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23. The board should design and implement by the end of the 1973 fiscal year a program designed to assist local boards of education, vocational technical institutes and junior colleges with the placement of vocational program students who leave programs by graduation or otherwise.
21. The board should design and implement by the end of the 1974 fiscal year a vocational program "terminee bank" and a cooperative statewide placement service with the State Employment Service.
25. The board should develop job description guidelines, personnel qualifications, and program conditions necessary for reimbursable local level vocational administrators, supervisors and counselors.
26. The board should develop a position statement on the role of a guidance counselor and the type of services to be provided by the counselor to the students served.
27. The board should explore more ways to institute new approaches geared specifically toward vocational guidance in counselor education programs at State colleges and universities.
28. The board should make grants and contracts from research moneys to all appropriate educational agencies on both a solicited and nonsolicited basis in response to predescribed project specifications, and research contracts to profitmaking organizations and agencies should be in response to proposals from several potential
29. The board should establish certification requirements and encourage institutions of higher education to develop teacher education programs for general cooperative education coordinators.
30. The board should make grants and contracts from exemplary moneys on both a solicited and nonsolicited basis in response to predescribed project specifications and that proposal solicitation be forwarded to all local educational agencies in the State.
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 objec
1. It would appear advisable for the State division of vocational education to undertake a stronger role in the planning, development and follw-up of vocational education programs at the individual hool 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 post-secondary 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, in the long run, will yield more benefit than any other recommendation that could be made at this time, since it will enable program administrators 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 correspondent 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 handicapped children with the opportunity to develop a viable skill which will enable them to gainfully enter the job stream at a future. date.
7. Serious consideration should be devoted to the re-struturing of the existing foundation support formula in order to eliminate or minimize 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 these districts the equal opportunity which is afforded to the smaller districts.
1. The State Board of Education should develop for the entire State of Arizona a comprehensive educational plan. The comprehensive State plan should include educational managements, budget funds accountability to be established at the local school district level, the existing compliance document necessary for Federal funding, and should take into consideration the functional planning efforts presently being undertaken by the established six planning districts in Arizona in the fields of economics, health, and manpower. 2. The State Board of Education should develop a system so that a full-time career education planning coordinator will serve in each of the six planning districts of the State. The coordinators will integrate total education into career education by systematic, comprehensive planning.
3. The State Board of Education should request from the Department of Health, Education, and Welfare, Office of Education, that all federally funded educational programs follow the procedures
outlined under the Office of Management and Budget, circular A 95, in presenting all programs to the State clearinghouse prior to funding consideration.
4. In the development of the fiscal year 1974 budget for vocational education a reasonable amount of risk-capital should be earmarked for the development of skill education in areas of new industrial growth, a practice that has been eminently successful in many other areas of the country.
5. The State Board of Education should develop closer communications with the State board for community colleges in order to expand the career education concept into the post-secondary institutions and to allow more coordination between secondary and post-secondary career education programs.
6. The cooperative education funding within the State fiscal year 1973 plan should be expanded because of the growing need for work experience programs and on-the-job training.
7. The full funding of the National Vocational Education Act of 1968 and provisions for the establishment of prevocational educational programs in grades 7 to 14 should be supported.
8. The professional staff development concept as outlined in the State plan should be supported; during the course of the next year the training functions should be monitored and evaluated; and a report of the results should be made to the State advisory council.
9. The State Board of Education should review its organizational chat in the boat thet career education and education are synonymous; the board should consider creating a position of associate superintendent for career education and retaining a position of deputy associate superintendent for vocational education.
10. The preparation of teachers and counselors for career education should be reexamined, giving consideration to a requirement for actual work experience outside the field of education.
11. The system of evaluating vocational education by the State advisory council and the system of making a descriptive report of Vocational education for the division of vocational education should be reorganized so that appropriate information is available when it is needed. Moreover, systematic evaluation of vocational education should be maintained throughout the year.
It is the opinion of this council that it is essential that Arkansas develop a con.prehensive educational system which meets the needs of all students, and insures that no student leave the system without a salable skill. Furthermore, that no student graduate from high school ill prepared to either college, a technical institute, or employ
To implement this concept, the council makes the following recommendations to the State Board for Vocational Education:
1. That the board request an additional $2.5 million in State moneys for the first year of the 1973 1975 biennium and $3 million for the second year for secondary vocational education programs.
