ect activities may be included in grants under this section. (c) Recipients of training. Eligible recipients of training under grants awarded pursuant to this section include (1) persons in local educational agencies, State educational agencies, and other public and private non-profit agencies and institutions (including libraries) involved in the planning, administration, and/or teaching of coinsumers' education programs, including the chief executive officer of the State educational agency or local educational agency, leaders, coordinators, administrators, and other staff of consumers' education programs, and members of the community assisting in the planning and carrying out of these programs and (2) persons who are preparing to undertake these responsibilities. (d) Application requirements. In addition to meeting the requirements of § 160e.8, applications for grants under this section must: (1) Include a description of proposed workshops, conferences, seminars, or courses, including their locations, number of sessions planned, and approximate number of trainees; (2) Provide a general description of any existing training activities of the applicant related to consumers' education, facilities and resources available for these activities, institutions and programs which benefit from its training activities, and the extent to which its present experience will contribute to the effectiveness of the proposed project; (3) Name each agency or institution to be served by the proposed training project and indicate the general scope of services to be provided to each agency, the officials or groups to receive the training and how they will be selected, and the skill or competency needs of recipient agencies and how the project will respond to these needs; and (4) Include a letter of commitment from each local educational agency, State educational agency, or other agency or institution to be served by the project, indicating its intention to participate in the project and certifying its need for the services which the application proposes to provide to it. (e) Evaluation criteria. The Commissioner, in determining whether to approve an application for a grant under this section, will consider the criteria set forth in § 160e.9 (which will be weighted 110 points) and the following criteria weighted as indicated: (1) The application reflects a knowledge of training needs in consumers' education, with specific reference to any agencies and institutions to be served in the project, and provides for responding to these needs (3 points); (2) The proposed project is likely to build the capacity of the grantee to serve as a training resource for local educational agencies, State educational agencies, and other public and private nonprofit agencies and institutions planning or carrying out consumers' education programs (3 points); (3) The number of agencies and institutions to participate directly in, or benefit indirectly from, the proposed project (3 points); and (4) Training provided by the project is likely to form a foundation from which training participants may pursue long-term or formal degree training if they so desire (3 points). (20 U.S.C. 887d (b) (1) (B) (iv)) § 160e.14 Review of curricula and materials. (a) Projects funded under this part which are designed to develop, validate, and/or disseminate curricula and materials in consumers' education shall be subject to the condition that the contractor or grantee may not disseminate the curricula or materials until they have been reviewed and approved for dissemination by the Commissioner. (b) In carrying out this section, the Commissioner will review curricula and materials for evidence of effectiveness and to ensure that they are non-discriminatory on the basis of race, sex, and age. (20 U.S.C. 887d) § 160e.15 Federal share of projects. (a) For the purposes of funding grants and contracts under this part, the Federal share of the eligible costs of a project, incuding the costs of project administration, shall be determined as follows: (1) Except as provided in paragraph (a) (2) of this section, Federal support under this part will be available to pay all or part of the eligible project costs. 1601.11 [Reserved] 1601.12 General grant awards. 1601.13 1601.14 Allowable costs. (a) General. Allowable costs under projects to which funds are awarded pursuant to this part shall be determined in accordance with the cost principles provided for under Subpart G of Part 100a of this chapter. (b) Costs of short-term training components. (1) Projects under § 160e.13 which are designed to provide in-service training may include in the grant a provision for payments to teachers, administrators, and other educational and non-educational personnel who receive this training and are not otherwise compensated for their time while receiving training. (2) (i) Except as provided under paragraph (b)(1) (ii) of this section, payments under this subparagraph will be at the rate of $30 for each full day of training, up to $150 per week. If a day of training involves less than five hours, the payments for attendance will be at the rate of $6 per hour, subject to the weekly limit of $150. (ii) Where the personnel participating in the training are ordinarily paid for their work at a salary scale determined by a collective bargaining agreement in which the minimum hourly rate for any individual is more than $6 per hour, the individual would be compensated at the minimum hourly rate provided under the collective bargaining agreement. (3) Where a local educational agency or other educational agency or institution compensates teachers or other personnel whom it employs for their time in receiving training under this paragraph and must also hire a substitute for a participant in the training, reimbursement may be made under the grant which includes the training component to the local educational agency or other educational agency or institution for the costs of hiring the substitute. (20 U.S.C. 887d (b)) Small grant awards. Contract activities. 1601.15 Allowable costs. AUTHORITY: Sec. 408, Pub. L. 93-380 (20 U.S.C. 1866). SOURCE: 41 FR 6436, Feb. 12, 1976, unless otherwise noted. § 160f.1 Scope and purpose. (a) Scope. The regulations in this part govern projects awarded with funds appropriated pursuant to the Women's Educational Equity Act of 1974, section 408 of Pub. L. 93-380, or with funds made available for expenditure under the Women's Educational Equity Act pursuant to the Special Projects Act, as enacted by section 402 of Pub. L. 93-380. (20 U.S.C. 1866 and 1861) (b) Purpose. The purpose of the program carried out pursuant to this part is to provide, through grants and contracts, educational equity for women in the United States. (20 U.S.C. 1866 (c) and (f)) (c) Other pertinent regulations—(1) Grant awards. Grant awards under this part, including awards to individuals, are subject to applicable provisions contained in: (i) Subchapter A of this chapter (relating to fiscal, administrative, property management, and other matters, 45 CFR Parts 100, 100a et seq.); and (ii) Part 160 of this chapter relating to the Special Projects Act. (2) Contract awards. Contract awards under this part, including awards to individuals, 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. 