in the manner established by the State board.

(b) The State board may also establish requirements relating to the contents of the application, except that each application must contain

(1) An agreement among the community-based organization and the eligible recipients in the area to be served, which includes the designation of one or more fiscal agents for the project;

(2) A description of how the funds will be used, together with evaluation criteria to be applied to the project;

(3) Assurances that the communitybased organization will give special consideration to the needs of severly economically and educationally disadvantaged youth, ages sixteen through twenty-one, inclusive;

(4) Assurances that business concerns will be involved, as appropriate, in services and activities for which assistance is sought;

(5) A description of the efforts the community-based organization will make to collaborate with the eligible recipients participating in the joint project;

(6) A description of the manner in which the services and activities for which assistance is sought will serve to enhance the enrollment of severely economically and educationally disadvantaged youth into the vocational education programs; and

(7) Assurances that the projects conducted by the community-based organization will conform to the applicable standards of performance and measures of effectiveness required of vocational education programs in the State.

(Approved by the Office of Management and Budget under control number 18300030)

(Authority: Sec. 301; 20 U.S.C. 2351)

§ 401.73 What activities does the Secretary support under the Consumer and Homemaking Education Program?

(a) The State shall conduct, in accordance with its State plan, and from its allotment for this program, consumer and homemaking education projects that may include

(1) Instructional projects, services, and activities that prepare youth and

adults for the occupation of homemaking;

(2) Instruction in the areas of—

(i) Food and nutrition;

(ii) Consumer education;

(iii) Family living and parenthood education;

(iv) Child development and guidance;

(v) Housing and home management, including resource management; and (vi) Clothing and textiles.

(b) The State shall use the funds described in paragraph (a) of this section to support projects, services, and activities

(1) In economically depressed areas; (2) That encourage the participation of traditionally underserved populations;

(3) That encourage the elimination of sex bias and sex stereotyping;

(4) That improve, expand, and update consumer and homemaking education programs, especially those that specifically address needs described in paragraphs (b) (1), (2), and (3) of this section; and

(5) That address priorities and emerging concerns at the local, State, and national levels.

(c) The State may use the funds described in paragraph (a) of this section for

(1) Program development and the improvement of instruction and curricula relating to—

(i) Managing individual and family resources;

(ii) Making consumer choices; (iii) Managing home and work responsibilities;

(iv) Improving responses to individual and family crises;

(v) Strengthening parenting skills; (vi) Assisting aged and handicapped individuals;

(vii) Improving nutrition;

(viii) Conserving limited resources; (ix) Understanding the impact of new technology on life and work;

(x) Applying consumer and homemaking education skills to jobs and careers; and

(xi) Other needs as determined by the State; and

(2) Support services and activities designed to ensure the quality and effectiveness of programs, including—

(ii) Community outreach to underserved populations;

(iii) The application of academic skills (such as reading, writing, mathematics, and science) through consumer and homemaking education programs; (iv) Curriculum development; (v) Research;

(vi) Program evaluation;

(vii) The development of instructional materials;

(viii) Teacher education;

(ix) The upgrading of equipment; (x) Teacher supervision; and (xi) State leadership, including activities of student organizations; and (xii) State administration, subject to § 401.102(c).

(Authority: Secs. 311, 312(a), (b); 20 U.S.C. 2361, 2362(a), (b))

[50 FR 33235, Aug. 16, 1985, as amended at 51 FR 25493, July 14, 1986]

§ 401.74 What are the purposes of the Adult Training, Retraining, and Employment Development Program?

The purposes of the Adult Training, Retraining, and Employment Development Program are

(a) To provide financial assistance to the States to enable them to expand and improve vocational education programs designed to meet urgent needs for training, retraining, and employment development of adults who have completed or left high school and are preparing to enter or have entered the labor market in order to equip adults with the competencies and skills required for productive employment; and

(b) To ensure that those programs are relevant to the labor market needs and accessible to all segments of the population, including women, minorities, handicapped individuals, individuals with limited English proficiency, workers fifty-five and older, and economically disadvantaged individuals. (Authority: Sec. 321(b); 20 U.S.C. 2371(b))

support under the Adult Training, Retraining, and Employment Development Program?

The State shall conduct, in accordance with its State plan, and from its allotment for this program, the following adult training, retraining, and employment development projects, services, and activities:

(a) Vocational education and employment development projects, services, and activities that are authorized under the basic State grant and are designed to meet the needs of

(1) Individuals who have graduated from or left high school and who need additional vocational education for entry into the labor force;

(2) Unemployed individuals who require training to obtain employment or increase their employability;

(3) Employed individuals who require retraining to retain their jobs, or who need training to upgrade their skills to qualify for higher paid or more dependable employment;

(4) Displaced homemakers and single heads of households who are entering or re-entering the labor force;

(5) Employers who require assistance in training individuals for new employment opportunities or in retraining employees in new skills required by changes in technology, products, or processes; and

(6) Workers fifty-five and older.

