New positions are being created, many of them with administrative and leadership responsibilities. Specialists of many kinds are needed. Researchers are in short supply.

With rapidly growing enrollments in the high schools, the area schools, and the adult programs, there is a persisting shortage of teachers who are qualified occupationally but are also qualified to teach and to associate professionally with their colleagues in educational institutions.

The demand is not only for more teachers but for teachers able to adapt to new concepts of vocational and technical education and to teach in fields in which this type of education has not previously been provided.

The most dramatic development is occurring at Jersey City, N. J., where a completely new institution for preparing occupational educators is being developed. The planning of this institution has been under the direction of an outstanding executive borrowed from industry. It will offer bachelor's and master's degrees. A technical institute will be provided on its campus. A staff of 50 to 60 will be required.

Michigan State University is developing a new pattern of vocational teacher education utilizing a clinical-school concept.

The state university colleges at Buffalo and Oswego, New York, and Kearney State College in Nebraska have new programs to prepare technical teachers. New programs to prepare distributive educators have been introduced in Connecticut at Central Connecticut State College and the University of Bridgeport, in two state universities in Florida, at Memphis State University, and in several Kentucky colleges and universities. New Teacher education programs in business and office education have been started in Florida, Indiana, Missouri, and Nebraska. Education of teachers for the health occupations has been initiated in Kentucky. tional counselors are now being prepared in Idaho and Kentucky.

Voca

A work-study internship at the State University College, Buffalo, New York, enrolled 32 students in the Fall of 1967. Students may spend three to five years in programs leading to the Bachelor's and Master's degrees which combines work on campus with industrial experience.

The Universities of Missouri and Wisconsin are training Home Economics teachers to conduct education for employment. The University of Wisconsin provides a special option in its program for prospective teachers of Home Economics for those who will work in programs preparing for wage-earning.

In four Kentucky state universities associate and bachelor's degree programs are now being provided for trade teachers, some of them now employed as vocational teachers.

Michigan State University has new curricula to prepare specialized teachers of agricultural business, agricultural mechanics, and ornamental horticulture. Ohio State University has established an internship for teachers of agriculture with directed experience in agricultural business and industry. The University of Wisconsin has a post-graduate teacher internship in agricultural education.

Ohio State University and the University of Minnesota have added courses in the organization and development of post high school programs in business and distributive education.

The University of Missouri has provided a graduate program to prepare for administrative positions in technical education in junior colleges. Indiana State University has a program for directors of vocational education.

The University of Minnesota and Purdue University include experience with the disadvantaged in their programs to prepare teachers of Home Economics. The University of Missouri in 1966 launched an interdisciplinary inservice program for teachers of the socially and economically handicapped.

The University of Minnesota provides directed occupational experiience for teachers of distribution and marketing. The Trenton, New Jersey, State College is conducting a pilot program for special education students in which industrial educators and special educators share.

New Jersey is conducting three courses for teachers in private vocational-technical schools.

California is training aides for vocational teachers. At Phoenix, Arizona, play schools provide opportunities for prospective teachers to work with young children and to participate in weekly parent dis

cussions.

New responsibilities have led to increasing the staffs of the state divisions of vocational education, in New Jersey in the past three years from 13 to 65, in North Carolina from 20 in 1960 to 52% in 1967. New staff positions in the North Central states have included those in vocational guidance, programs for persons with special needs, work-study programs, manpower training, business and office education, and research. Florida has added personnel for research, guidance, occupational information, special student programs, and educational materials. Utah has added a deputy state superintendent for post-secondary schools. A supervisor for occupations related to Home Economics has been employed in the South Carolina Division, which has also added a supervisor of its 57 local vocational counselors. The Montana State Board of Education has recommended the addition of a supervisor of Industrial Arts to the State Division staff; a number of states have these supervisors.

The demand for vocational counselors has been increased because of their general use in the area schools and their increased use in the local schools. In Kentucky all area schools are staffed with vocational counselors who work with students, potential students, and high school counselors. North Carolina maintains a ratio of one counselor to each 400 students in its community college system. Counselors in Virginia's area schools assist with placement and follow-up. Utah has a vocational counselor in each of its local school districts.

Kentucky conducted a three-months institute in the summer of 1967 to train 120 occupationally competent tradesmen for teaching positions in the new area-school extension centers for high school students and adults. The training program included internship at an area vocational school.

The inservice education of vocational teachers is receiving increased attention. Summer institutes and other arrangements to prepare teachers of Home Economics to train for wage-earning occupations have been conducted in most of the states of the North Central region, in New Jersey, and probably in most other states. Summer workshops for teachers oriented toward training for employment in off-farm occupations have been common in the North Central states. In the summer of 1967 Kentucky conducted institutes for teachers in psychiatric nursing and the use of youth organizations in instructional programs; for

supervisors and teacher educators on teaching persons with special needs; and for state department and local administrative and teaching personnel on research. Inservice education is receiving more attention generally in the North Atlantic states.

Utah is emphasizing retraining periods in industry for its industrial teachers. One program calls for a month in industry by workshop participants prior to revising curricula in five areas.

A new program at North Carolina State University leads to the Ed.D. degree in occupational and adult education.

Seminars conducted jointly by the American Vocational Association and the U. S. Office of Education in many parts of the country have assisted in training several hundreds for their research responsibilities.

7

New Funds and Facilities

Some states which have spent meagerly for vocational and technical education have increased their appropriations decidedly since 1963. The Montana Legislature in 1967 raised its biennial appropriation by more than 800 per cent, from $90,000 to $1 million. The New Mexico Legislature has appropriated $170,000, a large part to be used for new equipment and instructional aids.

