Cooperative education programs have rendered a valuable service in bridging the gap between school and employment, and also by offering a variety of occupational experiences that are not normally feasible in the typical vocational education program. The backbone of cooperative education is the students enrolled in cooperative on-the-job training programs linking classroom instruction with the world of work. With the implementation of a new curriculum structure for our cooperative education programs and the projected economic expansion for the State of South Carolina, the prognosis for cooperative educa tion's continual growth is very favorable. Our prognosis, however, is based upon the premise that adequate and continual fiscal support and funding will be maintained and forthcoming. A total of 483 students were enrolled in the work study program during the school year 1971-72. There were no funds available for the work study program in either 1963 or 1965. South Carolina could use $350,000 to operate a work study program for 1,000 eligible and worthy students. The funds are valuable in keeping students in school. The majority of the funds available to date have been used during the school year. We believe there is a need for expanding this program to provide employment for students during the summer months. The funds available to South Carolina are not sufficient to meet the requests made on the office of vocational education from local school districts. f. Research and Training Part C funds provide the means and the stimulus for carrying out research and research-related activities directed toward the improvement of vocational education in South Carolina, expressed ultimately in terms of the preparedness of students for job entry and success. A copy of the semiannual research coordinating unit activity report, covering the period July 31, 1972, to January 15, 1973, is attached. Also attached are brief summaries of three major RCU project efforts. SEMI-ANNUAL RESEARCH ACTIVITY FOR SOUTH Carolina REPORT PERIOD JULY 31, 1972 TO JANUARY 15, 1973 FROM: Gary J. Lashway, Supervisor, Research Coordinating Unit. Heaval út,ect.ves and Grant award Principal investigator Projects Completed During Period 1. Development, review, editing, reproduction, and statewide dissemination of fourteen (14) Vocational Education Curriculum Guides based on behavioral objectives. 2. Development, reproduction, and statewide implementation of a microfilm occupational information system (Project VIEW). Other Research Related Activities During Period 1. Implementation of a model Career Education program in Lexington School District #3. 2. Implementation of projects in the Appalachian Region of South Carolina to enhance the Adult Vocational Programs, to provide Job Placement Services to secondary graduates of the Region's Area Vocational Centers and to plan and conduct a Guidance Practicum-Inservice Training for school counselors. 3. Initiation of a project designed to investigate, evaluate, and plan for the development of Curricula based upon Career Clusters, standardized core curriculum, self-instructional and self-paced curriculum. Projects or Activities Planned for Next Period 1. Completion of the two (2) projects funded during this report period. 2. First Phase completion and continuation of the Career Education Project in Lexington school District #3. 3. Initiation of an additional Career Education Project in a selected school district and completion of State Department of Education staff expansion to provide support services to project district. 4. Completion of statewide field testing and evaluation of Vocational Curriculum Guides and initiation of appropriate revisions. 5. Completion of first year evaluation of Project VIEW and initiation of appropriate revisions in first updating effort. Expansion of number of occupations from 120 to approximately 250. 6. Completion of Appalachian Region Adult Vocational Education, Job Placement, and Guidance Practicum Projects. 7. Continuation of Career Cluster Analysis-Planning Project. 8. Continuation and expansion of efforts to improve articulation between Industry-Education and Labor. 9. Development of a Vocational Education Handbook for school administrators. 10. Completion of a state survey of vocational teachers. [Attachment No. 2] PROJECT TITLE-RESEARCH AND DEVELOPMENT PROJECT IN CAREER EDUCATION PROJECT OVERVIEW The project was funded in January of 1972 through the Commissioner's discretionary portion of Part C, PL 90-576, and extends through June 30, 1973. The project is located in Lexington County School District Three (BatesburgLeesville, South Carolina) which has a professional staff of about 130 and approximately 2,800 students. PURPOSE To develope a Career Education program in Lexington School District Three that has the potential, practically and economically, for statewide implementation. STRATEGY The project involves all teachers and all students in grades one through twelve and follows the Career Education scheme of awareness in the elementary grades, exploration in the middle grades and preparation in high school. The program's Career Education concepts are implemented by integrating them with existing subject matter, by increasing various guidance activities, and by utilizing local community resources. OUTCOMES To demonstrate and measure the effectiveness of Career Education with regard to the achievement of state objectives. To provide an informational handbook and audio-visual supplement for utilization by other school districts in South Carolina in establishing a "workable" Career Education program. EVALUATION AND COST TRANSPORTABILITY FACTORS The total effectiveness of this project effort is being evaluated by two disinterested agencies and by an internal feedback system. The determination of cost transportability factors is an expected outcome of this project effort. [Attachment No. 3] PROJECT TITLE-VOCATIONAL CURRICULUM GUIDES BASED ON THE CONCEPT OF BEHAVIORAL OBJECTIVES. PROJECT VERVIEW In August of 1972 the South Carolina Department of Education, Office of Vocational Education, contracted with qualified agencies to develop Vocational Curriculum Guides in fourteen high priority program areas. The completed curriculum guides, in pre-published form, were submitted to the RCU in June of 1972. During the summer the guides were reviewed, revised, reproduced, and disseminated by the RCU to all vocational teachers in the state. The guides were field tested during the 1972-73 school year and are presently in the proc ess of being revised. PURPOSE To develop Vocational Education Curriculum Guides that reflect the job skill requiements of business-industry, that will offer a means for curriculum standardization throughout South Carolina, and that have the capability for continual updating to