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The address of the Assistant Secretary for Vocational and Adult Education before the 1983 Rural Education Association Conference reviews recent Department of Education activities in support of rural education and details the Department's rural education policy for the 80's. Characteristics of rural America and rural education are briefly discussed. The Department's 1982-83 rural education activities are summarized. Five major objectives of the Department's Rural Education Committee 1984 management plan are listed. Six rural education goals of the Office of Vocational and Adult education are given: support/implement the Department's rural education policy; identify an appropriate research and demonstration agenda for rural vocational and adult education; upgrade the quality and quantity of information generated on issues in rural vocational and adult education; foster a unified Department approach on issues relating to rural vocational and adult education; create an effective voice for rural education in policy development and other deliberations; improve interagency communication/coordination in operation of adult, vocational, and other employment training programs in rural communities with efforts to promote the economic well-being of these communities. Five activities to achieve these goals are summarized. The full text of the Department's 10-point policy statement on rural education and rural family education is included. (MH)

Vocational guidance is a comprehensive, developmental program designed to meet the career development, vocational education, and employment needs of all ages in all communities. Federal legislation emphasizes vocational guidance and counseling programs as essential to the successful placement of individuals in careers. The Vocational Education Act of 1963 as amended in 1976 provides funding for vocational guidance programs; the Office of Vocational and Adult Education (OVAE) provides policy direction, coordination, and leadership in this field. Vocational guidance contributes to meeting both individual and societal needs. As American jobs change, counselors can help people meet the challenge of change. In the future, vocational guidance must assume leadership to ensure that comprehensive guidance programs, services, and activities are an integral part of the vocational education program and take an aggressive role to develop and enhance existing relationships with the private sector. In line with these needs, OVAE is providing leadership through supportive research, coordination, and various kinds of technical assistance. (YLB)

Vocational education in America has attempted to be the bridge between education and work. The Comprehensive Employment and Training Act (CETA), an example of such a bridge, provides for remedial education in basic skills for training disadvantaged youths and young adults who had not been successful in the educational system. The context of skilled workforce preparation is changing. National changes such as the philosophy of the Reagan administration and its goals, the acceleration of technological change and demographic change, will affect the interface between education and work. The developments may affect the interaction of education and work in the following ways: (1) expansion of career development programs; (2) re-emphasis on the study of mathematics and science; (3) more emphasis on postsecondary technical education with equipment sharing with industry; (4) increased demand for industry training utilizing a teacher-worker exchange; (5) increase in cooperative education; (6) training trust funds negotiated by labor unions; (7) increase of vocational education in rural areas; and (8) expansion of special needs programs. Combined with labor union willingness to build retraining into industry-wide contracts, this represents the opportunity to redefine education and work, or rather to rationalize all of the disconnected pieces into a reasonably smooth continuum. (BPB)

Success of the National Network for Curriculum Coordination in Vocational and Technical Education (NNCCVTE) should help State Directors of Vocational Education generate support for their curriculum development and coordination programs. Its early beginnings came in 1970 with "Part I" Program funding. In 1971 funding of several projects gave impetus to development of career education, and a Curriculum Management Center was established in the Bureau of Adult Vocational and Technical Education. Thirteen problems in curriculum and management were identified as bases for the curriculum development program. From them were developed four primary purposes for establishment of a National Network for Curriculum Coordination: information sharing, standards, curriculum needs as a basis for planning, and coordination. Recently, an opinion survey of State Directors of Vocational Education and State Directors of Community and Junior Colleges was made concerning NNCCVTE. (Responses are detailed for five questions: use and frequency of use of NNCCVTE, reasons for not using its services, whether funds diverted by NNCCVTE could be used to better advantage and how, suggestions to encourage extensive use of NNCCVTE, and changes in NNCCVTE to better serve needs of vocational and technical education. Fifteen recommendations for mobilizing support of key persons are listed.) (YLB)

Vocational education is a key to the education of the future, as the schools absorb more responsibility for preparing students to enter a rapidly expanding job market. Although there are great visions for the future of vocational education, there must be concern for daily details of financial management, personnel motivation, and administrative planning. The Carl D. Perkins Vocational Education Act is being implemented. The U.S. Department of Education is providing assistance in its implementation through the ADVOCNET electronic mail network in lieu of expensive travel. In the implementation of the Act, there are five key areas for regulations: (1) vocational education improvement, innovation, and expansion programs; (2) excess costs requirements for funding handicapped and disadvantaged student programs; (3) state administration--7 percent allocation; (4) expenditure formulas for programs for limited-English-speaking persons; and (5) Title III Consumer and Homemaking Education and Guidance and Counseling programs. Another key concern is the Federal budget. Some priorities for discretionary projects funding include bilingual vocational education, programs for Indians and Hawaiians, the correctional education program, the National Center for Research in Vocational Education, and the Curriculum Coordination Center. The key to all of these activities is industry-education partnerships. This is a time of great opportunity for education, time to go forward with not only the three R's but also the three C's--content, character, and choice. (KC)

