Statistics from local educational agencies indicate a substantial degree of increased student retention and motivation in school as a result of financial assistance provided through work study programs. Eighteen schools were provided part H funds for assisting economically disadvantaged students enrolled in programs of vocational education.

Forty-one percent of schools assisted were located in areas of high youth unemployment and student dropout rate.

Priority is always given to those projects submitted serving students in a financially depressed area or high student dropout rate.

Work study funds have been valuable to the individuals receiving the benefits. The total impact has been limited because a limited number of students of those who could be helped have received assistance.

f. Research and training

Part C, research funds for research and development have been aimed at high priority developmental efforts in across-the-board career education programs for learners at all levels. During fiscal year 1972, a total of nine such developmental projects were mounted in seven public school districts, one community college, and one university program. The primary effort of this R. & D. thrust is to proveup innovative ideas and plans of local educational agencies which can contribute to the design and development of needed career education programs at all levels. In Oregon, the research and development effort is seen as a preliminary activity to the exemplary programs. Thus, the two funding sources are closely related and priorities are established which cause the greatest benefit to accrue from funds from both sources. Nearly 10,000 learners have been served through projects in this area during fiscal year 1972. Examples of three such projects follow:

Universities-Oregon State, Dick Gardner, 754-2733. Phase II of a major preservice teacher education project designed to study existing career education courses for prospective teachers at all universities in the State, and incorporate findings into a planned 2-year model development process which would result in course offerings in career education for all prospective teachers at several colleges and universities in the State. An interinstitutional committee representing each institution involved advises and assists in planning. Oregon State University serves as pilot institution and project sponsor.

Career Awareness Projects-Tigard, Jerry McBath, 639-4139 or 639-3137. Continuation-Phase II-of development of a comprehensive, articulated career awareness model program, grades 1-6, in one elementary school. Emphasis will be given to staff development, curriculum modification, and content develop

ment for learners at each grade level. Major emphasis in phase II is to refine the model, revise materials and prepare for extension to other elementary buildings in the district.

STATE ADVISORY COUNCILS

Council has contributed in the following ways:

1. Provided advice in the formulation of administrative provisions regarding vocational education and State plan development. 2. Provided an evaluation of vocational education or a specific area of vocational education on an annual basis.

3. Identified program areas needing additional emphasis and provided support for making changes, especially in the areas of guidance and teacher education.

4. Provided support for State biennial budget requests supporting career education.

5. Recommended the development of a popular version of the State plan.

Actions taken

1. Increased emphasis on career education personnel development, particularly in relation to involving teacher education departments of all 4-year colleges and universities.

2. Strengthening the career guidance program through such activities as inclusion of strong guidance components in model projects, development of local guidance plans, and counselor inservice programs.

3. Have developed a ministate plan annually.

SUMMARY AND RECOMMENDATIONS

Summary of Progress

1. Adoption on the part of the Oregon Board of Education and local district school boards making career education-including vocational education—a primary objective of public education in Oregon.

2. The development of a total career education concept which is creating new ways to build bridges between school and earning a living.

3. Development of a community college system within the State which has vocational technical training as its primary focus. This system now includes 13 community colleges.

4. Development of occupational cluster programs as a means of providing vocational education at the senior high school level.

5. Development of a vocational personnel development system. 6. Adaptation of vocational programs to serve the needs of the disadvantaged and handicapped.

7. Creation of a curriculum development system which more. closely relates programs to manpower needs and adapts instruction to the particular needs of students.

8. The infusion of consumer education into improvement of homemaking programs in high schools and community colleges.

9. Utilization of the community as a part of vocational education. In particular the expansion of cooperative work experience, use of business and industry sites and personnel, career job awareness and exploratory activities, and the extensive use of advisory committees for vocational program planning and evaluation.

Recommendation for improvements in Federal programs

1. The primary need continues to be advanced funding. This would permit realistic time for planning, which would result in the development of more effective programs.

