ning and providing assistance to community education programs.

(c) Recipients of Training. Eligible recipients of training under grants awarded to institutions of higher education pursuant to this section include:

(1) Leaders, coordinators, and administrators of community education activities in State educational agencies, including the chief State school officer;

(2) Members of any advisory bodies responsible for advising the State educational agency in the carrying out of community education activities; and

(3) Persons certified by a State educational agency as about to undertake positions described in paragraphs (c) (1) and (2) of this section within that State educational agency.

(d) Application requirements. Applications for grants under this section must meet the requirements of § 160c.31 and provide information to satisfy the Commissioner that the requirements in § 160c.30 (c) and (d) and paragraphs (a), (b), and (c) of this section are satisfied.

(e) One grant. It is expected that only one grant to an institution of higher education or to a consortium of institutions of higher education will be made pursuant to this section in the first year in which grants are made pursuant to this part. The grant award will have the purpose of providing training to eligible recipients in a large number of State educational agencies. (20 U.S.C. 1864(e))

§ 160c.34 Training assessment and curriculum development.

(a) Grants to institutions of higher education under this section will be for one or more of the following purposes:

(1) To assess (i) appropriate training competencies needed in local educational agencies and State educational agencies for the planning and administration of community education programs and for the provision of developmental and technical assistance to such programs; (ii) how these competencies can be effectively acquired; and (iii) existing training opportuni

ties available with respect to community education;

(2) To develop appropriate training curricula and training materials designed to train administrators (including chief executive officers) and related personnel planning and carrying out or assisting community education programs in local educational agencies and State educational agencies, including appropriate materials for long- and short-term training, and formal and informal training, materials appropriate for use by community education program personnel without trained instructors, packaged training modules susceptible to flexible use to meet particular training needs in different settings and for trainees with different experiences, and materials to train trainers in community education;

(b) Applications for grants under this section must meet the requirements of § 160c.31 and provide information on the potential benefits and uses, including potential users, of assessments carried out and materials developed under the project; and

(c) It is expected that about three grants to institutions of higher education (or to consortia of institutions of higher education) will be made pursuant to this section in the first fiscal year in which grants are made pursuant to this part. The grant awards will focus on assessment activities described in paragraph (a)(1) of this section. Grants in successive fiscal years are expected to focus on the development of training curricula and materials pursuant to paragraph (a)(2) of this section.

(20 U.S.C. 1864(e))

§ 160c.35 Criteria for evaluation of applications.

(a) In order to achieve the purposes set forth in § 160c.1, the Commissioner, in determining whether to approve an application for a Federal grant and the amount of such grant pursuant to this subpart, will consider the following factors, weighted as indicated:

(1) (5 points)-The need for the proposed activity in the area served or to be served by the applicant;

(2) (15 points)—Adequacy of qualifications and experiences of personnel

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designated to carry out the proposed project;

(3) (20 points) Soundness of the proposed plan of operation, including consideration of the extent to which:

(i) The objectives of the proposed project are sharply defined, (including specific time schedules for their achievement) clearly stated, capable of being attained by the proposed procedures, and capable of being measured;

(ii) Provision is made for adequate evaluation of the effectiveness of the project and for determining the extent to which the objectives are accomplished; (iii)

Objectives clearly relate to needs assessed; and

(iv) Costs are reasonable in relation to anticipated results.

(4) (20 points)-Expected potential for utilizing the results of the proposed project in other projects or programs for similar educational purposes;

(5) (10 points)-Provision is made for disseminating the results of the project and for making materials, techniques, and other outputs resulting therefrom available to the general public and specifically to those concerned with the area of education with which the project is itself concerned.

(6) (20 points)-The extent to which the application reflects a knowledge of and has analyzed training needs in community education, with specific reference to agencies to be served or benefited in the project, provides for responding to such needs; and has involved persons to be trained in the design and planning for training.

(7) (25 points)-The extent to which the proposed project is likely to build the capacity of the grantee to serve as a training resource for local educational agencies and State educational agencies planning, carrying out, and/ or assisting community education programs.

(8) (20 points)-Evidence that the grantee will cooperate with other public and private agencies and institutions in carrying out the project so as to coordinate training activities with related activities in community education and to avoid duplication.

(9) (5 points)-The extent to which training provided by the project is likely to form a foundation from which training participants (or users of materials developed by the project) may pursue long-term or formal degree training if they so desire.

(10) (60 points)-(i) The extent to which approval of a project will (a) contribute to the funding of a wide variety of projects which collectively can demonstrate diverse approaches to training in community education; and (b) result in the development of exemplary or innovative quality program models throughout the United States recognizing the role which limited Federal resources can plan in assisting such programs; and

(ii) The criteria in § 100a.26(b) of this chapter shall not apply to grant applications under this subpart.

(20 U.S.C. 1864(e))

§ 160c.36 Allowable costs.

