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equipment for students or not having it. The following list summarizes our projected expenditure of Federal funds for the coming year.

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The total funding, though small compared to other appropriations you may deal with, is vital to our program in New Hampshire.

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For fiscal year 1972, 472 disadvantaged students and 45 handicapped students were in consumer and homemaking programs. We would like to stress the fact that in 1963 there were no occupational home economics programs in New Hampshire. These were made possible by Federal funds.

d. Cooperative Vocational Education

500 students participated in cooperative education programs in fiscal 1972. Cooperative education is expanding quite extensively in New Hampshire. One of our objectives is that all the 20 area vocational centers will provide cooperative education programs in at least three program areas by 1977.

As of this year 12 area centers were already providing this capability and we anticipate that 14 centers will be doing so next year.

We are also developing diversified cooperative programs in schools outside the area centers, with consideration to those areas characterized

by high dropout rates and high youth unemployment. We now have five such programs operational and project that by 1977 we will have 30 programs.

We are still stressing adequate inservice teacher education which will focus on management and individualized instruction, as well as subject matter needs. We are currently providing such training for 430 teachers and anticipate that by 1977, 500 teachers a year will be involved. e. Work Study Programs

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Our Federal work-study allocation for 1973 was $19,457 to which local districts contributed $5,000. This limits the number of students who may participate in this program. There was more funding available in 1968, therefore, more students could participate. Our records for 1972 indicate that an estimated 1,500 in-school youth required part-time employment. We don't even begin to make a sizable dent with present funding levels. All funds went directly to local districts. None was expended on administration.

f. Research and Training

Research part C funds have been instrumental in helping local districts conduct needs assessment studies in the areas of job market skills and student interest surveys in order to provide good data for making program development decisions.

One of the outcomes of research moneys will be a needs assessment manual for vocational education, which can be used by any local district to determine possible market needs, student needs, teacher needs, and resource needs.

This product will contribute to better management and decisionmaking. Another major effort made possible by research moneys was the development of a dissemination system which has provided computer searches through the ERIC series on vocational education, access to microfiche, and hard copy. In addition, we are now publishing an alerting service which lists materials concerning career education, new teaching techniques, program management, guidance, and the like.

Another major outcome of research funds is the development of a 1-3-5- Year Follow-Up system of students exiting from vocational programs.

These funds are also making it possible for us to develop a statewide system for process evaluation, as well as vocational programs.

STATE ADVISORY COUNCIL

The State Advisory Council was formed in early spring, 1969. Its strongest efforts have been in the area of public relations. The council supported and endorsed the 20 area center concept which is about to become law. It distributed 100,000 flyers.

It has published a newsletter and has been strengthening State participation in the American Vocational Association. The council has also been instrumental in bringing together the New Hampshire Business and Industrial Association and reviving their Education Committee.

One recommendation of the council was that a public relations man be hired for vocational education. The State Department of Education responded to this by hiring a public information officer.

The council wrote a special resolution supporting the accreditation of the postsecondary vocational-technical institutions. All of these institutions underwent an accrediting process this past spring.

SUMMARY AND RECOMMENDATIONS

During the past 10-year period, vocational education has advanced rather significantly in New Hampshire.

Construction funds available from the 1963 act assisted in the development of several new vocational facilities. Funds for disadvantaged and handicapped have initiated substantial increases in programs for this segment of our population. Increased emphasis on cooperative education has been helpful in creating new programs. There has of course been a significant change in the public's attitude which may also have contributed to these changes. The inflexibility of moving funds between classifications within the act has been somewhat detrimental in that at times, significant improvements could have been made but because of required set asides, such action was not possible.

The EPDA funds have been somewhat helpful but the significant complexity of securing those funds and getting Federal approval of projects, has to some extent, negated the value of this program. It is our feeling that block-grant-funding for vocational education would be helpful allowing the State flexibility within the grant for vocational education. It is equally important that the categorical aid for vocational education be maintained and specifically earmarked as administered by vocational education within the States. Major concern with the Better Schools Act is the uncertainty of the amount of money that would actually end up in vocational education and who would administer it.

We are of course concerned that vocational education would not receive as much money as in past years and that administrative funds for vocational education which are critically important to New Hampshire's operation would be separated and mixed with other administrative funds.

NEW JERSEY

State Director-Stephen Poliacik

INTRODUCTION

Since the promulgation of the Vocational Education Act of 1963 and the Amendments of 1968, the needs of more and more citizens of the United States, in terms of job placement, job satisfaction, and job improvement have been met. Historically, the use of Federal funds has enabled vocational educators to develop additional facilities, provide new career curricula, train vocational educators and increase support from individuals, community leaders, business, industry and labor. In addition, State and local moneys generated because the use of Federal funds has increased many-fold.

This is a report of the activities in New Jersey vocational education programs for the fiscal years 1963, 1968, 1972, and 1977 (projected). A table is included in this introduction showing total enrollments for each of these years.

For each of the program areas, comparisons have been made of each year's enrollment and this information has also been included by level of secondary, postsecondary, and adult. In addition, narrative statements in each vocational education program area describe the growth and activities in those respective areas.

A separate section gives the history of each of New Jersey's counties concerning vocational education building construction and equipment. A statistical summary is then provided showing State totals of Federal, State, and local expenditures for construction and equipment for the fiscal years 1963 to 1977.

The cooperation of the Federal Government under the Vocational Education Act of 1963 and the 1968 Amendments has been very instrumental in providing meaningful and high quality vocational instruction to an increasing number of New Jersey's disadvantaged and handicapped youth as well as to those students at the postsecondary level.

The expanded role of the New Jersey State Department of Education, Division of Vocational Education, during the last 10 years enabled a coupling effect to take place with Manpower Development

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and Training. Because of the expertise that had been developed in the division, a network of multioccupational skills centers emerged in New Jersey providing training opportunities for out-of-school youth and adults. The effects of the results have reciprocated back to the regularly constituted schools since valuable lessons were gained from dealing with the minority and disadvantaged groups. As a result of the exemplary work performed in skills centers, additional funding sources were developed with other agencies such as the Economic Development Administration of the U.S. Department of Commerce. Four vocational schools in Camden, Passaic, and Newark were constructed using EDA sources for funding, enlarging the capacity for vocational education.

The areas in which considerable effort was placed was the urban, disadvantaged population. In most instances, those to be served were those which had not benefited from the traditional school and were left to their own means to prepare themselves for the future. It is noteworthy to point out that these are the individuals who progress through the reformatories, and eventually to the prison complex of the State.

Narrative and statistical information relates to the history of each special Federal program including exemplary programs and projects, residential vocational education, consumer and homemaking, cooperative vocational education, work-study programs, and research and training.

Section 4 is a report of the New Jersey State Advisory Council for Vocational Education and describes their activities and recommendations since their inception in 1966.

Finally, a section is included which summarizes and numerically lists recommendations.

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