• TABLE OF CONTENTS
HIDE
 Front Cover
 Title Page
 Letter of transmittal
 State administration and direction...
 Vocational agriculture
 Business education
 Distributive education
 Home economics education
 Practical nurse education and related...
 Technical education
 Industrial education














Group Title: Annual descriptive report of the Florida State Board for Vocational Education
Title: Annual descriptive report, the Florida State Board for Vocational Education ..
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 Material Information
Title: Annual descriptive report, the Florida State Board for Vocational Education ..
Series Title: Bulletin
Alternate Title: Annual descriptive report, the Florida State Board for Vocational Education, vocational education program activities and accomplishments
Annual descriptive report of the Florida State Board for Vocatinal Education of vocation education program activities and accomplishments
Physical Description: v. : ; 28 cm.
Language: English
Creator: Florida -- State Board for Vocational Education
Florida -- Division of Vocational, Technical, and Adult Education
Florida -- Division of Vocational Education
Publisher: Division of Vocational, Technical, and Adult Education, the State Dept. of Education
Place of Publication: Tallahassee Fla
Publication Date: 1964-1965
Frequency: annual
regular
 Subjects
Subject: Vocational education -- Florida   ( lcsh )
Genre: government publication (state, provincial, terriorial, dependent)   ( marcgt )
 Notes
Dates or Sequential Designation: 19-
Issuing Body: Some volumes issued by the division under its later name: Florida. Division of Vocational Education.
 Record Information
Bibliographic ID: UF00080860
Volume ID: VID00005
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: ltuf - ALW7522
oclc - 22198026
alephbibnum - 002362953

Table of Contents
    Front Cover
        Front Cover 1
        Front Cover 2
    Title Page
        Title Page 1
        Title Page 2
    Letter of transmittal
        Page i
        Page ii
    State administration and direction of programs of vocational and technical education
        Page iii
        Page iv
        Page 1
        Page 2
        Page 3
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
        Page 15a
    Vocational agriculture
        Page 15b
        Page 15c
        Page 15d
        Page 15e
        Page 16
        Page 17
        Page 18
        Page 19
        Page 20
        Page 21
        Page 22
        Page 23
        Page 24
        Page 25
    Business education
        Page 25a
        Page 25b
        Page 26
        Page 27
        Page 28
        Page 29
        Page 30
        Page 31
    Distributive education
        Page 31a
        Page 31b
        Page 32
        Page 33
        Page 34
        Page 35
        Page 36
        Page 37
        Page 38
        Page 39
    Home economics education
        Page 39a
        Page 39b
        Page 40
        Page 41
        Page 42
        Page 43
        Page 44
        Page 45
    Practical nurse education and related health occupations
        Page 45a
        Page 45b
        Page 46
        Page 47
        Page 48
        Page 49
        Page 50
        Page 51
    Technical education
        Page 51a
        Page 51b
        Page 52
        Page 53
        Page 54
        Page 54a
    Industrial education
        Page 54b
        Page 54c
        Page 55
        Page 56
        Page 57
        Page 58
        Page 59
        Page 60
        Page 61
        Page 62
Full Text

November, 1965


ANNUAL DESCRIPTIVE REPORT OF THE
FLORIDA STATE BOARD FOR
VOCATIONAL EDUCATION
JULY 1, 1964 JUNE 30, 1965





)ivi national, Technical, and AdultEducation
TE DEPARTMENT OF EDUCATION
W Ylbyd T. Christian, Superintendent
Tallahassee, Florida
375 oo97, 9
F6 703
Vo 7o/-//


Bulletin 70E-11


















UNIVERSITY
OF FLORIDA
LIBRARIES









VOCATIONAL AND TECHNICAL EDUCATION


Bulletin 70E-11


November, 1965


ANNUAL DESCRIPTIVE REPORT

OF

THE FLORIDA STATE BOARD FOR VOCATIONAL EDUCATION

JULY 1, 1964 JUNE 30, 1965


STATE BOARD FOR VOCATIONAL EDUCATION

Hon. Haydon Burns, Governor, President of the Board

Hon. Tom Adams, Secretary of State

Hon. Earl Faircloth, Attorney General

Hon. Broward Williams, State Treasurer

Hon. Floyd T. Christian, State Superintendent of Public Instruction,
Secretary, and Executive Officer of the Board










3 765-0 0E -7 Y


ILf)7 l-i








STATE OF FLORIDA

DEPARTMENT OF EDUCATION
DEPART T WALTER R. WILLIAMS, JR.
FLOYD T. CHRISTIAN TALLAHASSEE DIRECTOR
DIVISION OF VOCATIONAL, TECHNICAL,
SUPERINTENDENT 32304 AND ADULT EDUCATION

November, 1965






Honorable Floyd T. Christian
Executive Officer
State Board for Vocational Education
Tallahassee, Florida

Dear Superintendent Christian:

Attached is the Annual Descriptive Report of the Florida State Board for
Vocational Education for the period beginning July 1, 1964 and ending
June 30, 1965.

This bulletin, submitted for approval and transmitted to the United States
Office of Education, highlights the activities of the vocational services as
requested by the Assistant Commissioner for Vocational Education, Office
of Education, United States Department of Health, Education, and Welfare,
Washington, D. C.
I
S The first section of the composite report covers the activities of the State
K1- Director's Office in administering and directing the state programs of
vocational and technical education. Section two reviews the status of the
respective programs and describes significant developments of the year.
Also included is the financial and statistical report.

Re spectfully submitted,


e director
Vocational, Technical, and
Adult Education

WRW:lw
Enclosure


I0E .












ANNUAL DESCRIPTIVE REPORT OF THE FLORIDA STATE
BOARD FOR VOCATIONAL EDUCATION













June 30, 1965





STATE ADMINISTRATION AND DIRECTION OF
PROGRAMS OF VOCATIONAL'AND TECHNICAL EDUCATION


SECTION I


Floyd T. Christian, Executive Officer and Secretary
Walter R. Williams, Jr., State Director
































































































-a














PROGRAM OBJECTIVES AND DEVELOPMENTS


Manpower and Employments Needs Impact of Vocational-Technical Programs

All vocational education is basically geared to the need for training people
for employment. Training programs are offered for youth who will seek their
first employment, adults who need training or retraining to improve their
employment opportunities or job status, and disadvantaged persons who find
themselves handicapped in the labor market. Data from studies on job oppor-
tunities in selected counties of the state have been made available to
school personnel concerned with planning expanded and strengthened programs
of vocational education. The entire state was surveyed to determine certain
technician employment needs for a three-year period. Over three thousand
business firms were contacted and employment opportunities in thirteen cate-
gories of technical occupations were reported. The resulting data were dis-
tributed to schools and to school personnel throughout the state. Also, the
data were distributed to each business firm which participated in the survey.
It is believed these latter data will be particularly helpful in program
planning for area vocational-technical schools and junior colleges which
will receive capital outlay construction funds in significant amounts during
the next biennium.



The Florida State Employment Service is finishing a study to determine
employment opportunities in the state. The reporting will be by county
and multi-county units and will include jobs open at present, new job
openings anticipated in 1966 and 1967, and job openings expected because
of employee retirement and occupational growth. The report will be dis-
tributed to school personnel throughout the state and will be used in
planning vocational-technical programs. Training programs were conducted
for many occupations, reflecting the labor market information available.
Efforts are also being made to expand training for gainful employment
using home economics skills and in agriculturally-related occupations.
Training in office and distributive occupations has received new emphasis
as the result of studies which revealed many opportunities for employment
in these vocational fields.



The following tables report past employment and projected need by sex
in major employment fields in the state.


- 1 -








PAST EMPLOYMENT
and
PROJECTED NEEDS IN SELECTED OCCUPATIONS
IN FLORIDA



Male


Number Employed
1950 1960

13,516 19,555
5,368 10,616
27,261 30,138
16,698 24,571
4,934 11,186
5,505 10,828
5,595 11,590
5,509 11,082
6,309 12,691
4,230 11,280
3,357 10,697
25,263 35,346
8,095 12,785
26,4'97 45,923


Projection 1970
A B


Auto Mechanics and Repairman
Attendants Auto Service & Parking
Carpenters
Construction Laborers
Delivery and Routemen
Gardener
Insurance Agents
Janitors and Sextons
Laborers (Wholesale & Retail Trade)
Managers (Manufacturing)
Sales (Manufacturing)
Sales (Retail Trade)
Sales (Wholesale Trade)
Truck and Tractor Drivers


Female


2,738
10,197
5,734
4,237
5,197
4,979
1,482
23,889
11,649
4,835
5,068
15,415


6,873
23,185
14,152
12,481
9,585
9,343
6,827
38,530
40,959
9,161
9,067
27,095


Baby Sitters
Bookkeepers
Cashiers
Chambermaids and Maids
Cooks
Cosmetologists
Institutional Attendants
Sales Retail
Secretaries
Telephone Operators
Typists
Waitresses


Source: The Associated Consultants in Education, Inc., The
Vocational-Technical Education (Tallahassee, 1965)


Florida Study of
p. 129.


