latter objective will be accomplished by (1) working closely with the grant recipients in formulating ideas and objectives for the projects, and (2) workshops designed to deal with specific research topics.

The level I projects require more rigorous specifications as regards the elements of research design.

Adequate information on which to base vocational program planning decisions at both the local and State level has been a major problem. We are engaged in two activities which promise to provide the kind of information needed to plan quality vocational programs.

(1) A statewide management information system to provide manpower supply and demand data is being developed. We are obligated to provide vocational training which is realistic in light of actual or anticipated opportunities for gainful employment. To date, we have primarily relied upon the Missouri Division of Employment Security to provide employment opportunities data. This does not include manpower supply, and the occupations listed are limited to employers placing job orders with the division of employment security. It is estimated that this represents approximately one-third of the employment opportunities in Missouri, and some relevant occupations are not represented in this listing.

This system is known as the Missouri Occupational Training Information System (MOTIS) and will consist of four basic compo

nents:

related to

1. Manpower demand component (MDC). 2. Manpower supply component (MSC). 3. Student accounting component (SAC). 4. Resources inventory component (RIC). Generally, the MDC will collect information employment opportunities, both current and projected; the MSC will collect information related to manpower availability; the SAC will collect information related to student enrollment, interests, and aptitudes; and the RIC will collect information regarding the physical and human resources used for the various training programs. Part C has provided partial funding for this project.

(2) The research coordinating unit has operated a computer based research and resource information system for several years, and educators in the State are able to request computer printouts of ERIC abstracts and also microfiche documents.

Following are brief summaries of research projects in Missouri: Career development for grades K-8.-This project is designed to develop career education materials in grades K-8 which are to be used by the instructional staff to incorporate career education within the regular curriculum. Once the materials have been developed through the use of teacher committees and the coordinator of the program, a workshop will be held using consultants who are experts in this field to acquaint the instructional staff with techniques to meet career education objectives through activities developed by the various committees. The objectives are stated in behavioral terms and will be evaluated.

Industry education cooperation in providing career education.— This project is designed to develop, print, and distribute information in 24 southwest Missouri counties concerning industry's willing

ness to assist schools in career education. Industries were contacted which indicated their willingness to provide tours, part-time employment, lectures, or other activities which would acquaint students with their business and the occupations available in industry. The results of the survey and suggestions as to their use have been distributed to the principals of each school in the southwest districts. In addition to these materials, the coordinator of the project has volunteered to assist in pre-school workshops to acquaint staff with the utilization of this material.

Project second chance.-This project was designed to determine the adult educational needs in five counties in the mineral area districts. Information was obtained concerning the educational needs as perceived by adults, hiring practices of all employers, and job opportunities for adults which would require vocational-technical preparation.

Development of a 16mm film titled "Dynamic Careers in AgriBusiness" for postsecondary agri-business graduates in Missouri.This project provides a statewide job development and placement service for all agri-business graduates. There are seven participating institutions in this project. The results so far include an average increase of $1,000 for all graduates placed in this program as opposed to those placed by the school in which they were trained. In the last report received from this project, the coordinator has openings for 150 graduates with less than 10 graduates remaining to be placed.

A Project to determine the effect and adaptability to individualized instruction of the APEX simulation program. This project is in the business and office area and designed to give the student experiences similar to those which they would receive in a business office. This allows the student to assimilate all their educational experiences in performing the duties of office personnel. The program is open ended which allows students to enter at any time or level and to terminate their training at a time when their skills have been developed to the point where they may secure employment reflecting their occupational objectives.

Development of sufficient skills and abilities of disadvantaged students to the level of being able to succeed in regular vocational classes. This is a program designed for ninth and tenth graders who, in the opinion of teachers, counselors, and administrators would probably drop out of school prior to graduation. Each student in the program has classes in a 3-hour block which allows him an opportunity to have hands on experiences in many of the trade and crafts areas. In addition to the industrial education experiences, 30 minutes each day is devoted to the development of reading skills. One professionally trained counselor has been assigned a portion of his time to devote to the counseling of the students in this program. An analysis of factors which influence student selection of vocational-technical education in southwest Missouri.-The purpose of this project is to determine the communication devices which influence student's decisions concerning careers and institutions for occupational education. In addition to the above, information is being collected concerning the characteristics of those students which enter vocational-technical programs.

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STATE ADVISORY COUNCIL

In Missouri the relationship of the advisory council for vocational education and the State department of education has been a very wholesome one. The membership of the council has been very understanding of the problems and supportive of the activities of the vocational division within the department. The council has been highly independent of the department and works very closely with the program of the national council.

