2. The person chosen for the position of State vocational guidance counselor should be able to take a leadership position in providing career orientation services for all public school counselors.

3. A teacher-training institution should be established for the area of vocational guidance and counseling.

4. The division of VTAE should make provisions in future program planning and budgeting to accommodate those local school districts that endeavor to adopt model programs to their respective curricula.

5. The research coordinating unit, in selecting new programs of this nature (exemplary), should give special consideration to the continued refinement of existing programs in order to develop more inclusive models, any of which could be incorporated into the curriculum of any school district.

6. The division of VTAE should continue to expand existing programs to meet both the actual and anticipated manpower needs in the health service occupations field.

7. Introductory and CORE programs which would acquaint students with this area (health) and which would prepare them for specific paramedical courses should be encouraged at both the elementary and secondary level. Priority for the establishment of these programs should be given to rural communities in the target areas. 8. The division of VTAE should establish training programs for one or more of the following occupations in an effort to meet the rapidly increasing demand for skilled personnel: Dental hygienists, physical therapists, medical lab technicians and librarians, radiologic technicians, orthopedic assistants, prosthetists, and health aides. 9. An extensive effort should be made to establish a teacher-training activity for all areas of health service occupations.

10. The long-range planning function should be formalized at the State level to assure a Statewide systematic approach to program planning. Provisions should be subsequently made to create regional vocational education supervisory positions for the purpose of providing assistance to the local school districts in the planning task, and to serve as a liaison to the division of VTAE.

11. The weighting scale for distributing Public Law 90-576 funds to area vocational schools should be refined to comply with a total Statewide program planning and budgeting effort.

Summary of Responess to Advisory Council Recommendations Recommendations to State board.

1. State board action in revision of standards for vocational guidance certification will lead to implementation of this recommendation.

2. The State board through adoption of minimum standards (February 1972) has registered its support of a career development program.

3. The superintendent of public instruction, along with other agency heads, participates with the State manpower planning council on work to develop the cross-utilization of manpower resources.

4. Agreement to this recommendation is in the affirmative and work is being done in this regard.

99-988-73-pt. 1-40

5. The State board recently (February 1972) adopted minimum standards which will lead to implementation of this recommendation.

6. Senate Bill 87 Development Training Act as passed by the last legislature. This act gives the State board a major role in implementation of this recommendation.

7. The State board has taken action on reorganization of the department of education which will be implemented sometime in the coming fiscal year. This action will make positive contributions to increasing effectiveness in the present system of disbursing funds. Additionally, the State board recently adopted minimum standards that will aid in implementation of this recommendation.

8. The State board has recognized the need for a postsecondary plan. Additionally, the last legislature passed Senate Bill 43 Vocational Capital Improvements Act, which will assist the postsecondary area vocational schools with construction projects.

Recommendations to division of vocational-technical and adult edu

cation

1. At present, Federal funds from part D (exemplary) of the vocational act may be used for a limited time in developing career awareness programs. Additional funds, Federal, State, local, must be generated to implement minimum standards regarding career awareness programs adopted by the State board in February 1972.

2. The administration of the vocational division feels the supervisor of special needs, along with department counseling personnel, have the latitude to provide leadership for public school counselor in providing career orientation services.

3. Work is being done with personnel of higher education institutions to provide teacher-training in identified areas of need.

4. & 5. Action by the State board, as mentioned in item 7, previous responses, will aid in implementation of this recommendation."

6. As additional funding for vocational education is received, the division intends to expand programs in the health service areas where there is identifiable need.

7. & 8. The vocational division recently established a program approval committee to work with items as mentioned in recommendations 7 and 8.

9. Work is being done with personnel of high education institutions to provide teacher-training for identified areas of need.

10. Reorganization of the division of vocational-technical and adult education during the 1972-73 school year will result in positive action on a systematic approach to program-planning and budgeting.

11. The division is presently considering the Federal and State formulas with respect to making recommendations for establishment of a more compatible overall system that accounts for the unique cost of vocational instruction.

NEW YORK

State Director--Robert S. Seckendorf

INTRODUCTION

The program accomplishment in New York State since the enactment of the 1963 Vocational Education Act and the 1968 amendments has been continuous and significant. Briefly, the following are some of the accomplishments which are detailed later.

Enrollment in occupational education (including consumer and homemaking) at all levels has increased from 521,603 in 1963 to 677,585 in 1968, and to 754,489 by 1972. Total enrollment is expected to reach almost 940,000 by 1977. In fiscal year 1963, 320,914 secondary students, 178,635 adults, and 22,054 postsecondary students were enrolled in occupational education programs, By fiscal year 1968, occupational education enrollment consisted of 447,087 secondary students, 163,519 adults, 37,863 postsecondary students, and 29,116 special needs students. Of the total enrollments in 1972, 483,285 were secondary students, 295,500 adults, and 81,175 postsecondary students.

