Search

This paper attempts to re-examine the role of the agricultural educator and the agricultural researcher during the decade of the 1970's. Based on the national goals, the magnitude of the problems of providing adequate programs, and the findings of research, the authors contend that agricultural education should assume the responsibility for providing the leadership to reconstruct vocational education for rural people in America. Studies have shown that rural youth generally have a lower level of aspiration than urban youth. They tend to be reluctant to migrate to locations where occupational opportunities are more plentiful, and in view of the declining opportunities for farm employment, there are special problems in providing alternatives for rural youth. Research strategies for the decade ahead may be divided into short-range and long-range strategies. Short-term strategy for research in rural vocational education is to expedite the attainment of national goals through program modification, and long-range strategy should concentrate on developing new programs required to attain the national goals. Relevant vocational education must be provided those people living in rural areas. (GEB)

This paper delineates the problems confronting professional personnel in occupational education in attaining the national goal, expressed by Congress, to provide optimum employment for each individual who is able to work. Preparation for occupational proficiency is conceptualized as a continuous process that begins with entry into the school system and continues throughout the individual's career. Curricular experiences are integrated continuously so that the relevance between school and work is readily visible. Thus, traditional dichotomies are obliterated, and the essential continuity of educational experiences is emphasized. The problem of integrating the individual's decision process into the curriculum is a basic step in attaining the national goals. (BH)

In order to gather information on which to base decisions regarding the continuation of the Concerted Services in Training and Education in Rural Areas, a preliminary appraisal was made of three pilot projects located in Arkansas, New Mexico, and Minnesota. Overall impressions and reactions to attainment of objectives were made, and some major ones include: (1) Marked progress has been made toward developing general operational patterns for concentrating all agencies and resources on the occupational education problems, (2) Definite progress has been made in identifying existing and potential employment opportunities and organizing occupational education programs for youth and adults, (3) Vocational couseling services are needed in rural areas, (4) A crucial problem is the extent to which resources other than governmental agencies may be tapped to provide educational, guidance, and other services, (5) The projects have fostered closer working relations among federal and state agencies operating in the counties, and (6) Although the conceptualization and implementation of the project is of vital importance, the ultimate success rests with the county coordinator. Related documents in this issue are VT 011 403 and VT 011 474-476. (SB)

The Southern Association of Colleges and Schools has initiated bold steps to improve the quality and quantity of occupational programs in the 11 states served by the Association. These steps include: (1) the Southwide Conference on Occupational Education sponsored in cooperation with Southern Bell Telephone and Telegraph Company, (2) the appointment to the Commission on Higher Education of a member whose background is in technical education, and (3) the appointment of an ad hoc committee to study and make recommendations concerning occupational education. Another sign of activity in this area is the recent growth of postsecondary institutions of occupational education, evidenced by the fact that 60 percent of these institutions have been established since 1960. States have also been encouraged to assist in evaluating occupational programs for the purpose of assessing quality and determining whether the needs of students and the community are being met. (JS)

In this model for program planning and evaluation, the State Director of Vocational Education acts as the chief program manager or decision-maker. In addition, a program evaluator manages an information system which provides the decision-maker with a means of assessing the efficacy of the course he has chosen. Elements of the model include individual attributes, needs of society, vocational education goals and objectives, operational procedures, material and human resources, and actual outcomes or products of the program. Evaluation may be in terms of an appraisal of the process, or it may be directed toward an appraisal of the outcomes. The decision-maker is responsible for administrative functions, such as allocating resources and ordering objectives into a hierarchy, while the program evaluator is responsible for the management system. This model, which may be used at any level, illustrates the information that must be provided by the program administrator to the decision-maker if appropriate alternatives are to be selected, objectives attained, and goals realized. Evaluation is a key element in progress and goal realization. (SB)

States must accept the implied responsibilities of the Vocational Education Amendments of 1968 which relate to exemplary programs, and it is necessary for State Boards to incorporate the provisions of Part D into their policies and plans as well as establish a state office in charge of exemplary programs. Guidelines are included for developing a policy statement, preparing elements of a state plan, assigning responsibility for administration, identifying the function of the administrative body, staffing the state office, establishing exemplary program management, and managing resource allocation systems. Guidelines for submitting an application for a planning grant and preparing proposals as well as suggested criteria and forms for evaluating applications for planning grants and proposals for exemplary programs and projects are appended. (SB)

THE CENTER WAS ESTABLISHED ON JUNE 1, 1965, UNDER PROVISIONS OF THE VOCATIONAL EDUCATION ACT OF 1963, PUBLIC LAW 88-210. TWO PROGRAMS WERE INITIATED DURING THE CONTRACT PERIOD. THE FIRST INVOLVED RESEARCH AND DEVELOPMENT ON PROBLEMS IN SIX AREAS--(1) OCCUPATIONAL ADJUSTMENTS IN THE SOUTH, (2) SHAPING FLEXIBLE VOCATIONAL BEHAVIOR IN YOUTH, (3) POLICIES AND POLICYMAKING FOR OCCUPATIONAL EDUCATION, (4) PROFESSIONAL PERSONNEL, (5) THE EVALUATION OF OCCUPATIONAL EDUCATION, AND (6) A TOTAL COMMUNITY APPROACH TO OCCUPATIONAL EDUCATION FOR AREAS IN ECONOMIC TRANSITION. THE SECOND WAS A PROGRAM OF CONFERENCES AND SHORT COURSES FOR LAY LEADERS, VOCATIONAL EDUCATION PERSONNEL, AND RESEARCHERS. EIGHT SEMINARS AND CONFERENCES AND TWO TASK FORCE GROUPS TREATED OCCUPATIONAL MOBILITY AND MANPOWER, AND TEACHER EDUCATION AND CURRICULUM PLANNING FOR OCCUPATIONAL EDUCATION. MANPOWER STRENGTH OF THE CENTER WAS THE EQUIVALENT OF 39.5 FULL-TIME PERSONNEL. EXPENDITURES OF FEDERAL FUNDS OVER THE 20-MONTH PERIOD, ENDING JANUARY 31, 1967, TOTALED $487,922.83. INTERIM REPORTS WILL BE PUBLISHED IN CENTER RESEARCH MONOGRAPH, CENTER SEMINAR AND CONFERENCE REPORTS, AND CENTER MONOGRAPH SERIES. (EM)

The complex psycho-sociological factors involved in designing compensatory education programs require a concerted effort aimed at all levels of personality and the socio-cultural situation. Attention is drawn to the determination of objectives, a diagnosis in terms of the characteristics of the child, the milieu, and the school, and the selection and evaluation of action strategies. (EH)

Describes a process model for the development of technical instructional materials, primarily textual materials. (GR)