(b) Short term retraining projects designed to upgrade or update skills in accordance with changed work requirements.

(c) Education and training projects designed cooperatively with employers, such as

(1) Institutional and work-site programs, including apprenticeship training programs (or combinations of these programs) especially tailored

(i) To the needs of an industry or group of industries for skilled workers, technicians, or managers; or

(ii) To assist the existing work force or that industry or group of industries to adjust to changes in technology or work requirements; and

(2) Quick-start, customized training

(i) For workers in new and expanding industries; or

(ii) To place workers in jobs that are difficult to fill because of a shortage of workers with the requisite skills.

(d) In order to serve more effectively the individuals described in paragraph (a) of this section, build more effective linkages between

(1) Vocational education programs and private sector employers, through a variety of programs including programs in which secondary school students are employed on a part-time basis as registered apprentices, with a transition to full-time apprenticeships upon graduation; and

(2) Eligible recipients and economic development agencies and other public and private agencies providing job training and employment services.

(e) Cooperative education programs, between public and private sector employers and economic development agencies, including seminars in institutional or work-site settings designed to improve management and increase productivity.

(f) Entrepreneurship training programs that assist individuals in the establishment, management, and operation of small business enterprises.

(g) Recruitment, job search assistance, counseling, remedial services, and information and outreach programs designed to encourage and assist males and females to take advantage of vocational education programs and services, with particular attention to reaching women, older workers, individuals with limited English proficiency, handicapped individuals, and disadvantaged individuals.

(h) Curriculum development, acquisition of instructional equipment and materials, personnel training, pilot projects, and additional, related services and activities required to carry out effectively the Adult Training, Retraining, and Employment Development Program.

(i) The costs of serving adults in other vocational education programs, including paying the costs of instruction, or the costs of keeping school facilities open longer.

(j) Related instruction for apprentices in apprenticeship training programs as defined in 34 CFR 400.4(b).

§ 401.76 What activities does the Secretary support under the Comprehensive Career Guidance and Counseling Program?

(a) The State shall conduct, in accordance with its State plan and from its allotment for this program, career guidance and counseling projects, services, and activities that are

(1) Organized and administered by certified counselors; and

(2) Designed to improve, expand, and extend career guidance and counseling programs to meet the career development, vocational education, and employment needs of vocational education students and potential students.

(b) The purposes of the projects, services, and activities described in paragraph (a) of this section must be to

(1) Assist individuals to

(i) Acquire self-assessment, career planning, career decisionmaking, and employability skills;

(ii) Make the transition from education and training to work;

(iii) Maintain the marketability of their current job skills in established occupations;

(iv) Develop new skills to move away from declining occupational fields and enter new and emerging fields in hightechnology areas and fields experiencing skill shortages;

(v) Develop mid-career job search skills and to clarify career goals; and

(vi) Obtain and use information on financial assistance for postsecondary and vocational education and job training; and

(2)(i) Encourage the elimination of sex, age, handicapping conditions, and race bias and stereotyping;

(ii) Provide for community outreach; (iii) Enlist the collaboration of the family, the community, business, industry, and labor; and

(iv) Be accessible to all segments of the population, including women, minorities, handicapped individuals, and the economically disadvantaged.

(c) The projects, services, and activities described in paragraph (a) of this section must consist of

(1) Instructional activities and other services at all educational levels to help students develop the skills described in paragraph (b)(1) of this section;

(2) Services and activities designed to ensure the quality and effectiveness of career guidance and conseling projects, such as

(i) Counselor education, including the education of counselors working with individuals with limited English proficiency;

(ii) Training support personnel; (iii) Curriculum development; (iv) Research and demonstration projects;

(v) Experimental projects;

(vi) The development of instructional materials;

(vii) The acquisition of equipment; (viii) State and local leadership; and (ix) State and local administration, including supervision, subject §§ 401.93(b) and 401.105(c);

to

(3) Projects that provide opportunities for counselors to obtain firsthand experience in business and industry; and

(4) Projects that provide students with an opportunity to become acquainted with business, industry, the labor market, and training opportunities, including secondary educational programs that

(i) Have at least one characteristic of an apprenticeable occupation as recognized by the Department of Labor or the State Apprenticeship Agency, in accordance with the National Apprenticeship Act;

(ii) Are conducted in concert with local business, industry, labor, and other appropriate apprenticeship training entities; and

(iii) Are designed to prepare participants for an apprenticeable occupation or provide information concerning apprenticeable occupations and their prerequisites.

