4. Developing mechanisms and analysis of funding procedures in order to assist the division in the more equitable distribution of vocational education resources;

5. Addressing itself to problems of providing quality vocational teacher education; and

6. Taking steps to assure an adequate public information system for administrators, parents, and students in order to show the value of vocational education as a means of achieving a career and self direction.

These are only a few of the very active interests and contributions of the New Jersey Advisory Council on Vocational Education. The division of vocational education has involved itself to the highest degree possible with the council in implementing its interest. The division values the council's input.

Summary

SUMMARY AND RECOMMENDATIONS

As can be seen from this report, vocational education and career education, through continued support from the Federal Government, has experienced a very rapid and valuable growth rate in serving the people of New Jersey.

Disadvantaged and handicapped persons, after having had the opportunity to become productive citizens, through special vocational education programs, have proven the programs' worth in lessening or eliminating their previous status as burdens to an already overwhelmingly burdened society. Out-of-school youth and adults have been given the opportunity, previously not available, to improve their skills and become more employable through the increasing number of vocational programs. In addition, those students desiring a more concentrated and detailed curriculum have been able to enroll in postsecondary level vocational education programs at the vocational-technical schools and community colleges.

The recommendations that follow will show that much needs to be done to accomplish the objective to assist each person in reaching the level of vocational attainment to which he or she aspires and for which he or she possesses ability.

The constraints placed on the use of Federal funds have been: (1) The lack of meeting the appropriations level in the act; (2) the lateness of funding availability; (3) the lack of knowledge concerning the amounts of funds available; and (4) the funding on a yearly basis.

However, at this point in time, all the above constraints appear to be minor considerations since word concerning Federal funds to be appropriated and available and the method used for disbursement is anyone's guess. There are young people and adults in our programs today that should be benefiting from funding committments that are known and that are assured for more than 1 or 2 years. These people pass through the institutions that provide vocational-technical education but once and if the resources are not available at the particular place and at the particular time, almost irrepairable damage may be done to an occupational and career objective.

In view of the tremendous strides that vocational educators have made in endeavoring to meet the needs, whatever the constraints, of approximately 83 percent of our labor force who are not at the professional level, the additional burden, although welcome, of initiating and implementing career education has been placed on vocational educators shoulders. This further has tended to spread our resources thinner and consequently has placed us in a position whereby we can neither do justice to or meet the needs of both vocational education and career education.

Recommendations

1. The Federal Government devise a way in which the dollar flow to the States can be assured. Example: The unanticipated cut in fiscal year 1973 moneys incurred by New Jersey and other States should never have happened. For fiscal year 1974, the States must be given at least a ballpark figure to anticipate in order to assure program continuity. Historically, the States, and consequently the local school people have been handicapped by the present fiscal policies of the Federal legislators and executive branch to the point where planning cannot be systematically accomplished. When funds are finally available, funding expenditures and deadlines are so constrained as to preclude the assurance that the funds have been spent wisely.

2. If vocational education moneys for fiscal year 1974 are to be maintained in a categorical distribution format from the Federal Government, then it would be wise for HEW to suggest various funding methods to the States that are not only acceptable to the Federal Government, but provide a fair and equitable distribution in terms of vocational needs.

3. Many States have financed and developed planning and funding systems. These systems vary from State to State, but all have basic similarities. An important suggestion would be to recommend that the Federal Government assume the financial obligation and develop a total State, county, and LEA planning system, and make such system available to the States for their use in total or modification without the States' incurring additional financial obligation.

4. Since funds under part I Curriculum are doled out from the Office of Education only, it is recommended that a certain percentage of this allotment be authorized to the States for meeting their priorities. It is a known fact that curriculum development is a most costly and creative aspect of education, yet funds for this vital element, particularly in career education and vocational education are inadequate. That which is available is usually given to contractors or single individuals whose work takes years to complete while individuals move through our schools and training institutions subject to curriculum developed years ago. A faster process and a supplement to the above would be to allow the States to make curriculum grants also.

5. With the increasing role of vocational education and the new thrust in career education, personnel development is inadequately funded. It is recommended that a substantial increase in EPDA funds be authorized and appropriated to help alleviate the burden placed upon State and local governments to prepare personnel in

these two areas. Also, it is recommended that not all the funds in this category be under the authorization of the personnel in Washington.

