TENNESSEE

State Director-W. M. Harrison

INTRODUCTION

There has been a steady increase in enrollment in vocational education since the passage of the Vocational Education Act of 1963. Enrollment at all levels, 1963-72, has increased by 41 percent, from 108, 236, to 152, 761.

Enrollments by 5-year periods including projection for 1977 include:

PUBLIC LAW 90–576, PART B-STATE VOCATIONAL EDUCATION PROGRAMS

b. General Description:

During the past 10 years job training programs at the secondary levels have been established in instructional areas of health, home economics and office occupations. Total enrollment in job training programs at secondary level has increased from 30,829 in 1963 to 49,537 in 1972.

During this period the postsecondary enrollment has increased from 1,789 to 17,773. This growth is a result of the opening of area vocational-technical schools, technical institutes and community colleges

since 1963.

In 1963 there were no training programs for adults in the areas of health, home economics and office occupations. By 1972 enrollments in these areas were: Health 473, home economics 998, office 8,335. c. Postsecondary Courses:

There were no State operated postsecondary programs in 1963; however, 1,789 persons were enrolled in postsecondary programs which were contracted to local boards of education.

The first area vocational-technical school opened in 1964 and the first technical institute operated in 1965. By 1972, there were 27 area schools and 3 technical institutes.

Enrollment in postsecondary vocational programs is reported and projected as follows:

Purpose. To increase the schools holding power of the vocational students in school programs which will enable him to meet his occupational objectives and awareness to the world of work. The vocational disadvantaged programs are increasing in demand each year as school administrators realize the value of this program in the prevention of dropouts by giving these students programs at their level to meet their needs. All students are assessed to determine their level and the instruction is given on an individual basis at their level. Progress in this program averages above one grade level per year.

This program is the salvation for the student that got behind in his early school days due to educational, cultural or socioeconomic conditions.

We have requests for approximately 30 new programs this year.

e. Handicapped Students

Handicapped:

1:8 1972

1977

3.804 3,025

The handicapped program for vocational training has increased from 0 programs in 1968 to 15 in 1972. These programs consist of basic and occupational training. This has been a very successful program due to its operation. Students are assessed and placed in classes on an individual learning basis. The instructors start them at their level and give them instruction to meet their needs, practically all the students show progress. Of those completing their program approximately 90 percent are placed on jobs.

Placement coordinators are used to assist with the training program and placement on cooperative jobs or permanent employment. f. Adults

(i) The State plan specifies that the following criteria for distribution of part B funds shall be used: (1) manpower needs and job opportunities, (2) vocational education needs, (3) relative ability to pay, and (4) relative costs of programs, services and activities, Federal funds will be allocated to local educational agencies in a manner which will result in at least $1 of each State and or local funds being expended for each dollar of Federal funds expended under the State plan for vocational education programs, services and activities under part B, but not in a manner which requires local educational agencies to match Federal funds at a percentage rates uniform throughout the State.

(11) The table below shows the breakdown on the dollar amounts and percentages of Federal and State funds going to Memphis, the only city in Tennessee with population in excess of 250,000 and shows how this allocation compares with its relative percentage of State's population, and a similar breakdown and relationship for the poorest rural areas of the State.

h. Construction and Equipment

Facilities for conducting vocational-technical education programs at the secondary level have been steadily improved through new construction, remodeling, and addition of equipment. The amount of local funds expended for these purposes is not available since the expenditure of such funds is not reported to the State office.

Postsecondary facilities constructed since 1963 for conducting vocational-technical education programs include 27 area vocational-technical schools and 3 technical institutes. In addition there is one or more vocational programs in each of the nine community colleges which have been constructed since 1963.

The following table lists investments for construction and equipment from Federal, State, and local sources:

Tennessee has two exemplary projects for K-12, one located in Knox County and the other in Memphis. These projects were designed to develop a total education program for these systems. Vocational education has made unusual progress in Tennessee as the result of these two programs. Many systems in the State are requesting vocational leadership in the development of career education programs.

Tennessee has used the experience and know-how learned in the exemplary programs to establish two model career programs. These models have developed expertise to assist other programs in the State and Nation.

Guides for teachers have been developed. A good start in a new program is almost assured provided a preservice workshop for the teachers is conducted.

These programs have made vocational education in Tennessee the leaders.

b. Residential Vocational Education

There are no programs under this part in Tennessee.

c. Consumer Homemaking and Occupational Home Economics

CONSUMER HOMEMAKING AND OCCUPATIONAL HOME ECONOMICS ENROLLMENTS

The development of consumer education guides in summer graduate classes in four universities in 1969 70 provided aids and impetus in adding emphasis to consumer education and family life in home economies instruction at both secondary and adult levels. Consumer education concepts in all areas of homemaking and greater emphasis in areas of human development and nutrition, career orientation, and management have resulted following the vocational education Act of 1963.

Instruction in home economics programs for gainful employment have included consumer education and concepts of self-improvement and family life.

d. Cooperative Vocational Education

Type "G" cooperative programs

1968 1972

1977

0

1,320

2,288

There are 17 type "G" programs in the State. This is a cooperative program designed for disadvantaged students. These students are assessed for eligibility.

Each cooperative program has a minimum of 30 students with a teacher-coordinator responsible for the program. Each co op laboratory has been well equipped for maximumn related instruction.

The coordinators work with the employers by developing a job of program are on the increase.

Work study is designed to furnish vocational students or those planning to enroll in vocational courses an opportunity to earn some money by working for the school or some government agency. The purpose of this program is to assist eligible students to earn some money in order to stay in school or return to school.