(Authority: Sec. 332 (a), (b); 20 U.S.C. 2382 (a), (b))

[50 FR 33235, Aug. 16, 1985, as amended at 51 FR 25493, July 14, 1986]

§ 401.77 What are the purposes of the Industry-Education Partnership for

Training in High-Technology Occupations Program?

The purposes of the Industry-Education Partnership for Training in HighTechnology Occupations Program are

to

(a) Provide incentives for business and industry and the vocational education community to develop programs to train the skilled workers needed to produce, install, operate, and maintain high-technology equipment, systems, and processes; and

(b) Ensure that those programs are relevant to the labor market and accessible to all segments of the population, including women, minorities, handicapped individuals, and economically disadvantaged individuals. (Authority: Sec. 341(b); 20 U.S.C. 2391(b)) § 401.78 What activities does the Secretary support under the Industry-Education Partnership for Training in High-Technology Occupations Program?

The State shall, in accordance with the State plan, under § 401.19(a) (20) through (22), and from its allotment for this program, establish and operate projects, services, and activities including

(a) Necessary administrative costs of the State board and of eligible recipients associated with the establishment and operation of projects;

(b) Training and retraining of instructional and guidance personnel;

(c) Curriculum development and the development or acquisition of instructional and guidance equipment and materials;

(d) The acquisition and operation of communications, telecommunications, and other high-technology equipment; and

(e) Other activities authorized under the Special Programs that are essential to the successful establishment and operation of projects, services and activities under the Industry-Education Partnership for Training in HighTechnology Occupations Program, including activities and related services to ensure access of women, minorities, handicapped individuals, and economically disadvantaged individuals.

(Authority: Sec. 343(a); 20 U.S.C. 2393(a))

§ 401.79 What are the special considerations under the Industry-Education Partnership for Training in High-Technology Occupations Programs?

The State board, in approving projects, services, and activities under the Industry-Education Partnership for Training in High-Technology Occupations Program, shall give special consideration to the following:

(a) The level and degree of business and industry participation in the development and operation of the project.

(b) The current and projected demand within the State or relevant labor market area for workers with the level and type of skills the project is designed to produce.

(c) The overall quality of the proposal, with particular emphasis on the probability that prospective trainees will successfully complete the program and the capability of the eligible recipient, with assistance from participating business or industry, to provide high quality training for skilled workers and technicians in high technology.

(d) The commitment to serve all segments of the population, including women, minorities, handicapped individuals, and economically disadvantaged individuals, as demonstrated by the applicant's special efforts to provide outreach, information, and counseling, and by the provision of remedial instruction and other assistance. (Authority: Sec. 343(b); 20 U.S.C. 2393(b)) [50 FR 33235, Aug. 16, 1985; 50 FR 38802, Sept. 25, 1985]

§ 401.80 What additional fiscal requirements apply to the Industry-Education Partnership for Training in High-Technology Occupations Programs?

(a)(1) The business and industrial share of the costs required by § 401.19(a)(21) may be in the form of either expenditures or the fair market value of in-kind contributions such as facilities, overhead, personnel, and equipment.

(2) The State shall use equal amounts from its allotment under this program and from its basic State grant

allotment to provide the Federal share of the cost of projects services and activities under this program.

(3) If an eligible recipient demonstrates, to the satisfaction of the State board, that it is incapable of providing all or a part of the non-Federal portion of the costs of projects, services, and activities under this program, as required by §§ 401.19(a) (20) through (22) and 401.78, the State board may use funds under the Vocational Education Improvement, Innovation, and Expansion Program, authorized by § 401.59, or funds available from State sources, to replace the shortfall in the non-Federal portion.

(b) A State may use no more than a total of ten percent of its allotment under this program for the first year this program is implemented, and a total of five percent of its allotment for each succeeding year, for the administration of this program by both the State and eligible recipients.

(Authority: Secs. 342(c), 343(c); 20 U.S.C. 2392(c), 2393(c))

Subpart G-What Conditions Must the State Meet Under the State Vocational Education Program?

§ 401.90 How does a State reserve funds under the basic State grant?

From its allotment under the basic State grant program, authorized by Title II of the Act, a State shall re

serve

(a) The amount of funds for State administration described in § 401.91;

and

(b) From the remainder

(1) Fifty-seven percent for the Vocational Education Opportunities Program; and

(2) Forty-three percent for the Vocational Education Improvement, Innovation, and Expansion Program.

(Authority: Sec. 102(a); 20 U.S.C. 2312(a))

§ 401.91 How does a State reserve funds under the basic State grant for State administration?

(a) A State shall reserve no more than seven percent of its allotment, subject to paragraph (b) of this section, under the basic State grant pro