Staff additions have been requested annually, with only a token response from the legislature in meeting the needs that have been identified. The council views the inadequate staffing within the Division of Vocational Education as one of the most serious delimiting factors blocking further growth and expansion of vocational education at the present time.

Resultant action.-Little has been accomplished to date by way of correcting the problem as identified. In most cases, one or two professional people are added each year with supportive clerical staff. The council views this type of token response to be totally inadequate for a program that is growing at the rate of over 5,000 enrollees each year. The council also believes that the shortage of professional staff is a poor example of management of State resources that provide for our human resource development. Under no condition is it possible, with the staffing allocated, for quality vocational education to be assured uniformly in the State. It is also questionable whether further encouragement should be offered to schools that wish to initiate new programs.

Even though a more desirable result is not available for report at this time, it does not mean that further effort should be discontinued on this identified need. Hopes for some gain this year are even more dim with the Nebraska legislature's adopting the Governor's budget recommendations which were totally oriented toward tax relief rather than meeting the needs of education. The struggle will be continued toward this vital need as long as it continues to be a deterrent to future growth and quality in providing the opportunity of vocational education to the people of Nebraska.

f. Legislative Representation for Vocational Education

The Nebraska Advisory Council for Vocational Education has established the first official lobbying voice for vocational education in the history of the State. Communicative linkages have been established with the State Board, the Community College Board, the State School Boards Association and other agencies that have input for educational legislation in the State.

Resultant action.-A State system has been established for postsecondary vocational technical education that includes the total area of the State. Alterations are still being made on the system to make changes for unforeseen problems as the system develops.

A continuous struggle has been underway to obtain adequate State funding for vocational education for all phases of vocational education. No progress has been made on this problem in the 1973 session of the Nebraska legislature. A new offensive will be launched for the next legislative session and succeeding sessions until a realistic commitment to vocational education is attained.

g. Vocational Data Information System

The establishment of a broad comprehensive data base is vital to all educational agencies in making sound plans for the future. The council also depends upon the data base for many of the evaluative activities that have been conducted. The council has made recommendations concerning the availability of data in each of the evalu

ation reports and has identified specific areas where data have not been adequate for good educational planning.

Resultant action.-A good data base for vocational education in Nebraska is being developed and contributes to the rationale for sound vocational planning. The occupational opportunities studies, conducted by the Nebraska Research Coordinating Unit, compare favorably with the best data available in any other State. Priorities for vocational research needs have been established and reevaluated annually to adapt to the changing needs of the State. A special provision for research minigrants has been recently approved by the State Board to provide incentive to local communities and other agencies for small vocational research studies.

The council has continued to make recommendations for increased emphasis in areas where data are needed for future planning and evaluation activities. Included in this list of recommendations are the followup studies of previous students on a coordinated statewide basis. The number of followup studies has increased significantly, especially for the postsecondary schools. A practical procedure has been well established which is not difficult to follow.

h. Increased State Support for Vocational Education

With the growth that vocational education has recently been experiencing the problem of financing is inevitable. The Federal funds and increased emphasis at the national level have been mainly responsible for the enrollment growth in Nebraska. An increase in local funding has also followed because of the local responsibilities involved. Despite continued requests for proportionate increase in State funds, they have remained relatively unchanged during the dynamic growth period. The legislature has shown some consideration for the problem of reducing the local tax load; however, with no changes in the amount of funds allocated for vocational education by the State, the major part of the financial load for vocational education still falls on the local community.

Resultant action. The council conveyed the problem of State involvement in the support of vocational education to each member of the legislature in the form of the State evaluation report. A special meeting was held with the chairman of the Legislative Appropriations Committee. A subcommittee of the council met with the Governor to call attention to the inadequacies in his budget recommendations for support of vocational education. Many members were contacted individually. After the 1973 session of the Nebraska legislature there was a reduction in State support for vocational education even though the Governor has made strong political statements in support of vocational education. The problem is not dead. The offensive is already being formulated for the next session of the legislature with stronger documentation and renewed effort.

Even though change has not taken place as rapidly as might be desired, there have been many gratifying responses to council recommendations by the Nebraska State Board for Vocational Education which lend an optimistic outlook for the future. The Nebraska State Plan for Vocational Education is prepared and approved 2 or 3 months before each new fiscal year. It includes input from all levels

of vocational education as solicited from the public hearings, educational agencies, plus the general public. The council is one of the major contributors to the State Plan through the annual evaluation reports. Each year a special section is included in the State plan for recommendations from the council which directly concern the State Board and the Vocational Education Division. A high percentage of the recommendations are implemented in this fashion. After the State plan is approved by the Regional and U.S. Office of Education and placed into operation, the evaluation process is again repeated by the council on the newly revised State plan. The resultant process has evolved into the most functional systems model for education in the State at the present time. The planning and administration of the State plan is done by the State division of vocational education. The approval is by the State board, and the regional and U.S. Office of Education, and the evaluation and accountability phase is provided by the advisory council.

Conclusion. There are a great many accomplishments of recommendations made by the Nebraska Advisory Council for Vocational Education which have been helpful to vocational education in Nebraska. It is realistic to assume that all recommendations have not received a positive response and this is certainly the case in Nebraska. The council reevaluates priorities each year, and those recommendations not implemented are reconsidered for continued recommendation.