1866 and 1861) (d) Participation by men. (1) Award recipients may not discriminate on the basis of sex in employment or in the admission of participants in training, validation, or other activities funded under this part. (2) The selection of persons to participate in training, validation, and other activities funded under this part must be based upon criteria which measure the extent to which the persons: (i) Will benefit from the activities; and (ii) Can contribute to the project's purposes. (20 U.S.C. 1866) (e) Textbooks and curricular materials. Nothing in this part shall be interpreted as requiring or prohibiting or abridging in any way the use of particular textbooks or curricular materials. (20 U.S.C. 1866(d)(1)(A); 20 U.S.C. 1232a) § 160f.2 Definitions. As used in this part: "Act" means the Women's Educational Equity Act of 1974, section 408 of Pub. L. 93-380. (20 U.S.C. 1866) "Council" means the Advisory Council on Women's Educational Programs established pursuant to subsection (f) of the Act. (20 U.S.C. (c) and (f)) "Career education" means an education process designed: (a) To increase the relationship between schools and society as a whole; (b) to provide opportunities for counseling, guidance and career development for all children; (c) to relate the subject matter of the curricula of schools to the needs of persons to function in society; (d) to extend the concept of the education process beyond the school into the area of employment and community; (e) to foster flexibility in attitudes, skills, and knowledge in order to enable persons to cope with accelerating change and obsolescence; (f) to make education more relevant to employment and functioning in society; and (g) to eliminate any distinction between education for vocational purposes and general or academic education. (20 U.S.C. 1865(d)) "Man" or "men" may include, as appropriate, boys. "Nonprofit", as applied to a school, agency, organization, or institution means a school, agency, organization, or institution owned and operated by one or more nonprofit corporations or associations no part of the net earnings of which inures, or may lawfully inure, to the benefit of any private shareholder or individual. "Public agency" means a legally constituted organization of government under public administrative control and direction, but does not include agencies of the United States. "Sexism" means the collection of attitudes, beliefs, and behaviors which reflect stereotyping or differentiation between the sexes on any basis other than physiological differences. In the context of schools, the term refers to those policies, practices, and activities that overtly or covertly structure both the development of girls and boys as well as the patterns of governance and employment. "Sex role socialization" refers to the differential processes and experiences used to prepare males and females for the roles that society defines as being appropriate for their sex. "Sex role stereotypes" involve assumptions that females or males, because they share a common gender, also share common abilities, interests, values, and/or roles. "Socialization" is the process by which children and adults are prepared to occupy various roles. It is achieved through the provision and accumulation of life experiences that transmit knowledge, attitudes, and skills to perform functions necessary for these roles. Socialization for young children is often deliberate and readily observable as children are being prepared to carry out a complex collection of economic, social, physical, political, and psychological roles as adults. Much of adult socialization is subtle and unnoticed because it consists of continued reinforcement for already learned roles. In situations where the learning of new roles or skills is necessary, adult socialization may become extremely focused and explicit. "Woman" or "women" may include, as appropriate, girls. (20 U.S.C. 1866) "Underemployed" means being employed part-time when full-time employment is desired or being employed parttime or full-time in a job which does not utilize the knowledge and skills which have been acquired for employment. (20 U.S.C. 1866(d) (1) (E)) § 160f.3 Nature of projects to provide educational equity for women. (a) General. (1) Educational equity for women, as used in this part, means (i) the elimination of discrimination on the basis of sex and of those elements of sex role stereotyping and sex role socialization in educational institutions, programs, and curricula which prevent full and fair participation by women in educational programs and in American society generally, and (ii) the achievement of responsiveness of educational institutions, programs, curricula, policy makers, administrators, instructors, and other personnel to the special educational needs, interests, and concerns of women arising from inequitable educational policies and practices. (2) Educational equity for women, as used in this part, involves the elimination of stereotyping by sex, so that both men and women can choose freely among and benefit from opportunities in educational institutions and programs with limitations determined only by each individual's interests, aptitudes, and abilities. Educational equity for women does not imply the development of new stereotypes for men and women. (b) Capacity building. (1) (i) Projects supported under this part must contribute to capacity building in the area of educational equity for women by producing exemplary results and/or products to be used by organizations, agencies, and individuals other than the award recipient, and thereby to have a substantial national impact in furthering the purpose of providing educational equity for women. (ii) Projects will not be supported which are designed to benefit only particular organizations, agencies, or individuals. (2) An application or proposal for a grant or contract under this part must reflect compliance with the requirements of subparagraph (1) of this paragraph (i) in the stated objectives and outcomes, (ii) by the attention to