and since this is a method of self-help which helps a participant to maintain his dignity while meeting his needs, it is most important that such programs be continued. This program's present participants and those projected for 1977 are shown in chart X.

Part C funds have been used to further the career education concept in the State of Georgia. Portions of the State share have been used to develop the career and self-awareness component for elementary schools as described above in the introduction.

Under part C, projects have produced programs of value to career education in general and to the vocational education components in particular. These products include individualized instructional materials for 10 of the curriculum programs, programed mathematics materials for 5 of the curriculum programs, instructional materials for 8 of the postsecondary vocational-technical programs, and learning activities packages to fuse distributive education into the trade course curriculum at the postsecondary level.

Additional projects and programs made possible by part C funds were developed as described below:

1. A special program was provided to determine the availability of jobs in Georgia as they relate to vocational concepts and to report this information to students in a usable form.

2. A model adult guidance program was developed to be used with evening school students in postsecondary area vocational-technical schools.

3. Through part C funds, Georgia was able to participate in the Ohio State Center's system approach to guidance projects.

4. Georgia also participated in the development of an occupational information center of education and industry in Atlanta's city school system.

5. Special internship experience was provided for University of Georgia vocational doctoral students in order to encourage them to become active in vocational education in the State of Georgia.

6. A dissemination center was established at the University of Georgia.

7. Georgia is also participating in an interstate consortium to develop learning activity packages for distributive education students.

8. A model differentiated staffing process was tested in an area Vocational-technical school.

9. An individualized training program was developed to teach vocational instructors to become managers of the learning process in their own classrooms.

10. An individualized and immediate machine shop program was developed for postsecondary vocational-technical schools.

11. A film depicting Georgia's concepts of career education was developed and is currently in use nationwide.

12. The Office of Adult and Vocational Education participated in a special student financial aid study to determine the financial needs of postsecondary vocational-technical students.

STATE ADVISORY COUNCIL

The most significant contributions of the State Advisory Council during the last 5 years were the following recommendations made by them. Each of these recommendations is followed by a brief explanation of the action taken in response to the recommendation:

1. Recommendation.-Establish minimum criteria for a developmental program of career and vocational education in all grades and offer incentive grants to schools meeting the requirements.

Action taken-Minimum criteria for a developmental program of career and vocational education in all grades have been established and comprehensive career education grants for grades K-12 were awarded to 54 systems agreeing to meet these requirements.

2. Recommendation.-Apportion school systems into geographical areas in which State staff personnel could assist schools working to meet the criteria.

Action taken.-A program manager system has been established in which the State has been divided into 18 educational service districts with one or more program managers from the State staff appointed for each district. These program managers are described in greater detail under 1.31-4 of part I of the State plan.

3. Recommendation.-Give local systems greater responsibility for the planning, monitoring, and evaluation of career and vocational programs through:

(a) Making the annual local plan for career and vocational education the sole contract between the State board of education and the local school system and through;

(b) Requiring the local board of education to take formal action on the local plan for career and vocational education prior to its submission to the State department of education.

Action taken. The local plan has now become the primary contractual plan between the State board of education and the local school system.

4. Recommendation.-Examine the system of distribution of funds to offer all students of all systems an equal opportunity to participate in vocational programs. The present system under which 28 percent of the vocational funds are allocated to schools serving 48 percent of Georgia's student population cannot hope to meet the needs of the growing urban areas.

Action taken.-The formula for allocating funds to local school systems has been revised. All applications for local funding procedure has been established based on manpower needs, vocational needs, relative ability to pay, and excess costs. A detailed description of this formula is set forth under 3.27 of part I of the Georgia State plan.

5. Recommendation.-Establish an office of career vocational and manpower education at the highest possible operating level within the Georgia Department of Education.

Action taken.-At the beginning of the 1973 fiscal year the Office of Adult and Vocational Education was formed with an assistant superintendent being given the responsibility for the office.

SUMMARY AND RECOMMENDATIONS

A growing need for vocational education in our schools at all levels is now being recognized. This is a challenge that is rooted in the social and economic welfare of our people. It affords an opportunity to reach out into the total population and meet its most pressing needs.

