Elementary pupils received class instruction from a home economics major. The lessons were in nutrition and were preceded and followed by a cafeteria food selection survey.

CONSUMER HOMEMAKING AND OCCUPATIONAL HOME ECONOMICS-ENROLLMENTS

d. Cooperative Vocational Education

Secondary enrollment reached 128 full-time students in distributive education, 95 FTE in office education, and 28 FTE in other areas. In addition, 72 FTE's were generated by "other" cooperative programs.

Eight secondary school stores functioned throughout the year. Three names illustrate business identity: "Learner Larder" (Kenai Central), "The Lair" (Dimond, Anchorage), and the "Eagle Stop and Shop" (West, Anchorage).

In cooperation with the University of Alaska, 29 sessions of postsecondary cooperative education were carried on throughout the State. Sessions were offered in cooperation with Small Business Administration and State chamber of commerce from Gambell in the northwest to Petersburg in the southeast. Some 1,728 individuals participated in this program.

Rural student vocational program: Twenty high schools were able to have young adults participate in RSVP. This allowed for 128 individuals to receive on-the-job training during the school year, and an additional 20 people worked during the summer program.

Teacher Education: Three major courses were offered for business instructors during the year. Cooperative occupational education was offered in Kodiak and Anchorage with an enrollment of 29 people. Three workshop sessions in simulated office practice were offered in Kenai and Anchorage and 36 people participated. Two sessions of instructional design were offered to 14 participants in Anchorage and Fairbanks.

Work study funds are not compatible to present standards of living in Alaska. With the minimum wage law in Alaska being

$2.60, the $15 maximum allowed by work study funds doesn't derive adequate remuneration for the student to become involved. The State plan objectives states that work study funds were to be spent in the model cities area only. However, in the model cities area alone we find we can place all of the students at the $2.60 wage in regular industry. (2,942) Minimal work study funds were expended in fiscal year 1972 because of the availability of jobs in industry for model cities disadvantaged youth.

During fiscal year 1973 new methods of expending work study funds will be explored, primarily on military bases where there is no civilian employment.

f. Research and Training

The limited set aside funds has not allowed Alaska to become greatly involved in the development of a R.C.U. Therefore, the funds for fiscal year 1972 were distributed to specific research areas that would bring direct results to program development.

A grant award was made to the Alaska Health Manpower Corporation to ascertain the total health needs within the State, and the necessary training programs to meet these needs.

The Governor's Manpower Advisory Council received a grant award to assist in a coordinated study with Department of Labor, and Bureau of Indian Affairs to establish the manpower needs for the seventies and publish such information through CAMPS.

The other grant award was to Alaska Methodist University to fund the second year of an economic study of northwest Alaska, as to the potential of vocational program development in as isolated rural community with a subsistence base.

STATE ADVISORY COUNCIL

The Alaska State Advisory Council for Vocational Education has been a tremendous asset in influencing the vocational contract in the State of Alaska. They have conducted a basic needs assessment in almost every locality throughout the State as well as doing the final study in 1972 for vocational-technical schools on the secondary level. As a result of these two studies legislation has taken place which allowed for additional financial assistance for vocational programs from secondary through the adult level.

SUMMARY AND RECOMMENDATIONS

It would be my sincere opinion that the Congress of the United States would give serious consideration to the small populated States such as Alaska and set a minimum apportionment for each of those States, so that adequate programming could take place on an equitable basis with other States. As an example, if revenue-sharing should become law the immediate impact of that act would mean immediate reduction on the Federal apportionment to the State of Alaska in the neighborhood of $20-$25 million, causing a tremendous financial hardship on the small number of inhabitants in the State, with very little population and no manufacturing or industry. Alaska being a small State in terms of population has suffered

tremendously through the existing apportionment formula now being used by technical education of the proposed formula that are being recommended by the Better Schools Act of 1973. Also, due to the fact that Alaska is somewhat remote from the rest of the continental United States increased costs of doing business has been felt and neither the Vocational Act of 1963, the Amendments of 1968 or the Better Schools Act of 1973 allow any provisions for an increase cost-of-living index that exists in Alaska. However, at the same time, Congress has seen fit over the years through the military operations, Bureau of Indian Affairs, Bureau of Land Management and other U.S. Department of Interior agencies, et cetera to allow a 25 percent cost-of-living index for the employees as well as the operation of the programs. It is the opinion of this writer that the Federal Government has discriminated against Alaska's youth and adults by their failure to recognize the fact that it does cost more doing business in the State of Alaska, but on the other hand no additional compensation has been made for a State two and one-half times the State of Texas a small population of which all apportionments are based on.

ARIZONA

State Director-Eugene L. Dorr

INTRODUCTION

The Vocational Education Act of 1963, and the Vocational Education Amendments of 1968, have been major catalytic agents in the growth of Arizona vocational education programs. In 1963, prior to the impact of Public Law 88-210, these programs served only 29,548 youth and adults in a State whose population was 1,521,000. In fiscal year 1972, 94,618 were persons served in a population of 1,925,000. Even during a period when total population increased nearly 27 percent, the percentage of persons served compared to the total population of the state increased 211⁄2 times.

In terms of human needs and manpower requirements, there is much more to be done in Arizona vocational education. A projection of enrollment in 1977 of 113,725 represents a growth of only 20 percent, consistent with anticipated population growth. Unless greater Federal and State support is forthcoming, it will be most difficult to increase the percentage of the population served.

Arizona has given national leadership to the implementation of the concept of career education throughout all of education. State funded projects have, for 2 years, made a major impact on the total curriculum. Emphasis has been placed at the elementary level, and as a result students who will be moving into secondary programs will be more aware of themselves and the total world of work than ever before. It is critical that vocational education programs, as an integral part of career education, provide for the necessary continuity to serve the more valid career interests of these students.

PART B-STATE VOCATIONAL EDUCATION PROGRAMS

a. Job Training Enrollments

Table 1 below provides enrollments and enrollment projections by program areas and levels for the years under consideration. In 1963 and 1968, these programs were funded through the Smith Hughes and George Barden Acts. In 1972 and 1977, the enrollments are identified with part B of the 1968 amendments to the 1963 Vocational Education Act.

It should be noted that home economics enrollments listed include useful as well as gainful programs. Enrollments of the disadvantaged and handicapped are provided in table 2.

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TABLE 1.-JOB TRAINING ENROLLMENTS IN ARIZONA BY PROGRAM AREAS AND LEVELS

A comparison of the grand total enrollments from 1963 to 1968, and from 1968 to 1972, indicates a remarkable growth influenced by the Vocational Education Act of 1963, and the 1968 Amendments. The percentages of increase are 88 percent and 70 percent respectively. A more conservative projection for 1977 of 20 percent growth compared to 1972 is based on the general feeling that Federal appropriations will not increase significantly.

At the secondary level, it is significant to note that health occupations enrollment in 1968 was only 4 percent of that in 1972. At the post-secondary level, it was only 16 percent of the 1972 enrollment. This is evidence that Arizona has expanded vocational programing significantly in this field of high need and opportunity. Other areas of remarkable growth are distributive education, office education, and trade and industrial education.

c. Post-Secondary Courses.

Arizona has designated its post-secondary community colleges as area vocational schools thereby eliminating the existence of a dual vocational education program at the post-secondary level. During fiscal year 1972, seven county community college districts operated 11 colleges under the State system. An eighth district was established in Navajo County, and a ninth was operated in Mohave County out of the county high school district.