conferences with employers (via advisory channels) should constitute the basis for identifying clusters of skills and knowledge which in turn should constitute course content. Findings of numerous recent research projects should be carefully reviewed. Implementation of this Recommendation is deemed to be of extremely high priority.

14. The Board should initiate a systematic flow of statistical and other information from various vocational programs to the Board and to various advisory groups in order to facilitate more informed advice and decision-making.

Rationale: This recommendation is based upon the evident need for the Kansas State Board of Education, the State Advisory Council and other boards and advisory groups to be familiar with programs in order to make appropriate decisions and recommendations. For example, one must do much more than read the State Plan for Vocational Education in order to comprehend it. A management information system, including systematic means of gathering data and periodic staff presentations with appropriate visuals are minimum essentials. The data collection model devised at the National Center for Vocational-Technical Education (Ohio State University) is an outstanding model for data collection.

15. The Board should develop a more current, systematic, comprehensive information system collecting, processing, evaluating, and disseminating information.

Rationale: Many methods of teaching, materials for teaching, and curricula, have been found to be superior to others in current use, but for one reason or another are not implemented. The findings of many research and development projects are not known by many. The United States Office of Education for several years has been promoting and developing the ERIC system which puts vital information at one's fingertips. Information of a pertinent nature is collected and processed through about twenty national clearinghouses and made available on microfiche and other media. As a minimum, the Kansas State Board should have the complete microfiche collection for vocational education, reader-printers, and systematic procedures for continually evaluating and delivering research and development information to vocational personnel throughout the state (via current staff in the Division of Vocational Education).

16. The Board should precipitate an evaluation of vocational teacher education statewide and thereafter initiate action for improvement and expansion. Agri-business teacher education is one area meriting special attention.

Rationale: In Kansas, as in other parts of the Nation, it is apparent that teacher education has failed to keep current with changing needs. Vocational education faces a great challenge, and the education establishment will surely fail unless dramatic improvements are made in vocational teacher education. Respondents indicate that members of the vocational staff within the State Department of Education are often more in tune with current needs than are the teacher training staffs in the colleges and universities (such reports are also substantiated by higher education representatives). The evaluation of vocational teacher education (particularly pre-service) should begin with self-analysis followed by community reactions to identify changes

to be implemented. Note Recommendation Number 20, which is related to this one.

17. The Board should plan and initiate action to acquire responsibility for determining classification and salary for professional staff members of the Department of Education.

Rationale: The state vocational staff includes many outstanding, effective and dedicated persons. Concurrently there are several unfilled vacancies because existing classifications and salaries will not attract the calibre of individual who should provide state leadership. The present situation may be likened to being "penny-wise and poundfoolish." The Department should be able to attract some of the best qualified personnel from throughout the state of Kansas, and most frequently it cannot. The State Board of Education and the Assistant Commissioner of Education are in optimum positions to know the facts and make judgements in this area. The Board should be in a position to act accordingly, to expend available funds most effectively for salaries and for the best welfare of the state. The job to be done in the Department is at least as demanding and important to Kansas as the role of higher education. Salaries should be competitive. They are not now. Likewise, fringe benefits are also inferior.

18. The staff members of the Division of Vocational Education should undergo systematic self-analysis on time-use, and the results utilized as the basis for developing a differentiated staffing pattern. Rationale: For a variety of reasons, including decision-making by state agencies outside of the Department of Education, there are indications that there is need for more differentiated staff at the state level. This again comes back to the reinforcement of state planning and program goals and a need for re-examining the role of state staff personnel. It appears there is an increasing emphasis on management of the educational and planning process at the state level, and that one of the major responsibilities should be the implementation of the state plan, or to put it differently, the assurance that state vocational program goals are fulfilled. Time analysis studies would provide one means of identifying levels of performance and arriving at differentiated staffing patterns. It may be that technician-type aides and assistants could bear much of the burden of present responsibilities. There is further hint, at least, that an effective state management system of information which is computerized, could reduce some of the clerical routines and provide the state leadership personnel with the data needed to make intelligent management decisions.

19. The Division of Vocational Education should be composed of line personnel who function as generalists in the field of vocational education, supported by one or more specialists in the various vocational education, supported by one or more specialists in the various vocational fields serving in staff roles.

Rationale: The structure of the State Division of Vocational Education implies several things; the absolute need for a precise job description and role clarity, a delineation of relationships, both within the Division and external to the Division, and a deliberate training effort to prepare individuals to function effectively in their roles. The Division is apparently progressing in the direction indicated by this recommendation (Number 19) and this should be lauded and encouraged. Key staff in the Division, the "front-line" so to speak, should

be vocational "generalists" whose role is to be concerned first of all with the total vocational program. Program specialists should be called in as necessary to supplement the role of the vocational generalist after the problem has been narrowed or focused upon the special Vocational area.

20. The Board should promote some joint professional staff appointments with institutions of higher learning for mutual benefit.

