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2. Promotion by the State Department of Education of new vocational education programs in the comprehensive high schools of the State with special emphasis on the development of programs related to the career fields of public and personal services.
3. An aggressive campaign by local school administrators and guidance counselors to inform parents and youngsters in all communities about the opportunitties in the area vocational schools.
4. Continuation of the advisory council's statewide vocational educational public information campaign with special emphasis on informing returning veterans about training opportunities.
5. A review by the State department of education and the advisory council of the impact on vocational education in the state caused by the reorganization of the department (to be completed by June 30, 1973).
6. Completion of the vocational education management information systems (MIS) to enable more effective program analysis and decisionmaking.
7. Integration of the vocational education MIS with the State's other economic data systems to better coordinate manpower and industrial development.
8. More frequent and better coordinated manpower development planning led by the department of education and involving industry, labor, manpower training agencies, and other appropriate departments of State government.
9. Designation of the State's correctional facilities-juvenile and adult as a school system to enable increased State and Federal educational aid and to attract attention to the importance of education in the rehabilitation of inmates.
10. Appointment of a full-time coordinator of educational programs in the proposed correctional "school system" with the position to be equal in status and compensation to most superintendents of schools in the State.
11. A thorough analysis of the educational (especially vocational) needs of correctional institution inmates; and the design of individualized self-paced instructional programs using work release when appropriate.
12. Definition of the term "disadvantaged" by the State department of education so as to give particular emphasis to problems of poverty and prejudice.
13. Continuation of the State Department's campaign to recruit and retain black and other minority group professional staff.
14. Continuation of the State Department's promotion of career education and the establishment of a technical assistance service to local educational agencies interested in developing programs.
TRUST TERRITORY OF THE PACIFIC ISLANDS
1. There is an urgent need for a study of the manpower requirements in each district of the Trust Territory to determine the job opportunities which will be available in the next 5 to 10 years. From such an occupational analysis we can determine what vocational subject should be emphasized in school and in adult education programs.
Such a study was initiated by the Manpower Advisory Council in 1970. Every effort should be made to complete this study. If it should become evident that this particular study cannot be completed, a new survey should be undertaken as soon as possible. A reliable manpower survey should occupy top priority for the development of vocational programs in the Trust Territory.
Along the same lines a study should be made of the extent to which vocational school graduates are being employed in the field for which they were trained.
2. Even without a manpower survey, certain training needs seem immediately evident.
a. There is an urgent need for well-trained clerical workers. A quality vocational program for clerical workers should be offered at each of the district center high schools in the Trust Territory.
b. There is an urgent need for competent workers in business management. Micronesia desperately needs a stronger economic base. Successful private businesses are essential. Every district center high school should offer a solid vocational business management program.
3. Greater effort should be made to expand the adult basic education program throughout the Trust Territory. Emphasis in adult education is needed in the area of business management training.
4. There is a need for more cooperative education programs which would allow high school students to become involved in the world of work. Teachers should be trained in methods of locating job stations with the Government and private sector and in developing programs of related instruction at the school which would be closely integrated with the cooperative education work experience.
Efforts should be made at the Headquarters Education Department and Personnel Department to plan a cooperative inservice education program whereby the various Government agencies might train their personnel at MÓC, PATS, or other vocational institutions in the Trust Territory.
5. A greater effort must be made to improve the vocational guidance programs throughout the Trust Territory. Some form of vocational guidance starting in the earlier grades is desirable. The high school vocational guidance programs must be based more on the actual needs and opportunities in Micronesia. The followup program for placing graduates of vocational programs must be strengthened. 6. Every effort must be made to speed up the time it takes to process papers in the Personnel Department for the hiring of vocational teachers. It appears that the personnel office in some instances is making administrative decisions that should be made by education administrators. It would not seem to be the role of the personnel department to decide if and when new positions are necessary. The complaints against the Personnel Department are very loud and very frequent. It is essential to the efficient operation of all Government educational program that this problem be investigated and a solution found as soon as possible.
7. Attention should be given to the long time that it takes to process requisitions for supply and equipment at the various schools. Many schools seem to lack the material resources essential to vocational training. The difficulty is not simply inadequate funding.
Some effort should be made to make more efficient the procedures for ordering materials and supplies for educational programs.
8. Many of the new school buildings are being designed so that it is impossible for local construction companies to build them. Efforts should be made by the architects on Saipan to adapt their building design to local resources. This would provide more job opportunities for our vocational graduates and would increase the opportunity for cooperative education training programs in building construction. Although it might take longer to erect the buildings, the community would play a greater role in their construction and would take more pride in their schools. It is hard to see why foreign construction companies should be necessary for building schools in Micronesia.
