means training for individual participants lasting less than an academic year.

(20 U.S.C. 887d)

§ 160e.3

Nature of consumers' educa

tion. Consumers' education programs, curricula, or materials funded under this part:

(a) Must be designed to prepare consumers for participation in the marketplace (including their relationship to governmental regulatory processes and to public utilities) by imparting the understandings, attitudes, and skills which will enable persons to make rational and intelligent consumer decisions in the

light of their personal values, their recognition of marketplace alternatives, and social, economic, and ecological considerations;

(20 U.S.C. 887d note)

(b) Must be problem- and issueoriented and may involve interdisciplinary educational approaches;

(20 U.S.C. 887d (b)(1) (B) (1) )

(c) May include, but need not be limited to, education in one or more of the following areas:

(1) Basic economics of the marketplace;

(2) Legal rights, redress, and consumer laws;

(3) Financial management and credit; (4) Energy consumption and conservation, and public utilities;

(5) Major purchases (such as food, auto, insurance, medicine, housing);

(6) Special problems such as advertising and product safety;

(7) Federal assistance and services such as medicare, social security, and medicaid;

(8) Consumer representation; and

(9) Governmental regulatory processes in relationship to individuals and busi

nesses.

(S. Rep. No. 346, 92d Cong. 1st Sess. 114 (1971); S. Rep. No. 763, 93d Cong. 2nd Sess. 77 (1974))

(d) Must be designed to prepare consumers for participation in the marketplace, rather than to prepare persons for employment in areas such as are described in paragraph (c) of this section; except that consumers' education programs or curricula may be designed to train teachers, other educational and public service personnel, community and labor leaders and employees, and government employees to plan, organize, implement, and teach in programs to prepare consumers for participation in the marketplace;

(20 U.S.C. 887d)

(e) Must provide for inclusion of bilingual educational activities and materials when the target population to be served directly by the project or to be benefited by the approaches or products developed by the project include a substantial number of persons whose dominant language is other than English; and

(20 U.S.C. 887d (b) (1) (B))

(f) (1) (i) Must contribute to capacitybuilding in the area of consumers' edu

cation by producing exemplary results and/or products to be utilized by organizations, agencies, and individuals other than the award recipient, and thereby to have a substantial national impact in providing consumers' education to the public; and

(ii) Must not be designed to benefit only particular organizations, agencies, or individuals.

(2) Compliance with the requirements of paragraph (f) (1) of this section must be reflected in the application or proposal:

(i) In the stated objectives and outcomes,

(ii) By the attention to planning, quality controls, and evaluation, and

(iii) By the emphasis on dissemination and utilization procedures.

(3) The cost to organizations, agencies, and individuals other than the award recipient of obtaining and using products developed under projects supported under this part may not be on a scale which would inhibit extensive ultilization and replication of the products. (20 U.S.C. 887d (b) (1) (C) (11) )

§ 160e.4 Types of projects; funding priorities.

(a) The Commissioner will consider making grant and contract awards under this part to support research, demonstrations, and pilot projects designed to provide consumers' education to the public, including such activities as:

(1) Research, testing, and dissemination with respect to curricula and materials in consumers' education;

(2) The establishment of new, or the expansion of existing, pilot or demonstration consumers' education programs in elementary and secondary schools, institutions of higher education, adult education centers, or in community programs potentially serving persons of all ages within the community;

(3) Short-term pre-service and inservice training programs designed to prepare teachers, other educational and public service personnel, community and labor leaders and employees, and government employees to plan, organize, and implement consumers' education programs or to teach in subject matter areas associated with consumers' education;

(4) Projects designed to demonstrate, test, and evaluate the effectiveness of activities described in paragraphs (a) (1) through (3) of this section, whether or

not these activities are assisted under this part;

(5) The dissemination of information and the provision of developmental and technical assistance to agencies and organizations planning, developing, and carrying out consumers' education programs; and

(6) The preparation and distribution of consumers' education materials by mass media.

(20 U.S.C. 887d (b) (1) (B), 787d note)

(b) Long-term training and fellowship programs will not be funded pursuant to this part.

(c) In implementing activities authorized by the Act and described in paragraph (a) of this section, the Commissioner will:

(1) Solicit proposals for, and make awards of, procurement contracts:

(i) To prepare and distribute consumers' education materials by mass media;

(ii) To identify, evaluate, and disseminate effective consumers' education programs, curricula, and materials on the community, elementary, secondary, or higher education levels, as described in § 160e.10;

(iii) To establish and maintain resource centers in consumers' education which would collect, assess, and provide information on consumers' education research and activities and provide technical assistance to agencies, institutions, and groups interested in establishing, expanding, or improving program activities in consumers' education, as described in § 160e.11; and

(iv) In any other areas of consumers' education where the Commissioner determines that specific procurements would further the purposes of the Act, as described in § 160e.1(b).

(2) Accord priority to grant applications to:

(1) Develop and carry out model community education projects in consumers' education which have the potential for providing consumers' education to all age groups in a community or communities, as described in § 160e.12;

(ii) Provide short-term pre-service or in-service training for teachers and other educational and non-educational personnel at the elementary and secondary school levels and in community consumers' education programs to prepare them to plan, organize, and implement consumers' education programs or to

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