6. New Jersey has, as have other States, developed county systems of vocational education. In New Jersey, county area vocational-technical school districts are assisted with State and Federal moneys for facilities construction purposes. It would appear wise for the Federal Government to identify, as a separate entity, moneys for construction purposes to provide for facilities development throughout the Nation. Over the years, the States have used part B moneys for construction which allows little for program development.

7. If career education is to be truly a national priority in education, then moneys must be authorized to be disbursed under the Federal acts to local school districts operating such programs. No longer can funds, inadequate in the main, earmarked for vocational education, be siphoned off and used to inadequately fund the thrust in career education. Funds for career education must be granted from sources other than the vocational areas.

8. The area of apprenticeship training needs to be thoroughly examined at the Federal level, both in terms of financial support and the authority of the individual States. The law provides much authority to the Federal Government in this area. However, the States, through the implementation of State Apprenticeship Councils and the authority vested therein, have confused the area of apprenticeship training. Apprenticeship programs in many schools have not kept abreast of the changing times. In addition, community colleges, arear vocational-technical schools, and industry often compete for the same students for the very same apprenticeship program. A study should be funded which would review the form and structure of apprentice programs with an eye to ascertaining whether they meet the needs of a large enough population, whether the approach is really productive, and whether there are other more effective and efficient ways for a person to qualify for journeyman status.

9. The placement of the manpower programs in Departments of Education, coupled with the growth of vocational education over the past 10 years, is just now beginning to show results. The consolidation of efforts, such as vocational education and manpower, strengthens both programs and should be maintained in order to reap the benefits of years of planning and development.

10. There should be a very close correlation between the manpower and the vocational education programs in spite of the fact that legislation is from two separate sources. The system as presently constituted, attracts a minimal amount of political activity in educational matters since the operation of programs are in the hands of professional vocational educators.

11. The confusion over postsecondary vocational education and adult vocational education, including the role of area vocationaltechnical schools and county coleges, appears to be becoming more complex across the Nation. The U.S. Office of Education must provide guidelines in this area in order to delineate program responsibility and authority to the institutions involved.

12. Funding of postsecondary programs for fiscal year 1974 must be examined in terms of those moneys authorized under the Higher Education Act, and the authority of the State boards of vocational education among the States. It is recommended that a careful scrutiny of funds going into postsecondary be made with an eye to relating this high fund practice to the Nation's needs and priorities.

13. It is recommended that research money (pt. C) and exemplary moneys (pt. D) be released to the States as originally proposed in the Amendments of 1968 and that a substantial increase be provided since the present inadequacy short-circuits the effective work of the Research Coordinating Unit. That short-circuit exists in the resources needed to train local people to carry on, to interpret, to adapt, and to implement research findings at the local level.

14. It is recommended that contractors to the National Institute for Education (NIE) and other Federal agencies be required to submit to the Federal Government, all information, narrative, statistical, and media such as TV tapes, cassettes, films, slides, etc., derived from a government funded project and that no copyright be allowed for this material which by the right of funding used is in the public domain and for which they have received and accepted public mon

eys.

15. It is further recommended that the comprehensive career education model material developed at Ohio State University and locked up by NIE be immediately released to the States for additional testing and implementation.

16. Since the Federal Government is considering regulations for the funding of industrial arts and volunteer fireman training programs, it is recommended that the States retain decisionmaking authority in terms of including or not including the above-mentioned areas in their funding systems unless funds beyond those necessary to meet the categorical authorizations in other areas are supplemented for this purpose.

17. The U.S. Office of Education, through its regional offices, should provide an on-going financial and management audit, though not prescribed by law. At the present time, States must request an audit in order to receive this service. This should be done on a yearly basis so that massive time-consumming audits going back several years with its attendant problems will no longer be a horrendous experience.

NEW MEXICO

State Director-James B. West

INTRODUCTION

As was true with most of the States, New Mexico had significant increases in vocational enrollments in 1968 and 1969 due to increased levels of Federal funding. Since 1969, the enrollments have stabilized at a 3-to 5 percent increase per year. The proposed 10 year plan for vocational education projects that by 1983, 80 percent of the State's students will be enrolled in vocational courses.

a. Job Training Enrollments

JOB TRAINING ENROLLMENTS BY JOB TRAINING AREA AND BY HIGH SCHOOL POSTHIGH SCHOOL AND ADULT FOR FISCAL YEARS 1968, 1972, 1977

EMPLOYMENT OPPORTUNITIES RELATED TO VOCATIONAL EDUCATION PROGRAMS, LABOR DEMAND AND SUPPLY