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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

e.

f.

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.

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 relationship 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.

Evaluation of Programs and Activities

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

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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.

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

1967-68

Office of Education

Division of Vocational and Technical Education
Washington, D.C. 20202

723,517 178396

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

3,942,267

Estimate of Total Expenditures for Vocational Education Furposes under all

1/ Estimates of expenditures as projected in

JUN 19 1957

Education

159,816.

accordance with the policies and procedures in Section 1.3 of the State plan.

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

3/

(Date)

June 14, 1967

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.

(Signed) Ernest

Ernest G Kisenor

(Title) State Director of Vocational

APPENDIX IV

REPORT OF THE NATIONAL

ADVISORY COUNCIL ON EDUCATION