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3. The board should design, develop and implement by the end of the 1973 fiscal year a functional computerized management information system for vocational education.
4. The board should design a systematic method (format) for reporting program information in part III of the State plan so that information will be comparable from year to year.
5. The board should develop an annual time schedule for the review and revision of the State plan so that the plan can be reviewed by the advisory council on vocational education and other State agencies as required by the Intergovernmental Cooperation Act (Public Law 9 577).
6. The board should intensify and expand its efforts to develop a State plan which encourages local boards of education to assume the responsibility of preparing high school students for employment by providing a wide variety of vocational education opportunities. 7. The board should establish during the 1972 fiscal year a functional task force consisting of vocational educators and State employment service personnel to study the manpower demand and supply functions under the cooperative agreement.
. The board should establish during the 1972 fiscal year a functional task force to study the job bank activities of the State employment
9. The board should intensify and expand its efforts in state interagency planning and coordination so that those resources already available in the State can be used effectively and efficiently to deliver the educational and related services to the youth and adults when needed.
10. The board should intensify and expand vocational education planning and programing by establishing a State level planning and evaluation unit. The unit should be an independent entity within the department's vocational division.
Programs, Services, and Activities
11. The board should establish during the 1972 fiscal year a functional task force to develop curriculum guidelines for occupational awareness and orientation programs for elementary school education.
12. The board should intensify and expand its effort in providing more vocational adult education programs.
13. The board should make a concerted effort to impress on school administrators and vocational teachers the need for local advisory councils.
14. The board should develop special guidelines and provide consultant services to local boards of education for the effective use of advisory councils on vocational education.
15. The board should intensify and expand its efforts to encourage local boards of education and vocational technical institutes to employ vocational counselors.
16. The board should intensify and expand its efforts to encourage local boards of education to employ qualified full-time or part-time local directors of vocational education.
The extent of action taken to fulfill the recommendations made for the 1973 and 1974 fiscal years in the 1971 evaluation report will be included in the annual evaluation reports for the respective years. Observation
3. What factors influenced the success or failure of the implementation of the council recommendations?
No attempt has been made by the council to determine to what degree its recommendations have met with success or failure. It has been noted elsewhere in this report that several recommendations have been either completely or partially implemented while others are under study.
It is difficult in a complex statewide educational program, with its social and economic constraints, to isolate specific factors which impede or facilitate program change.
4. What follow-through is being maintained by the council?
The responsibility for giving due consideration and subsequent implementation of the council's recommendations rests with the division of vocational-technical and higher education. The council will continue to follow the official administrative channel in processing its recommendations to the State Board of Education.
In addition to utilizing the normal administrative procedure the council will work cooperatively with the division of vocationaltechnical and higher education by providing technical assistance, and using the division staff as consultants for council committee. functions.
The council would appreciate the courtesy of both oral and written reactions to its recommendations at intervals during the year. It would also appreciate receiving copies of publications, proposals, reports and copies of blanket memorandums forwarded to the educational agencies and institutions in the State if they are related to the council's recommendations and/or its mandated functions and responsibilities.
The council feels that the above procedures will increase the efficiency of its staff and committee functions, and will also provide the needed mechanism for better communication and the sharing of program information.
The suggestions offered in this section are submitted in light of the findings described in section II of this report, and are aimed at relieving some of the pressures which confront vocational education efforts on a statewide basis.
1. It is strongly suggested that vocational education goals and objectives be clearly formulated and articulated at the State and the local school district levels, and that definitive guidelines be developed in order to insure achievement of stated goals and objectives.
2. In light of the philosophical and procedural inconsistencies described in the previous section of this report, it would appear advisable for the State division of vocational education to undertake a stronger role in the planning, development and followup of
Vocational education programs at the individual school district level. The division has so far maintained a staff role relationship with the school districts within the State. It is apparent that in order to fully develop vocational education to a point where it can be truly recognized as viable, a central coordinating force must exercise, especially at the outset, a more extensive degree of leadership than the division has been able to exercise. It is therefore our recommendation that the division be placed in a position of more effectively monitoring vocational education efforts throughout the entire State. This authority should extend beyond the secondary level into postsecondary vocational education programs at the community college level. Along with this monitoring authority, the division should also be held responsible for the progress, or lack thereof, of Vocational education in the State of Alaska.
3. Coordinated efforts should be made to institute an effective follow up system on high school graduates in order to objectively determine the benefit derived by each of the students from exposure to vocational training at the high school level. This is an effort that, 1. the long run, will yield more benefit than any other recommendation that could be made at this time, since it will enable program aiministrators to effectively determine which of the programs are the most viable and will allow them to concentrate their resources on those programs which yield the highest results.
4. It is strongly suggested that coordinated efforts relative to program and offering development between school districts and corspondent community colleges be further enhanced in order to provide upward progression in the area of vocational education in those localities where such facilities are available.
