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Written as a synthesis of strategies for effecting change, this document is directed toward state and local educational administrators, supervisory personnel, researchers, development personnel, teachers, and teacher educators. In reviewing the literature it was evident that during the past few years there has been a growing emphasis on local initiative in development activities and planning. Local development will require support from Federal, state, and private sources, and improved coordination of change activities among and between all levels of the education structure--from Federal to classroom level. The primary focus must always be on developing local vocational-technical programs which are continuously innovative and self-renewing, with change efforts devoted to improving what the teacher does and how he does it. The literature is reviewed by (1) rationale for planned change, (2) the change process, and (3) alternate strategies for implementation. (JS)

This annual report for fiscal year 1972 describes the major activities and accomplishments of the Mississippi Research Coordinating Unit for Vocational-Technical Education. During the report period special effort was given to assisting local school systems in implementing programs of career education. Other major programs are summarized and conclusions given. Long-range objectives are progressing on schedule but the uncertainty of funding from year to year presents some planning problems. (MF)

Validation in curriculum development is the "check-and-balance" dimension of any instructional system, in the broadest sense almost synonymous with evaluation and accountability. This paper relates validation to individual, formative, and summative evaluation. Validation measures to be applied to instructional systems are outlined according to a 12-point model reported by F. Coit Butler. Curriculum development is concerned with criterion-referenced tests (CRT) and the CRT is central to all validation efforts. The paper discusses validity of the curriculum generally and of the CRT specifically with reference to reliability and other factors. The appendix consists of instructional systems development charts from various sources. (MF)

This paper discusses factors pertaining to the adaptation of vocational-technical curriculums to local school systems. A major problem is that many available curriculum materials and programs have no evidence of their validation for learning effectiveness by field-testing and feedback. Such evidence is needed by local school personnel before sound judgments can be made to adapt curriculums. Problems of curriculum adaptation usually center around the lack of resources and materials required to develop a new curriculum component. Strategies to implement change, with relationships among personnel involved, are examined and topics that should be included in the instructor's manual are presented. A listing of curriculum materials sources in several categories is appended. (MF)

In order to derive social benefits from technology, its impact must be studied. Technology is a double-edged sword, promoting human and societal values and disrupting social institutions by increasing the rates of change and growth in areas such as population and life-styles. Vocational education offers a means to begin bridging the ever-widening gap between the individual needs for lifelong continuous learning and vocational adjustment and the demands of an increasingly complex technological society. The failures of educational institutions must be studied in order to produce an informed citizenry who are capable of adapting to and directing change. Local educational programs must be developed so that individual identity and human values can be preserved, in the face of tremendous personal adjustment and socialization pressures. (AG)

This federally funded 13-month inservice teacher training project began with a 3-day staff training workshop, which served to orient a superintendent, local project coordinator, and guidance counselor from each of four schools to the career education concept. Each of the four project schools then held a local inservice training workshop, involving 339 teachers and/or administrators. An inservice training handbook was developed, containing a rationale for career education, concepts, objectives, and suggested activities. Leaders from business and industry gave speeches on career education in the community, and teachers met by grade level and subject matter area to discuss the implementation of career education concepts. Problem areas in program development were identified by means of a teacher questionnaire, and resource lists were provided for teachers. A final workshop was held to evaluate progress, discuss implementation problems, and plan future activities. Continuation of inservice training in career education is recommended, since the workshop objectives were successfully achieved. (AG)

Institute IV of a series of training institutes for vocational and related personnel in rural areas focused on increasing the social mobility potential of disadvantaged rural youth and adults by providing opportunities for improving occupational entry and advancement. Specific objectives of the institute were to offer participants opportunities (1) to develop or improve abilities to define and identify needs of the rural disadvantaged; (2) to develop specific content and methods for use in training the rural disadvantaged; (3) to assess changes in attitudes toward work, aspirations, and self-esteem; and (4) to develop post-training procedures, structures, and relationships necessary for securing satisfactory occupational adjustment and advancement. Recommendations included that consideration be given (1) to obtaining or producing curriculum materials at reading levels commensurate to disadvantaged students' abilities, (2) to funding projects in which teachers of the disadvantaged and their students are utilized in developing and testing materials, and (3) to funding a project to study the sequential aspects of vocational-technical curriculum elements. Institute procedures and evaluation, a list of participants, and the texts of 17 presentations are included in the report. (JH)

This final report of the Mississippi Research Coordinating Unit (RCU) for Vocational and Technical Education summarizes activities during the period June 1, 1965 to August 31, 1969. The purposes of the RCU in stimulating, coordinating, implementing, and disseminating educational research are illustrated by listings of research proposals, research projects, and narrative discussions. A bibliography of 40 RCU related publications and a statement of the functions of the RCU are appended. (CH)

