f. Research and Training

Research activities in utilizing part C funds are being focused in the broad area of career education. In the past fiscal year the Arizona department of education, division of vocational education has been conducting a research mini-grant program (section 131 (b)) and a research and development program (section 131 (a)) funded under part C of Public Law 90-576. To date, eight research mini-grant projects and one research and development project have been funded. The following is a brief summary of two funded minigrants and the research and development project:

1. Pinal Career Employability Program, Central Arizona College: The overall objective of the project is to increase the employability skills of secondary 11th and 12th grade students in Pinal County by enabling students to be eligible for job responsibilities or to upgrade their potentialities for greater career opportunities.

2. Research Analysis for Development of Experience-Centered Curriculum-Phoenix Union High School Area Vocational Center: This project is designed to acquire a solid data base for the formulation and implementation of a comprehensive experience-centered curriculum in the trades and industry program of the area vocational center. The project staff will determine the causes of low enrollment in offerings with high employment potential, identifying the most efficient and economical approaches for providing low achieving students with an experience-centered curriculum, determine realistic terminal behaviors for students participating in an experience-centered curriculum, identify the feasibility of expanded on-the-job training for target students, and delineate specifications for an exemplary experience-centered program for target students.

3. Career Education in Rural Arizona, Buckeye Union High School: The project is designed to combine six different educational agencies into one, striving for a program that articulates career education from grade K-12 in a rural farming area that covers some 1,500 to 2,000 mi2. As much money as possible will be put to use in the classroom with teachers and students in an attempt to exploit to as great an extent as possible the reservoir of career education instructional units available through educational information centers such as the career education clearinghouse in order to modify and adapt these to a rural setting; making available throughout the project district K-12, a broad career orientation and realistic exploratory experience for students.

STATE ADVISORY COUNCIL

There is little question that the State advisory council has provided direction to the division of vocational education, Arizona department of education. In its three annual reports, the council has included sets of recommendations that have focused attention toward action.

Some of the more outstanding examples of recommendations in terms of action taken are:

1. Expansion of cooperative education programs.

2. Providing expanded opportunities for the disadvantaged through multiagency cooperation.

3. Development of a master plan for professional development through the universities based on inservice education.

4. Emphasis by the Arizona department of education on the transition to a total program of career education.

5. Refinement of the State plan for vocational education into a comprehensive, working instrument.

6. Earmarking a percentage of funds for new programs in areas of business and industrial growth.

7. Establishment of prevocational education programs.

8. Monitoring and evaluation of the professional development programs under the master plan at each of the universities.

9. Reorganization of the department of education with reference to career education.

10. Improved information system on progress being made toward goals and objectives.

SUMMARY AND RECOMMENDATIONS

Interest in and public support for vocational education seems to be at an all time high. Career education thrusts have undoubtedly influenced the thinking of youth and adults in favor of reorienting the existing system of education so that it relates to the world of work. There is a growing identification of vocational education as an integral part of career education, and the traditional dichotomy in education is beginning to dissolve.

Youth and adults alike are becoming increasingly aware of the importance of employability as the individual exits from formal education. Tied to this is the growing recognition that education is a lifelong process and that as the individual builds upon both education and work experience he may move up the ladder in his chosen

career.

A review of enrollment and program growth will show that Federal legislation has made a major impact on the growth of vocational education. This financial support, along with the guidelines and regulations, has been largely responsible for this orderly growth.

This same review, however, will also reveal that there are great numbers of youth and adults who are not being served by vocational education. In Arizona, only 35 percent of secondary-level students are involved, and thousands of adults are in dead end or low opportunity jobs. There is much to be done to meet the needs of all who wish to be served.

It appears the outlook for growth in Federal funding of vocational education is less than bright. While the concept of revenue sharing is attractive, there is a growing fear that it will materially weaken the program. Funding projections are at lower levels. Priorities in revenue sharing packages are low. There is little hope that this approach will strengthen vocational education.

Tied to this dismal outlook is the paradox between congressional and executive branch support for vocational education. The negative climate in the executive branch is evident in both the features of educational revenue sharing and in the accompanying reduction of staffing in the newly created Bureau of Occupational and Adult Education. This can be offset only by increased funding levels and increased staffing at USOE regional offices. The States are in need of expanded technical assistance in the implementation of effective Vocational education.

ARKANSAS

(State Director-J. Marion Adams)

INTRODUCTION

Listing of total enrollments in vocational education (including consumer and homemaking) for selected fiscal years.

PUBLIC LAW 90-576-PART B-STATE VOCATIONAL EDUCATION PROGRAMS a. Job training enrollments

Occupational areas and instructional levels for selected fiscal years.

b. General Description

The enrollment under part B type programs increased 44 percent during 1967-68 as compared to 1962-63 and 21 percent during 1971-72 as compared to 1967-68. It is anticipated that an increase of 56 percent will be experienced in 1976-77 over 1971–72.

c. Postsecondary Courses

A breakdown of postsecondary enrollments by types of institutions is not available for 1962-63 or 1967-68; however, the State had no community colleges and only one vocational-technical school in operation in 1962-63. Most of the people enrolled in postsecondary courses were LPN students, and most of these were enrolled in special adult schools for LPN's-schools provided by local school districts. By 1967-68 Arkansas had 13 area vocational-technical schools for postsecondary students, two community college programs, and two programs in 4-year colleges.

In 1971-72 there were in operation 14 area vocational-technical schools for postsecondary students, 2 community college programs, and 6 programs in 4-year colleges.

In 1971-72, enrollment in vocational training at the postsecondary level was more than 9 times the enrollment of 1962–63.

d. Disadvantaged students

A listing of enrollments for selected fiscal years:

2 Includes both disadvantaged and handicapped students.

e. Handicapped Students

A listing of enrollments for selected fiscal years:

A breakdown of enrollments in preparatory training and supplementary training:

(i) Each local and State agency receiving Federal funds submits to the Department of Education, Vocational Division, a local plan

and application for vocational education. Information contained in these documents is:

1. Total number employed in area to total number employed in State (percentage).

2. Projected number to be employed in area in 1977 to projected number in State.

3. Impact of proposed programs on manpower needs. *** (with additional weight for programs involving construction crafts).

4. Percent of disadvantaged families in county.

5. Unemployment rate in area.

6. School dropout rate (percentage).

7. Percentage of total disadvantaged and handicapped persons to be trained.

8. Impact of training programs in meeting overall vocational education needs.

9. Excessive wage costs.

10. Excessive costs for disadvantaged and handicapped.

In addition, information is obtained from the Administrative Services Division of the Department of Education on the assessed valuation per average daily attendance, the millage rate voted by each local agency, and the minimum foundation funds received from the State per average daily attendance. (This part is excluded on all State agencies).

All of the above information is weighted for each agency to determine its priority in computing the amount of Federal and State funding.

Each agency is required to meet the maintenance of effort in order that local funds will not be supplanted with Federal funds.

(ii) Arkansas does not have any cities which have a population in excess of 250,000.

A breakdown of Federal and State vocational education funds going to local school districts of the State and to the four poorest counties of the State; a percentage ratio of the population in the four poorest counties to the total population of the State:

The formula for distribution of State and Federal vocational funds, as a part of its design, places emphasis on providing more funds for vocational programs in the poorer rural areas within the state. h. Construction and Equipment

Investments for construction and equipment from Federal, State, and local sources.