5. It is suggested that specialized vocational counseling be emphasized at the junior high and the senior high school levels in order to provide counseling opportunities to the students who choose not to pursue an academic career.
6. A definite attempt should be made to more closely integrate vocational and special education efforts in order to provide physically Landicapped children with the opportunity to develop a viable skill which will enable them to gainfully enter the job stream at a future
7. Serious consideration should be devoted to the restructuring of the existing foundation support formula in order to eliminate or 1.imize the inherent discrepancies which exist in the present formula. Although it is not our intent to indicate that all or most Vocational education problems in medium sized and large districts can be solved by making additional resources available to them, it is evident that the existing foundation support formula does not allow tha se districts the equal opportunity which is afforded to the smaller
We would again, at this point, express our appreciation to the members of the State department of education and to the individual staff members of the eight school districts we visited during our survey for their cooperation and support during the course of the study.
Evaluation of Consideration Given Fiscal Year 1971
The division of vocational education accepted many of the recommendations made in the 1971 report. Although not all the problems cited in the recommendations have been solved, a significant advancement has been made toward the solution to many of these recommendations.
Recommendation 1: "That the transition to career education will respond to the needs of all the people, be accelerated by the State board of education, the U.S. Commissioner of Education, and the Division of Vocational-Technical Education in the U.S. Office of Education. Further, that the State board of education review its organizational structure to allow the concept of career education increased visibility and importance."
Response-Career education has been given an emphasis in the department of education in Arizona. Thirteen pilot career education projects were begun in Arizona in 1971-72. These 13 projects include the following:
1. Career orientation through teacher involvement in Cochise County.
2. Coconino County career education program.
3. Westside area career occupations program, known as WACOP in Maricopa County.
4. A television experimental program at the Bureau of Broadcasting, Arizona State University, Tempe.
5. The comprehensive career education model at the Mesa Public School System.
6. The developmental career guidance education program in Pima County.
7. The Phoenix Career Education Council, Phoenix Union High School District.
8. Comprehensive career education program in the Roosevelt District in Phoenix.
9. The career bound project in Scottsdale School District.
10. Career education project in Apache and Navajo Counties. 11. Planned learning on work in Greenlee County.
12. The career education effort in Mohave County.
13. K-12, career education program, Santa Cruz County.
The career education efforts are leading to a major change in the educational system in Arizona. Career education may be one way to change attitudes toward the world of work. Currently, under the career education concept, all students will be provided with four alternatives upon graduation from high school. They can enter into the job market with a salable skill, enroll in a trade school, enroll in a community college for purposes of attaining a technical degree, or enroll in a 4-yea rcollege or university program for the purpose of obtaining a professional degree.
Recommendation 2: "That the State plan be comprehensive, viable instrument conducive to implementing career education and respon
sive to the needs of the people extending from kindergarten through the community college."
Response-Actions which encourage a more flexible, adaptable, responsive instrument are the changes by the U.S. Office of Education that allow the administrative procedures, professional development, and program provisions that have been developed with the various sections of the State plan, 1971-72 to be subjected to annual change and variations without the entire plan's being rewritten each year. Also, Mr. J. R. Cullison, an executive administrator in the division of vocational education, was given the task of developing a master plan to cover a 10-year period of time to identify the vocational needs of the people of Arizona, how the division of vocational education can meet these needs, and the sugested actions needed to be taken in order to meet these needs.
Recommendation 3: "That the responsibility for programs, services, and activities be established by the local school governing body, including accountability of funds, teacher and student success, placement, and followup.'
Response-The responsibility for programs, services, and activities has been established by the local school governing bodies. Any vocational project that a local school governing body wants must be presented in a written proposal that may be written with the help of supervisors of vocational education and county coordinators if needed. The proposals identify the needs of the local school governing body. These needs are incorporated into the proposal and presented to the division of vocational education for possible funding. All proposals include accountability of funds, teacher and student success, placement, followup, a description of the research and evaluation procedures that will be used to evaluate the research.
Recommendation 4: "That Federal funding for such services, programs, and activities in career education be provided through block grants as recommended in the fourth report by the National Advisory Council for Vocational Education."
Response-All of the 13 projects in career education in Arizona have been funded by State block grants. All projects have been established by the use of specific proposals which were evaluated before the allocation requested was granted, a procedure consistent with the concept of block grants. The proposal procedure toward block grants allow State authorities, school boards, and administrators the flexibility needed to administer the program under the grant. Writing career and vocational education proposals also eliminates the overlapping of programs and services by requiring that the proposal writers research the needs of their communities. The only federally funded career education project in Arizona is the one in the Mesa public schools. This project is a result of a block grant awarded from the U.S. Office of Education.
Recommendation 5: "That inservice training of teachers and counselors be extended through the elementary schools in order to develop the concept of career education."
Response-Eleven of the thirteen career education projects in the State concern themselves directly with the inservice training of teachers and counselors. This training is in cooperation with the