Research Coordinating Unit (RCU) activities in the Social Science Research Center program of research in Occupational Education and Manpower Development are summarized. Background information describes the role of the center as well as the history, staff, purposes, and research areas in the occupational education and manpower development program. RCU activities which contributed to achieving the program purposes include: (1) stimulation in formulating eight research study proposals and implementation of nine research projects by staff members, (2) establishment of advisory committees to coordinate research, and (3) dissemination of research by establishing communications with agencies and officials, developing feedback channels, and circulating reports. Besides research activities, the RCU is concerned with interpretive communication and graduate training. A bibliography of projects sponsored, produced or assisted by the RCU is included in the document. (SB)

PROJECTS FOR TRAINING PERSONS FOR WAGE EARNING OCCUPATIONS REQUIRING HOME ECONOMICS COMPETENCIES WERE CONDUCTED TO OBTAIN DIRECTION AND GUIDELINES FOR SIMILAR CLASSES IN MISSISSIPPI. SPECIFIC OBJECTIVES WERE TO--(1) EXPLORE VARIOUS PROCEDURES FOR ORGANIZING CLASSES IN LOCAL COMMUNITIES, (2) SECURE INFORMATION ON LOCAL EMPLOYMENT OPPORTUNITIES, (3) EXPLORE POSSIBILITIES FOR JOB PLACEMENT AND FOLLOWUP OF TRAINEES, (4) DEVELOP CURRICULUM MATERIALS IN CHILD CARE, CLOTHING, FAMILY, AND FOOD SERVICES, AND (5) PROVIDE AN OPPORTUNITY FOR STUDENT TEACHERS TO OBSERVE THESE PROGRAMS. PROGRAMS WERE OFFERED IN FOOD SERVICES, CLOTHING SERVICES, CHILD CARE SERVICES, FAMILY SERVICES, AND ASSISTANT HOMEMAKING SERVICES. THEY WERE SPONSORED BY THE FIVE STATE COLLEGES WITH TEACHER EDUCATION PROGRAMS IN HOME ECONOMICS. THE 101 TRAINEES WERE FROM 18 TO 61 YEARS OF AGE, AND INCLUDED PERSONS ALREADY EMPLOYED BUT WANTING TO UPGRADE THEIR SKILLS. CURRICULUM MATERIALS WERE DEVELOPED IN FOUR AREAS. THE PROJECTS INDICATED THAT THE PROGRAM MUST BE FLEXIBLE AND THAT QUALIFIED INSTRUCTORS MUST BE AVAILABLE. THE INVESTIGATOR RECOMMENDED THAT THE CLASSES BE CONTINUED WHERE NEEDED, JOB ANALYSIS SHOULD PRECEDE THE CLASSES, AND WORK EXPERIENCE SHOULD BE REQUIRED. OTHER RECOMMENDATIONS WERE MADE AND GUIDELINES WERE ESTABLISHED. FORMS USED IN THE PROGRAM ARE INCLUDED. (MS)

THE MORE IMPORTANT CHARACTERISTICS OF THE STATE'S HUMAN RESOURCES AND INFORMATION CONCERNING VOCATIONAL EDUCATION PROGRAMS ARE PRESENTED. MISSISSIPPI'S POPULATION INCREASED 21.6 PERCENT BETWEEN 1920 AND 1960. CENSUS DATA INDICATED (1) BIRTH RATES ARE HIGHER THAN NATIONAL AVERAGE, (2) DEATH RATES ARE CLOSE TO THE NATIONAL AVERAGE, (3) THE SHIFT FROM RURAL-AGRICULTURE TO URBAN-INDUSTRIAL CONTINUES, AND (4) MIGRATION LOSSES HAVE BEEN DEPLETING YOUNG ADULTS, ESPECIALLY NONWHITES. VOCATIONAL PROGRAMS IN THE SECONDARY AND POST-SECONDARY SCHOOLS ARE DESIGNED FOR ENTRY JOBS AND THE RETRAINING AND UPGRADING OF YOUTH AND ADULTS. COURSES ARE OFFERED IN (1) AGRICULTURAL EDUCATION, (2) DISTRIBUTIVE EDUCATION, (3) HEALTH OCCUPATIONS EDUCATION, (4) HOME ECONOMICS EDUCATION, (5) TRADE AND INDUSTRIAL EDUCATION, (6) TECHNICAL EDUCATION, (7) BUSINESS AND OFFICE OCCUPATIONS, AND (8) MANPOWER TRAINING. THE MEDIAN FOR SCHOOL YEARS COMPLETED IN 1960 WAS 8.9 YEARS. SCHOOL ENROLLMENT FOR 1964-65 WAS 606,200 AND IS PROJECTED AS 602,700 FOR 1970-71. IN 1964-65, $9,413,100 WAS SPENT FOR VOCATIONAL EDUCATION. OTHER TABULAR DATA ARE GIVEN FOR THE POPULATION AND VOCATIONAL EDUCATION. (EM)

