munity colleges were established bringing a total of seven colleges serving the State. These colleges have stressed occupational programming and are presently providing 65 percent vocational student ratio. d. Disadvantaged Students There were fewer specific areas of economic depression and high unemployment in Wyoming during 1972 than in 1968. The major concentrations of economically depressed still are found in the larger communities and a few remote counties. The increased size of farm and ranch units and the decreased size of agricultural families have caused most of the counties to lose population during the past ten years. Seeondary occupational education programs offer the best hope for organizing occupational instruction to meet the needs of these individuals for employment into which they will go. Considerable progress was made during the past 4 years in the establishment of programs to serve handicapped persons. There were a number of problems that had to be overcome in the initiating of these special types of programs. In the first place, it was not considered to be in the best interest of students to attempt to recruit and enroll them in regular programs without developing special techniques, providing special equipment, and giving special attention to individualized instruction. Consequently, a number of conferences were conducted throughout the past 2 years with consultants from the University of Wyoming, the Department of Vocational Rehabilitation, the Office of Exceptional Children and others from across the State who were already involved in assisting handicapped students. Nearly 3.400 handicapped persons are identified in Wyoming and only 1,529 are presently being served in ongoing occupational programs. A great need still exists to serve better this group of persons. These handicapped include trainable mentally retarded, educable mentally retarded, hard of hearing, deaf, speech impaired, visually impaired, emotionally disturbed, crippled, and those with learning difficulties. Occupational programs for upgrading and retraining adults are considered a major goal for eductaional institutions in Wyoming for the next 4 years. Rapid expansion of vast energy resources demands trained and efficient manpower resources for the coming decade. Four factors are considered in the distribution of part B funds as follows: (1) Labor market needs (2) occupational education needs (3) ability for the local educational agency to pay, and (4) excessive costs. Major consideration is given to the ability to pay factor. The Part B formula used in distributing both State and Federal funds is in a range of 15 percent of costs for instructional salaries, equipment, and travel. The ability to pay is established by determining the potential taxable wealth on each student in the district. Wyoming does not have a disparity between its city and rural population. A significant demand for state support for occupational education has surfaced. Federal funds have not met the increased demands for the programs nor the increased costs. It is quite significant. to point out that for each Federal dollar expended in the State of Wyoming for occupational education more than four dollars of State and local funds are generated. How long this generation of State and local dollars can be maintained remains to be seen. However, with full funding of the Vocational Education Amendments of 1968 considerable advancements can be made toward meeting unmet needs in the fields mentioned above. h. Construction and Equipment No Federal moneys allocated for construction of new facilities. Equipment: Equipment purchases under part B programs range from 25 to 33 percent of each year's allocation. b. Residential Occupational Programs The seven community colleges are designated as area vocational schools in Wyoming. No significant change has resulted by supplying one-third of part F, consumer homemaking funds to depressed areas. Wyoming's allocation of $45,000 provides a very limited program thrust. d. Cooperative Education 14 1968 1972 1977 797 1,500 Cooperative programs have been successful in utilizing the business sector by providing vocational opportunities which normally cannot be provided in most school settings. A major portion of the expansion of vocation offerings in Wyoming is a direct result of the availability of funds from part G of the act. More new (54) programs were implemented under part G than any other source. Work-study requires close monitoring for effective use of these funds. For the time-dollar ratio, the results of these funds are marginal. f. Research and Training Limited funding of $16,000 to 1972 has handicapped a rather valuable program for supporting occupational programs. Research efforts have been directed at employment opportunities, innovative curriculum development and pupil followup systems. ADVISORY COUNCILS The advisory council has promoted occupational education to the general public through the development of brochures, TV films, and public hearings. The advisory council is presently conducting a formal evaluation of the total occupational offerings in Wyoming at all levels of education. A complete report of this evaluation together with recommendations will be made to the State Board. The advisory council has acted as an agency to which individuals or agencies may express their concerns regarding occupational education in Wyoming. SUMMARY AND RECOMMENDATIONS Federal funds over the past 10 years have provided occupational education programs in Wyoming a stimulation for new program development at the local level. However, at a time when local and State resources are utilized to their fullest, more Federal resources could be effectively placed at the local level. Wyoming's allocation of approximately $1.1 million is somewhat constricted through set-aside funds for special need individuals particularly disadvantaged. New program development could come much more rapidly with a larger proportion of funds in the exemplary program area. The Better Schools Act could definitely encourage new program development without the restriction of special set-aside programs. PUERTO RICO Assistant Secretary for Vocational Education-José Lema Moyá INTRODUCTION The Commonwealth of Puerto Rico has recognized the importance. of developing its human resources to the maximum. The industrial development program made this realization imperative. The Commonwealth has made heroic efforts to meet this challenge. For over the past two decades, it has destined 33 percent of the total annual budget to fund public education on the island. No State of the Union and no country in our hemisphere can match our public record of continued State support to education. But this is not enough. We are at the end of our resources, for we cannot expect the Commonwealth to devote a still larger part of its resources to education. We need help from the Federal Government and we need such aid in a portion commensurate with the degree of our needs. During fiscal year 1972-73, $43.194,585 were devoted to VTE in Puerto Rico of a total educational budget of $366,045,987. It represented 11.80 percent of resources destined for vocational and technical education. Vocational and technical education has received special attention since the approval of the 1963 Vocational Education Act. At that time. programs were revitalized to serve the needs of all areas of the community. In 1968 Federal legislation earmarked funds for special purposes. The 1968 Vocational Education Amendments made it possible to serve the community needs for human resources, yet it also served to reach groups that society had passed by. Since its approval, it has been possible to strengthen post-secondary offerings in vocational and technical education, both by upgrading the employed and preparing the unemployed. It has also served to reach the physically and or emotionally handicaped and the culturally and educationally disadvantaged groups. Approximately $2 million have been expended annually in vocational education for special groups. The emphasis has been on individuals rather than in programs. In Puerto Rico, the implementation of Federal legislation has had a tremendous effect in vocational-technical education. It is evidenced in the growth rate of the institutions that prepare our human resources for the world of work. It is recognized that vocational education provides an essential service to the Commonwealth. If the island is to continue its economic development it is essential to prepare its manpower resources accordingly, through occupational education programs. Therefore, it is vital that funds be made available for this purpose to the Commonwealth, through Federal legislation. For the last 10 years vocational education in Puerto Rico has been incrementing its services and making efforts to keep itself in tune with the latest technological advances. The number of programs offered and |