The above data regarding male employment
occupations. In 1950 a total of 296,921
occupations and in 1960 total employment
Associated Consultants' studies showed a
of 1.63. The five occupations which had


have been selected from fifty-three
were employed in all fifty-three
had increased to 483,526. The
growth factor for the period 1960-63
the greatest proportionate growth


-2-


34,106
18,316
42,422
42,633
19,263
18,632
20,211
19,263
22,106
20,211
18,632
61,581
22,106
80,213


28,277
20,994
59,848
36,153
25,359
21,297
24,029
22,292
25,527
30,079
29,665
49,452
20,191
79,589


12,005
42,422
24,632
21,790
16,737
16,105
11,867
67,265
71,370
15,790
15,790
47,054


17,242
52,715
34,927
36,765
17,677
17,531
31,421
62,156
144,011
17,357
16,220
47,627









during 1950-60 were:


Occupation Growth Factor

Draftsman 3.72
Banking and Other Finance
Managers (salaried) 3.23
Managers (construction, salaried) 3.16
Foremen (manufacturing) 3.11
Excavating (grading and road machine operators) 3.10


Growth in the number of employees in the above occupations was approximately
twice the rate of average growth in all occupations listed.

Statistics regarding female employment have been selected from thirty-four
occupations reported by the Associated Consultants. Total employment in
these occupations was 130,339 in 1950 and in 1960 employment totaled 269,035.
The growth factor over the decade was 2.06. Growth factors in five of the
female occupational categories-weremore than double the average and were:

Occupation Growth Factor

Receptionist 4.83
Bank Tellers 4.66
Hospital and Institutional Attendants 4.60
Stock Clerks and Storekeepers 4.19
Office Machine Operators 4.14

The above five occupations accounted for approximately six per cent of all
females who were listed as employed in the thirty-four occupations in 1960.
The above employment data, particularly the most important occupational
fields and growth factors reported, portend important vocational training
needs in Florida.

Program Objectives Persons Served

The program of the Florida State Board for Vocational Education for 1964-65
anticipated serving the following groups of persons in terms of their needs,
interests and abilities:

1. High school students

Pre-employment occupational courses were conducted for agricultural, in-
dustrial, service, technical, distributive and clerical occupational
groups and for many other specific non-professional occupations in which
need and interest were expressed and in which there was reasonable expec-
tation of employmentL. Courses were being planned in home economics for
students who are preparing for gainful employment.


- 3-








2. Post-high school students including graduates and dropouts

Pre-employemnt courses similar to those identified above were provided.
Greater emphasis, however, was placed upon specialized occupational
preparation leading to immediate employment.

3. Persons who have already entered the labor market

Courses and programs, including supportive basic education, were
provided for persons who had already entered the labor market to
improve their job stability or enhance their opportunities for
advancement,

4. Persons with special needs

Specific occupational courses leading to immediate employment were being
planned and others conducted for disadvantaged persons.

The following table shows the types of vocational-technical programs
provided in 1964-65 in each county in Florida. The table shows every
county in the state offering home economics and nearly all the counties
offering vocational agriculture. It also reveals many opportunities
for expanding education in other areas which prepare people for jobs.

The data show that a few programs for the disadvantaged were offered in
1964-65. At the time these were offered no federal support funds were
available, but federal funding assistance during the coming year is
expected to give great impetus to such programs.


-4-




VOCATIONAL-TECHNICAL PROGRAMS PROVIDED BY COUNTIES
AND KINDI OF STUDENTS SERVED
1964 1965


VOCATIONAL
AGRICULTURE
*pf%-+


VOCATIONAL
HOME ECONOMICS
EDUCATION
Posa+


INDUSTRIAL & HEALTH
RELATED OCCUPATIONS
EDUCATION
Post


TECHNICAL
EDUCATION
Post


DISTRIBUTIVE, COOPERATIVE
AND BUSINESS EDUCATION
Secondary Adult Post


___SecSecA .H'dcpd Se, See Ad H'dcp See Se AdH'dd S Se Ad H'dd DCT CDE CBE B DE Sec.H'dpd.
Alachua X X X X X X X X X X X X
Baker X X x -
Bay x--x x x x x x
Bradf'ord XX__ XX X
Brevard A X A A A
Broward X X X X X X X X X X XX
Calhoun X- x X X O A
Charlotte --
Citrus X X X X 0
wlay --- ___
Collier X X X 0
Columbia X X ------
Dade X X X" X X X X X X- XT T X ___
De Soto X X X
Dixie --
Duval X X X X X X X X X X X
Escambla __ ___ X __ ___ __ ____=
Flagler X X 0 0
Franklin X
Gadsden X X X X X
Gilchrist -- ---
Glades -
Gulf x X X-X
Hamilton X X X X 0 X
Hardee X X X--
Hendry X X
Hernando X X X- X
Highlands x x_
Hills borough X x-- T X x -- *- 2 2r 2 ~ 2- x
Holmes 2 -- *
Indian T-ver 1 O x x '-
Jackson X
Jefferson x X
Lafayette X- X -
Lake X X X X X X X X X
Lee -X x A -
Leon T -- X
Levy --
Li OeT-,y I x









VOCATIONAL
AGRICULTURE
*P^ +t


VOCI
HOME
EIn
Po'


VOCATIONAL-TECHNICAL PROGRAMS PROVIDED BY COUNTIES
AND KINDS OF STUDENTS SERVED
1964 1965
(continued)
NATIONAL INDUSTRIAL & HEALTH
ECONOMICS RELATED OCCUPATIONS TECHNICAL D:
JCATION EDUCATION EDUCATION
. Post Post Seq


ISTRIWTIVE, COOPERATIVE
AND BUSINESS EDUCATION
condarv Adult Post


_Se. Sec AdH'dcpd Sec Sec.Ad H'dcpd Sec.SecAd H'dcpd Se. Sec.Ad H'dcpd DCT CDE CBE Bus.DE Sec.H'dcpd
Madison_ X x
Manatee X X X X X
Marion X X X X X x
Martin XO X -___
Monroe .x xX
Nassau X X
OkaloosaX X X X
Okeechobee X 0 -
Orange X X X X X XX
Usceola A A A A
Palm Beach X X X X X X X X X X
Pasco X X X X ^^_
Finellas X X X X X X
Polk X X X X X X X X X X X X
Putnam X X X X X X A X X X
St. Johns ---- ___ J" U
St. Lucie X X X X X X X xX X X X X
Santa Rosa X
Sarasota Xx X x x x x x _
Seminole X -- x x x x x
Summer X X
Suwannee
TaylorX U A
Union X x x -
Volusia X X X X x X x x X x x x
Waku Ua X X A
Walton 0
Wasiin ton U- --X


0 Junior College Supporting Counties
* Requires High School Diploma









The table below reports enrollments by groups served and by vocational
education categories.

SUMMARY OF ENROLLMENTS, 1964-65

Trade Dist.
Home and and
Agri. Econ. Indus. Tech. Office
Educ. Educ. Educ. Educ. Educ. Totals

High School 15,087 81,630 9,360 638 .5,850 ..112,565

Post-High School 120 348 5,481 5,624 11,573

Employed 1,522 32,891 34,645 5,206 57,370 131,634

Disadvantaged
Persons 350 200 550
TOTAL 17,079 114,869 44,005 11,325 69,044 256,322

Generally, program objectives are being met in the state. However, long-term
plans will require additional effort to meet evolving goals which include:

1. Development of facilities for vocational-technical education throughout
the state

2. Upgrading and expansion of post-high school programs

3. Upgrading and extension of supplemental classes

4. Additional emphasis upon education for persons with special needs

Anticipated growth for 1964-65 was not achieved because many counties were
late in receiving Civil Rights clearances and were unable to participate
fully in funding permitting program expansion.

Adequacy of Vocational-Technical Facilities

Facilities were fairly adequate for certain programs including industrial
education and agriculture, but increasing enrollments will require addi-
tional facilities. Facilities were considered adequate for five experi-
mental programs in agriculture for disadvantaged persons. Secondary facili-
ties for agricultural'educatidn in 220'schools were rated as follows: nine-
teenper cent excellent, fifty per cent adequate and tue remaining inadequate.
Facilities for industrial education in junior colleges were often inadequate.

In technical education many programs were housed in temporary facilities.
However, the expansion planned in junior colleges is expected to provide
many new facilities for technical education and other vocational programs.
Few facilities were entirely satisfactory for business and distributive
education, but it is believed that funding assistance provided by The
Vocational Education Act of 1963 will substantially improve the situation.