ACTIVITIES OF THE UNIT FOR THE PERIOD JUNE 1, 1965, TO MARCH 31, 1967, ARE REPORTED. TO STIMULATE RESEARCH THE UNIT ASSISTED IN FORMULATING RESEARCH PROPOSALS FOR THE STUDIES--(1) A COMPARATIVE ANALYSIS OF ELECTRONIC CONTENT IN PUBLIC POST-HIGH SCHOOL TECHNICAL INSTITUTES AND ELECTRONIC TECHNOLOGY REQUIREMENTS OF INDUSTRY, (2) FIVE PILOT PROJECTS IN WAGE EARNING IN HOME ECONOMICS IN MISSISSIPPI, 1965-66, (3) DEVELOPMENT AND USE OF SUBJECT MATTER MATERIALS FOR VOCATIONAL EDUCATION IN AGRICULTURE, (4) STATE-WIDE SELF-EVALUATION OF VOCATIONAL-TECHNICAL EDUCATION IN MISSISSIPPI, AND (5) OCCUPATIONAL AND EDUCATIONAL ASPIRATIONS AND EXPECTATIONS OF NEGRO RURAL MALE HIGH SCHOOL SENIORS IN THE MISSISSIPPI DELTA. RESEARCH COORDINATION CONSISTED OF ADVISORY COMMITTEE MEETINGS TO DETERMINE DIRECTION AND POLICY, AND STAFF PARTICIPATION IN STATE DIVISION STAFF MEETINGS. IMPLEMENTED RESEARCH PROJECTS OF UNIT STAFF MEMBERS WERE (1) EMPLOYMENT OPPORTUNITIES AND COMPETENCY NEEDS IN NON-FARM AGRICULTURAL OCCUPATIONS IN MISSISSIPPI, (2) VOCATIONAL EDUCATION IMPLICATIONS OF HIGH SCHOOL DROPOUTS IN A MISSISSIPPI COMMUNITY, (3) DELTA MANPOWER SURVEY, AND (4) AN EVALUATION OF MDTA PROGRAMS IN MISSISSIPPI TO DETERMINE INFORMATION FOR FUTURE PLANNING. DISSEMINATION ACTIVITIES INCLUDED A COMPILATION AND PUBLICATION OF INFORMATION RELATIVE TO THE STATE'S POPULATION AND LABOR FORCE AND REPLIES TO VARIOUS REQUESTS FOR INFORMATION IN SPECIFIC AREAS OF RESEARCH. (EM)

KEY PERSONS IN 297 NONFARM AGRICULTURAL BUSINESSES, AGENCIES, OR SERVICES, LOCATED IN 21 REPRESENTATIVE COUNTIES, WERE INTERVIEWED TO IDENTIFY PRESENT AND EMERGING NONFARM AGRICULTURAL OCCUPATIONS, TO DETERMINE THE COMPETENCIES NEEDED IN THESE OCCUPATIONS, TO DETERMINE OTHER CHARACTERISTICS OF THE OCCUPATIONS, AND TO ARRANGE THE OCCUPATIONS AND JOB TITLES INTO CATEGORIES OF CLUSTERS HAVING COMMON VOCATIONAL AND TECHNICAL EDUCATION NEEDS. SOME FINDINGS WERE -- (1) THE LARGEST NUMBERS OF EMPLOYEES WERE FOUND IN THE CLERICAL PHASES OF THE BUSINESSES, (2) A 10- TO 15-PERCENT INCREASE IN THE NUMBER OF AGRICULTURALLY TRAINED EMPLOYEES NEEDED BY 1971 WAS INDICATED, (3) THE GREATEST INCREASE IN NUMBER OF EMPLOYEES WITH AGRICULTURAL TRAINING IS EXPECTED IN AGRICULTURAL MACHINERY AND SUPPLY BUSINESSES, (4) APPROXIMATELY 87 PERCENT OF THE WORKERS IN NONFARM AGRICULTURAL BUSINESSES NEEDED SOME AGRICULTURAL COMPETENCIES TO SUCCESSFULLY PERFORM THEIR WORK, AND 93 PERCENT NEEDED SUPPORTING COMPETENCIES, AND (5) SALARIES AND WAGES IN SOME SERVICE TYPES OF EMPLOYMENT IN NONFARM AGRICULTURAL FIRMS WERE COMPARATIVELY LOW. IMPLICATIONS INCLUDED -- (1) A SYSTEM SHOULD BE ESTABLISHED FOR DETECTING, DESCRIBING, AND DISSEMINATING INFORMATION ABOUT NONFARM AGRICULTURAL OCCUPATIONS, (2) A COMPLETE AND DETAILED JOB ANALYSIS SHOULD BE MADE OF JOB TITLES USED IN CERTAIN AREAS OF THIS STUDY, AND (3) ANY EFFORT IN DESIGNING TRAINING PROGRAMS SHOULD INCLUDE SOME CONSIDERATION FOR PILOT STUDIES TO PERFECT TECHNIQUES AND MATERIALS. A SELECTED LIST OF REFERENCES IS INCLUDED. APPENDIXES CONTAIN NINE PAGES OF DATA. (WB)

Validation here refers to individual evaluation, formative evaluation, and summative evaluation. Twelve steps are listed in a systems approach. (AG)