The climate for accountability of vocational education in Nebraska through the evaluation of the Nebraska Advisory Council is healthy. The members of the council are respected for their individual contributions. The State board has been appreciative for the council's evaluation and analysis, and has delegated resources at their disposal toward correcting the deficiencies noted. The clientele in vocational education throughout the State has been highly complimentary concerning the council's efforts in addressing problems for improvement of the status of vocational education in the State.

The fact remains that some problems are much more difficult to correct than others. The council has not accepted failure where the need is vital to the success of vocational education in the State. All necessary recommendations will be continued until a successful conclusion is reached.

SUMMARY AND RECOMMENDATIONS

As a result of the stimulation and direction of Federal Congress through the 1963 Vocational Education Act and the 1968 Vocational Amendments, along with increased Federal funding, enrollments in all areas of vocational education have increased in the past 10 years to the extent that vocational education is now the fastest growing segment in the Nebraska educational picture.

The legislature, State administration, State board of vocational education, State board of technical community colleges and the administration in the State Department of education have all encouraged the further development and expansion of vocational education. The image of vocational education has undergone a decided improvement during the past few years. In 1972, 36.8 percent of all

secondary students were enrolled in a vocational program, while the 1964 enrollment was only 15 percent of the total secondary students.

The use of categorical aid through the Federal vocational education funds has helped the States to be more responsive to the changing needs of our increasing technological society.

The use of some of these Federal funds toward the career education concept is at last putting meaning into school for many frustrated and bewildered youngsters. Many youngsters have dropped out of school since it did not relate to the real world for them. Many of the students went through high school without having the least idea of what they wanted to do for a living. Many did not have any interests toward the world of work since they were not aware of the opportunities, nor their strengths and weaknesses toward these opportunities. Many of these youngsters were good students, but when facing college didn't have the least idea of what they wanted to major in, and the story goes on and on. Good quality career education can help overcome many of these troublesome areas.

The addition of the Tydings amendment which made all Federal funds 2-year money, certainly proved to be very vital in assisting States to properly plan and to make the best use of their money.

Funds appropriated for vocational education by national Congress, however, will not allow us to reach our established goals for 1977. Program growth is dependent upon investments of dollars. Full funding of the Federal acts would help our State to achieve the goals envisioned.

Recommendations

a. Maintain categorical aid for vocational education under existing Federal Vocational Education Acts (Public Law 90-576).

b. Extend the Tydings amendment or provide other means, whereby a State would have up to 2 years to spend a fiscal year's appropriation.

c. Provide immediate full funding under existing vocational education acts (Public Law 90-576).

d. One of the historical strengths of vocational education in the United States has been the designation of one State vocational board in each State to receive and disburse all vocational funds. All Federal legislation should be planned to maintain this method of operation, whether it is termed vocational or occupational education.

e. The matching of part B funds in Public Law 90-576 on a statewide basis should be continued.

f. Continue requirement and full funding of State advisory councils. People of the State have every right to be represented and heard in the planning, administration, and implementation of vocational education. This council serves well this need for involvement.

After visualizing the potential effects of the Better Schools Act of 1973 (special revenue sharing for education), it is my opinion that the present vocational education acts are much more preferable even though they are only partially funded. There are many objectionable features in H.R. 5823, S. 1319. This type of Federal legislation could set vocational education back 50 years, and could be the means of total destruction. I recommend the Better Schools Act of 1973 be killed in committee.

NEVADA

State Director-R. Courtney Riley

INTRODUCTION

The attached enrollment report (contains a listing of total enrollments for fiscal year 1963, 1968, 1972, and 1977 (projected).

PUBLIC LAW 90-576 "PART B-STATE VOCATIONAL EDUCATION PROGRAMS" a. Job Training Enrollment

The attached enrollment report shows job training enrollments by job training area (including occupational home economics as per memo of May 25, 1973) and by high school, post-high school, and adult for fiscal year 1963, 1968, 1972, and 1977 (projected). The report includes all persons enrolled in vocational education courses supported by Federal funds under part B as well as by State and local funds.

b. General Description

Actual and projected growth and development of vocational education programs for youth and adults have been particularly significant in Nevada, caused in part by a booming economy, in part by a very heavy relative population increase, and in part by renewed emphasis toward vocational education in public schools and postsecondary and adult institutions. New and expanded job fields have tended to be reflected in the vocational education programs in Nevada, and this trend has resulted in such courses as airframe and powerplant mechanics, chef and culinary arts training, hotel/motel management, automobile air conditioning, and other specialized areas, ornamental horticulture and other agribusiness related occupations, stenotype, and other secretarial occupations of a highly specialized nature, new paramedical technical, and trade and industrial occupations as they have emerged in Nevada.

c. Postsecondary Courses

Included in the attached enrollment report is a breakdown of the post-high school enrollments according to enrollments in junior and community colleges, technical institutions, area vocational schools, and other postsecondary institutions. Postsecondary enrollments have expanded greatly in the last 10 years in Nevada both due to the expanding economy and to the advent of community colleges in Nevada. Publicly supported community colleges have been started in the University of Nevada system during the last 10 years, with central administrative units in Elko, Las Vegas, and Carson City.

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