The enrollment of disadvantaged and handicapped students in occupational education programs was not reported in fiscal year 1963. Between 1968 and 1972 combined disadvantaged and handicapped enrollments at all levels increased by almost 700 percent from 29,116 to 194,778. By 1977 this enrollment should be approximately 264,000. During the period from fiscal year 1963 to fiscal 1972 significant changes have occurred in occupational education priorities and consequently in program directions. Prior to the Vocational Education Amendments of 1968, Federal, State, and local funds were primarily used to increase the availability of a diversified occupational educa tion program for all segments of the population. Emphasis was placed on developing a network of board of cooperative educational service area centers which would provide persons in all areas of the State access to a variety of occupational training programs. Within program areas special consideration was given to expanding the number and breadth of occupational courses based on existing and anticipated manpower opportunities.

While expanding the number of occupational facilities and program offerings continued to be a priority after the enactment of the amendments of 1968, increased emphasis was placed on meeting the needs of specific groups of people. Special efforts were made to design and implement programs and services responsive to the needs of the disadvantaged, handicapped, and adults and out-of-school youth. Development of cooperative work experience programs and expansion of consumer and homemaking education offerings in economically depressed areas were other funding priorities during this period.

Currently emphasis has been placed on implementing the goals of the regents position paper particularly those aspects dealing with

elementary and early secondary students need for career education, continuing to increase the availability of adult occupational offerings, furthering the growth of programs and services in urban areas, and improving the quality of occupational education programs.

During the past 10 years, the growth and development of course offerings within the 7 occupational program areas has provided students with additional opportunities in emerging employment fields. In 1963, of the 420,950 students enrolled in occupational education programs exclusive of consumer and homemaking education, almost 70 percent were in office education. Trade and industrial education accounted for 22 percent of the enrollments and the remaining 8 percent were enrolled in the occupational program areas of agriculture, distributive, health occupations, home economics, and technical education. By 1968, the office education enrollment increased numerically to 273,849, however, it was decreasing as a percentage of the total. Other program areas began to show significant growth. In health occupations education, for example, enrollments increased from 2,047 to 14,379. Enrollments nearly tripled in technical education, and trade and industrial education increased by 43 percent.

Enrollments continued to grow through 1972, particularly in those occupational fields with critical manpower needs. Health occupations education enrollments again experienced considerable growth, increasing by more than 100 percent. Program areas exclusive of office education comprised a greater portion of total enrollment demonstrating constant efforts to diversity training opportunities. It is anticipated that through 1977 similar trends will continue as course offerings within each of the program areas are developed and expanded.

Courses providing preparation in newer job fields have been added in each of the program areas during the past few years. In the area of agriculture education, courses in horse husbandry or care and training of standardbred horses are now offered in four areas of the State where racing is a significant industry. Three courses in small animal science, which prepare students for work in laboratories, pet care facilities, and as veterinary assistants have been implemented. Both of these types of courses have been initiated within the last 3 years, but virtually all agricultural programs, other than agricultural production have been developed since 1963. Environmental courses in water sampling, water testing, and air pollution are planned for implementation in the near future.

Many new courses in the health occupations fields have been added during the past few years. A secondary level dental laboratory technician aide course that is articulated with a 2-year college program was initiated in 1972. Two BOCES now provide an adult emergency medical technician course which leads to State certification. Secondary and adult level courses in environment health assisting and school health assisting also began operations last fall. A new adult course in geriatric assisting combines instruction in health care with instruction in personal services. Curriculum for a component of a secondary trade and industrial course in electronics, biomedical equipment assisting, was developed and recently implemented.

In the business and office field, courses in automatic data processing have been implemented in about 100 locations around the State since 1968. During the last school year 10 word processing specialist courses began operations. Students in these courses work with spe

cialized typewriter keyboards. Courses in machine transcription have been in existence for some time, but recent efforts have expanded the number of locations in which it is offered to about 50. Several new kinds of courses in distributive education have been initiated, since 1971. Recent additions include courses in travel and tourism, advertising, warehousing, and in international trade. New adult courses in hotel management began operations last fall.

Most courses in occupational home economics have started since 1965. Offerings now include child care services, food services, home furnishing services, clothing services, and housekeeping services. The greatest increase during recent years has been in the first two of these.

In the trade and technical area, a new course in oceanography was initiated last September in New York City. Utilizing a surplus ship, the curriculum includes a study in ecology and navigation as well as oceanography. A new course is planned for the fall of 1973 in television broadcasting at a BOCES area center, which will provide onthe-job experiences in the technical aspects of the field.

ENROLLMENT IN OCCUPATIONAL EDUCATION AND CONSUMER AND HOMEMAKING PROGRAMS FOR FISCAL YEARS 1963, 1968, 1972, 1977

1 Enrollment by program area is not available since postsecondary occupational education data was not collected by the Office of Occupational Education in fiscal year 1963.

a Includes 18,000 adults enrolled in part-time postsecondary programs.