9. Attention should be given to clarifying the role and responsibility of the District Vocational Education Supervisor. Apparently, there has been some misunderstandings on the part of local schools and businesses as to the role of the DVES. A clear job description should be developed and his relationship with the district high schools, elementary schools and local businesses should be made clear to all involved.
Every effort should be made to replace the present District Vocational Education Supervisors with well-trained Micronesians who would be more familiar with the local customs and culture, and who would be more effective in developing educational programs at the local district level.
10. Territory-wide recruitment of vocational teachers for interdistrict programs such as MOC is a wise policy and should be continued. Administrative personnel at the district level should be encouraged to share their best teachers with MOC and other interdistrict vocational schools.
11. Further investigation should be made of the possibility of developing an associate in science degree program for vocational teachers in Micronesia. It is recommended that the administrative personnel of MOC, CCM, and PATS explore this question as soon as possible.
12. A long-range program should be developed for both CCM with relation to the role each will assume in providing vocational education services.
Attention should be given by CCM staff and district inservice. teacher trianing staff to developing a career awareness component in the elementary teacher education program.
13. Vocational education programs cannot possibly be supported entirely by the funds coming from the Vocational Education Act of 1968. If vocational education is to achieve meaningful results in Micronesia, more money will have to be expended in this direction. These funds should come from the general educational budget. We recommend that in addition to the budget categories of administration, elementary education, and secondary education, there would be added a separate category of vocational education.
14. Priority attention should be given to the full implementation of the organizational pattern necessary to establish a recognized district adult, vocational, and higher education division with the position of the district curriculum supervisor for adult, vocational,
and higher education established to administer and supervise the division.
A tremendous program expansion has occurred during the past year in the area of adult, vocational, prevocational, manpower, and higher education. It is unreasonable to expect one district vocational education coordinator and one district adult basic education coordinator to continue coordination of an entire program administered by the headquarters adult, vocational, and higher education division
15. An implementation model for career education should be pursued by personnel from the division of adult, vocational, and higher education and the division of elementary and secondary education. The Career Education Model should reflect the educational, political, social, and economic developmental needs of the Trust Territory. Every governmental department and agency should be involved in developing such a model.
16. Every effort must be made to fully implement the curriculum. policy statement for Micronesial Vocational Education. The policy statement serves as an umbrella for all areas of vocational education in the Trust Territory.
Area statements in the several vocational education subject matter areas should be fully stated, e.g., vocational business education, agriculture education, trades and industrial education, vocational home economics, consumer and homemaking education, and aquaculture education. The area policy statements developed during the Third Annual Adult and Vocational Education Conference need further discussion.
B. PREVIOUS YEARS' RECOMMENDATIONS AND ACTION TAKEN BY STATE BOARDS AND STATE DEPARTMENTS OF EDUCATION
TO WHAT EXTENT HAVE STATE ADVISORY COUNCIL ON VOCATIONAL EDUCATION RECOMMENDATIONS BEEN ACCEPTED AND IMPLEMENTED BY THE STATE BOARDS OF VOCATIONAL EDUCATION?
The annual evaluation report of the State advisory council may be accompanied by such comments of the State board as it deems appropriate. The recommendations of the State advisory council shall be considered by the State board in developing the State plan for the ensuing year. Response in writing to each recommendation shall accompany the State plan and may include, among other matters, the results of evaluations by the State board of programs, services, and activities which support, supplement, or differ with the evaluation results of the State advisory council.
1. To whom were recommendations made during the 1971 fiscal year?
The council made 28 recommendations in its 1971 evaluation report to the State board. On April 12, 1972, the council also submitted a special report to the State board which contained an additonal six recommendations.
2. What actions have been taken and to what extent have these actions fulfilled the intent of the recommendations?
The six recommendations made in the special report have been included or incorporated as recommendations in this evaluation. report.
Listed below by council advisement categories are the recommendations made by the council for 1972 in its 1971 evaluation report.
1. The board should clearly state in part III of the State plan the annual program objectives, rank order priorities and procedures for implementing the plan. Objectives should be stated in measurable terms for each occupational area by program levels and target groups. and made available to local boards of education, technical institutes, and junior colleges for local level planning.
2. The board should design, develop and implement by the end of the 1972 fiscal year a functional regional and state comprehensive manpower demand and supply information system for planning and programing vocational education.
1 The recommendations in italics are those requiring administrative action or policy development by the State Board.