keep pace with change. STRATEGY The basic strategy is that of gaining the active involvement of vocational teachers and business-industry from development through field testing, evalua tion analysis, revision, and implementation. OUTCOMES To evaluate, revise, and disseminate all cirriculum guides developed, in preparation for statewide implementation during the 1973-74 school year. EVALUATION AND COST TRANSPORTABILITY FACTORS The guides will be evaluated by all vocational teachers during the 1972-73 school year using evaluation instruments developed by the RCU. In addition, on-site evaluations will be conducted on a sample basis. [Attachment No. 4] PROJECT TITLE—“VIEW”—VITAL INFORMATION FOR EDUCATION AND WORK PROJECT OVERVIEW VIEW, a microfilm career informational system, was developed in coordina tion with the 8. C. Employment Security Commission and the 3M Company. VIEW was implemented on a statewide basis during October of 1972 and ineluded 120 occupations in the intial deck. The VIEW program is currently being updated and the number of occupations expanded to approximately 200 for implementation during the 1973-74 school year. PURPOSE To provide secondary school students with an interesting but pertinent occupational information system that will motivate them to explore career opportunities and assist them in making their career decision. STRATEGY Grant awards were made to local school districts in purchasing microfilm reader-printers. The microfilm career informational aperture cards are being made available at no cost to participating school districts. The VIEW scripts are written at a fifth grade reading level for easy understanding and include cartoons to facilitate interest. OUTCOMES To develop a career information system that has the capability for continual updating, is relevant to existing job opportunities, and that will significantly Amprove the effectiveness of career guidance efforts throughout South Carolina. EVALUATION AND COST TRANSPORTATION FACTORS Evaluation is being conducted by means of on-site visitation and questionnaires directed to guidance counselors, teachers, and students. STATE ADVISORY COUNCIL This council served as an external influence in causing the two State agencies (vocational education under the State board of education, and technical education under the State board for technical and comprehensive education) to work in concert for purpose of coordination and articulation. a. Significant Contributions (1) Assisted in development of State plan for vocational education each year, thus reflecting the posture of persons outside the educational structure as the State plan was being developed. (2) Annually provided an evaluation and evaluation report. An example of the recommendations concerned the allocation formula to local educational agencies, which initially provided no incentive to local districts to increase local effort. Upon recommendation and when it became possible, the appropriate changes were made to rectify the situation. (3) Provided several studies on topics of concern which encompassed both agencies. Included were the areas of nursing education, higher education for vocational and technical administrators, ancillary services, and the need for a doctoral-level preparation program for administrators of vocational and technical education. (4) Has helped to increase State board of education awareness of the importance of vocational education. While no direct cause and effect can be shown since the South Carolina Advisory Council on Vocational and Technical Education has been in existence, the State portion of support for vocational education increased dramatically. (5) The advisory council was forefront in promoting needed changes in such areas as increasing utilization of facilities, a longer school year or changed pattern of scheduling, and career education. Support of this type, and the impetus provided, eases the administrative problems of introducing desirable changes. (6) The advisory council has provided an effective avenue for communication from the black community to the Office of Vocational Education, with a resultant moderating effect. b. Actions Taken in Response to Recommendations (1) Positive steps have been taken to bring about a higher degree of articulation between vocational center directors and technical education center directors. This is very important since vocational education and technical education function under the direction of two defferent boards, in this State. (2) Steps have been taken to provide a greater sharing of facili ties, equipment, and instructional personnel between local institutions offering vocational education and technical education. (3) Citizens advisory committees have been encouraged by the director of vocational education and these committees have made major contributions in program development. (4) Aggressive action has been taken to acquaint public school personnel with the career education concept of preparation for further education. Also positive steps have been taken to insure that all vocational students have an employable job skill upon graduation. (5) Steps have been taken to provide adult education in those vocational centers where facilities are available. (6) Efforts are underway to obtain complete and comparable data on facility utilization which would include the critical factors of: space, time, students, classes, and cost. a. Summary SUMMARY AND RECOMMENDATIONS The U.S. Congress, with the passage of the 1963 Federal Vocational Act (and subsequent amendments), has ushered in a decade of unprecedented progress for vocational education in South Carolina. South Carolina's vocational education system was a stepchild when this State's educational complex in 1963, when only some $2 million in Federal funding was allocated for vocational education programs and enrollment totaled just over 17,000 persons. However, the To e oo Le 1971 72 s bool y ar saw South Ca o hra's vocational education enrollment hit is students, with $7,4622231 in Federal funds expended for programs, alone, through the 1963 Federal act. The hinge of this progressive expansion, and the backbone of our State's vocational education system, is our network of 33 modern vocational centers erected over the past decade through the 1963 act. Of the SIS.91885 required to construct these facilities, 56,782,026 was provided through the act and another $4,018,600 under the Fedrol Appalachian program. . Tas neasure of the progress spurred by this center network is more t'iu a qtar tätative one, however. These centers have made pos«ble a vist improvement in the quality of vocational course offer ings through both an mcrease ri the number of classroom hours devoted to such instruction, and through the provision of modern L'orator, to angient the learning process, |