Page:United States Statutes at Large Volume 104 Part 1.djvu/875

 PUBLIC LAW 101-392—SEPT. 25, 1990 104 STAT. 841 "(2) the term 'correctional institution' means any— " (A) prison, •'(B)jail, "(C) reformatory, "(D) work farm, "(E) detention center, or "(F) halfway house, community-based rehabilitation center, or any other similar institution designed for the confinement or rehabilitation of criminal offenders; and "(3) the term 'State educational agency' means the State board of education or other agency or officer primarily responsible for the State supervision of public elementary and secondary schools, or, if there is no such officer or agency, an officer or agency designated by the Governor or by State law.", (b) CLERICAL AMENDMENTS.—The table of contents contained in section 1 of the Department of Education Organization Act is amended by striking the items relating to sections 213 and 214 and inserting the following: "Sec. 214. Office of Ckirrectional Education. "Sec. 215. Federallnteragency Committee on Ekiucation.". PART B—MISCELLANEOUS PROVISIONS SEC. 611. STUDY OF THE DUAL SYSTEM OF VOCATIONAL EDUCATION IN 20 USC 2403 THE FEDERAL REPUBLIC OF GERMANY. note. (a) GENERAL AUTHORITY.— The General Accounting Office (in this section referred to as the "Office") shall conduct a thorough study of the Dual System of Vocational Education in the Federeil Republic of Germany, including an analysis of the desirability, advantages, and disadvantages of establishing a nationwide job apprenticeship program in the United States similar to the Dual System of Vocational Education in the Federal Republic of Germany. (b) CONTENTS.—In studying the West German Dual System of Vocational Education, the Office shall assess— (1) the ability of such a system to prepare workers for the technical workplace; (2) the level of academic skills an apprentice in the Dual System acquires; (3) the effectiveness of combining on-the-job training with classroom instruction; (4) the participation in apprenticeships by gender and minority status; (5) the dropout rate of West German students; (6) the construction and oversight of skill certification tests; (7) the unemployment rate and relative wage levels of former participants; (8) the labor mobility of apprentices; (9) whether such a system has helped West Germany maintain a competitive workforce and a competitive edge in the world economy; (10) the value and productivity of apprentices to business; and (11) the direct and indirect costs and benefits to the country, industry, company, and individual that result from the Dual System of Vocational Education.

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