Rationale: Note the rationale for Recommendations Number 16 and 17. Joint appointments would be beneficial to both the Department and to the institutions of higher learning. Areas of assignment for those who have been state staff should include teaching, research activities, curriculum and course development. University staff would benefit from more supervision in the field and actual work in the Department of Education. Joint activities should include program planning and systems development, evaluation of programs at all levels and others.

21. The Board should maintain a capability for meeting special training needs by reserving 5% of its "Part B" funds for contingencies of this type.

Rationale: Several industries are exploring the possibility of moving into the state. They will need a work force of local people. Such manpower requirements can best be met by special training programs. The Board might well ask the Legislature to set up a revolving fund to be available for this special purpose.

22. The Board should determine by January 1, 1971 the specific action (if any) which it has decided to take upon each of the Recommendations in this report, and advise the State Advisory Council for Vocational Education accordingly.

Rationale: This is consistent with accepted practice and is the minimum needed to facilitate the Council's evaluation of its own effectiveness. Many respondents have noted the many studies and special committees appointed in recent years. They emphasize that there has been enough study and the need is for ACTION. The Board should assume vigorous leadership now.

23. The State Board should make an annual report to the Council advising it (the Council) of the Board's progress in accomplishing the objectives inherent in the respective recommendations in this First Annual Report of the Kansas Advisory Council for Vocational Education.

Rationale: Note rationale for Number 22 (above).

KENTUCKY

Chairman-George A. Joplin III

Ex. Secretary-John W. Koon

Therefore, in view of our findings in terms of the relationship and responsibilities vocational education has to the people of our Commonwealth and to the full development of its human and economic resources and in view of the Council's responsibility to advise the State Board of Education, we offer the following recommendations:

I. That the Governor of the Commonwealth of Kentucky establish regional advisory committees for vocational education and that the membership of these committees be selected so that the representation will be broad and will either represent or will be representative of interests which are directy tied to the human and economic resources development of our state. We further recommend that the membership be composed of laymen and employers who are removed from active vocational education involvement and charged with specific duties which relate to the improvement of vocational education programs, services, and activities. Our evaluation revealed many areas of concern that need immediate attention, and it is the feeling of the State Advisory Council that vocational education needs and problems of a particular region can best be evaluated and reported on by regional advisory councils for vocational education. We strongly support the creation of regional advisory councils and urge them to work toward strengthening areas which we feel need attention and in other areas in which the regional council can be of help because of its closeness to the schools.

We make this recommendation in an effort to assure a greater involvement of business and industry leaders and other lay people in vocational education programs. Our findings revealed very few attempts to organize and involve lay citizens in the very important matters of curriculum planning and selection, curriculum modification and upgrading, and program evaluation.

II. That the lines of communication which exist between vocational education and the business and industry community; vocational education and the public schools which includes teachers, students, and parents, and vocational education and the general public be strengthened. Our findings showed that a communication gap is evident in all three areas mentioned, and we believe there can never be a common understanding of the needs of each until strong lines of communication exist among all concerned. We strongly urge the leadership of vocational education to assume the initiative and exercise the proper leadership in developing a more effective means of communicating with those for which vocational education is aimed as well as with those who have an interest in its programs.

III. That vocational education give stronger attention to its vocational guidance programs, job placement responsibilities, and follow-up activities. These three areas are not presently being viewed in their proper perspective and need to be playing a more active part in the vocational education effort. We feel there should be closer coordination of all counseling and guidance services available to secondary students whether they are found in regular high school for vocational schools and urge that the guidance effort be geared toward the realistic needs of people and the needs of the economy.

IV. That vocational education develop and organize a systematic approach to continuous program assessment designed to keep its training programs aligned to the needs of people and to the employment needs of the economy. Vocational education must be flexible and stay prepared to make sudden and significant changes in its priorities and objectives if it is to keep pace with the constantly changing society it serves. We urge that such a system be developed and play a significant role in the decision making process that guides the future of vocational education activities in our state.

V. That school children be introduced to vocational education and oriented to the world of work at a much earlier age than is presently being practiced. Employers are asking that a greater effort be made to develop proper attitudes toward work, better work habits, and stronger personal and social skills among the young people who are now entering the labor market. The Council feels this can best be accomplished by working toward the development of these skills at a much earlier age and urges both general educators and vocational educators to take a serious look at what they are doing in this particular phase of child development. There should be stronger programs to develop basic communicative skills, attitudes toward work and work habits, and a knowledge of what to expect about work. It needs to become a more integral part of vocational education.

In conclusion, it is obvious that the intent of this report was limited. to pointing out areas of concern and recommending ways that they may be improved. We hope that our efforts to become contributors to the vocational education effort as well as receivers of its services are recognized and that we have made a constructive contribution to the growth and improvement of vocational education in Kentucky.

The Council wishes to take this opportunity to commend those persons who have contributed to the growth and development of vocational education in Kentucky and who have helped bring it to its present position of importance in preparing people for the world of work. The rapid growth in construction of new training facilities, increased financial support for vocational education, and greater numbers of people being served are indicative of the value Kentuckians have placed on vocational education. We salute the concerned and dedicated corps of vocational educators who struggle to stay ahead of the demands placed on them by growing and changing times and the enormous needs of an expanding economy.