Schools offering a vocational education program make available to all students realistic, worthwhile alternatives. Through this important program our State is enabled to continue its economic growth, and at the same time meet the needs of newly located industries.

Today both the Federal and State governments must work together to appropriate necessary funds to help provide a more meaningful education for young people.

Vocational education can become the vehicle through which American youth are able to identify themselves as future workers and enable to take on the habits, attitudes, and skills that guarantee the continuance of man's endeavors through constructive work. These are days that call for decisive action. This country cannot afford to wait to make the changes that are necessary for education to become relevant and the rewards of fruitful labor available to everyone.

Georgia has been moving forward in the area of vocational education during the past decade. Since 1961, 23 area vocational-technical schools have opened throughout the State. Added to the two existing State residential schools, this made a total of 25 postsecondary vocational education centers. We are also expanding our program by moving to provide vocational education in junior colleges and adult

centers.

At present Georgia has 43 operational comprehensive high schools, an additional 19 under construction, and 13 more that are in the planning stage. We expect the total number to increase to 82 by the end of fiscal year 1974.

Georgia has also moved to provide career awareness programs at the elementary level in grades K-6 and is continuing to expand its exploratory programs in grades 7-9. The resolute progress that we have made in these areas is set forth above. We believe that these programs are important and continued support for them is imperative.

All youth, as a part of growing up, are entitled to experience the psychological meaning of work to examine the benfits to society of different forms of work, and to test themselves in different work roles. In addition, every young person should be encouraged to examine exploratory experiences in terms of what they mean to him personally and to plan and pursue educational programs that will help him reach his goal. But many youth are reaching early adult

hood denied these experiences and are consequently unable to successfully enter employment or adjust to the role of workers. There is much evidence that many youth have no identity with work.

Too often in the past education has been advocated for its own sake rather than as a means to an end with equal emphasis given to earning a living.

The framers of the Vocational Education Amendments of 1968 took into account the continuous changes in our economic and social structure that have rendered obsolete the old patterns through_which individuals moved from childhood into adult work roles. It was against this background that they redefined vocational education to make it a developmental vocational process enabling the recipient to progress from childhood into an adult work role and in fact throughout a career.

It is our belief that this is the direction in which education in this country should continue to move, and that the pace should be accelerated because of the immediacy of the need.

HAWAII

State Director-Samson E. Shigetomi

INTRODUCTION

Within the past decade, vocational education in Hawaii has experienced two significant periods of growth. The first ocurred with the passage of Act 39, S.L.H. 1964, which authorized the establishment of community colleges. The second period came after the development of the State master plan for vocational education, the resulting Act 71, S.L.H. 1968, and the Vocational Education Amendments of 1968, Public Law 90-576.

Each State develops a system which meets its specific requirements of providing the most efficient, economical, and effective occupational programs for its citizenry. Hawaii has a statewide system of operation, and two State agencies are responsible for all education from kindergarten to graduate school. The State department of education is primarily responsible for K-12 programs, while the University of Hawaii system handles all postsecondary programs, including continuing education. Some adult education programs are offered by the department of education, which mainly consist of adult basic and general education and a few courses in vocational education.

A State master plan for vocational education was prepared in response to Senate Concurrent Resolution 43, S.L.H. 1967. One of the primary objectives of vocational education is to "Provide optimal training for the State's human resources for the labor market while simultaneously maximizing the human potential of the individuals involved."

The role of the secondary schools in meeting this challenge is to provide opportunities for the development of occupational competence for job entry and prepare students to pursue higher levels of career objectives at the postsecondary institutions or through apprenticeship. Hence, the major emphases of vocational-technical education programs in the secondary schools are on the acquisition of basic verbal, scientific, and mathematical skills and knowledge, the exploration of career opportunities, and the acquisition of some occupational skills and knowledge in an organized and systematic

manner.

The general strategy is to treat preparation for a vocation as a continuum in which the secondary schools provide the necessary basic skills for entry level jobs, while more specialized occupational preparation takes place in community colleges, on-the-job, or in other postsecondary institutions. Education is conceived of as an open-ended sequence of goals and as a continuous process.