- 7-








The following table summarizes the cost of facilities needed in 1964-65 to
achieve a minimally adequate program and reports estimates of the cost of
additional facilities needed to maintain an adequate program to 1970:

ESTIMATED COST, BY YEARS,
FOR ACHIEVING ADEQUATE VOCATIONAL EDUCATION FACILITIES

Year High Schools, Vocational Schools, Junior Colleges
Adult Centers

1964-65 $ 79,083,616 No estimate

1965-66 7,107,210 $6,357,380

1966-67 7,246,236 2,228,360

1967-68 7,016,834 2,293,900

1968-69 7,058,560 2,031,740

1969-70 11,588,900 2,031,740

Source: The Associated Consultants in Education, Inc., The Florida Study of
Vocational-Technical Education. (Tallahassee, 1965) pp. 59,61.

The above estimates, including approximately $79,000,000 for new construction
and new equipment during 1964-65, show approximately $7,000,000 additional
needed annually until the 1969-70 school year for vocational programs in high
schools, vocational schools and adult centers. Estimates of the cost of
needed occupational education facilities at junior colleges are approximately
$6,000,000 for 1965-66, and approximately $2,000,000 thereafter each year
through 1969-70.

Area Vocational Schools Under the Vocational Education Act of 1963

The State Board for Vocational Education has designated three vocational-
technical schools and the vocational-technical departments of a comprehen-
sive high school and a junior college as area vocational education school
facilities. The following reports schools designated and other data:

The new Lewis M. Lively Vocational-Technical School, Tallahassee, is to be
constructed on a new site and will serve a five-county area including
Gadsden, Jefferson, Leon, Liberty and Wakulla counties. Preparatory courses
will be provided for high school students and graduates, school dropouts and
the disadvantaged, and supplemental courses will be given for persons who
are employed. Vocational education will be provided in the broad fields of
office occupations, distribution, homemaking for use in the home, trade and
industrial occupations, including health-related occupations and technical
occupations. Courses in homemaking for gainful employment outside the home
and in agricultural occupations are planned for the future.


-8-











The Mary Karl Vocational Division of the Daytona Beach Junior College,
Daytona Beach, has been designated the area vocational education facility
to serve Volusia and Flagler counties. The school currently offers an
extensive program of preparatory courses for high school students and
adults and also provides supplemental training. Industrial and technical
courses are offered together with courses leading to employment in office,
distributive and health-related occupations.

The Manatee Vocational-Technical Center, Bradenton, has been designated the
area vocational school for Manatee County. Currently eight courses in voca-
tional industrial education are being offered. The General Vocational-
Technical Advisory Committee, working with school administrators, craft
advisory committees, personnel departments of local industries and the
Florida State Employment Service, recommends development of specialized
occupational courses in agriculture and homemaking, office occupations,
health occupations and in additional industrial fields. Preparatory
courses will be provided for high school students and graduates, disad-
vantaged persons and out-of-school youth and adults. Supplemental courses
will also be given for those who are employed.

The Polk County Vocational Center, Bartow, will provide preparatory courses
for in-school and out-of-school youth and adults and supplemental courses
for employed persons. A wide variety of industrial and service courses are
to be offered, including cosmetology and practical nursing, together with
specialized occupational training in agriculture, business and distribution.

The William J. Woodham High School, Pensacola, has been designated the area
vocational school for high school students of Escambia County. Vocational
programs will be offered in home economics and will prepare for employment
in industrial, distributive, office and health-related occupations. It is
anticipated that students will be accepted on the basis of requests for
vocational programs offered in the new facility that are not available in
schools serving their attendance area.

Facilities Constructed Other Than Through The Vocational Education Act of 1963

Illustrative of facilities planned or constructed is the following which
relate to programs for agricultural education:

Secondary facilities

a. New vocational agriculture buildings completed 6

b. New classrooms constructed 1

c. Buildings remodeled 1

d. Buildings under construction 2

e. Buildings planned 5

f. Miscellaneous barns and facilities 3
9 -









Programs on the secondary and adult level will be offered in the above, and
it is planned that these new facilities will also be used for dropouts and
disadvantaged groups. Occupational fields to be taught are farming and
related occupations.

As a result of new construction additional space was provided for distribu-
tive education classes. New industrial education facilities were under con-
struction during the year in four comprehensive high schools, one technical
institute and two junior colleges.

Part-Time Employment of Youth

A state consultant was appointed to supervise the Work Study Program and
special vocational programs for the disadvantaged. Funds designated for
administrative use have been utilized in setting up an office with secre-
tarial assistance and in developing necessary forms and guidelines for
applying for funds and describing program operation. A Guide for Work
Study Program Operation has been developed.

The section of the State Plan pertaining to the operation of work study
programs was developed and has been approved by the U. S. Office of
Education. Funds for reimbursement of salaries for work performed by
students have not been fully utilized. Some counties were unable to
activate programs following approval of the State Plan because of the
late date in the school year and delays in approval of county Civil
Rights compliance.

The State Plan Programs Administration and Supervision

The new "State Plan for the Improvement of Vocational, Technical, and
Related Educational Services" was approved during the year. The Plan
provides for a number of new positions of which the following were filled:

Consultants for specialized areas 7

Assistant Supervisors 2

Specialist for Research and Surveys 1

Fiscal Specialist 1

Additional positions, however, will need to be filled before adequate
direction can be given to program development.

In industrial education, for example, there is need to provide direction
to developing courses for the disadvantaged and to place additional emphasis
upon the in-service, non-credit training of teachers.

An additional specialist has been employed in home economics to study job
opportunities utilizing home economics skills and knowledge. The specialist
will assist local school officers in organizing and conducting surveys to
determine meaningful guides for the expansion and strengthening of home
economics programs leading to gainful employment outside the home.
10 -









Teaching and Supervisory Personnel in the State's Vocational-Technical Program

There have been many additions to the state supervisory and local vocational
teaching staffs, and plans include further state and local staff increases.
However, difficulty was encountered in finding adequately qualified personnel
for many positions. It was necessary, for example, to recruit ten additional
coordinators from out of the state. More personnel were also certified for
distributive education after further university work. Additional personnel
were employed for home economics work on the secondary level, and 122 teachers
for adult classes were also employed.

Program Development

The state's activities to strengthen programs may be illustrated as follows:

Teacher Education

In the area of teacher education the program of credit courses in
industrial education provided by approved teacher-training institutions
on and off campus and by extension is reasonably adequate. However, it
will be necessary to place greater emphasis upon instructional super-
vision and upon the provision of non-credit in-service teacher training.

For the practical nursing teacher, however, and increasingly for teachers
in other health-related occupations, these courses are not entirely
satisfactory.

They do not adequately meet the pre-service and in-service needs of
registered nurses, many of whom have had no preparation for teaching
prior to employment as practical nurse instructors. Instead, it is
hoped that formal in-service courses expressly tailored to the spec-
ialized needs of practical nursing teachers may be combined with
direct supervisory assistance to meet their specific requirements.

In distributive education a master's degree program was approved at
the University of South Florida (Tampa) during the past year.

Vocational Guidance Programs and Services

Guidance materials in agriculture were made available to counselors
in schools having vocational agriculture programs. In addition, area
supervisors and agriculture teachers worked with counselors in help-
ing to provide better understanding of problems and opportunities in
fields of agricultural employment. Occupational monographs and
brochures on employment opportunities and requirements in office
occupations were also developed and distributed to counselors and
business education teachers.


Curriculum Development

Under the direction of the head teacher-educator at the University of Florida
a group of teachers developed a course of study for vocational agriculture
11 -









education. Workshops for in-service training were conducted and during the
year district and group meetings were held to help agriculture teachers
improve instructional programs.

Under the direction of the staff a three-week curriculum guide workshop was
held to revise A Guide: Business Education in Florida Schools. Pre-school
in-service workshops were also sponsored by the state staff.

A project was begun to develop curriculum materials for a semester course
in Family Economics. The course will be offered in the secondary schools.

Evaluation

Evaluation of all facets of vocational-technical education is a major concern
of the division. Staff members in one vocational service evaluate programs
during each visit to local schools. In another a followup study is made each
year to evaluate the success of each graduate. Still another service has
appointed a committee to devise improved guidelines for evaluation.

Experimentation

Five pilot programs for disadvantaged youth were set up by the agricultural
education-section An experimental program in agricultural education for
adults proved successful in one county. The section also set up a coopera-
tive in one county (Suwannee River Cattle Cooperative). Plans were devised
for experimental programs in vocational office education and the programs
are to be tested in 1965-66. Research has been inaugurated in one county
to define appropriate programs for disadvantaged children.

New Legislation

Following are significant actions affecting vocational-technical education
taken by the Florida State Legislature during the session recently completed.

