Class 4 PPT_s - 1.To increase reading competence of...

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Policy Description: The Second Step in Policy Analysis Week 4 February, 2010
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Steps in Policy Analysis 1.Analyze the problem 1.Describe the policy 1.Apply analytic criteria
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Structural Framework 1. Goals 2. Benefits 3. Eligibility 4. Finance 5. Delivery/Administration
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Structural Framework 1. Goals 2. Benefits 3. Eligibility 4. Finance 5. Delivery/Administration Policy Elements Benefit Type 1 Benefit Type 2 Benefit Type 3 Finance Type 1 Finance Type 2 Policy Types
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GOALS and OBJECTI VES Goal: A general and abstract statement of desired qualities in human and social conditions
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GOALS and OBJECTI VES Objectives: Concrete, operational statements about a desired observable action .
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GOALS and OBJECTI VES Types include: 1.Time-frame 2.Manifest vs. Latent
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Example: Fremont Literacy Program Goal To increase the English-language abilities of recently immigrated non-native speakers of English so they may become fully participating residents of the U.S. Objectives
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Unformatted text preview: 1.To increase reading competence of non-native speakers of English in Fremont to sixth grade level 2.To increase ability of non-native speakers of English in Fremont to understand spoken Benefit Types 1. Goods 2. Cash 3. Personal services 4. Credit: Funds to provider for specific consumers 5. Voucher: Written authorization to consumer, who can choose provider 6. Subsidy: Funds to provider so they will offer services at reduced rates See Table 4.1 p.77 Example: Fremont Literacy Program Benefits: Tutoring Books $20 credit at Borders for books or books on tape Eligibility Types Prior Contributions Administrative Rule Professional Discretion Administrative Discretion Means Test Work-force Attachment Example: Fremont Literacy Program Eligibility Rules: Immigrated in last 5 years Low literacy: less than 6 th grade reading, 12 th grade comprehension...
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This note was uploaded on 09/08/2010 for the course SCWK 204 at San Jose State University .

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Class 4 PPT_s - 1.To increase reading competence of...

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