Despite the recent emphasis on teaching the basic skills at the high school level, educators must not forget that vocational education, and apprenticeship training in particular, remains as important as ever to the economic development of the Nation. To meet the mandate for linkages and collaboration that appears in the Carl D. Perkins Vocational Education Act of 1984, the Department of Education (DOE) has taken the following steps: (1) formulation of an interagency agreement with the Department of Labor to coordinate apprenticeship training and vocational education activities; (2) development of collaborative linkages with the Department of Defense to ensure that the U.S. civilian labor force has the skills needed by defense-related industries; (3) provision of funds for a project, entitled the Precision Metalworking Skills Project, to enhance the skills and qualifications of persons entering skilled trades in the area of precision metalworking and to encourage students to consider a career in that field (in which a trade shortage of 238,000 workers over the next five years is projected); (4) establishment of awards to identify outstanding vocational education programs; and (5) organization of the Business-Higher Education Forum to encourage cooperation and collaboration among representives of the business and academic communities in the United States. (MN)

The Carl D. Perkins Vocational Education Act authorizes the use of community-based organizations of proven effectiveness, such as Opportunities Industrialization Centers of America (OIC), to be involved in improving the overall vocational education delivery system. State assistance for vocational education support by community-based organizations is one of five special programs authorized by Title III of the Act. The Act encourages eligible recipients who are operating vocational education programs to develop relationships with community-based organizations. The Act requires each community-based organization that wants assistance under Title III to submit jointly with the appropriate eligible recipient a specified application to the state board. States will provide financial assistance to joint projects of community-based organizations within the state that provide the following special vocational education services and activities: outreach programs, prevocational educational preparation and basic skills development, special prevocational programs targeted to disadvantaged youth, career intern programs, student needs assessment, and guidance and counseling. Because of financial constraints and a shift in educational emphasis arising from the "A Nation at Risk" report, community-based organizations such as OIC will probably have more opportunity to be involved in vocational education in the future. (KC)

Federal regulations for the Adult Education Act and the Carl D. Perkins Vocational Education Act were revised in 1985. The following are the major changes to the Adult Education Act regulations: (1) the definition of "adult" was changed to permit services to persons under the age of 16 in some cases; (2) the definition of "expansion" has been modified to include "efforts" to increase enrollments, rather than just "results"; (3) the Act permits the Department of Education to collect demographic and statistical information as simply as possible; (4) the regulations governing state advisory councils are much less prescriptive; (5) expenditures for administration are not limited by a percentage; (6) for-profit agencies can apply for funds; (7) all applications for funding are to be reviewed; and (8) multi-year rather than annual projects are now allowed. The following are some of the issues being discussed concerning the Carl D. Perkins Vocational Education Act: (1) the need to make vocational education programs accessible to all persons, and the need to improve the quality of vocational education programs in order to improve productivity and promote economic growth; (2) the problem of excess cost regulations, which reduce the amount spent on special populations; (3) an inequitable ratio for funding programs for persons with limited English proficiency; and (4) vague provisions. (KC)

In recent years, many dramatic changes have occurred in the field of adult and continuing education. Enrollments in the Federal adult basic education (ABE) effort alone have increased from 536,000 in 1970 to over 2.5 million students in 1985, with over one-fourth of these participants being Black or Hispanic. In 1985, Congress has reauthorized the legislative mandates for the adult vocational education programs, the national literacy effort has continued its efforts to bring the issue of adult literacy to national focus, and private sector involvement and support have continued in all areas of adult education. Included among the many projects in the area of adult education currently receiving support from the Department of Education (DOE) are the following: ADVOC-NET, a telecommunications network designed to increase cooperation among leaders in adult and vocational education; the National Literacy Awareness Campaign, an effort to recruit volunteer leaders and tutors; and the Federal Employee Literacy Training (FELT) Program. In addition, DOE has established a number of task forces to examine ways of enhancing opportunities in adult education. Two particularly noteworthy task forces are one focusing on ways of infusing entrepreneurship education throughout the U.S. educational system and another that is involved in devising ways to increase the Nation's defense preparedness by raising basic skills levels among members of the Armed Forces to meet military job needs. (MN)

