serve the important role of preparing competent workers that they

have in the past.

It is necessary to clarify at this point what we mean by "modernizing" programs and upgrading equipment. First, we do not mean reconstructing full-scale factories in schools or necessarily placing a robot in every classroom. We recognize this is neither feasible nor necessarily desirable. Students can learn equally well and sometimes better with miniaturized equipment, simulators, or industrial trainers.

Second, we acknowledge that, although few of the total number jobs of the future will be "high tech", technology will affect almost all jobs. New equipment will find its way into the workplace and must necessarily find its way into the classroom. Appendix A relates some of the newer equipment technologies that are finding their way into vocational areas.

Recently, AVA conducted a series of High Technology workshops with the Center for Occupational Research and Development. The workshops were designed to raise awareness of the implications of technology on vocational-technical school programs and to introduce some guidelines for rethinking curriculum in light of these implications.

Workshop participants heard an emphasis on broader programs on the secondary and postsecondary levels designed to help students understand the "whys" as well as the "hows" of their technical

field. Table 2 illustrates the structure of such a program which would include a series of general laboratories carefully equipped to demonstrate principles of the technical core area. Specialty laboratories with state-of-the-art equipment would be developed to assist students apply the principles learned in the core area to their area of specialization (e.g. robotics, computer, or laser systems).

It is apparent that this model differs greatly from the old crafts approach. Many high-technology occupations have a universal requirement of being able to transfer knowledge from one set of tools and materials to another set of tools and materials. Often this transfer includes changes in energy forms. The skills of high technology are acquired, therefore, by developing an understanding of the physical sciences and their applications. Carefully selected pieces of equipment are essential tools for this instruction. This is what we have in mind when we say "modernizing

programs and updating equipment."

Joint Effort Needed to Address Problem

Thus, the vocational education infrastructure has the potential of providing a strong and effective base upon which to strengthen national economic and defense capabilities through developing a more competent, productive workforce. However, this potential will not be realized when insufficient resources prevent the presence of equipment and tools to do the necessary advanced-level training. S 1195 seeks to address this issue by offering a way where a combination of public and private funds are available to meet the serious equipment needs of vocational programs.

It is critical that the private sector become more involved in supporting vocational as well as collegiate programs but legislation has not encouraged and rewarded this support in the past. Although outstanding examples of cooperative endeavors between vocational education and the private sector exist, they are not widespread and do not begin to address the problem of severe equipment shortages in technical areas. The Pennsylvania study cited earlier found that only seven percent of the vocational schools responding listed the private sector as a source and method for obtaining new tools and equipment. The actual dollar amount from the private sector was less than one percent.

During the question and answer portion of the testimony, Mr. Bennett noted his institution has had some success acquiring equipment from industry. However, he mentioned that there were several pitfalls involved in this approach. For example, most small businesses have a very small capacity to give, lease or lend equipment to a vocational program.

Consequently, what it needed is a method for encouraging private support and contributions with a minimum of federal red tape. Although it is impossible to accurately predict the outcomes of any piece of federal legislation, we think the provisions of S 1195 are thoughtfully designed to do just that. Others who are familiar with the feelings of business and industry agree; Bob Craig,

Vice President of Governmental Affairs at the American Society for Testing and Development said on behalf of his organization:

We should like to offer our support for S 1195, the High Technology Research and Educational Development Act of 1983. On behalf of our members who are engaged in employer-provided education and training, we are fully in accord with federal initiatives that are intended to improve the relevance of taxsupported occupational education. In today's world of quickening technological change, it has become imperative that employers and educators collaborate more effectively than ever before and S 1195 should serve as an important mechanism to encourage that collaboration.

We strongly believe that S 1195 would serve to boost the quantity and quality of instruction in vocational technical programs by further developing the infrastructure designed to improve the productive capacity of people. The nature and magnitude of the problems associated with productivity, economic growth, energy, and international competition which our country presently faces suggest that more dramatic changes will be made by business and industry. Thus, the role of the nation's vocational technical programs will be more important than even in preparing people with the knowledge and skills needed to use these changes to the greatest advantage. S 1195 helps assure that the technical tools and equipment necessary for this preparation will be there when they are needed.