Allowable costs under grants awarded pursuant to this subpart shall be determined in accordance with cost principles set forth in Appendix C-II to Subchapter A of this chapter, subject to applicable limitations set forth in this subpart and to the restrictions that (a) indirect costs will be allowed at either (1) the actual level of the institutional indirect costs or (2) 8 percent of total direct costs, whichever is the lesser; (b) the costs of facilities, capital assets, and repairs which materially increase the value or useful life of capital assets generally shall be unallowable under this subpart and will only be allowed if the Commissioner specifically authorizes such costs; and (c) stipends and dependency allowances will be unallowable.

(20 U.S.C. 1864(e))

PART 160d-CAREER EDUCATION PROGRAM

Subpart A-General

Sec. 160d.1 Applicability. 160d.2 Definitions.

(e) Foster flexibility in attitudes, skills, and knowledge in order to enable persons to cope with accelerating change and obsolescence;

(f) Make education more relevant to employment and functioning in society; and

(g) Eliminate any distinction between education for vocational purposes and general or academic education.

(20 U.S.C. 1865(d))

(h) "Handicapped children” means mentally retarded, hard of hearing, deaf, speech impaired, visually handicapped, seriously emotionally disturbed, orthopedically impaired, or other health impaired children or children with specific learning disabilities who by reason thereof require special education and related services.

(20 U.S.C. 1401)

(i) An "incremental improvement" means a gain in the quality and/or quantity of career education in a school or school system, reflecting the fact that the implementation of career education is a gradual process which proceeds in small steps from little or no career education to a fully integrated and successful program.

(20 U.S.C. 1865)

(j) "Institution of higher education" or "institution" means an educational institution in any State which meets the requirements set forth in section 1201(a) of the Higher Education Act of 1963 as amended.

(20 U.S.C. 1141(a))

(k) "Local educational agency" means a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a city, county, township, school district, or other political subdivision of a State, or such combination of school districts or counties as are recognized in a State as an administrative agency for its public elementary or secondary schools. The term also includes any other public institution or agency having administrative control and di

(c) Demonstrate the most effective methods and techniques in career education for such special segments of the population as handicapped, gifted and talented, minority or low income youth, or to reduce sex stereotyping in career choices;

(d) Demonstrate the most effective methods and techniques for the training and retraining of persons for conducting career education programs; and

(e) Communicate career education philosophy, methods, program activities, and evaluation results to career education practitioners and to the general public.

(20 U.S.C. 1865)

§ 160d.6 Required application data.

Each application for assistance under this subpart must set forth a detailed plan which includes:

(a) Identification of the purpose in § 160d.5(a)-(e) to which the application is addressed. If the applicant chooses to participate in more than one of these listed purposes, a separate application must be submitted for each purpose. For the purpose in § 160d.5(b), a single application shall address no more than one special setting. For the purpose in § 160d.5(c), a single application shall address no more than one special population;

(b) An operational plan describing, in detail, exactly how the applicant proposes to achieve the specific purpose addressed in the application and explaining the exemplary nature of the proposed procedures. This operational plan shall include, as a mini

mum:

(1) The process and learner outcome objectives of the proposed project stated in measurable terms;

(2) Evidence that each objective is based on documented needs of:

(i) Participants to be served in the specific geographic location of the proposed project; and

(ii) Similar participants in other locations across the nation;

(3) The tasks and strategies to be used to accomplish the stated objectives, including a description of career education processes, techniques, and materials developed in previous pro

jects supported under the Office of Career Education, under the National Institute of Education, under Parts C, D, and I of the Vocational Education Act, and under other appropriate sources, which the applicant proposes to utilize in this proposed project; and a description of the measures to be undertaken to insure a high level of interaction between the world of education and the world of work in implementing the project;

(4) Description of the manner in which the proposed objectives, tasks, and strategies will comprise a comprehensive approach to career education for the participants to be involved; and

(5) A set of milestones and dates by which to monitor accomplishment of the proposed tasks;

(c) Specification of prior career education activities, if any, which the applicant has carried out, including data bearing on evaluation of the effectiveness of such prior activities;

(d) A specific plan to be utilized in evaluating the accomplishment of each of the process and learner outcome objectives listed pursuant to § 160d.6(b)(1), including:

(1) The criteria of success for evaluating each objective;

(2) The evaluation design to be used for each objective;

(3) The data collection instruments or other techniques to be used for each objective;

(4) The data analysis to be conducted for each objective;

(5) The dates by which data on the various objectives will be available; and

(6) The evaluation resources of personnel and budget that will be utilized;

(e) A description of applicant or other additional resources, if any, to be contributed to the proposed activities to supplement funds received under this subpart;

(f) A plan for disseminating information to others during the course of the

project and at the conclusion of the project funding period;

(g) Identification of all proposed staff, their duties, and a description of the qualifications possessed by all proposed professional staff; and

(h) Evidence of any commitment already received from outside organizations, groups, or individuals to cooperate in the implementation of the proposed activities;

(1) Each application for assistance under this subpart must contain on a single page, as the first page of the narrative, the following information:

(i) Identification of the purpose from § 160d.5(a)-(e) to which the application is addressed;

(ii) A brief abstract of the proposed project; and

(iii) A statement that a copy of the application has been submitted to the State Career Education Coordinator of the State within which the application originated.