Capital Outlay Expenditures

The expenditure of $8 million was authorized during the 1965-67 biennium
for vocational-technical facilities in junior colleges and another
$8 million for construction of area vocational-technical schools with a
limit of $500,000 at any one school. Funds will be made available from
The Institutions of Higher Learning and Junior College Outlay and Debt
Service Trust Fund and from the proceeds of bond certificates payable
from that trust fund for capital outlay projects as authorized by
Florida Statutes and Section 19, Article XII of the State Constitution.

Area Vocational School Criteria

No area vocational school is to be established unless it meets the
requirements of the State Plan for Vocational Education and criteria
established by the State Board.


- 12 -








Eye Protectors


Every student and teacher is required to wear industrial quality eye
protective devices when participating in specified vocational indus-
trial or industrial arts shop or laboratory courses. These devices
may be furnished by county boards for all teachers and students and
shall be provided for visitors in such shops or laboratories.


Miscellaneous State Agencies and Vocational-Technical Education Development

During the year arrangements were completed with the State Employment Service
to make a comprehensive survey of employment opportunities and needs in Florida.
The State Employment Service will determine by occupation, current employment,
anticipated need for growth and replacement in one and two years, the number
of current vacancies and the number of workers expected to complete company
training programs during the next two years. Other data to be reported will
indicate the attitude of a company regarding the employment of persons who
have completed training programs but lack work experience. The data will be
distributed to interested persons throughout the state and will become a
major tool in educational planning to strengthen and expand job training
programs.

The State Board of Health, through its planning division, has furnished data
regarding economic and sociological conditions in Florida. These data have
been used in numerous projects including surveys of counties to determine
meaningful guidelines for the expansion of vocational, technical, and adult
education.

There has been cooperation with personnel directing the operation of The
Economic Opportunity Act of 1964. Meetings have been held to discuss
objectives, problems and procedures of mutual concern and data prepared
by the EOA office for each county of Florida have been used. Aid has also
been received from the Division of Research of the State Department of
Education. The latter has furnished much basic educational data which
has been used in planning improved programs.

Major Weaknesses and Strengths of the State Program

Major weaknesses of the state program include the following:

1. Much difficulty has been encountered in securing and holding well
qualified vocational teachers because salary schedules are usually
not competitive with those of industry.

2. Local guidance and counseling personnel often have been unable to
give sufficient time to vocational aspects of guidance and counsel-
ing. Many teachers are also not fully aware of their responsibili-
ties for vocational guidance.

3. There is need to provide additional information about job require-
ments and the training needed to meet rising employment standards.


- 13 -










4. Many counties have not had a person to head the total program of
vocational education at all instructional levels. In too many
counties responsibility for the program has been fragmented.
Program expansion will necessitate additional emphasis on a
position involving direction of the entire program.

Major strengths of the state program include the following:

1. Federally assisted programs served over 255,000 persons, an
increase of almost 5,000 over the previous year.

2. Confidence in the vocational education program has been demon-
strated by the Florida Legislature which appropriated $8,000,000
for the construction of area schools and an additional $8,000,000
for the construction of vocational-technical facilities at junior
colleges.

3. The State Legislature provided additional units for the support
of vocational programs, lifting the partial unit "freeze" which
has been in effect for a number of years.

4. Processing of a request for a unit to encourage and coordinate
studies in occupational education and to disseminate findings
was initiated. The unit will be supported jointly out of
state and federal funds.

5. Additional personnel have been employed by the respective sections
of the vocational division to assist with the work of the section.
Additional personnel have also been employed to work division-wide
and assist in promoting total program development.

6. A manpower commission has been established which will study labor
utilization in the state. The commission consists of representa-
tives of business and industry, state agencies, labor organizations
and higher education.

Outstanding features of the state program include:

1. The total program of the division is continuing to grow. The State
Board for Vocational Education approved the designation of a number
of area vocational education schools and procedures are being devel-
oped to provide funding assistance for construction.

2. Help for disadvantaged persons has become a major concern of the
division. Special programs have been planned and personnel are
working to help local groups organize and operate educational
programs to prepare disadvantaged persons for immediate employment.

3. Vocational business education has expanded and many laboratories
preparing for employment in business occupations have been developed.


- 14 -









4. The operation of the division has been strengthened through organ-
ization of a Division Coordinating Committee. The latter consists
of the respective assistant directors who jointly make judgments
regarding requests for funding assistance under provisions of The
Vocational Education Act of 1963 and recommend appropriate action
to the State Director. This arrangement has contributed materially
to divisional program planning and development.


State and local vocational education personnel envision how the state may
reach the goal of high quality vocational education for all individuals
and groups, including secondary and post-secondary students, adults who
need job preparatory training, the handicapped and disadvantaged, the
employed and the underemployed, and are striving constantly to make this
vision a reality.


- 15 -











ANNUAL DESCRIPTIVE REPORT OF THE FLORIDA STATE
BOARD FOR VOCATIONAL EDUCATION


JUNE 30, 1965



VOCATIONAL AGRICULTURE
Harry E. Wood, State Supervisor

DISTRIBUTIVE EDUCATION
Rex C. Toothman, State Supervisor

HOME ECONOMICS
Frances Champion, State Supervisor

INDUSTRIAL EDUCATION
E. A. Emmelhainz, State Supervisor

PRACTICAL NURSE EDUCATION AND OTHER HEALTH OCCUPATIONS
Helen E. Shearston, R. N., State Consultant

TECHNICAL EDUCATION
Thomas W. Strickland, State Supervisor














SECTION II









Floyd T. Christian, Executive Officer and Secretary
Walter R. Williams, Jr., State Director
































































i




































































































































r



































VOCATIONAL AGRICULTURE











STATUS AND DEVELOPMENT OF VOCATIONAL AGRICULTURE


A. Current Supervisory Services at the State Level


1. Workshops and In-service Programs

11lowing is a table illustrating representative types of workshops
and in-service training conferences conducted and/or attended during
the year. Included is information concerning the type of program, the
purpose for which it was held, its duration and the number of people
served.


Name of


Number


When


Types of
People


Conference Held Purpose Held Duration Served

Annual Vocational For professional & 300 teachers,
Agricultural 2 technical improve- July, + 1/2 program
Teachers Confer- ment of in-service 1964 days guests and
ence teachers each visitors


Meat Marketing To study new meth- 6 agri-
Clinic 1 ods of marketing Aug., 2 days culture
livestock 1964 teachers


Small Gas Engine Improve farm July, 1 day- 168 agri-
Maintenance & 8 mechanics Aug., 2 1/2 culture
Repair Clinic instruction 1964 days teachers
for 1


Uo So Standards of To study grading July, 1 day 16 agri-
Tobacco Workshop 5 and marketing 1964 each culture
trends teachers
278 farmers

District and 6 Follow-up state Sept., 1 day 445 teachers,
Group dist. conference; pre- Oct., each; principals,
Conferences 33 pare for new 1964 1 day superintend-
group school year and Jano, each ents, direcs.
meetings State Fair 1965 coordinators


State Forestry
Camp for FFA
Members


Participation
2 of FFA members
in forestry &
camp practices


July, 2
1964 weeks


240 people
(sponsored
by State For-
estry Service)


- 16 -


111111111 ~ _ _____











Name of


Number


When


Types of
People


Conference Held Purpose Held Duration Served

State Elect officers;
Youth 2 Awards to contest June, 4 1,050 indi-
Conventions winners; State 1965 days viduals
Farmer awards; each
Program of work
Committees meet


FFA Day at
State Fair


2 To honor youth;
judging contests
and exhibits


Feb.,
1965


2 days


5.000 indi-
viduals (boys,
teachers, etc.)


State Staff Annual meeting
Conference 1 to plan for Aug., 3 days Staff members
and current fiscal 1964 and teacher
Meetings year trainers
11 monthly meetings


Conferences with
Teachers and
Administrators


To discuss pro-
6 ject proposals,
voc. ed. Act-


May,
June,
1965


1 day
each


40 teachers &
administrators


Vocational Agri- Annual joint Staff members
culture & Agri- 1 meeting to discuss Oct. 1/2 day both groups
cultural Exten- problems & plan 1964
sion Staffs activities


National Convention To participate Sept., 300 people
Convention 2 and to assist Oct., 4 days (ag. teachers,
of FFA state delega- 1964 each Future Farmers,
tions businessmen,
principals,
parents and
others)


F.V.A.T.A.
Officers'
Meeting


To plan for
2 attendance and
participation in
NVATA & AVA
Mar. meeting to
plan program
for state conf.


Oct.,
1964

Mar.,
1965


F.V.A.T.A.
Officers;
1/2 day district direc-
tors and staff
members
1 day


- 17 -









In addition the supervisory staff attended various other meetings such
as county pre-school planning workshops concerned with the professional
growth and improvement of agriculture teachers.

