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two or more of the traditional service areas, such as Agri-Business. In addition, it is anticipated that many of the functions now handled separately amongst the several services will be centralized into one unit. This centralization should assist with the standardization of reporting, funding and other housekeeping type functions. Such restructuring, it is felt, will enable the present staff to devote considerable more attention to the primary needs of instruction innovation in the specific categories than has been the case in the past.

b. Teacher Training

Considerable effort has been made in the immediate past toward two goals: (1) having vocational education as an integral part of the training for general school administrators and guidance personnel; and (2) to work toward a teacher education program in the name of vocational education in the hopes of reducing unnecessary duplication and increasing the possible attention to unique dimensions; and (3) the establishment of an institutional identity to the trade and industrial teacher preparation program. As a result of this activity, the Washington State University has appropriated for a Professor of Vocational Education who will concentrate on obtaining understanding and competence as appropriate in the name of vocational education for general school administrators and personnel and guidance people. It is anticipated that this position will be filled in the near future. Along with this develop ment, a possible institutional attachment for trade and industrial teacher education is well within realization either at Washington State University or one of the state colleges. With these developments, it is felt that the next twelve-month period will be one of the most significant in teacher education in the State of Washington.

c.

Vocational Guidance Programs and Services (State and Local)

Considerable headway was made in 1965-66 in the vocational guidance program. Some 28 positions on the local level as vocational counselors were established and in-service training activities were embarked upon. During the past year the vocational guidance area has been without a supervisor on the state level and much of the momentum developed a year previous has been lost. With the better salary structure recently implemented, it is anticipated that the supervisory position will be filled in the near future and the guidance program strengthened to enter into an activity area that will emphasize in-service education for all guidance personnel in high schools and community colleges.

There is a consideration being given as to whether or not the future activity should emphasize specialized vocational guidance as opposed to activities which would help all guidance personnel to be better vocational guidance talkers. At the present time it is felt that for the immediate future at least the emphasis should be on helping the total guidance program in public edu

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related to vocational needs of youths and adults. The need for more realism in the occupational areas would seem to indicate that only in working with the total establishment is this large scale awareness possible. The establishment of specialized vocational guidance positions will continue to be encouraged, primarily where such a person can act as a support person to the total guidance staff in his district or his institution. In-service training will be one of the principal activities and is being highlighted in July and August of this coming year with the program that involves working in industry coupled with weekly seminars to discuss and analyze the work experience.

d. Curriculum Development

The need for new curriculum materials becomes more significant almost daily. To better provide for the curriculum needs, it is anticipated that during the next twelve-month period a curriculum laboratory will be established. This laboratory will hopefully include curriculum experts who can serve the specialized needs in the several traditional vocational categories. There is a very pressing need, for example, in this connection in the area of apprenticeable occupations. Such an expansion has been limited in times past because of lack of funds and lack of space. While it is not yet clear that there will be any better means in these two connections, some budget approval has already been given in this direction and the need at the moment is one of space.

e,

Research, Experimental, and Developmental Programs

Much more activity in this dimension is anticipated with a very short time lapse between experimentation and implementation being the immediate goal. Closer relati hip to the Research Coordinating Unit will be the future design and it is hoped that as a result more experimental activities will be dictated by the actual needs on the local district level and that so-called esoteric research will become less emphasized.

The experimental program in Seattle involving the high school dimension and seeking out new curriculum design for the uncommitted high school students will continue. It is anticipated that similar activities of this kind will be established in many other districts throughout the State since the area of interest is exceptionally high.

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One of the major strengths of vocational education, if it is given heed, is
the continuous evaluation that is built into the principle of follow-up.
This evaluation is particularly significant in supplementary programs and
those supplementary programs that do not serve any real purpose tend to
die further on ahead because of the lack of enrollment. In preparatory
programs, particularly on the community college level, there is a
growing need for more realistic and current evaluation practices as it has
to do with relating the instructional content to the actual occupational needs.

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There is an area of academic activity that passes for evaluation, but more nearly involves rationalization after the fact. This kind of rationalization will endorse any given subject as being desirable and needed if all of the students enrolled in such a subject are subsequently employed. The direct contribution of such a subject to successful employment very frequently is not given much consideration. As the expansion in community college activity continues, it will become increasingly necessary to more precisely evaluate instruction in terms of its contribution to occupational success. To accomplish this realistic evaluation, it is planned to make more generous use of advisory committees. One principal activity in this connection will be the continuation of the follow-up study activity begun last year. This follow-up study format uses the exit interview as the principal vehicle. It is hoped through this technique, plus the handling of results by data processing equipment, that a continuous and current evaluation will become characteristic of the program,

Bureau of Budget io. 51-R470.1 Approval Expires 10/16/67

U.S. DEPARTIENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education
Division of Vocational and Technical Education

Washington, D.C. 20202

OE-4256

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State Washington
Identification No.
Original Estimate
Revised Estimated

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Fiscal Year

1967-68

Estimate of Total Expenditures for Vocational Education Furposes under all

Vocational Education Acts

Federal Funds

State and Local Punde
Smith-Hughes 1963 Act 31

Stato

Local
PROGRAM PURPOSES !!

Total and George

Barden 21 (1)

(2) (3)

(4)
(5)

(6)
Secondaryo

6, 228,852. 189, 802.

875, 150. 1,446, 300. 3,717,600. Fost-Secondary••

4, 349, 570. 192, 730.

881, 200. 3, 211, 640. 1,064, 000. Adult-....

1, 212, 922. 86, 159.

219, 233. 257, 630. 649, 900. Fersons with special needs ...

342, 100. -0

74,300. 126, 200. 141, 600.
Construction of area vocational schools 244,000. IIIIIIIIIIII 100,000.-

73,000. 71,000.
Ancillary services

2.008. 716. 368. 132.

792, 384

491. 200 357.000 Total

4,386, 160. 836, 823

2, 942, 267. 4, 605, 970. 6,001, 100. Work Study•--..

213, 816.

159, 816.

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54, 000. 1 Estimates of expenditures as projected in

accordance with the policies and procedures in Section 1.3 of the State plan.
21 Include all funds under Smith-Hughes and George-Barden allotments

except funds to be transferred to the allotment under the 1963 Act.
37 Include funds to be transferred from Smith-Hughes and George-Barden allotments to the allotment under
Section 3 of the 1963 Act,

I certify that the information set forth herein, including the representation
as to amounts of State and local funds to be expended under the plan during the

stated period, is true to the best of my knowledge and belief. (Date) June 14. 1967

(Signed) nest Kiseach

(Title) State Director of Vocational

Education

JUN 1 9 1957

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