6. The Council also recommends more flexibility of interpretation for vocational teacher certification requirements in the Nebraska State Plan for Administration of Vocational Education (1970d) and Guidelines for Vocational Education (1970e). The imperative growth of vocational programs in identified priority areas for the state could be curtailed because of well-intended quality safeguards.

GOAL IV: EVALUATION OF THE PEOPLE AND THEIR NEEDS

1. Local schools should make a more concerted effort in the followup of former students. The State Board has requested these data to be supplied by local schools in the completion of their local plan for vocational education. In the review of data submitted by local schools in compliance to this request, it is determined:

(a) Local schools should strengthen this educational responsibility in meeting individual needs.

(6) Local schools should follow the guide developed by the Nebraska Coordinating Unit for Vocational Education (1970a) as an aid to conducting a local followup of students which can be compiled as a state followup.

2-3. Refer to 2-3 under GOAL I.

4. Refer to 4c under GOAL II. 5. Refer to GOAL VI.

GOAL V: EMPLOYMENT OPPORTUNITIES AND VOCATIONAL SERVICES REQUIRED

1. Action taken by the Nebraska State Board for Vocational Education in initiating the state-wide occupational opportunities study was most commendable. The correlation of other sources of opportunity data, as provided by the State Department of Labor, has been a valuable assistance to vocational educators throughout the state. The statewide report on occupational opportunities should be continued in its present form. A continued effort should be focused upon improvement and refinement of data for future updating of this publication. The "N" column in the report should be continued with further explanation on the analysis and interpretation of data.

Comparisions should be made with the new Division of Employment, Department of Labor, data which will be available by December, 1970. These will be projected employment data for the state by occupational groups. The data prepared on occupational opportunities should be used with recognized reservations. Since it is difficult to assure a high degree of accuracy in each of the occupational clusters, the number of students being prepared should be fewer than the total opportunities identified. Care should be taken not to create an over supply of prepared persons in any of the occupational clusters.

2. Local educational agencies should make a more accurate assessment of occupational opportunities for the area they serve as input from their local plans. Area Manpower Outlook Survey Data and the Nebraska Labor Area News, monthly publications for the Nebraska Department of Labor, and the Vocational Outlook Handbook, should be among the documents used for determining the needs of the area in which communities are located. State level vocational needs data sources to be used by local communities in formulation of the local plan should include Nebraska Labor Force Trends, from the

State Department of Labor, Division of Employment, and Occupational Opportunities in Nebraska by the Nebraska Coordinating Unit. The Quarterly Survey of Unfilled Job Openings (ES-240A), prepared by the Nebraska Department of Labor, Division of Employment, should be used as a reference by local agencies in focusing their occupational programs upon the area and state unfilled labor categories and any shortages therein.

The local and state educational systems should exert an increasing effort to provide programs to guide young people into areas of high vocational need and to prepare them for the identified job openings in their area and throughout the state.

3. Secondary schools should place more emphasis on preparing students to enter postsecondary vocational technical schools and providing the necessary learning experiences so they can successfully complete the instruction by:

(a) Providing more exploratory work in the prevocational and Vocational courses.

(b) Combining vocational and general education so that education becomes more meaningful to the potential dropout and disadvantaged learner.

Public schools must evaluate and follow up the placement of students in order to justify a training program. If students are not being placed in their area of preparation in a justifiable number, then taxpayers should not be asked to provide the training.

As more women are entering the labor market, secondary and postsecondary schools should reflect a broader curriculum to meet the needs of the females in all major sections of vocational education.

Vocational program planning should take into consideration the new and emerging occupational areas.

4. The U.S. Department of Health, Education, and Welfare (1969) publication should become the basis for local vocational curriculum planning. Vocational course content should provide for job clusters or groups of jobs within a broad occupational instructional program.

5. The Council recommends a greater coordinated effort among training officials, guidance counselors, and those agencies or employers who have current labor market information. Continued progress towards improving and expanding vocational training opportunities in the future is necessary to assure an equality of educational opportunity for all students.

Greater numbers of persons in leadership positions will need to become involved in planning and budgeting processes for the purpose of improving, enlarging, and maintaining an adequate vocational training system in the state. This will become particularly important in the area of developing new and needed programs to fit the requirements of an ever-changing job market.

Enrollments in vocational education have grown steadily in the 1964-69 period, along with a corresponding increase in the total funds expended. 1964-69 enrollment data in Nebraska State Department of Education (1970a) indicates a shift to training in the growth occupations which is a strong indication that planning has been carefully following the needs of the labor market. This planning will need to be continued.