planning, quality controls, and evaluation, and (iii) by the emphasis on possible approaches and strategies for dissemination and utilization by the applicant or by others, of the products or programs developed by the project. (3) The cost to organizations, agencies, and individuals other than the award recipient of obtaining and using products developed by projects supported under this part may not be on a scale (c) Approaches to educational equity for women. Each project funded under this part must be designed to develop model programs, materials, or other products in order to promote educational equity for women in one or more of the following ways: (1) Focus on systemic change. The elimination of those elements of sex role stereotyping and sex role socialization in educational institutions and agencies which separately, and, more importantly, together and over time limit the aspirations, experiences, and options of women and men for full participation in American society; (2) Focus on institutional change. Assistance in the process of eliminating discriminatory policies and practices in educational agencies, organizations, and programs which may be contrary to Federal statutes, executive orders, or regulations; and/or (3) Focus on supplementary activities for individuals. The provision of special educational activities and support services designed to overcome limitations on the opportunities of women resulting from past and/or continuing discrimination, sex role, stereotyping, and/or sex role socialization. (20 U.S.C. 1866; Committee on Education and Labor, Hearing on H.R. 208 July 25, 1973, pp. 4-6; S. Rept. No. 763, 93rd Cong. 2d Sess. 78-79 (1974)) (d) Cultural diversity. (1) Projects funded under this part may, but are not required to, specifically focus on an ap proach to the provision of educational equity for women relating to one or more specific racial, ethnic, socioeconomic, age, or regional groups or on the differing approaches to the provision of educational equity for women among various such groups. (2) In any case, each application or proposal as a whole must reflect an appropriate understanding that such differing approaches exist. (i) In order to reflect understanding of this issue, applications or proposals are not required to submit extensive research or data but would indicate wherever appropriate, such as in assumptions, the definition of need, and in expected outcomes and plans for validation and dissemination, whether the project would develop materials or programs for use by all populations or, for example, only in urban or rural areas, with a minority group or groups, with non-English speaking children or adults, or additional target populations by age, region, or socioeconomic status and would indicate how the materials or programs would be expected to be appropriate for use by the intended target populations. (ii) It is not required that each project develop a different approach to educational equity for women but that each project must reflect understanding of the extent to which the diversity of approaches related to goals, values, priorities, and timetables among various groups and areas may bear upon the project. (20 U.S.C. 1866) § 160f.4 Types of projects. (a) The Act authorizes the Commissioner to award grants and contracts for activities at all levels of education designed to carry out the purpose of providing educational equity for women, including the following activities related to educational equity: (1) The development, evaluation, and dissemination of curricula, textbooks, and other educational materials; (2) Preservice and inservice training for educational personnel, including guidance and counseling personnel; (3) Research, development, and other educational activities; (4) Guidance and counseling activities, including the development of tests which are nondiscriminatory on the basis of sex; (5) Educational activities to increase opportunities for adult women, including continuing educational activities for underemployed and unemployed women; (6) The expansion and improvement of educational programs and activities for women in vocational education, career education, physical education, and educational administration; and (7) A program of small grants, not to exceed $15,000 each, for innovative projects. (20 U.S.C. 1866 (d) (1) and (e)) (b) In implementing the activities authorized by the Act and described in paragraph (a) of this section, the Commissioner will: (1) Make small grants, not to exceed $15,000 each, to support innovative approaches to the provision of educational $160f.4 equity for women, as described in § 1601.13; (2) Solicit proposals for and make awards of (i) Procurement contracts (A) to develop technical assistance instruments for use in eliminating discrimination in educational institutions as required by Title IX of Pub. L. 92-318, and (B) to conduct national and regional workshops for the dissemination of such instruments, as described in § 160f.14(b) (1), and (ii) A procurement contract to establish a communications network to advance educational equity for women, as described in § 160f.14(b) (2); and (iii) Procurement contracts in any other areas of women's educational equity which the Commissioner determines would further the purpose of the Act. (3) Make grant awards, with priority given to applications (i) To develop, validate, and, where appropriate, initially use modules designed for training, or other packaged materials designed for some other vehicle for use, and which are related to educational equity, as described in § 160f.12(a); (ii) To support exemplary educational leadership programs to restructure the content of preparation for, and to exert influence on leadership in the fields of educational administration, vocational education, career education, physical education, guidance and counseling, and adult education, as described in § 160f.12 (b); and (iii) To design model programs either: (A) For the provision of special services to broaden career options for women; or (B) To promote institutional reform in career and vocational preparation, as described in § 160f.12(c). (20 U.S.C. 1866 (d) (1) and (e); S. Rept. No. 763, 93rd Cong. 2nd Sess. 78 (1974)) (c) The funding areas described in paragraph (b) of this section are not parallel to the description of authorized activities in paragraph (a) of this section, but they do collectively relate to each of the subparagraphs in paragraph (a) of this section. For example: (1) The development, validation, and, where appropriate, initial utilization of modules or other packaged materials under paragraph (b) (3) (i) of this section will necessarily involve the develop |