Consultative assistance was given to county school officials, secondary
school administrators and citizens advisory committees in improving the
vocational agriculture program. The staff members assisted in evaluat-
ing vocational agriculture departments throughout the state and served
on evaluation committees for accreditation and on plant survey committees.

2. Use of Consultants

Among the types of special consultants providing assistance in carrying
on the above workshops and in-service training programs were represent-
atives of the respective colleges of agriculture at the University of
Florida and at Florida A. & Mo University, the Agricultural Extension
Service, the General Extension Service, Research Commodity Specialists,
the State Department of Agriculture, Farmers Home Administration, the
Soil Conservation Service, The Florida Forest Service, the Florida
Rural Electrification Administration, electric power companies and wood-
using industries. The agricultural representatives of four Florida
power companies have been very active in granting incentive awards for
outstanding accomplishments in farm electrification instruction.

3. Participation in Other State or Local Conferences, Workshops or
Programs

The table below identifies additional state and local conferences,
workshops and programs in which the supervisory staff participated.

Type of Program Sponsor Attendance

Youth Programs for Florida Fruit & Vegetable
Voc. Agri. Students Growers' Association 1,000


National Seminar on Nat'l. Center, Ohio State U.
Agricultural Educo and the U. S. Office of 85
(3 different meetings) Education


Livestock Meeting Fla. Bankers' Association 350


Conference of Agri. U. S. Office of
Educ. Workers Education 180


State Conference for Fla. Agricultural
Farm & Home Demonstra- Extension
tion Agents Service 350


Annual Conference of Members and workers
Fla. Farm Bureau Fed. in agriculture 300
_- 1B -










Other meetings in which the supervisory staff members participated were
the Feeder Pig Sales Committee, the Graded Steer Sales, the Florida
Federation of Fairs, the Rural Area Development Program Committee, the
Beef Cattle and Swine Field Day Committee, the State Fair Committee,
P the Florida Council of Farmer Cooperatives, the Florida Cattleman's
Short Course and Range Cattle Experiment Station Field Day.

4. Publications

The following publications were reviewed, endorsed and distributed
through the state supervisor's office.

a. Mimeographed copy of "Summary of Former Vo-Ag Students
Now Attending College"

b. "Summary of Adult Vocational Agriculture; Adult and
Young Farmer Classes, 1963-64 and 1964-65" (mimeographed
copy)

c. The Florida Future Farmer Magazine (published quarterly)

d. "Forestry for Future Farmers 30th Annual Forestry
Training Camp, 1964" handbook Florida Forest Service
and Forest Industries of Florida

e. "Summary of Annual State Conference for Teachers of
Vocational Agriculture," July 6-10, 1964 (bulletin)

f. The "Monthly Agricultural Newsletter" continues to
go to each agriculture teacher in the state.

5. Cooperation with other State Department of Education Services

Representative areas of cooperation between the state supervisory staff
and other services and personnel in the State Department of Education
continues in areas as described in the 1964 Annual Descriptive Report
of the Florida State Board for Vocational Education, except that instead
of participating in a guidance program, staff personnel took part in
the State and Local Directors Conference and established guidelines for
developing programs in agriculture (i.R. 4955). These guidelines were
distributed and discussed during the'September, 1964 conference series.

The section participated in the following:

a. Cooperative Planning Meeting of Business Education
(Daytona Beach, August, 1964)

b. Florida Teacher Education Advisory Council (Tampa,
October, 1964)


- 19 -










c. State School Finance Officers' Association meeting (West Palm
Beach, November, 1964)

d. Meetings with school administrators throughout the state to
implement provisions of Morse-Perkins funding

e. Weekly meetings to review V. T. A. D. forms from counties re-
questing financial aid for various programs (The state super-
visor and the program specialist are members of the coordinating
committee).

f. Attendance by ten members at out-of-state conferences

g. Attendance at the State School Supervisors' Conference

6. Adequacy of Facilities

a. Teacher-training Institutions

The need for additional facilities, staff, office space and
secretarial assistance as identified in the 1963 Annual Descrip-
tive Report has been met in part. The office space at the Univer-
sity of Florida is slightly crowded. At their 1963 annual confer-
ence, the teachers of vocational agriculture requested that a sub-
ject matter specialist and a research specialist be added to the
staff. At this time prospects look promising for filling the
latter position.

b. Secondary School Departments

Some improvement has been made in existing facilities. New
facilities have also been constructed as indicated in the following
summary of planning and construction:

Plans for additional classrooms and shops 2

Additional classrooms under construction 1

Vocational agriculture buildings remodeled 1

New vocational agriculture buildings under
construction 2

New vocational agriculture buildings completed 6

New barns and other facilities constructed on
school farm or lab plot 3


- 20 -









B. Program Status at the State Level


1. Instructional Programs and Related Activities

A concerted effort is being made in the state to improve the quality
of education in all classes and at all levels. Vocational agriculture
is vitally concerned in this effort.

To assist in the upgrading process each area supervisor of vocational
agriculture evaluates some phase of a teacher's program during each
visitation. The following is a report of the staff's program of work,
summarizing activities and levels of accomplishment in phases empha-
sized for improvement during the year. (The following refers to.the
evaluation of teachers' activities.)

Item Rating

1. a. Identifying and locating job opportunities in
agricultural occupations and determining Skills
and knowledge needed by job applicants 44%

b. Determining the educational level of students 42%

2. Emphasizing the importance of utilizing FFA
incentive awards to stimulate achievement in in-
structional areas 72%

3. Stressing chapter participation in Farm-City Week,
FFA Week and National Safety Week 79.6%

4. Filing and properly using reference materials 79.6%

5. Learning about revised courses of study through
group meetings 99%

6. Pursuing plans for professional improvement 90.3%

7. Working with guidance counselors 65.3%

8. Recruiting teacher-trainees 62.3%

Many efforts have been made by the supervisory staff and by many teachers to
keep courses of study current to reflect new trends and developments in agri-
culture and agribusiness. The teacher-educators and area supervisors held a
summer course for the purpose of setting up a basic course of study for sec-
ondary students. The course of study was discussed at a series of small
group meetings for the purpose of making suggestions for revisions and im-
provements. In Area II there were four meetings attended by fifty teachers,
and in Area III seven meetings were attended by 122 teachers. The 1964
conference program included guests and consultants and emphasized the need
for training in agricultural occupations.


- 21 -









The Future Farmer groups in Florida completed a very successful year. There
were 243 active chapters in operation, each with a written program of work.
The FFA is considered an important instrument for vitalizing the instruction-
al program. Incentive awards such as those made by agribusiness organiza-
tions, the Future Farmer Foundation and the State Department of Agriculture
have stimulated interest in a wide variety of projects ranging from leader-
ship activities to livestock raising, crop growing and other farm enter-
prises. For example, the full 2% entitlement to State Farmer degrees was
reached with 192 applicants and 44% of the chapters participating. The total
labor income of the State Farmer applicants was $375,928.18, averaging
$1,957.96 each. At the 1964 national convention the Florida delegation con-
sisted of nearly 200 members, principals, parents, friends and cooperators.
The full quota of 10 boys received their American Farmer degrees. One was
selected as the Star Farmer of the Southern Region and another received the
Southern Regional Farm Mechanics Award.

During the past fiscal year 217 vocational agriculture departments, five
more than the preceding year, were staffed by 262 teachers. The statistical
report shows enrollment, labor income and capital investment, as well as
teacher visitations, in supervising practice work.

The following pilot or experimental programs operated in Florida last
year:

In a special adult education unit for rural area development in Lafayette
County major emphasis was placed upon establishing a Suwannee River Cattle
Cooperative.

The Small Business Administration has approved a $312,000 loan for the
establishment of a feedlot to be used by stockmen throughout the state.
The grant is to be used for land acquisition, construction machinery and
equipment.

A disadvantaged group in Parkland High School in Pinellas County for the
second year in succession grossed $2,000 on its small ornamental horti-
culture operations, Many of the students have also been placed in jobs.

The program for potential dropouts in Alachua County is making substantial
progress with the installation of a portable classroom and a 30' x 32'
storage and potting shed at the 172-acre Alachua County School Farm. The
special placement program in Alachua County is continuing to make progress
on a county-wide basis, having 35 people enrolled in this project.

A new department for potential dropouts in Dade County has been operating
for one year. This is on the site originally occupied by the junior college
and adjoins the school farm which is operated jointly by four vocational
agricultural departments in Miami.

A fraction of a vocational unit was allocated to the McDonald Institution
for disadvantaged youth in Tampa. This seems to be making very satisfac-
tory progress. School farms, land laboratory plots and school forests are
proving effective as devices for providing practical experiences.


- 22 -











The Belle Glade, Pahokee, Moore Haven, Okeechobee, Clewiston and LaBelle
agricultural departments around Lake Okeechobee have outstanding farming
operations. The first three departments have been named as members of
the cooperative having sugar cane allotments.