A study should be made to determine the availability of vocational training in our smaller communities where the establishment of a comprehensive training facility might be prohibitive. Each youngster is entitled to an equal opportunity for vocational training, regardless of his geographical location.

GOAL VI: SUGGESTED GUIDELINES FOR A STATE MASTER PLAN IN NEBRASKA

A. General Policy

1. The system which is ultimately designed and established in the state of Nebraska to provide education and training at the postsecondary level, but below baccalaureate degree level, must have as one of its major thrusts vocational technical education programs and

services.

2. It was further agreed that support should be given to the philosophy that vocational technical education programs and services provided at postsecondary level should be the primary responsibility of these institutions rather than of institutions granting the baccalaureate degree.

B. Specific Consideration

1. The entire area of the state should be included in administrative

areas.

2. The vocational technical schools at Milford and Sidney should become a part of an administrative area and operate as such, if advisable.

3. There should be a statewide coordinating council for vocational technical education, composed of one administrator and one member from each administrative area board, one representative from the State Board of Vocational Education, and a representative from the State Division of Vocational Education.

4. The State Department of Education, Division of Vocational Technical Education, needs to be empowered as the accreditation agency for all postsecondary institutions offering vocational technical education within the State of Nebraska.

5. All programs offered by the technical colleges must be approved by the Division of Vocational Technical Education, State Department of Education, to be eligible to receive state and federal funding.

6. It is recommended that the administrative areas to be proposed for postsecondary vocational technical education correspond as nearly as possible to the Nebraska Planning and Development Regions and that the existing technical college areas shall remain as a base for new area development.

7. The present rate of state aid ($15 per 18 week semester contact hours or equivalent) for area vocational technical college enrollees should remain as is. The present maximum levy of two mills for the vocational technical colleges should be continued for all funding obligations; this includes acquiring sites, erection of facilities, alterations, equipping and furnishing of school buildings to be used for classrooms and laboratories, office space, dormitories, dining rooms, and student activity facilities.

8. It is recommended that the Legislature establish and staff a separate section within the Division of Vocational Education to administer postsecondary technical education.

9. It is recommended that all technical colleges be governed by a locally elected governing board as provided in existing statutes.

10. All tuition charges throughout the state of Nebraska should be uniform, thus eliminating out-of-district charges.

11. Uniform out-of-state tuition charges should be established on the basis of per-pupil cost.

NEVADA

Chairman-Max M. Blackham

Ex. Director-R. Courtney Riley

The 1970 Nevada State Plan was completely revised due to the 1968 Federal legislation concerning vocational education. It places emphasis on human and financial support to promote better occupational education to meet individual needs. It requires local educational agencies to assess needs and develop annual and long-range plans. It provides more flexibility in fund allocations among the various disciplines. It provides for additional research and more innovative programming. It provides additional support for the disadvantaged.

The Council supports this approach which is in marked contrast to the traditional approach of supporting programs which met technical criteria but not "people needs". We appreciate the fact that changes create a burden on local education agencies; however, the Council feels that the past may be a prologue to the future and many problems on the educational scene may be solved by the "people approach".

We believe that the State of Nevada can support occupational training programs at all educational levels and we believe that all State agencies are in support of vocational education. If problems exist it is because of misunderstandings and lack of communication. In addition, we believe that most educators throughout the State are developing more awareness as to the growing importance of occupational education. We believe that the State must form an occupational education coordinating committee to insure that training is available to all and that duplication of both human and financial resources is not permitted to weaken the effectiveness that occupational education programs can produce for individuals and the State.

Due to the fact that the Council is just becoming operational and a thorough evaluation has not been effected, our suggestions and recommendations at this time do not reflect the more detailed appraisal we anticipate for next year of the administration and operation of the vocational and technical programs.

We will watch with qualitative vigilance throughout the coming year as to the improvement and changes which must be effected for Nevada to move into the Seventies as a State with a well-trained manpower supply ready to attract and maintain its business and industrial community.

At this time our recommendations are:

A. Establishment of an occupational education coordinating committee to avoid duplication of programming, waste of human talent and resources and securing the most with the education tax dollar.

B. Encourage a program of guidance beginning at the elementary school level and continuing throughout all educational levels. Steps must be taken to foster better attitudes toward work and to insure that all occupations have a reward for those who are skilled.