(iii) With respect to training for educational and non-educational personnel responsible for planning, organizing, and implementing overall consumers' education programs: The involvement of appropriate public and private community resources in the planning and carrying out of consumers' education programs and knowledge of other consumers' education programs of an exemplary nature.

(2) The training must be short-term, and in-service training assisted under this section must be offered at times and in a manner to allow participation by training recipients on a basis which will cause minimum disruption to the carrying out of their responsibilities in planning, operating, and/or teaching in consumers' education programs.

(3) In-service training activities assisted under this section must be provided for eligible recipients in specific elementary, secondary, or community consumers' education programs on a continuing basis over the course of the grant period, with provisions for follow-up and reinforcement of specific training workshops or exercises.

(4) The development of training materials incidental to carrying out the project 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 nonprofit agencies and institutions (including libraries) involved in the planning, administration, and/or teaching of consumers' 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 non-profit 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 nondiscriminatory 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, including 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.

(2) The Federal share will be no more than 80 percent of eligible project costs for projects which involve curriculum development or dissemination of curricular materials or which have the primary purpose to evaluate consumers' education activities whether or not assisted under this part.

(b) Contributions in kind are acceptable as applicant contributions to project costs.

(20 U.S.C. 887d(b)(2))

§ 160e.16 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 reIceive 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.

AUTHORITY: Sec. 408, Pub. L. 93-380 (20 U.S.C. 1866).

SOURCE: 42 FR 33006, June 28, 1977, unless otherwise noted.

§ 160f.1 Scope and purpose.

(a) Scope. The regulations in this part govern projects awarded with funds appropriated under 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 under 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 under 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 Subchapter A of this chapter (relating to fiscal, administrative, property management, and other matters, 45 CFR Parts 100, 100a et seq.)

(2) Contract awards. Contract awards under this part, including awards to individuals, are subject to applicable provisions contained in 41 CFR Chapters 1 and 3.

(20 U.S.C. 1866)

(d) Participation by men; nondiscrimination.

(1) Award recipients may not discriminate on the basis of sex in employment or in the admission of participants to 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 per

sons:

(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, prohibiting or abridging 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: (a) "Act" means the Women's Educational Equity Act of 1974, section 408 of Pub. L. 93-380. (20 U.S.C. 1866)

(b) "Capacity building” or “development of model programs and products" means that projects develop model programs and products to be used by organizations, agencies, and individuals other than the award recipient and thereby have a substantial national impact in furthering the purpose of providing educational equity for women.

(1) The primary goal of projects is not provision of services or benefits to particular organizations, agencies, or individuals, although these services or benefits may occur as an indirect effect.

(2) The use of the word “national” with the development of model programs and products (or capacity building) does not mean that all school systems, or all adult women, or all institutions of higher education in the Nation must be able to use the programs or products developed. Section 160f.3(d) explicitly authorizes projects which focus on one or more diverse population groups. "National" is used primarily to make a distinction from purely local projects. Examples of target populations for projects which would contribute to national capacity are: administrators of urban school systems, employers and counselors who work with adults entering the job market in rural areas, directors of women's centers, teachers at the elementary level, rural educators in the Southeast, State directors of vocation

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al education, and curriculum specialists for bilingual projects in the Southwest.

(3) While a number of education programs use the term "capacity building" to refer to the use of Federal funds as seed money to build the capacity of a recipient institution to change or reform itself and thereby respond to national priorities, those kinds of programs are often characterized by limitation to only one or two types of applicants, for example, only local educational agencies or institutions of higher education, or by limitation to one level of education, such as postsecondary education. On the other hand, the Women's Educational Equity Act (WEEA) Program authorizes activities at all levels of education and permits all public agencies, nonprofit organizations, and individuals to compete for funds. Further, there are few models presently available to the thousands of institutions and agencies which are undertaking certain changes either because of the effect of Title IX or because of other factors, such as the desire of certain institutions to meet the needs of new kinds of students. The WEEA program, therefore, is building capacity at the national level to respond to needs throughout the country. The program emphasizes those aspects of program operations which can produce evidence of effectiveness so that the results can be disseminated for use in many institutions and agencies.

(4) Examples and an indication of whether they meet the program requirement may be useful. An application from a school sysem for the purpose of training its own administrators, teachers, and counselors to be aware of and to change differential treatment of students on the basis of sex would not meet the requirement for capacity building or development of model programs and products. An application to develop and test a program for training administrators, teachers, and counselors to be aware of and to change differential treatment of students on the basis of sex with plans for field testing in school systems and a plan for dissemination through school associations is an example of capacity building. The objec

tive of the first is the training of several hundred administrators, teachers, and counselors to benefit a specific school system. The objective of the second is to develop and test a model program so that it can be made available to others who need it. In the school systems where it is tested, the administrators, teachers, and counselors who participate in the validation would receive benefits as an indirect effect.

(5) A second example would be an application to establish a Women's Center to provide and coordinate activities affecting educational equity for women and to develop a more extensive program to meet the needs of adult students at a particular institution. Such an application does not meet the requirement for capacity building, since it is designed to serve a particular institution. Applications addressing aspects of the operations of women's centers which are being researched, developed, or analyzed for the use of many similar centers could meet the requirements of capacity building. One may use the test of how the need is expressed to determine whether the program's requirement would be met. For example, in the first, the institution needs a better women's center. The project would meet the institution's and its individual client's needs. In the second, there is a need to learn what structure, activities, or personnel in women's centers are most productive and cost-effective. The project meets the need to solve a problem affecting many institutions. Again, side benefits may occur within a project for the individuals involved.

(6) A third example is an application to provide funds for the special costs of an existing program to train and place 12 unemployed adult women. The measure of effectiveness would be the completed training and successful, placement of the 12 persons. This would not be an effort to develop national capacity building.

(7) Scholarships and fellowships to serve the needs of an individual would not qualify, nor would the construction of facilities for athletics, for example, be permissible.

(20 U.S.C. 1866 (b), (d), and (e))

(c) "Council" means the National Advisory Council on Women's Educational Programs established pursuant to subsection (f) of the Act.

(20 U.S.C. 1866 (c) and (f))

(d) "Educational equity for women"

means:

(1) 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

(2) The achievement of responsiveness of educational institutions, programs, curricula, policy makers, administrators instructors, counselors, and other personnel to the special educational needs, interests, and concerns of women arising from inequitable educational policies and practices.

(3) Educational equity for women 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.

(e) "Elementary school" means a day or residential school which provides elementary education, as determined under State law, and "Elementary school level" means the educational level at which elementary education is provided, as determined under State law.

(f) "Local educational agency" or "LEA" means a public broad 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 direction of a public elementary or secondary school.

(g) "Man" or "men" may include, as appropriate, boys.

(h) "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.

(i) "Public agency" means a legally constituted organization of government under public administrative control and direction, including Indian tribes which exercise municipal functions but does not include agencies of the United States.

(j) "Secondary school" means a day or residential school which provides secondary education, as determined under State law, except that it does not include any education provided beyond grade 12, and "Secondary school level" means the educational level (not beyond grade 12) at which secondary education is provided as determined under State law.

(k) "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.

(1) "Sex role stereotypes" involve assumptions that females or males, because they share a common gender, also share common abilities, interests, values, and/or roles.

(m) "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