2. Pre-service and In-service Teacher Recruitment, Education and
Supervision

The principal procedures and devices used by the state universities
in recruiting potential teachers of vocational agriculture are essen-
tially the same as reported in 1963. There were eight different devices
used. One device which is considered important is to submit to the
Dean of the College of Agriculture a list of vocational agriculture
graduates now attending college. This ta submitted each year and most
of the former students for the past two years are in junior colleges.
This gives the dean an opportunity to work with the junior college deans
to interest students in enrolling during their junior year in the
College of Agriculture. The intern method for obtaining practical ex-
perience in training for teaching has been very successful during the
past year.

Teachers of vocational agriculture and FFA members have set up scholar-
ship programs. The funds raised have beneitnvested, and the dividends
provide annual scholarships for prospective teachers of agriculture.
County agents have also helped in recruiting students.

3. Research and Studies

One associate teacher-educator at the University of Florida has com-
pleted his work and has received a Doctor's degree. One head teacher-
educator has continued his off-campus study.

A part-time subject matter specialist reports the following activities:

a. Editing and summarizing the proceedings of the annual
State Teachers Conference as published in Bulletin 72E-5,
"Summary of the Annual State Conference for Teachers of
Vocational Agriculture"

b. Preparation of teaching plans for units in "Soils" and
"Leadership" sections of the State Course of Study

c. Revising, editing and arranging of materials for the
State Course of Study using as a basis the materials
worked out by classes of in-service teachers

d. Preparation of materials for a bulletin regarding FFA
activities at the Florida State Fair

e. Preparation of materials for an 8-page folder regarding
vocational agricultural education pApsrams


- 23 -









f. Preparation of materials for a "Handbook for Vocational
Agriculture Teachers" involving primarily suggestions for
professional aids and procedures

g. Contact with Mississippi personnel and others regarding per-
mission to duplicate a Florida revision of the Mississippi
bulletins on "Basic Principles of Plant Science" and determi-
nation of revisions needed for these bulletins

h. Service as secretary of the meetings of the staff of the Agri-
cultural Section of the Division of Vocational, Technical, and
Adult Education

i. Formulation of a "Project Proposal and Grant Request" for a
curriculum study for high school vocational agriculture pro-
grams in Florida to be conducted by the Department of Agri-
cultural Education at the University of Florida.

One associate teacher-educator continued to utilize 12 departments in
the immediate vicinity of Gainesville as supplementary internship
training centers.

In the following table the status of more than 57,287 former all-day
students is reported, based upon follow-up records dating back to the
time that each vocational agriculture department was established.

Total
1. Number at home with definite allowance 1,734

2. Number of farm laborers with specific wages (at home) 1,227

3. Number of farm laborers with specific wages (away from
home) 1,692

4. Number at home with income from one or more enterprises 1,274

5. Number partners in a farm business (at home) 1,511

6. Number partners in a farm business (away from home) 453

7. Number renting and operating a farm 653

8. Number owning and operating a farm 1,740

9. Number managing the farm of another party 620

10. Number in other farming status 1,721

11. Number in occupations related to farming 6,464

12. Number in occupations not related to farming 19,424


- 24 -











13. Number deceased


14. Number now in agricultural college 652

15. Number now in all other colleges and institutions 2,128

16. Number moved out of community and not accounted for 4,811

17. Others (not included in 16 above) 5,237

18, Total former students 54,616

19. Number of new cases this year 2,671

C. Additional Significant Information and Materials

1. Adequacy of Staff

The position of Research Specialist for Vocational Agriculture has
been approved butnot yet filled by the College of Education at the
University of Florida. As indicated in the 1963 report, junior college
and subject matter specialists are still needed.

2. General Comments

There were 87 active local advisory committees during the past fiscal
year, having a total of 212 meetings. Each advisory committee had been
approved by the county superintendent and represented a department.

The legislature during the past year curtailed the allocation of Mini-
mum Foundation units for vocational education. For the first time
this action affects vocational agriculture. Only 12 additional units
will be available during the next biennium at the rate of 6 per year.
Some requests now are being held pending the development of circum-
stances which might result in unused units for reallocation.


1,120


- 25 -




































BUSINESS EDUCATION












STATUS AND DEVELOPMENT OF BUSINESS EDUCATION


A. Current Supervisory Services at the State Level

1. Workshops and In-service Programs

The annual In-service Training Conference for Cooperative Business
Education Coordinators was held August 8-11, 1964, with a total
registration of 250 coordinators and guests. This is one of the
most effective meetings provided for orientation of new coordinators
and for presenting consultative service to all coordinators. Outside
consultants for general and special meetings also participated.

The University of South Florida and the state staff co-sponsored a
Gregg Methods Conference for business education teachers which was
held at the university. This conference lasted one week and was
attended by approximately 170 business educators The purpose was to
update the latest methods and techniques in the teaching of Gregg
shorthand and to review the latest edition of the latter's text.

The Florida State Business Teachers' Conference was held in Gainesville
and was attended by approximately 115 people The purpose was to bring
business teachers together to share experiences and techniques in teach-
ing business education in the secondary school. The state staff assist-
ed in developing the program for this two-day conference.

The Florida State Educational Secretaries and the state staff co-
sponsored a one-day conference in Miami for the purpose of aiding in
the professional development of school secretaries. There were ap-
proximately 55 people in attendance.

The Thirteenth Annual Conference of the Florida Business Education
Association was held in Sarasota. This two-day conference, attended
by approximately 235 business teachers and guests, was co-sponsored
by the state staff, A nationally known consultant presented the vo-
cational emphasis needed in teaching business education.

A one-day conference for vocational office education teachers was held
in Orlando and was attended by 36 teachers and supervisors. This meet-
ing was sponsored by the state staff for the purpose of sharing ex-
periences and ideas in connection with the three-hour and two-hour
block programs in vocational office education.

The state staff assisted with the conference held in Tallahassee for
office workers in the various departments of state government. This
was a two-day conference attended by approximately 400 people.


- 26 -










The state staff also cooperated with publishers to arrange pre-school
workshops at four centers in the state. The purpose was to permit au-
thorities in the field to consult with teachers in various areas. Three
hundred and ninety people attended the conferences held in Orlando,
Ocala, Jacksonville and Lakeland.

2. Use of Consultants

The-following authorities and specialists participated in various
workshops and conference programs:


Dr. Alan Lloyd, Director
Typewriting Instructional Services
McGraw-Hill Book Company
New York, New York
(Speaker)

Dr. J. Marshall Hanna
Professor of Education
Ohio State University
Columbus, Ohio
(Speaker)

Miss Dorothy Travis, Chairman
Business Education Department
Central High School
Grand Forks, North Dakota
(Speaker)

Mr. Charles Zoubek
McGraw-Hill Book Company
New York, New York
(Consultant)

Dr. Gilbert Porter
Executive Secretary
Florida Teachers' Association
Tallahassee, Florida
(Speaker)


Mr. James DeLong
University of Miami
Miami, Florida
(Speaker)


Dr. Harold Kastner
Social Studies Consultant
State Dept. of Education
Tallahassee, Florida
(Speaker)

Mr. Henry Ransom
South-Western Pub. Co.
Cincinnati, Ohio
(Speaker)


Miss Mary Marks
U. S. Office of Education
Washington, D. C.
(Speaker)

Dr. Elmer Schick
University of South Florida
Tampa, Florida
(Consultant)


3. Participation in Other State or Local Conferences, Workshops, or
Programs

The staff was represented at the Southern States Work Conference in
Daytona Beach. The purpose was to continue consideration of problems
that are of a concern to all and to share ideas for their possible
solution. The staff representative participated in the meeting on
economic education. The Regional Economic Education Council was formed
and a member of the state staff was elected to serve as secretary. One
hundred college educators and administrators attended.


- 27 -









A member of the state staff participated as a speaker in an Educational
Secretaries Conference sponsored by the St. Johns River Junior College,
Palatka. Eighty-one educational secretaries attended the meeting.

As advisor of the FBEA Board, the staff was represented at the annual
luncheon and business meeting in Jacksonville. Ninety people attended
the meeting.

The annual Future Business Leaders of America convention was also held
in Jacksonville. Florida State University served as sponsor and 200
students and teachers attended. The state staff assisted with contest
activities.

4. Publications

The state staff served as consultants to the Sarasota County business
education teachers in the development of their county business edu-
cation curriculum publication which outlines numerous publications
offered by the high schools and gives assistance to both teachers and
guidance counselors regarding curriculum patterns and other informa-
tion needed for the counseling of students.

The Putnam County business education teachers also developed a business
education curriculum release for which the state staff served in a
consultative capacity,

Cooperative Business Education coordinators of the state can look for-
ward to a new "Guide" in the coming year. A workshop was held during
the annual planning conference to develop materials for use in the new
"Guide." The publication will aid administrators and cooperative busi-
ness education personnel in organizing and operating the cooperative
method for presenting business education to seniors.

