I will now review some high points in this growth. As I have already conveyed, this viable occupational education system has emerged not through spasmodic responses to needs as they emerged; rather, we have progressed through a carefully structured plan which identified existing and pending needs, setting realistic goals to meet those needs and measurable objectives against which to weigh our successes and failures.

Thus, programs and construction growth have evolved through a comprehensive plan. For purposes of this testimony, however, I will detail some highlights of that growth under the categories of "Programs" and "Construction.”

PROGRAMS

I have spoken already to the need for vocational programs at the secondary level in South Carolina. I would reiterate that, from passage of the federal Smith-Hughes Act in 1917 until the mid-sixties, viable skill training programs on the secondary level were virtually nonexistent outside of vocational agriculture and home economics programs which represents professional commitment to the academically oriented program.

Opportunities

From the mid-sixties to the late sixties, we witnessed a gradual growth of expanded programs. Beginning with the seventies we have experienced a remarkable explosion of opportunities in vocational education programs, owing primarily to the momentum spawned and sustained through the basic act and amendments.

Tangible evidence of this growth is reflected in the construction of 45 modern Vocational centers during this period, making skill training in a well equipped laboratory environment available to many high school students in their respective communities. This network is among the finest skill training systems at the secondary level in this nation, and it literally would not be a reality today in the absence of the basic act and amendments-which have been committed over time to developing a secondary level delivery system of voc-ed.

A corresponding expansion of vocational enrollment opportunities has ensued during the same period as comprehensive high school have evolved-offering similar skill training on campuses which previously afforded little salable skill training to students, many of whom were thrust directly into the job market upon graduation or termination of enrollment. Vocational programs now extend into 202 of our 224 high schools.

Where only a few skill training programs were available in scattered locations prior to the mid-sixties, high school students can now choose from among some 60 voc-ed offerings in eight broad educational service areas. Further, and equally significant, what has evolved is a dynamic improvement in the quality as well as the number of programs.

Statistically, secondary voc-ed enrollment in South Carolina has boomed from 73.577 in 1968-69 to 118,940 in 1974-75-an increase of 62 percent. It is especially noteworthy that this increase came during the same period in which total state secondary enrollment declined from 265,247 to 233,801.

Further comparison reveals that voc-ed enrollment, as a percentage of total state secondary enrollment, jumped from 27.7 percent in 1968-69 to 50.8 percent in 1974-75. This growth is charted below:

Please refer to the summary on the following pages for a statewide picture of voc-ed enrollment and courses (secondary).

Placement

Obviously, enrollment opportunities in voc-ed programs must yield placements in gainful employment to truly represent a step forward for occupational education. The most current data available (on 1973-74 graduates) reflects that more than 84 percent of our secondary graduates from skill programs who are available for placement find placement or enter higher education. This percentage does not include those students who left the school system prior to graduation with a marketable skill and were placed-which woud act to increase the placement percentage.

Refer to OE Form 346-4 on the following page for more detailed placement data.

Adult programs

Due to the placement of training centers in close proximity to homes, enrollment opportunities for adults have increased significantly through the vocational center and comprehensive high school concept.

As a result, there is a continuing demand that vocational centers offer basic and upgrade skill training to adults. Two key factors in this demand are the vastly increased public confidence in vocational programs over the past decade, and the convenience of a vocational center network geographically dispersed to provide adults skill training in their own communities. Our adult enrollment in non-degree programs has now topped 16,000, and demand is increasing for more of these programs throughout the center network.

In summary, impetus provided by the basic act and amendments, coupled with ensuing state and local commitment, has been a prime factor in dramatically increasing enrollment opportunities for South Carolina high school students and adults.

Though considerable growth potential and need exist in voc-ed enrollments, South Carolina now has the mechanism and growing desire to provide students viable vocational courses, giving graduates a heretofore unavailable choice for advancement through gainful employment or higher education.

Administrative responsibility

The most significant development to impact within programs has been the shift of program decision making in vocational education from state leaders to local school educators. Traditionally, the initiation of new concepts and financial support for vocational programs generally originated in state offices, with responsibility for the implementation usually resting with state personnel and the local teacher.

Consequently many local administrators assumed little responsibility for Vocational education programs at the high school level.

Probably the most significant result of the 1968 amendments is that responsibility for decision making and administration of vocational programs has shifted to local school administrators. A direct result is the integration of vocational courses into the total context of the high school educational experience, since local administrators are now directly responsible for assessing the potential job markets, and providing appropriate vocational programs.

Local administrators, in choosing the courses to be offered their students, must constantly be sensitive to employment opportunities and needs of their respective community for skill training at the secondary level. In seeking this information, relationships are fostered with business/industrial leaders which keep programs relevant to local manpower needs. Numerous opportunities are also presented for school administrators to defend, support, and create concepts for vocational programs.

It should be stressed that the willingness of local administrators to accept responsibility for voc-ed administration, as well as their success in the role, would not have emerged without the leadership and support generated by the basic act and amendments It is not difficult, therefore, to perceive that continued federal support will be essential to sustain the progressive momentum which voc-ed has achieved in South Carolina.