2. Maintain categrocial funding for vocational education under existing Federal vocational education acts (Public Law 90-576); however, make provisions to allow State to transfer categorical funds to meet specific vocational training needs.

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

4. There is a need for more adequate funding from the Federal level to cover the full range of career education programs.

5. Maintain Federal funding to the State through State educational agencies.

Comments regarding Better Schools Act of 1973:

We have concerns regarding the Better Schools Act of 1973. In particular, we are concerned because the act:

1. Repeals all existing Federal vocational education legislation, as well as the ESEA Act.

2. Eliminates all funding for consumer homemaking.

3. Places authority for fund allocation in the political arena (Governor), rather than through the duly authorized State education agency.

4. Permits 30 percent of vocational education funds to be transferred to other purposes-or with approval of a request, all funds allocated to vocational education could be transferred.

5. Affects program impact by making it dependent on presidential budget and Governor's distribution of funds each year-planning for continuity will be impossible.

In view of the foregoing, it is obvious that the bill in its present form poses a serious threat to the development of vocational education programs at a local through national level.

REORGANIZATION AND REGIONALIZATION OF THE U.S. OFFICE OF

EDUCATION

We are in favor of the regionalization of the U.S.O.E. but not at the expense of the central U.S.O.E. office staff.

The Vocational Education Act of 1963 and the Vocational Education Amendments Act of 1968 have played important roles in the growth, development, and consolidation of vocational education in Pennsylvania during the past 10 years. Both acts are responsible for changing goals, scope, quality, and quantity of vocational education operated by the public school system. Each act provided necessary resources, leadership, and guidelines in serving all ability levels of all races, creeds, and colors in all sections of the State. The 1963 Federal act set the stage for passage of two State laws in 1963 authorizing area programs of vocational education in any region of the State where the education needs of high school youth and adults are not being met. By virtue of Federal and State resources, Pennsylvania today is one of the leading States in the development of the area vocational-technical school concept at the senior high school level.

Although the Federal vocational education acts are considered matching acts, State and local school district dollars invested in vocational education exceed the amount of Federal funds invested on a ratio of approximately 6 to 1. In Pennsylvania, available Federal funds generate additional funding for vocational education at the State and local levels and in redirecting desired program activities.

The figures listed above indicate the significant growth of vocational education in Pennsylvania involving high school youth and adults in secondary, postsecondary and adult level programs.

b. General Description

Part B of the Vocational Education Act of 1968 lists eight purposes for uses of Federal funds under that section of the act. VEMIS, Pennsylvania's sophisticated vocational education management information system developed with ancillary funds provided by the 1968 act, reports for 1972 enrollments listed above of persons served under the first seven purposes. Teachers and administrators provided for under purpose eight of that section for ancillary services are excluded.

Fiscal year 1972 is unique when one considers that 327,458 youth and adults were enrolled in one or more job training programs operated in the public schools or through contracted instruction with private institutions on the secondary, postsecondary, and adult levels.

State and local leaders are mindful of the fact that for most high school youth vocational education is the last opportunity to obtain marketable skills and knowledges leading to employment.

The 189,073 secondary school pupils reported for 1972 were enrolled in 3,757 vocational offerings designed to prepare them for labor market area jobs listed by Dictionary of Occupational Titles published by the Department of Labor.

The growth of vocational education in Pennsylvania has been phenomenal in a 10-year period from 1963-73 as a result of thoughtful Federal legislation. An act authorizing the establishment of area technical schools was enacted by the Pennsylvania General Assembly in 1953. This law lacked support and financial incentive. However, when it became evident that the Vocational Education Act of 1963 would be enacted by Congress providing categorical aid to bring about the added funds needed to build, equip and maintain the area vocationaltechnical school, two significant state laws were passed.

1. Act 299 provided for a planned reduction of the number of school districts from 2,000 to 505.

2. Act 463 provided major financial support by increasing the state share for construction costs.

It is evident by the statistics below that these legislative changes had an impact on the construction of area vocational schools. Federal