5. Cooperation With Other State Department of Education Services

Staff members participated in vocational education surveys and high
school and junior college accreditation visits in the following schools
and counties:

Palm Beach County
Sarasota County
Hendry County
Glades County
Jefferson High School
Seabreeze High School
Miami-Dade Junior College
Charlotte County High School

The staff also served as consultants to the Florida School for the
Deaf and the Blind and to the Correctional School for Women in resolv-
ing problems relating to instructional procedures for the institution-
alized.


- 28








The textbook adoption committee accepted recommendations given them on
reading for business teachers.

The audio-visual service of the State Department of Education stocks
and distributes business education films which are requested and the
curriculum library renders services to staff members upon request.

The guidance section assists all staff members upon request and works
closely with the division in vocational education surveys.

6. Adequacy of Facilities

Plans are being made to establish a teacher-trainer for vocational
business education at Florida Atlantic University. This position
is to become effective at the beginning of the 1965-66 school year.

B, Program Status at the State and Local Levels

1. Instructional Programs and Related Activities:

Secondary preparatory programs in vocational business and office edu-
cation continued to receive support according to need. Growth was
experienced in both the CBE and VOE block programs, even though a
relative legislative "freeze" on available vocational units was in
effect.

Secondary students in the VOE programs were enrolled in secretarial
or clerical occupational training. Current enrollment in clerical
training approximates one-third of the total VOE enrollment.

Total enrollment in adult preparatory and supplemental classes de-
creased from the previous year even though unit allocation remained
relatively uniform. An increase was recorded in the clerical training
program for both males and females, but decreases were reported in the
stenographic, secretarial, and office machines areas.

Post-secondary program enrollment in junior colleges showed an in-
crease over the previous year.

Curriculum revision and development was a major function of the state
staff. The workshop method was used to prepare a new CBE Teacher's
Handbook. A guide was also developed to explain and describe the
flexible vocational office education program for which provision is
made in the Florida State Plan for Vocational Education.

New VOE block programs were initiated last year in Brevard, Dade,
Duval, Hillsborough, and Pinellas counties. Additional CBE programs
were offered in Alachua, Manatee, Pinellas, Sarasota, and Seminole
counties.

In the past year the staff was not actively involved with business
education youth organizations, but plans are being formulated to
take a more active part in 1965-66.


- 29 -









2. Pre-Service and In-Service Teacher Education and Supervision:

Vocational business and office education teacher training services
are inadequate. During the past year, there were no positions in
business education teacher training operating under provisions of the
Florida State Plan for Vocational Education, but at least one ap-
proved full-time position will be established next year. This is not
only needed for developing teachers in vocational business and office
education but also to provide services for those already in the field.
More emphasis is needed and will be provided for training of teachers
of adult programs.

Staff members coordinated and participated in several pre-school
planning conferences for coordinators and teachers of business edu-
cation. In addition, special interest conferences were arranged
during the year for VOE teachers.

3. Research and Studies:

Staff members participated in several individual school evaluations
and county-wide surveys of total vocational programs.

Provision has been made for the development of experimental pre-
paratory vocational business and office education programs. These
will be initiated in the 1965-66 fiscal year.

An extensive survey of the Broward County vocational program is cur-
rently being planned and will be conducted in the fall of 1965.

A study is currently being conducted on the first three years of op-
eration of the VOE program, A compilation and comparison is being
made of the follow-up reports submitted each year. Such a tabulation
will provide information relating to placement, follow-up, and
program effectiveness.

4. Joint Activities:

A close working relationship has been achieved and is being maintained
with such groups as the Florida State Employment Service, Administra-
tive Management Society, and sections and divisions of the Florida
Department of Education. The state-wide Business Education Advisory
Committee contains many representatives from the business community
and various organizations with great interest in the vocational
business and office education training programs.

5. Program Interpretation and Promotion:

Much of the public information program is conducted by sources other
than the section. However, staff members often participated on pro-
grams of professional groups and described activities and responsi-
bilities of the staff. Brochures, booklets, charts, and films were
used for this purpose.


- 30 -










Co Additional Significant Information and Materials


Additional staff personnel will enable the section to adequately serve
business education this biennium. However, continued program and cur-
riculum revision is necessary in the vocational business and office
edu- s training area. The rapid and continued expansion of the
nation labor force demands skilled persons trained in as short a time
as feasible. The changes in age distribution of the work force require
an emphasis that will help meet the needs of all people. According to
the Department of Labor, almost 50 percent of all women age 35 to 64
will be in the labor force by 1970. Continuous technological develop-
ments create a need for training for jobs and machines non-existent a
short time ago. Automation and labor saving devices for office opera-
tions dictate a need for constant program evaluation.

A need is evident to stress the development of training programs for
the socially and economically disadvantaged.

The passage of the Vocational Education Act of 1963 and its implemen-
tation has probably been the most significant development in the voca-
tional business and office education area in recent years. On the state
level, the 1965 Legislature considerably increased the number of special
units in vocational business and office education, thus removing the
"freeze" of 1963-64. A total of 246.72 units will be utilized during the
coming fiscal year. State and federal capital outlay construction funds
for area schools and junior colleges will provide additional opportunities
for the extension of vocational business and office education programs.


- 31 -



































DISTRIBUTIVE EDUCATION












STATUS AND DEVELOPMENT OF DISTRIBUTIVE EDUCATION


A. Current Supervisory Services at the State Level

1. Workshops and In-service Programs

The annual in-service training conference for high school distributive
education coordinators was held August 8-11, 1964 with a total of 250
coordinators and guests registered. This is one of the most effective
devices for orienting new coordinators and providing consultative ser-
vice for experienced personnel.

The State Leadership Conference for Distributive Education Clubs of
America was held April 30 May 5 at Clearwater with all distribu-
tive education coordinators participating. The meeting is a joint
student-coordinator activity which gives direction to all coordinators
for curriculum planning and'development. The Sears-Roebuck Foundation
hosted a luncheon meeting of coordinators and guests which 75 people
attended. The entire conference of students, coordinators, adminis-
trators and guests involved 350 people.

A State Leadership Conference for the Cooperative Education Associa-
tion was held April 21-24 at Jacksonville. It involved both students
and coordinators and aided coordinators in giving direction to curri-
culum development. Approximately one-third of the distributive occupa-
tions were represented by the 140 coordinators present. The total
number of students, coordinators, administrators and guests attending
the conference was 700.

In recognizing the need for better organization and liaison with junior
college distributive education programs, an organizational meeting in-
volving both students and coordinators was held at the University of
South Florida on March 19 and 20. Ten of the twelve junior college
coordinators were present. The Sears-Roebuck Foundation hosted a
luncheon meeting which 67 coordinators, students and guests attended.

A one-day conference of the State Distributive Education Advisory Com-
mittee was held in Tallahassee on June 8 to make recommendations re-
garding all phases of distributive education in the state. All but one
of the 18 members attended. State Superintendent of Public Instruction,
Thomas D. Bailey, addressed the committee concerning the task ahead in
planning and implementing vocational programs.

The state sponsored a workshop at the University of South Florida for
supervisors or teachers interested in organizing post-high school
distributive education programs in which 23 junior college teachers
enrolled.


- 32 -








2. Use of Consultants


The following authorities and specialists were used in various work-
shops and conference programs:


Dr. Peter Haines, Chairman
Business and Distributive
Teacher Education
Michigan State University
East Lansing, Michigan
(Special Consultant)

Mr. Henry G. Mdtes, Jr.
E. H. Thompson Company, Idc.
Jacksonville, Florida
(Speaker)

Mr. Clyde Ware, Program Director
Sears-Roebuck Foundation
Atlanta, Georgia
(Consultant)

Dr. Kenneth Williams, President
Florida Atlantic University
Boca Raton, Florida
(Speaker)

Mr. Harry Applegate
Executive Director
Distributive Education Clubs
of America
Washington, D. C.
(Speaker & Consultant)


Mrs. Virginia Smith
Executive Secretary
Florida Institute for
and Cleaning
Jacksonville, Florida
(Speaker)


Laundering


Dr. Harold Kastner
Social Studies Consultant
State Department of Education
Tallahassee, Florida
(Speaker)

Mrs. Bea Quigg
Sperry Hutchinson Company
Jacksonville, Florida
(Speaker)


Mr. Donald P. Jaeschke
University of South Florida
Tampa, Florida
(Consultant)

Mr. Robert N. Carter
University of Florida
Gainesville, Florida
(Speaker)

Honorable Millard F. Caldwell
Justice of Florida
Supreme Court
Tallahassee, Florida
(Speaker)

Mr. Lanier Upshaw, President
Lanier Upshaw Insurance Co.
Lakeland, Florida
(Speaker)

Mr. William P. Danenburg
Program Administrator
Continuing Education
University of South Florida
Tampa, Florida
(Consultant)

Miss Gail Trapnell, Coordinator
Distributive Education
Abraham Baldwin Agricultural
College
Tifton, Georgia
(Consultant)

Mr. Richard Almarode
Hospitality Education
Florida State University
Tallahassee, Florida
(Consultant)

Mr. R. C. Owens
J. C. Penney Company
New York, New York
(Speaker)


- 33 -









3. Participation in Other State or Local Conferences, Workshops or
Programs

The state supervisor served as a consultant to the Florida Retail
Federation Conference in Tampa. The meeting was sponsored by the
federation and 125 people attended. The student cooperative educa-
tion program was the main topic of one of the sessions.

