Recommendations

Based on the data summarized and experienced over the past 10 years in administering the State's program of vocational/technical education, we should like to submit the following recommendations:

1. That Public Law 90-576 be extended for a period of not less than 5 years and that funds authorized in this act be increased to levels reflected in the long-range plans developed by the State boards of education.

2. That an indepth review of Public Law 90-576, involving State directors of vocational education, be made during fiscal year 1974 to identify and develop proposals for improving this significant act based upon an assessment of progress made since 1963 and problems encountered in administering its provisions.

3. That the Congress reject the proposal to provide Federal aid for vocational education through revenue sharing.

4. That the Congress appropriate funds for vocational education at least 6 months prior to the beginning of the fiscal year during which the funds will be available for expenditure, in order to provide State boards sufficient leadtime to plan wisely for the effective and efficient use of such funds.

5. That the Congress take such steps as necessary to assure that no part of funds appropriated by the Congress for Štate aid for vocational education is impounded.

6. That the provisions of Public Law 90-576 with respect to State advisory councils for vocational education be continued and funds provided to support the activities of the State councils.

7. That any further regionalization of the services of the U.S. Office of Education be halted and that steps be taken to restore the leadership role of the Bureau of Adult, Vocational, and Technical Education in the Department of Health, Education and Welfare.

99-988-73-pt. 1- -44

NORTH DAKOTA

State Director-Carrol E. Burchinal

INTRODUCTION

This report briefly describes the changes and accomplishments in vocational education in North Dakota since 1964. Our data sig. nificantly reflects the impact the Vocational Education Amendments of 1968 has had on a rural state such as North Dakota. This legislation substantially increased the support for vocational education and more specifically broadened the scope of vitally needed services for students desiring less than a baccalaureate degree. The Congress, as a result of this legislation, more distinctly identified the role of the Federal Government in providing for urgent needs of both youth and adults in our technical and ever-changing society. The Congress again reassured its stand in support of the Vocational Education Act by extending the provisions in its amendments in 1972. The following enrollment data reflects the impact of the legislation aforementioned:

The 1968 amendments provided the leadership necessary to broaden the scope of vocational education. North Dakota recognized the need for trade and technical offerings at the secondary level and expansion at the postsecondary level. Two secondary and four postsecondary schools were designated as area centers. Special State legislation authorized and provided funds for expansion in three of the designated postsecondary centers.

c. Postsecondary courses

The State board for vocational education designated three junior colleges as area vocational-technical centers. Enrollments in vocationaltechnical education at the postsecondary level has tripled the past 10 years.

As a result of the 15-percent set-aside provisions of part B, supportive supplementary services are being provided to vocational education students unable to succeed in regular vocational educational programs. In addition, a great impact has been made in our State as a result of modified vocational education programs for the disadvantaged youth and adults. As a result of the cooperative efforts between various State agencies, comprehensive supplemental and job training activities have been implemented allowing disadvantaged persons to successfully compete for jobs in the labor market.

Prior to the 1968 amendments, very little attention had been given to the vocationally oriented handicapped in North Dakota especially the educable retarded. A great deal of effort has been made and the 10percent set-aside has had a tremendous impact on this target group. As a result of various State agencies combining the resources available, both State and Federal, excellent programs have been implemented. f. Adults

Four factors are considered in the distribution of part B funds as follows: (1) Labor market needs; (2) vocational education needs; (3) ability for the local educational agency to pay, and (4) excessive costs. Major consideration is given to the ability to pay factor. The part B formula used in distributing both State and Federal funds is in a range of 40 to 60 percent of costs for instructional salaries, equipment, and travel. The ability to pay is established by determining the potential taxable wealth on each student in each district.

North Dakota does not have a disparity between its city and rural population. Approximately 60 percent of the funds received by the local schools funded under part B are Federal and the balance is State. A significant increase in State support for vocational education has surfaced. Federal funds have not met the increased demands for the programs or the increased costs of vocational education.

102(b) Special needs.-Funds under this part of the act have been used primarily for modified vocational education programs on the four Indian reservations and the State industrial school for delinquent youths. This has been an excellent source of Federal funds with no matching required and has provided vocational opportunities for disadvantaged students from high youth unemployment areas.

a. Exemplary programs and projects

1972

Summer exploratory program in carrer development was continued for the third year. Two hundred students were served;

Curriculum development in simulated office education and a coordinators' guideline for cooperative vocational programs was developed;

Model curriculum was developed in agribusiness and natural re

sources;

Model resource learning center was developed for postsecondary vocational education;

Model program was developed for disadvantaged youth to familiarize this target group with career opportunities, provide occupational counseling, improve the vocational curriculum, and provide work experience through this program. Two hundred students were served. 1977 (projected)

Exemplary funds have been used to develop meaningful, effective programs which will be funded by the regular State programs. Part D of the act is a valuable source of funds needed in order to experiment

and find new innovative means to provide vocational and career education opportunities which are unique to our rural State. Career education will probably receive priority for funding from this source.

b. Residential vocational education

With North Dakota's sparsity in population, multidistrict programs may necessitate residential vocational education in order to reach out to more students who currently do not have access to any type of vocational education.

c. Consumer homemaking and occupational home economics

CONSUMER HOMEMAKING AND OCCUPATIONAL HOME ECONOMICS-ENROLLMENTS

As a result of legislation for Consumer and homemaking the number of adults served in depressed areas has increased from none to almost 900 in a project entitled "Consumers in the Know." Instructional materials related to the home economics aspect of career education were developed and used successfully to help these rural students become better prepared for the world of work. During fiscal year 1973 instructional materials are being developed and tried out with approximately 500 boys and girls enrolled in the secondary program in depressed areas. Some of the units being developed include "Teenage Rebellion", "Bridging the Generation Gap", "What to Do in Case of Financial Crisis" etc. Without this special funding these materials could not have been developed.

Consumer and homemaking funds have been used for two special projects for Senior Citizens in two city adult programs. In one of these cities, which is a model cities area, adults enrolled in basic education were given special home economics classes related to their needs.

as consumers.

d. Cooperative Vocational Education

1964, 179.

1968, 500. 1972, 1,218.

1977, 2,500.

Part G of the act has been most beneficial to the rural States because of the limited student population in secondary schools. Most schools cannot economically provide a comprehensive vocational education offering. Cooperative programs have been successful in utilizing the business sector by providing vocational opportunities which normally cannot be provided in most school settings in North Dakota. A major portion of the expansion of vocational offerings in North Dakota