Listed below are two of the several important research projects supported with Part C funds. Title: Principal A Research and Development Project in Occupational Investigator(s): Joseph Borgen and Dwight Davis. Institution: Location: Joliet Junior College. This project, better known as the Illinois Occupational Curriculum project, was conducted under the auspices of Joseph Borgen and Dwight Davis at Joliet Junior College. It represented a management systems approach to occupational curriculum development and evaluation in the process models were being developed for occupational education. A system package was developed through different research and development activities which contained management strategies, guidelines, and activity manuals to assist local occupational curriculum planners in the identification, development, implementation, and evaluation of occupational programs. These guidelines were utilized with a series of workshop sessions to orient curriculum planners to the utilization of the process models as well as to stimulate research on related problems. The response to the package by Illinois administrators has been overwhelming. Over 300 persons have attended workshops in fy 1972. Title: Nuclear Radiation Project Study-Phase II Investigator(s): William Phelps and Arthur Baker Institution: Location: Community High School District #155. A laboratory-oriented introductory one semester course in nuclear radiation for secondary students was developed. Attitude and knowledge changes were evaluated through the use of pre- and post-tests developed by the researchers. The trial classes were taught to a heterogeneous group of 16 students per semester. Preference was given to seniors with an interest in vocational technology. The project developed and field-tested a course that could be taught in all secondary schools in the United States. Students enrolled in this program were not only trained for employment as nuclear technicians upon graduation, but also given sufficient background to pursue post-secondary technician training if so desired. This program also alleviated students' fear of nuclear energy by demonstrating its many uses in peaceful situations. STATE ADVISORY COUNCIL The State advisory council has met on a regular basis. In their meetings, reports from their special committees and individual member concerns have focused on the State program of vocational and technical education and the State administration of the program. The advisory council has funded several research projects in an effort to evaluate various aspects of the State program. Their annual reports for FY 1970, 1971, and 1972 have included recommenda tions to the State Board. The State Board and the division of vocational and technical education have pursued and actively responded to recommendations that were within the parameters of the agency's fiscal resources and the prevailing statutory responsibilities and limitations. SUMMARY AND RECOMMENDATIONS The program of vocational education in Illinois took on new life and experienced significant growth when Federal Legislation for vocational education focused upon serving people and funds were appropriated to create and conduct the necessary programs and services for them. The increase in number of persons enrolled in the Illinois program between 1963 and 1972 is evidence of what can be accomplished when enabling statutory measures prevail and funds are made available. The record in Illinois could have been better and can be improved in the future if the following recommendations were implemented. (a) Additional part B funds would help maintain a more realistic support level for the local educational agency programs. Federal and State funds for distribution to schools has not kept pace with the ever-increasing enrollment in local programs. Schools have responded to our encouragement to initiate and expand programs to serve more students. However, the local administrators have been dismayed when the level of Federal and State support per student continually decreases. (b) The categorical programs authorized and funded under 90-576 have enabled Illinois to initiate program and activities. and serve students in a very gratifying manner. However, as frequently happens in such categorical programs, there are instances when mandates for use of the special funds create gross inequities in the overall State program. It would be most helpful if under certain circumstances funds appropriated for categorical programs could be transferred to part B purposes. (c) There is the ever present need for Federal appropriations for educational programs to occur in a more suitable sequence with the administrative calendar for schools throughout the Nation. The evolution of the school calendar from the traditional to the yearround operation is many years away for most schools. School administrators at the local and the State level need 6-12 months lead-time concerning notice of Federal appropriation for educational programs. (d) It is essential that the Better Schools Act and the plan for revenue sharing include specific provisions and allocation of funds for vocational education. The consequence of the absence of these provisions would be chaos. The economic and social welfare of our nation is of real concern in this matter. INDIANA State Director-Don K. Gentry INTRODUCTION Vocational education is a part of the total education picture in Indiana. More than 154,000 persons in Indiana pursued some type of vocational training during fiscal year 1972-an increase of 84,586 students or 120% during the last 10 years (since fiscal year 1963). Enrollment for fiscal year 1977 is expected to top 202,000. Of the 154,556 persons served through vocational programs in 1971-72, 65.7% were secondary students, 4.9% were post-secondary, and 29.4% were adults. To the 101,506 secondary vocational students, enrollment meant pursuing a regular high school curriculum leading to a high school diploma plus learning a valuable skill. Vocational education graduates may go directly into a skilled job, undertake advanced technical study, enter apprenticeship or pursue professional college training. To the 45,521 adults in vocational training, this can mean an open door to new occupations and new levels of achievement and attainment. Some 320 public high schools offer vocational and technical education; area vocational centers a modern concept in education, are gradually covering Indiana. The area vocational system in Indiana is well along in development. Hoosiers may now select from 33 area vocational centers, 23 of which have a central facility. Eleven areas have completed studies to determine the feasibility of offering vocational education on an area basis. High school students are enrolled in area schools from surrounding school districts to take courses not offered in their local schools. Program offerings are primarily those which are too expensive for a local school to offer or sophisticated courses which lack enrollment in local school districts. Secondary students attend the area school for one-half a day and attend their home high school the other one-half a day to complete the usual requirements for high school graduation. The great increase that has come about in program development, area school development, and increased enrollments, is primarily due to the support given to our State under the 1968 Amendments to the 1963 Vocational Education Act. (193) 1 1967-72 annual reports on vocational and technical education by HEW Office of Education. Includes enrollments in comprehensive consumer and homemaking programs. 2 Projected. a. Job Training Enrollments The following data represents enrollments in vocational education programs provided with Federal funds under part B. b. General Description More than 154,000 persons in Indiana pursued some type of vocational training during fiscal year 1972-an increase of 84,586 students or 120 percent during the last 10 years (since fiscal year 1963). Enrollment for fiscal year 1977 is expected to top 202,000. Of the 154,556 persons served through vocational programs in 1971-72, 65.7 percent were secondary students, 4.9 percent were post secondary, and 29.4 percent were adults. There has been a tremendous amount of initiation, expansion, and updating of all vocational programs to meet the needs and opportunities in the ever-expanding occupational field. To meet this very exciting challenge, we in vocational education are constantly updating and expanding the present program offerings and establishing new programs to meet the needs of the students and community that we are serving. 1. In Business and Office Education the following new programs have been initiated: (a) data system, (b) office and administrative management, (c) accounting program, and (d) task training of clerks. The insurance secretarial and clerical training program has been expanded. 2. In distributive education new programs have been established in the areas of (a) cashier checker training program, (b) radio and TV programing and production, and (c) in-school project laboratories. The in-school store program has been greatly enlarged. 3. In home economics related occupations new programs have been established in the following areas: (a) child care workers, (b) clothing alterations, and (c) industrial sewing. The food service program has been increased. 4. The health occupation education area has shown tremendous growth by initiating the following programs: (a) dental hygiene, (b) physical therapy assistance, (c) 2-year degree inhalation therapy, (d) medical secretary, (e) medical transcript, (f) X-ray technician, (g) dental assistance, (h) dental technician, (2) ward clerk, (j) associate degree nurse, and (k) diversified health program. The licensed practical nurse program has been expanded. 5. In agri-business education six new programs have been added. They are: (a) sales and service, (b) agricultural products, (c) horticulture, (d) agricultural mechanics, (e) forestry, and (f) natural resources. The area of production agriculture has been greatly updated and broadened. As the above information and data indicate, there have been tremendous strides in initiating new programs and in the expansion of the existing programs to meet the needs of all of the students in the local communities. NOTE.-Total enrollments in the first paragraph include comprehensive consumer and homemaking. |