2. That programs of occupational awareness be developed and financed into grades 1 through 6, throughout the public school system,
by providing adequate instructional materials and inservice training programs for all elementary teachers. The responsibility for implementation should rest with all divisions of the department of education and not solely within the division of vocational education. 3. That much greater use be made of the mobile training units to bring "hands on" vocational orientation and exploratory experiences to all students in the middle grades (7-10).
4. That all State area schools offer two 3-hour blocks of instruction to secondary students (11 and 12 grades), during the day, to bring actual skill training opportunities to secondary students now denied such training. Local school districts should pay tuition for students on the same basis as for secondary area schools.
5. That school districts be encouraged to implement the provisions of act 323 of 1969, or to establish comprehensive high schools, by the board providing assistance with construction and program support moneys.
6. That the board take immediate steps to lower the counselor-pupil ratio in our secondary schools and encourage the placement of counselors in elementary schools. A significant expansion of inservice training of school counselors in occupational counseling is also needed. As a first step in improving occupational counseling, the board should:
a. Seck to employ individuals with rich backgrounds of experience in business, industry, and labor (with or without teaching experience) as counselors in order to introduce occupational counseling into the system immediately.
b. Require that all future counselors have work experience outside the educational system before they are certified, and that they periodically update their work experience through summer employment in private industry.
7. That the board select specific State colleges or universities as target schools and through funding grants and technical assistance (including assistance from the U.S. Office of Education) initiate improved and expanded teacher training programs in all occupational clusters. In each of its evaluation reports the council has recommended that vocational teacher training programs in our State colleges and universities be improved and expanded. To date little or no progress had been made.
8. We repeat the recommendation contained in our 1971 evaluation report that the board develop a more flexible salary schedule, with significantly higher authorized maximums in technical subjects, for presentation to the 1973 General Assembly. As a first step, the board should request funding for the increased maximums authorized by the 1971 General Assembly so that a more realistic salary schedule can be initiated at the Southwest Technical Institute.
To carry out the recommendations of this report will require aggressive leadership from the State Board for Vocational Education and the State Department of Education to initiate a comprehensive planning effort, independent of the U.S. Office of Education's required reports, that will result in a plan which will:
a. Provide a long-range strategy for developing a total career education system in Arkansas, including the development of procedures to insure continuous planning and evaluation.
b. Establish specific areas of responsibility, and thus accountability, for each element of the plan within the Department of Education. c. Provide a basis for actively soliciting additional funds for gram implementation from the U.S. Office of Education and the U.S. Department of Labor.
California State Plan for Vocational Education
The State Board of Education and Board of Governors of the Community Colleges should complete their vocational education delivery system by establishing statewide priorities, goals and objectives, and the system should provide for continuous review, updating and evaluation which can serve as a model for district plans. Furthermore, the council recommends that the State's priorities, goals, and objectives be established by a task force made up of representatives from all levels of vocational education, various agencies serving it (both public and private), lay persons and students.
A clear definition between the concept of career education and vocational education should be articulated into all State planning relative to education and manpower development.
Funding for the development of career education projects should be drawn from all educational sources rather than primarily from vocational education funds.
An expression of student needs and attitudes should be obtained by the State Board of Education and Board of Governors of the community colleges as a critical input to program planning and the preparation of the California State plan for vocational edu
Vocational Education Reporting System
Information provided by local school districts and area planning committees regarding district and master plans should be submitted in time to be incorporated into the State plan. (Area planning committees are mandated to provide master plans for incorporation into the State plan.)
Information gathered and reported by the State department of education should be more comprehensive in order to better describe and evaluate the State's vocational education program.
Data on the occupational training provided in private occupational education schools and other institutions, such as the military, should be collected and maintained on a continuing basis and included in the State plan.
Disadvantaged and Handicapped
All VEA proposals submitted for the disadvantaged should show written evidence that there has been input from the commun ́ty or region where they will be implemented, including other federally funded programs in order to avoid unnecessary duplication of effort, and suilicient funds should be allocated to assure attainment of the proposals' major program objectives.
A semiannual report on the status of each disadvantaged and handicapped or research demonstration project should be published and appropriately distributed to districts agencies indicating the prog