Consumer education can be defined as "a study of intelligent and effective methods of buying and using goods and services, competent money management, and the relationship of the consumer to the economy, the workplace, and the home." An important role of government is providing the individual with information so that the individual can exercise the option of choice provided by our system of government. On the Federal level, consumer education cuts across all departmental and agency lines. As a result of the Education Act of 1972, the Federal Government became involved in consumer education. Most junior and senior high schools today offer some courses in consumer economics as part of the home economics program or as part of marketing education, business education, or social studies. However, these programs are funded by a much larger percentage of state and local funds than Federal funds. The challenge today is to get consumer information to the people who need it the most, including those who are disadvantaged or illiterate. Efforts should be made to use television, outreach programs, newspapers, and basic education courses as vehicles to bring consumer education to a larger proportion of the population, especially to those who need it the most. Officials at the national level encourage activities to support strong private and voluntary activity and partnerships for consumer education. (KC)

Vocational education has been greatly increasing its services to special needs populations. For example, the enrollments reported by the states for school year 1982-83 indicate a 38 percent increase in the number of handicapped persons served in vocational education, a 65 percent increase in the number of disadvantaged served, and a 163 percent increase in the number of limited English speaking (LEP) students served in vocational education since 1980-81. The Carl D. Perkins Vocational Education Act sets forth the following new emphases: (1) the provision of information to handicapped, disadvantaged, and LEP students regarding the opportunities available in vocational education; (2) the requirement that each handicapped, disadvantaged, or LEP student enrolling in vocational education receive an assessment of his or her interests, abilities, and special needs with respect to completing a vocational education program successfully; and (3) the mandate of counseling services to facilitate the transition of handicapped and disadvantaged students from school to employment. The Vocational Education Act also contains, for the first time, equal access language as it pertains to these populations. Special needs vocational educators have a tremendous responsibility in ensuring that these laws are followed and that vocational education is responsive to the special needs of handicapped, disadvantaged, and limited English proficiency students. (KC)

The current state of vocational education is one of change and exceptional vitality, tempered by concern. In fiscal year 1983 vocational educators have continued to be concerned with National needs, vocational education has emphasized closer and more effective collaboration with private business and industry, and vocational education's national professional associations and centers of research have focused on keeping current and improving program quality. In the future, vocational education must face up to three categories of "dimensions of change": technological, economic, and demographic. Some areas of concern that need special emphasis by vocational education in the future are partnerships and collaboration; curriculum development; skilled work force development; a closer working relationship with the defense industrial base, active military, and reserve forces; equity and access; governance; dropouts; and educational reform. (Eleven pages within the paper present five tables, one figure, and narrative material on the status of vocational education for the period 1981-83. Topics include appropriations, enrollments, state and local administration of vocational programs, and outlays of Federal funds for such services as vocational instruction under contract, construction of area vocational schools, operation of residential vocational schools, vocational work study, placement, and stipends. Questions and answers are appended.) (YLB)

The U.S. Department of Education (DE) has initiated several planning efforts and projects geared toward the attainment of excellence in trade and industrial education (T&I). One such effort involved the formation of a task force composed of educators from the various vocational curriculum areas who were brought together to focus on the impacts of technological advancement on vocational and adult education. In addition, DE recently funded a project to develop national standards of excellence in T&I. In an effort to provide a communications link among the major components of T&I, DE recently set up a telephone conference network for use by a committee made up of State supervisors, teachers, persons involved with the Vocational Industrial Clubs of America (VICA), and other professional organizations with an interest in the delivery of T&I DE has continued to take an active interest in the formation of partnerships between vocational education and industry. Besides striving to maintain a close relationship with VICA, DE is currently in the process of working out an agreement with the Department of Labor concerning cooperative planning in the area of overseeing and improving the delivery of apprenticeship programs. (MN)

