on policy matters relating to approval of State plans under section 5 and programs and projects under section 4(e) of part A, and under part B. Subsection (c) would provide that the Council shall review the administration and operation of programs under the act and make annual reports to the Secretary of its findings and recommendations on such administration and operations (including recommendations on legislative changes). Subsection (d) contains the usual authority for compensation of Council members (at a maximum rate equivalent to the GS-18 rate) while on the business of the Council plus per diem in lieu of subsistence and travel expenses while away from home. Subsection (e) would authorize the Council to engage any needed technical assistance without regard to the civil service laws, and would direct the Secretary to make available to the Council such secretarial, clerical, or other assistance as it might require.

Section 219. New part C-General. Subsection (a) includes in the Vocational Education Act of 1963 a new "Part C-General" to follow part B, redesignates sections 8, 9, 16, and 17 as sections 121, 122, 126, and 127 of the new part C. and inserts in part C three new sectionssections 123, 124 and 125. A section-by-section analysis of each of the new sections follows:

Section 123. Federal administration.-This section is patterned after section 803 of the Elementary and Secondary Education Act of 1965 (Public Law 90-15, 20 U.S.C. 883). Subsection (a) would authorize the Commissioner to delegate any of his functions (except the making of regulations) under the Vocational Education Act of 1963 to any subordinate in the Office of Education. Subsection (b) would authorize the Commissioner to utilize the services and facilities of any Federal or public nonprofit agency or institution pursuant to an agreement, and to pay for such services in advance or by way of reimbursement as agreed upon. Subsection (c) would direct the Commissioner to consult with the Department of Labor and other Federal departments and agencies administering programs which may be coordinated with those carried out under the Vocational Education Act of 1963, and to the extent practicable to coordinate such programs on the Federal level with those of other Federal departments and agencies and to require State and local authorities to coordinate their programs with programs and projects of other public or private programs with the same or similar purposes.

Section 124. Collection and dissemination of information.-This section is patterned after section 806 of the Elementary and Secondary Education Act of 1963 (Public Law 89-15, 20 U.S.C. 886). Subsection (a) provides that the Commissioner (1) shall collect data on programs qualifying for assistance under the Vocational Education Act of 1963, (2) shall prepare and disseminate to State boards, local educational agencies, and other appropriate agencies and institutions such materials as are generally useful for carrying out the purposes of the act, (3) may provide advice. counsel, technical assistance, and demonstrations to State boards, local educational agencies, and institutions of higher education. initiating or expanding programs under the act, and shall inform such agencies and institutions that such assistance is available. (4) shall prepare and disseminate to State boards, local educational agencies, and other agencies and institutions an annual

report on the use and adaptation of programs under the act, and (5) may enter into contracts with public or private persons, agencies, organizations, or groups to carry out the purposes of this section. Subsection (b) would authorize such appropriations as may be necessary to carry out this section.

Section 125. Limitation on payments under this title. This section states that nothing in the Vocational Education Act of 1963 shall be construed to authorize any payment for religious worship or instruction, or for the construction, operation, or maintenance of any facility to be used for such purposes.

Subsection (b) of section 219 of the bill provides that the amendments made by this section to the Vocational Education Act of 1963 shall take effect on their enactment, except for the addition of section 124 (the section on collection and dissemination of information) which shall become effective with respect to appropriations beginning with fiscal year 1969.

Section 220. Adequate leadtime and planning and evaluation.—Subsection (a) of this section amends section 401 of the Elementary and Secondary Amendments of 1967 (Public Law 90-247, 81 Stat. 814) so as to make applicable to the Vocational Education Act of 1963 the provisions of title IV of those amendments. This has the effect of (1) authorizing the appropriation for each fiscal year for which appropriations are authorized under the Vocational Education Act of 1963, of such sums as may be necessary for planning and evaluation of programs and projects authorized under the act; (2) authorizing the inclusion of appropriations to carry out the provisions of the Vocational Education Act of 1963 in the appropriation act for the fiscal year preceding the fiscal year for which they are available for obligation; (3) requiring the Secretary to transmit to the committees having legislative jurisdiction and the appropriations committees of each House of the Congress not later than March 31 of each year a report evaluating programs and projects assisted under the Vocational Education Act of 1963, which shall include his recommendations relating thereto (including legislative recommendations); and (4) making appropriations under the Vocational Education Act for any fiscal year available on an academic or school year basis differing from a fiscal year, in accordance with regulations of the Secretary.

Subsection (b) of this section provides that this amendment shall be effective with respect to appropriations for fiscal years beginning after June 30, 1968, except that the provision requiring transmittal of evaluation reports to the congressional committees shall not be effective with respect to the Vocational Education Act of 1963 until July 1, 1969.