State and local expenditures for vocational education have increased during the recent period of increases in federal funds. From 1944 to 1966 federal funds for Oregon increased by 380 per cent; State funds by 370 per cent, and local funds by 280 per cent. Although federal funds have increased they now provide only $107 of the $831 annual cost per vocational student in the community colleges and $43 of $600 per vocational student in the high schools of the State.

State appropriations for vocational and technical education have increased faster than federal appropriations in several North Central states. The Minnesota Legislature raised its appropriation from $4,350,000 in 1965 to $8,300,000 in 1967. The Kentucky and Missouri Legislatures gave 20 per cent increases at their most recent sessions. The Illinois Legislature appropriated $6 million for area schools in 1965.

The expenditure in Mississippi for buildings and equipment from the passage of the Vocational Education Act of 1963 to June 23, 1967, was $16,951,272. Kentucky has built or is building new facilities for 10 area vocational schools, the individual buildings ranging in cost from $500,000 to $1.5 million. The buildings of four other area vocational schools are to be doubled in size. The total cost of the Kentucky building program since 1963 has been more than $22 million. The investment in buildings and facilities for Georgia's 23 area vocational-technical schools now exceeds $50 million.

In most states, a larger percentage of the funds for vocational education is being channeled to the area schools. In North Carolina the area schools receive 45 per cent of the funds, the local schools 55 per cent.

Although local, state, and federal funds have been increasing, the Association of State Directors of Vocational Education does not believe that they are increasing fast enough to care for impending needs. In 1967 it recommended that federal funds be increased to $400 million in 1968, $600 million in 1969, and $1 billion in 1970.

The recently founded state research coordinating units vary greatly in their fiscal support. Some are in danger of losing it while the Illinois Unit has an annual budget of more than $1 million.

Special facilities of several kinds are developing. Clemson University in South Carolina has a new "media center" to serve schools with vocational programs. New Mexico maintains a library of tape-recorded occupational information including interviews with mechanics, salesmen, and others, which is availble to high school and vocational school counselors. Model stores are being added in some departments of Distributive Education in New Mexico.

8

Research and Development

Research and development in vocational and technical education received its strongest impetus from the Vocational Education Act of 1963, which provided that 10 per cent of the funds appropriated should be used for these purposes. Centers drawing on these funds were established at Ohio State University and North Carolina State University. Large projects were funded in many other universities. More than 400 projects ranging from small to large have been financed under the Act.

Universities and private research agencies not previously concerned about vocational education have entered the field. The Ford Foundation has assisted in establishing a research center at the University of Wisconsin and has funded other projects. The American Research Institute at the University of Pittsburgh, The Massachusetts Institute of Technology, Science Research Associates in Chicago, and the General Learning Corporation have vocational education projects. Universities outside the landgrant college system including Columbia University, the University of Iowa, and Stanford University are conducting studies.

Research Coordinating Units1 have been established in more than 40 states, using the new federal funds supplemented by state funds.

A center for vocational and technical education has been established at the Ohio State University as a part of the National Information Retrieval and Dissemination System sponsored by the U. S. Office of Education.

Studies preliminary to replanning vocational programs. Many states, areas within states, and local communities have conducted or are conducting studies basic to replanning. Examples follow.

1

Designated at some points in this document as RCU's.

A two-year, statewide study by Arthur D. Little, Inc. began in California in July, 1967. Georgia is developing a master plan for the next five to ten years. A statewide study, ordered by the Governor, has been completed in Missouri. Montana and North Dakota have had recent state surveys. The RCU at the University of Nevada is studying the need for the extension of vocational programs in four school districts. More than 11,000 firms in 32 population centers were interviewed in an occupational survey in New Mexico, completed in 1966. In other New Mexico studies criteria for establishing area vocational-technical schools were developed and plans for a new area school were made. Area studies have been made in 27 of Oregon's 36 counties to determine employment opportunities, human resources available, and needed educational facilities. Studies have focused upon the vocational education problem of small high schools, isolated and single-industry communities, and large cities. Colorado is conducting a study of occupational education and community colleges.

Other state studies include those in Michigan, South Carolina, Tennessee, and Virginia. Local studies have recently been made in Dallas and Richmond, Georgia and North Carolina are among the state which have made special studies of the need for paramedical personnel.

A project to identify problems related to the full participation of Negroes in vocational education programs, secondary and post-secondary, is sponsored by the Georgia RCU with cooperation from Atlanta University and the Center for Occupational Education, North Carolina State University.

Follow-up studies. Many studies for former students and graduates have been conducted or planned.

Colorado lists as research priorities: (1) development and implementation of a systematic program of vocational student follow-up, (2) means of increasing the utility of student follow-up data, and (3) determination and analysis of emerging and projected employment opportunities in counties, areas, and the State.

Georgia has published a 25-page report of a study of the graduates of its area vocational schools in 1965, which has been supplied to every guidance counselor in the State.

New Mexico has studied the careers of all girls in the high school graduating classes of the State in 1961 to learn their implications for education in Home Economics. It has also followed the careers of persons completing and dropping out of manpower programs.

Utah is studying the adequacy of graduates in Distributive Education. Three Utah colleges are cooperating in determining the extent to which high school terminal students and post-high school students enter occupations related to their training.

Research related to the evaluation of vocational and technical education is under way in several North Central states.

Definition of the functions of research coordinating units.

Because the research coordinating units are new, each state having one has been obliged to determine its functions. In California these are stated as coordination, dissemination, consultation, and the stimulation of research.