Statistics, the Colorado Department of Labor and Employment, and the State Board for Community Colleges and Occupational Education. Its purpose is to collect job information on all business and industry in Colorado for use in job-demand projections and vocational program development.

The advisory council has been a very active liaison agent among the various education agencies in Colorado and between them and business and industry. As a result, vocational education is gaining stature and importance at all levels. Another result of its activities has been the formulation of a State plan for career education. This plan calls for a cooperative effort to implement career education at all levels.

SUMMARY AND RECOMMENDATIONS

Reports from all the segments of vocational education which are contained in this comprehensive report indicate the healthy condition and continued progress of vocational education training programs in the State of Colorado.

The following observations and recommendations are given for the Committee's consideration.

As was pointed out in the introduction, Colorado has made remarkable growth in providing vocational training for secondary, postsecondary, and adult enrollees as well as for the special segment of handicapped and disadvantaged persons.

Larger enrollments, more programs, new occupational training areas, and stimulating support from State and local governments are all part of the growth picture in this State.

(1) We urge that the Vocational Amendments of 1968 (Public Law 90-576) be continued on a permanent and continuing basis, accompanied by authorization of additional funds as needed. Such authorization should result in better long-range planning for State and local agencies.

(2) Full funding of the authorized amounts in the act (Public Law 90-576) should be reached as soon as possible in order to meet the needs of vocational technical education in America.

(3) Maintain and strengthen the administrative framework and accountability for vocational technical education at the regional and Federal levels. This should not be done under the false guise of adding to one at the expense of the other.

(4) Maintain the plan of designating a single State vocational board in each State to receive and disburse all vocational funds. All Federal legislation should be written so as to assure that this method of operation is maintained.

(5) The matching on a statewide basis of part B funds in the act (Public Law 90-576) has proven quite satisfactory and should be continued.

(6) The provisions of title III of the act (Public Law 90-576) which provide for adequate leadtime, planning, and evaluation are very important. Every effort should be made to continue these provisions.

(7) Vocational education should continue to be an integral part of any and all plans for career education. This is necessary because of

the large percentage of students who will choose careers which require vocational training.

Many other reasons could be cited for continuing a strong vocational education establishment in America. Many of these reasons would be economic. For millions of Americans vocational training is their only hope for a worthwhile, productive life in this country.

The Better Schools Act of 1973 offers no positive benefits for vocational education in Colorado. As far as we have been able to ascertain after studying it, there are indications that this act would materially weaken vocational education in Colorado. This State's vocational education is administered by a board entirely separate from the State department of education.

The passage of the Better Schools Act of 1973 would mean the repeal of the vocational education acts. To wipe out all the separate vocational acts would be a tragic mistake. The worth of this legislation has been proven by more than 50 years of successful operation. One of the real strengths of vocational education during its long and fruitful life has been its partnership concept. The State board for vocational education and local education agencies have prided themselves on the fact that their financial contributions to vocational education have exceeded the input of the Federal Government. The strong relationship linking local, State, and Federal entities has been maintained.

The Better Schools Act of 1973 would actually lessen the amount of available dollars for vocational education. It does nothing to strengthen regional or Federal responsibility and leadership.

Because of the many, many weaknesses of the Better Schools Act, Colorado would join other States in opposing its passage.

We thank you for the opportunity to present this testimony on behalf of vocational education.

CONNECTICUT

State Director-Joseph F. Murphy

INTRODUCTION

The Vocational Education Act of 1963 and Vocational Education Amendments of 1968 have enabled Connecticut to establish many worthwhile goals and to achieve significant progress in working toward these goals.

The succeeding sections of this report address the various areas of activity under this legislation and indicate program growth over the past 10 years along with projected growth in 1977.

An overall picture of total program growth in all State-approved vocational education programs at all levels is reflected in table I enrollment figures:

1963

Table I

1968

1972

1977 (projected).

36, 542 87,009 175, 036 214, 500

PART B-STATE VOCATIONAL EDUCATION PROGRAMS

a. Job Training Enrollments

Tables II, III, and IV display enrollment growth in Connecticut in occupational preparation programs for each instructional level.

Because the secondary school population is the largest target group and because the larger number of threshold jobs attract students trained at this level, the greatest emphasis has been placed on the development of occupational training programs at this level.

By far the largest portion of secondary level program growth has been in the local high schools. These programs have increased tremendously especially in the fields of office education, agriculture, distributive, health and trade and industrial. A number of new gainful home economics programs have been introduced to meet needs in such areas as child care and food services. Programs employing a work experience coordinator for diversified occupations also have been strongly encouraged and supported in an attempt to meet the individual occupational training needs of all students.

These local high school programs are in addition to those programs available to all secondary students through the regional vocational-technical schools and regional vocational agriculture centers. These latter institutions are, and have been supported mainly through State funds.

Special efforts have also been made in many communities to provide programs for school dropouts and unemployed youth and adults. These programs have been operated in addition to manpower training courses and the more traditional adult vocational programs of supplementary, preparatory and apprentice training.

c. Postsecondary

The growth of postsecondary programs in Connecticut has been rapid and it is expected that an expansion of occupational programs will continue.

Although Connecticut has provided considerable support to its 4 State technical colleges and 12 State community colleges, the availability of Federal funds for occupational programs has made it possible to expand these programs and to establish placement services for programs graduates and dropouts.

Some of the postsecondary programs for newer and emerging occupations are in the areas of environmental health, community, and mental health, police science, educational assistant, nuclear technician, and various other types of community, social, and health technicians.

Table VI below depicts enrollments in programs for the disadvantaged. No figures are available for 1963.

Vocational education programs for the disadvantaged are mainly concentrated in 15 major school systems in Connecticut and in the State Department of Corrections. These school systems are located in economically depressed areas of high unemployment, high youth unemployment and dropout rate and high population density. Five model cities are included in the 15 districts.

In addition, special programs, for disadvantaged have been operated in local schools, vocational-technical schools, State technical colleges, and other agencies and institutions.

The inclusion of the community need factor (see "g" below) in the Connecticut State plan, the 15 percent set-aside for disadvantaged under part B, and the funds available under 102(b) have insured the fact that people who are disadvantaged and/or living in depressed areas receive a higher proportion of the Federal funds available for vocational education. As a result, increasing numbers of disadvantaged persons are being served in programs designed to meet their specific needs.

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