The District of Columbia Advisory Council on Vocational Education to the Board of Education has received high praise for the excellence of its annual reports to the U.S. Commissioner of Education and the National Advisory Council. These reports include recommendations of the advisory council for the current year, the response of the school administration to these recommendations, and their current status. The annual report includes with a comprehensive evaluation of the total program of vocational education.

The members of the council and its executive director are active participants in national conferences and conventions related to vocational education.

A response is made by the school administration to each of the specific recommendations of the council. In most cases, the recommendations can be implemented or plans developed for their eventual accomplishment. In those instances where a lack of funding presents an obstacle, the council has acted aggressively to lend its support by appearing before those governmental bodies, local and national, which have an influence on the funding of vocational education programs in the District of Columbia.

Good rapport exists between the advisory council and the administrators of the vocational program. The narrow confines of the District of Columbia make it possible for the council members to be thoroughly knowledgeable concerning on-going programs and the degree to which local needs are met. Because of this, the council has given valuable assistance in the development of annual and longrange plans as they appear in the State plan for the District of Columbia.

Council members themselves have participated in numerous func tions such as high school graduations, community banquets and many council members are active in the community and professional organizations, such as the Advisory Committee on the Bachelor of Science in technology program at the Washington Technical Institute, Widening Horizons Board, Inter-Met, Mayor's Commission for Food, Nutrition and Health, Mayor's Task Force on Construction Problems, National Reading Council, American Society for Public Administrators, American Society on Training and Development, and the American Vocational Association.

SUMMARY AND RECOMMENDATIONS

The gradual growth of vocational education in the District of Columbia over the past 10 years can be clearly ascribed to the growth of Federal funding for vocational education which has played such a critical role in its support.

Spurred on by the Vocational Educational Amendments of 1968, the District of Columbia developed a plan for career development education K-12, which is beginning to accelerate the expansion of enrollment in specialized vocational technical programs, and at the same time to radically expand the range of program offerings to meet the challenge of technological change. A review of the data set forth above, shows a pattern of expansion in enrollment at the secondary level, which began in 1972, and is continuing this current

year. If Federal support for vocational education continues, and if increases in funding are actually appropriated to match anything like the promises of the authorization under the 1968 amendments, this growth will accelerate. If not, then the total burden for growth will rest upon our local school board, which does not have sufficient funds to finance this expansion alone.

FLORIDA

State Director-Joseph Mills

INTRODUCTION

Vocational Education in Florida is an interrelated Federal-Statelocal action program of service to people. Each level of government has a significant role to play. Each must acknowledge that role and maintain a positive position of support because it is through this interrelationship that the vocational-technical education program in Florida has moved ahead.

During the past decade the Florida Legislature has assumed a position of State leadership in vocational education. Local districts have developed an increasing awareness of the values of vocational education. The U.S. Congress has provided assistance which has accelerated progress.

In Florida, the funding support for the operation of vocational education is assumed primarily by the State. Generally, Federal funds are used for the promotion and improvement of programs and not to sustain program operation.

It is within these concepts that this paper reviews highlights of Florida's progress in strengthening and expanding vocational education and projects plans for the future.

In 1963, members of the Florida Legislature became increasingly aware of the needs of vocational education in the State and looked for ways and means to move this important educational program forward. At that time, Florida programs were dependent upon a few vocational schools for postsecondary and adult vocational education which were ordinarly in substandard facilities. High schools offered vocational education at the secondary level with vocational agriculture and vocational home economics being predominant. Of the 28 community colleges, only 2 had vocational education programs of any significant size.

The 1963 Florida Legislature took the following important steps: 1. Authorized district school boards, with the approval of the State board of education, to establish area vocational-technical centers as a part of a district school system.

2. Mandated the State board of education to conduct studies to determine the location of area centers.

3. Included area vocational-technical education centers, along with community colleges and universities, in a bond referendum to generate construction funds.

Florida voters approved the bond referendum in 1963, and in 1965 the legislature authorized $8 million for the construction of area Vocational-technical centers and $8 million for vocational education facilities in community colleges. These funds were matched with

some $4 million of Federal funds under the Vocational Education Act of 1963 and in this way the State embarked upon the development of a system of area vocational schools to serve its total population.

Concurrent with those developments, Federal funds under the Vocational Education Act of 1963 were also used to:

1. Improve and expand vocational programs in secondary schools; 2. Improve and expand vocational offerings at the postsecondary and adult levels;

3. Initiate programs for disadvantaged and handicapped persons; 4. Organize a research coordinating unit and begin to develop a program of research.

By 1968, the status of the Florida program for area vocational education schools, in brief, was as follows:

1. Twenty-one area vocational-technical centers to be operated by district school boards as separate institutions had been designated by the State Board for Vocational Education;

2. Thirteen community colleges had departments designated as area vocational education facilities;

3. One comprehensive high school had also been designated as an area vocational school.

Through June 30, 1968, $21,608,188 in State bond amendment funds and $15,879,543 in Federal funds were used for construction of these centers.

By June 30, 1968, 35 area schools had been designated, and most were in operation, having completed one or more phases of development. For the first time Florida's population, including students, parents, businessmen, legislators and educators, had the opportunity to view vocational education facilities of high quality in settings designed to lend prestige to the program.

From 1963 to 1968 enrollments at all levels for all target groups increased as follows:

The 1968 amendments to the Vocational Education Act of 1963 have exerted significant influence upon the Florida program. Illustrative of changes which have taken place from 1968 through 1972

are:

1. Vocational programs, activities and services, consistent with the categories and goals established in the amendments, have accelerated;

2. Innovative programs have expanded;

3. Exemplary projects have been encouraged and funded;

4. Career education, in keeping with the national goal, has been introduced;

5. The need for facilities to house programs, activities and services has been dramatized;

6. A management information system is being developed and implemented.

Concurrently, by a series of actions, the Florida Legislature established a foundation for progress.

1. Through the Government Reorganization Act of 1969, the division of vocational education was named as one of four operating divisions of the department of education. Separate division status was given vocational education visibility as a part of the total educational effort and provides representation at the policy making levels along with the division of elementary and secondary education, the division of community colleges and the division of universities.

2. The legislature created a special vocational education subcommittee in June, 1969, upon adjournment of the 1969 session, to investigate vocational education in Florida in depth and at all levels. A report dated March 2, 1970, presented the committee's major findings and 20 recommendations. Some eight bills were passed in the 1970 session which have become known as the Vocational Education Package of 1970. These bills paved the way for a comprehensive vocational education program for career development. 3. Florida's comprehensive vocational education program for career development has been a forerunner for career education in this State. Its major components include:

(a) Introduction to the World of Work (Grades 1-6);
(b) Occupational Exploration (Grades 7-9);

(c) Job Preparatory Training, Secondary (Grades 7-12), Postsecondary, Adult;

(d) Supplemental Training.

4. The legislature not only broadened the vocational education program, but provided support elements as well.

(a) Each school district and each community college with a department approved as an area vocational education school is required to employ a certificated local director of vocational education.

(b) Each school district is mandated to provide year-round offerings in not less than five vocational areas for young people under 19 years of age if they are in school or not.

(c) Required school districts to develop plans for adequate guidance services. To expand guidance and counselling services, authorized the employment of suitable individuals to provide counselling services regardless of their educational background.

(d) Authorized $6 million for expenditure during 1970-71 to replace obsolete and worn out equipment in vocational education shops and laboratories.

(e) Established the vocational improvement fund by which the department of education includes in its legislative budget requests proposals for the improvement of vocational education within the State.