TITLE III-AMENDMENTS TO ADULT EDUCATION

PROGRAM

Section 301. This section, which is to become effective with respect to appropriations for fiscal year beginning after June 30, 1969, (a) would enlarge the definition of "adult" in section 303(a) of the Adult Education Act of 1966 (title III of Public Law 89-750, 20 U.S.C. 1203(a)) so as to include all individuals who have attained the

93-989 O-68-pt. 5-8

age of 16 (rather than 18), and (b) would amend section 304 (a) of the act so as to increase the portion of each fiscal year's appropriation which may be reserved for special project and teacher-training grants under section 309 from a 10- to 20-percent range to a 20- to 40-percent range.

EXPLANATION OF VOCATIONAL EDUCATION AMENDMENTS OF 1968

(S. 3099, 90th Cong., 2d sess.)

BACKGROUND AND NEED

The 1917 Smith-Hughes Vocational Education Act was enacted to meet the demands of an economy just reaching industrial maturity. Dominant allotments went to vocational agriculture and home economics; provisions were also included for training in trades and industry.

The 1946 George-Barden Act was introduced to meet changes in labor force demands over the nearly 30-year period. Support for vocational education was increased and a new category of occupational support was added. During the war years preceding 1946, agricultural productivity had jumped from an annual increase of 1 percent to an annual increase of 5 percent. This rising farm productivity had freed labor from agriculture for industrial purposes. A heavy emphasis on the need for industrial workers during the war had also caused the public schools to establish new training programs for industrial contribution to the war effort. More than 7 million persons had left farm and fireside to work in the factories and industrial complexes. The act added support for vocational education in the distributive occupations and increased support for existing categories. Ten years later two new categories were added-training in the fishery trades and industry and practical nurse training.

The American economy continued to change over the next few years and manpower needs shifted considerably. A changing industrial and occupational mix and a more sophisticated technology led to a shift from a primarily blue-collar and agricultural labor force toward the white-collar employment. The labor market became characterized by a paradox of persistent unemployment occurring simultaneously with the rising demand for skilled manpower. There was a drop of 772,000 workers in low skill manufacturing occupations between 1957 and 1962. Yet, it was estimated that there would be a 40 percent increase in the number of jobs for professional and technical workers by the 1970's.

In response to this shift in manpower needs, the Congress reviewed the operation of existing laws and enacted the Vocational Education Act of 1963. The new funds were to be expended for State and local Vocational education programs under six broad categories; it was designed to fit individuals for gainful employment, including business and office occupations not covered by the previous laws. In fiscal year 1965, $123,500,000 was appropriated for operation of programs under this law; fiscal year 1968 appropriations were $199,310,000.

Under the Vocational Education Act of 1963, the number of vocational students in secondary schools rose by 1,504,000 from 1964 to 1966.

(95)

Of these, 1,238,000 were persons who were trained in a business occupation. Of the remaining increase of 266,000 persons, 200,000 were trained in trades and industries occupations. The number of postsecondary vocational students rose by 907,000; 798,000 of which took training in business education and 70,000 of which were trained in trades and industries occupations.

In the next few years, employment opportunities in the professional, semiprofessional, and technical fields will continue to increase. Demand in the public service field alone exceeds labor supply by 5 to 1. The technological breakthroughs that have been witnessed in the past 5 years have led to greater and greater demands for trained personnel in scientific research, development, production and services in all fields of applied science. At present, it is estimated that there should be two technicians to every engineer or professional physical scientist; there should be six to 10 technicians for every medical doctor or professional researcher in the health fields and four to five for each professional biological scientist.

The job of our Nation's schools is particularly critical in view of these new and emerging occupations and the resultant demands to be faced by the labor force. Broader training must be offered to high school students in vocational education; students must be encouraged to stay in school and to undertake technical training or other occupational work at the postsecondary level. Adults must be retrained to assume the duties of three to four new careers per lifetime predicted for the future.

PROPOSAL

TITLE I-EXEMPLARY PROGRAMS OR PROJECTS IN VOCATIONAL

EDUCATION

The purpose of this Title is to develop new methods for preparing noncollege youth for and helping them make the transition from school to a job.

The Title is designed to help young people who will not go on to college, who are still in school, who have left school either by graduation or dropping out, or who are in post-secondary programs of vocational preparation.

A key element in this effort would be the promotion of cooperation between public education agencies and manpower agencies.

The Commissioner of Education would have authority to make grants for exemplary programs or projects to the State boards administering the vocational education system or local educational agencies, and other public and private agencies. Grants will be approved only when there is satisfactory assurance that in the planning, establishing, and carrying out of the program there will be participation of agencies responsible for manpower programs, and where appropriate persons broadly representative of employers, labor organizations, community action agencies, and other institutions. No project may be approved if the State board for vocational education disapproves. Examples of programs which might be supported are:

Exploratory occupational education programs;

Programs or projects to provide students educational experience through part-time work to assist in their maximum development and to help link school and employment;