Four of the policy statements for vocational education developed by the Wisconsin Board of Vocational, Technical, and Adult Education reflect concerns shared in the U.S. Department of Education's Office of Vocational and Adult Education. First, vocational education is accountable to the publics, namely students, employers, and state, local, and federal governments. Second, evaluation systems for vocational education are the responsibility of state and local units. Third, planning and implementation of vocational education programs is carried out by the local district with the assistance of appropriate state leadership and federal agencies. Fourth, state agencies responsible for vocational education provide leadership for evaluation of vocational education. Evaluating vocational programs and measuring their effectiveness is difficult. Vocational programs have different purposes and are offered by diverse institutions. Four measures to evaluate vocational education--components and process, occupational impact, equity, and individual student development--all present similar complications. Two issues that will affect vocational programs are weighting evaluation measures and choosing which programs to improve. The proposed Vocational and Adult Education Consolidation Act of 1983 has these components: a simplification of the current Vocational Education Act and provision for a single consolidated grant to each state. (YLB)

Four kinds of measures of excellence are currently used in evaluating vocational education: components and process, occupational impact, equity, and individual student development. None of them displays the kind of precision that characterizes measures in the physical sciences. Furthermore, the nature of the enterprise to which these measures must be applied--vocational education--presents complications. Vocational education is not a single, homogeneous program, but many programs with differing purposes offered in various types of institutions. A further problem is that some of these measures are more pertinent for some varieties of vocational education than others. In addition, no general agreement exists on how the weighting of measures of excellence must be done. To achieve relevance, a notion included in excellence, vocational education also must adapt to the "dimensions of change"--technological, economic, and demographic. Vocational educators have identified areas where program improvement efforts might best be concentrated. Problems that will affect the extent to which the excellence of vocational programs can be enhanced include the need for better evaluation; choice of precedence of program improvement actions; roles of federal, state, and local agencies; and obtaining of accurate, usable manpower demand data for program planning. (YLB)

The Carl D. Perkins Vocational Education Act reaffirms, expands, and strengthens the Federal commitment to quality vocational programs. As stated in the Act, vocational education programs are best administered by states and their communities; the Federal Government is a junior partner with a catalytic role. The law has two major purposes--to improve the quality of vocational education programs and to make vocational education programs accessible to all people. Five titles cover assistance to the states, basic grants, special programs, national programs, and definitions. The State Board of Vocational Education is the sole state agency responsible for administration and distribution of Federal funds. The State Council on Vocational Education advises the State Board on the State Plan and reports to the governor, business community, and general public. The apprenticeship provisions of the Act offer some important linkage opportunities with the home building industry. This legislation supports an even stronger alliance among vocational education, apprenticeship, and private industry. Specific key citations in the Act that offer meaningful opportunities for the home building industry include those on institutional and worksite programs, building more effective linkages between education and private sector employers, and related instruction for apprentices. (YLB)

The U.S. Department of Education has shown support for vocational education through a number of initiatives. Task forces on, for example, defense preparedness and entrepreneurship education have been established at the national level. Two new programs--corrections education and rural education--have been established and have had a significant impact. In partnership with other organizations the Department has initiated a series of major development projects to enhance work force education and training. Major issues of importance to vocational education are lack of the basic academic skills in youth, international competitiveness, national defense, and productivity. Vocational education is related to many elements of change in society, including demographics (lower birth rates, an aging work force), students' lack of basic skills, national policy, and legislation. Vocational education is marked by progress at all levels. The Department has particularly focused on priority initiatives. Perhaps one of the brightest accomplishments of the vocational education field is its capacity for incorporating and demonstrating choice, content, and character. Careful, responsible research is the key to keeping vocational education on the cutting edge. For example, research has shown that vocational education plays a role in preventing dropouts, benefits graduates in the work force, and benefits employers. (YLB)

To stress one of this nation's greatest strengths--its ability to form groups or partnerships to solve problems, such as providing quality education to rural America--academic year 1983-84 was proclaimed "National Year of Partnerships in Education." The Intra-Agency Committee on Rural Education, composed of representatives of the 14 major offices within the Department of Education, is one those partnerships. Further, a new Department policy declared that "rural education shall receive an equitable share of the information, services, assistance, and funds available from and through the Department of Education and its programs." This policy then listed 10 initiatives such as monitoring, expanding data bases, including rural institutions in pilot projects, and others. An annual rural forum is also sponsored; last year's forum included Iowa's model program in its 21 exemplary projects. These projects included partnerships involving corporations and communities, schools and townships, etc. All of the successful programs have clearly defined needs and goals. To propogate this success, the Intra-Agency Committee has created four subcommittees on the annual forum, research, data and staff seminars, and the Secretary's awards program. As rural economies become more diversified, and as urban-rural migration continues, new partnerships will help assure that rural communities have quality education. (PM)