The most significant contributions of the Missouri Advisory Council within the past few years have been the leadership it has given to development of proprietary school laws and support for the development of the Missouri Occupational Technical Information System. Missouri is one of the few States in the Nation without any regulation of proprietary schools. Efforts in the past to enact legislation always met with defeat. The advisory council for the past 2 years has been giving strong leadership to passage of adequate legislation, and it is anticipated that this effort will be successful in this session of the general assembly. The MOTIS plan for Missouri will give us a computerized data system for planning, operating, and evaluating vocational education in Missouri.

In addition to these significant contributions among the many others, the council has worked for are the following:

1. Improving the data base for planning.

2. Creating planning instruments at the State level and at the local level.

3. Working for the improvement of the counseling and guidance function.

4. Suggesting a new formula for vocational funds.

5. Recommending the formation of a statewide labor-industryeducation committee.

6. Supporting the recommendation of the vocational division for additional personnel.

The contribution that any advisory council can make is very meaningful. Of course, the composition of its membership is important to its effectiveness, but primarily it should be limited to its functions as prescribed by law, and be careful to avoid administrative functions.

SUMMARY AND RECOMMENDATIONS

The following items indicate the progress for vocational education in Missouri in the past decade:

(1) The efforts of local school administrators in maintaining, improving, and extending the offerings in vocational education have been effective. The State program is structured so that training may be organized in high schools of varying sizes although only the larger schools can provide comprehensive offerings.

(2) The cooperative manner in which administrative staffs of comprehensive high schools, area vocational schools, junior colleges, and the 4-year institutions work with the State Department of Education is exemplary.

(3) The vocational program in Missouri has a long tradition of successful operation. Its success has given stature to the program offerings.

(4) Programs are being developed in all fields to meet the needs of individuals and to meet the demands of employment opportunities.

(5) Through the use of advisory committees and other groups, the support for vocational education by professional educators and lay groups has resulted in the development of a valid program of offerings.

(6) Programs for postsecondary and adult individuals are being organized in greater numbers.

(7) More adequate physical facilities, better trained instructors, and a more vital and meaningful curriculum have contributed to the improved image of vocational education in the State.

(8) The general assembly has improved the financial support for vocational education at the local level through increased appropriations.

(9) The development of the area concept for providing vocational education has meant much to the advancement of the program.

(10) Follow-up studies reveal that trainees in vocational education are placed in employment related to the training pursued.

There are some items of concern which, if resolved, could improve our delivery system. We learn our Federal and State appropriations too late each year to be the most effective in assisting local schools with programs. It would be helpful if we knew by January 1, the appropriations for the succeeding fiscal year. The State agency for Vocational education needs to be the agency in charge of directing the expenditure of all the Federal vocational funds coming into the State. Under the present situation, too many groups are operating vocational programs.

Mention was made to make a comment relative to the Better Schools Act of 1973. We know from experience that the categorical aid for vocational education is imperative if vocational education is to be served. There are too many opportunities in the Better Schools Act of 1973 to channel vocational funds to other activities.

The administration's plan for a reorganization and regionalization of the U.S. Office of Education is quite unclear. In the past several years the regional staff in the Kansas City office has been of great assistance to Missouri. We would like to see this office maintained and strengthened.

MONTANA

State Director-Benjamin Ulmer

INTRODUCTION

As is shown on the attached report, vocational education enrollments (attachment No. 1), the growth of vocational education in Montana during the past 10 years has been tremendous, especially in the area of postsecondary vocational-technical education. Very little opportunity existed in this area for the citizens of Montana until the passage of the Vocational Education Act of 1963, as amended in 1968. Another area which was greatly strengthened by the passage of this act was vocational education for the disadvantaged and handicapped. Other areas in which programs have been initiated or strengthened because of the passage of the 1963 act include cooperative education, exemplary and innovative programs, work-study programs, consumer and homemaking education and research.

Please refer to vocational education enrollments (attachment No. 1) for a list of job training enrollments for fiscal years 1963, 1968, 1972, and 1977, projected. This chart includes enrollments of persons in programs funded with Federal, State, and local funds.

PART B-STATE VOCATIONAL EDUCATION PROGRAMS

a. Job Training Enrollments

Please refer to vocational education enrollments (attachment No. 1) for a list of enrollments by job training area and by secondary, postsecondary and adult levels. This report includes all persons enrolled in courses provided with Federal funds under part B of the act, as well as the enrollments under other parts of the act.

b. General Description

Following is a very brief description, by program area, of the major achievements and progress over the past 10 years.

1. Agricultural Education

Agricultural education programs in Montana have been greatly strengthened by the act through the availability of funds to upgrade departments through the purchase of new equipment and instructional materials; provide inservice and preservice training for teachers of agriculture; research the feasibility of offering new courses in the area of agriculture; research areas of employability in agriculture in the State; in addition to the initiation and expansion of post-secondary agriculture programs which are reported under section C.

Among the major changes in agricultural education has been the increasing emphasis on off-farm agriculture or agriculturally related