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ERIC Number: ED198869
Record Type: RIE
Publication Date: 1980-Nov
Pages: 118
Abstractor: N/A
Reference Count: 0
Needs Assessment for Child Care Services among Women in New York State Occupational Education Programs.
Coburn, Judith; Colfer, Mary Ellen
This five-part report describes a study of the extent to which the need for child care services prevents women from taking advantage of New York's vocational programs. After Part I provides a project overview, Part II presents the findings of Phase I of the study, during which contact persons at 38 community colleges, 55 Boards of Cooperative Educational Services (BOCES), and five municipal school districts were surveyed to identify child care resources. This section describes community college child care centers with respect to purpose, population served, service capacity and eligibility, scheduling, licensing, facilities, center establishment, funding, staffing, and incentives and barriers to program continuation. Similar information is than presented for BOCES Child Care Training Labs. Finally, this section assesses institutional awareness of child care needs and interest in meeting them. Parts III and IV of the report describe the methodology and findings of the second phase of the study, during which current and prospective female vocational students with children under 12 were surveyed. In Part IV, after a demographic profile of the respondents is presented, major study variables (i.e., barriers to program access; use of, satisfaction with, and awareness of child care services) are correlated with demographic characteristics. Part V presents conclusions. (AYC)
Two Year College Development Center, SUNY at Albany, Milne 229, 135 Western Avenue, Albany, NY 12222 ($5.95).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: New York State Education Dept., Albany. Office of Occupational and Continuing Education.
Authoring Institution: State Univ. of New York, Albany. Two Year Coll. Student Development Center.
Note: Tables may be marginally legible.