The state supervisor was consultant to the Florida Institute of Launder-
ing and Cleaning executive meeting in Tallahassee attended by 15 people.
Procedures for utilizing Adult distributive education personnel were
explained, and both secondary and junior college distributive education
programs were described.

The staff was represented at the Florida Finance Officers' Association
Conference at Palm Beach. Group meetings were held in various phases
of finance with the staff members attending the one concerned with vo-
cational and junior college units. One hundred people attended this
conference which was sponsored by the Division of Finance of the State
Department of Education.

The entire staff aided in two-day workshops conducted in six sections
of the state to explain funding procedures under the Vocational Edu-
cation Act of 1963. An average of 35-40 local administrators were
present at each of the sessions.

The staff was represented at the conference of the Florida Association
of Public Junior Colleges held at Clearwater. The area of concern hav-
ing greatest relevance for the staff was instructional improvement.
One hundred and twenty-five junior college administrators, teachers and
guests attended.

A national superintendents' conference was held at the University of
South Florida where a staff member served as reactor to one of the
principal speakers. Approximately 100 superintendents and guests were
present at the meeting which was sponsored by the Continuing Education
Department of the University.

The state supervisor for distributive education assisted in the or-
ganizational meeting of the Florida Manpower Conference which was held
to establish machinery for coordinating efforts of all departments
attempting to secure information relative to manpower needs. The two-
day conference was held in Gainesville and was attended by 50 persons.
It was jointly sponsored by the State Industrial Commission, the State
Development Commission and the State Department of Education.

The Florida Board of Nursing requested that the staff be represented
at its one-day conference in Jacksonville to discuss the views of the
state department regarding cooperative education students and the
nurses' aid program. Fifteen people representing all levels of hospi-
tal administration and service attended.


- 34 -










The state supervisor for distributive education participated in the
Teacher Education Advisory Council meeting. A presentation was made
of information regarding the Vocational Education Act of 1963. A
total of 25 college teachers, administrators and state department staff
members attended.

4. Publications

Because of the rapid development of two-year mid-management programs
in Florida's public junior colleges, it was felt that a bulletin con-
taining the proceedings of the spring conference might be helpful to
future coordinators and administrators. The state supervisor for dis-
tributive education collected, assembled and edited this material for
duplication and distribution as Bulletin 74E-3 entitled"Conference
Proceedings: Distributive Education's Role in Public Junior Colleges."

Florida is just beginning to move toward adoption of the project method
for teaching distributive education. A guide has been developed for
use in experimental programs for pre-employment instruction currently
designated as preparatory Distributive Education. The state supervisor
encouraged the distributive teacher-educator to supervise the pre-
paration of this guide developed through the efforts of Wendell G.
Gingrich, a student at the University of South Florida, who consulted
nationally recognized leaders in the field and worked closely with the
university and the state department in its preparation. The bound copy
is entitled "The Job Entry Curriculum," Bulletin 74F-7, and carries a
publication date of July, 1965.

5. Cooperation with Other State Department of Education Services

Staff members participated in vocational education surveys and high
school and junior college accreditation visits in the following schools
and counties:

Palm Beach County
Sarasota County
Hendry County
Glades County
Seabreeze High School
Miami-Dade Junior College

The audio-visual service of the State Department of Education is cur-
rently making available the distributive education films requested.
There is also available for distribution a film developed to tell the
Florida Distributive Education story.

A distributive education teacher has been appointed to the Textbook
Adoption Committee.


- 35 -








The staff has worked closely with the Certification Department in
developing certification requirements.

The guidance section renders service to staff members on request and
works closely with the vocational division in making occupational
surveys.

6, Adequacy of Facilities

The teacher-educator is housed fairly adequately at the University
of South Florida.

Classroom teacher facilities remain the same as conventional class-
room arrangements. Plans for equipping a methods and instructional
distributive education laboratory have not been developed.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities:

Realization of the need for preparatory programs led to the prepara-
tion and distribution of a guide for the job entry curriculum in dis-
tributive education. This publication will be useful in outlining to
potential coordinators and administrators procedures for promoting
preparatory programs in distributive education in Florida Schools.
Interest in distributive education continues at a high level through-
out the state. This was demonstrated by the introduction of several
new high school courses in distributive education and substantial
increases in state-wide enrollments of high school students in distri-
butive education. Secondary cooperative distributive education
showed an increase of 13 programs over the previous year. Last year's
previous high of 905 students was surpassed by the new high of 1,172
students. An additional 954 students received distributive education
instruction through diversified cooperative training programs. The
occupations represented in the high school distributive education
program include food merchandising, retailing, banking and finance,
insurance, service station operation, wholesaling, and others.

Interest increased significantly in the Distributive Education Clubs
of America. Two new contest areas were added, increasing the total
number of business sponsors to ten. The state was ably represented
at the National DECA Leadership Conference in Chicago and was honored
with a first place award in the Sales Demonstration contest.

Post-secondary program in Florida's public junior colleges continue
to expand. These are cooperative mid-management programs in marketing
and distribution, of which there were 12 in operation. Five of these
were specialized programs in Hotel, Motel, and Restaurant Management.
A significant development wps the first state-wide leadership confer-
ence for junior college distributive mid-management students. This,


36 -








led to the organization of the first junior college student group
which will be affiliated with the Post-Secondary Division of
National DECA.

The program for adults in distributive education showed a slight
decrease in enrollment although the number and type of course offer-
ings remained fairly constant. One new county supervisor for adult
distributive education was added during the year.

Cooperative work-experience programs for junior high school students
continued to develop. They are designed to serve over-aged junior
high school students who have been identified as potential drop-outs.
A new staff person, the Consultant for Diversified Programs, will
devotepart of his time to these. Inquiries by junior high school
principals and other local administrators presage a substantial
increase in junior high school work-experience programs for the next
fiscal year.

2. Preservice and Inservice Teacher Education and Supervision:

Recruitment, retention, and placement remain a problem. Florida was
fortunate this year to be able to fill every cooperative distributive
education position in the high school program with certified personnel.
The same was true for junior college distributive mid-management programs.

Recruitment of cooperative distributive education coordinators for the
secondary and junior college programs is still dependent on the avail-
ability of qualified persons from both the education and business
fields. At the same time, a number of coordinators were lost to other
positions in education and business. There is one approved vocational
distributive teacher education program and one full-time teacher educa-
tor in the state. The program is located at the University of South
Florida and offerings have been expanded to include a master's degree
program in distributive education.

Courses required for certifying distributive education teachers continue
to be offered during summer sessions at the University of South Florida
and Florida State University. Attention was also given to post-high
school distributive education through a Post-High School Summer Institute
offered at the University of South Florida. A number of vocational
courses were offered during the school year by itinerant teacher educa-
tors in larger population centers.

3. Research and Studies

Distributive education staff members cooperated with other vocational
services in extensive studies of individual schools and in surveys of
county vocational education programs. Plans were made for implementing
preparatory distributive education programs. Most will be missionary
efforts by cooperative distributive education teachers who will teach
one class on an experimental basis. Guidelines were also developed for


- 37 -








initiating an agri-business program in the state during the next
school year.

4. Joint Activities

A working relationship has been maintained with the Florida State
Employment Service, Florida Retail Federation, and the Instructional
Services Division of the State Department of Education.

The use of advisory committees was encouraged for all cooperative
distributive education coordinators, local supervisors of adult
distributive education, and junior college distributive mid-manage-
ment coordinators. A State Distributive Education Advisory Committee
was reactivated to provide essential and realistic leadership in pro-
moting distributive education in all categories at all levels.

5. Program Interpretation and Promotion

Public information was handled by the Program Services office.
However, distributive education staff members assisted in providing
local school administrators and teachers, civic organizations, and
lay persons working in distribution and marketing with information
pertinent to distributive education.

All distributive education staff members served on programs and
committees at meetings and conferences of numerous organizations in
the state.

C, Additional Significant Information and Materials

Revision of existing courses and development of new curricula in
distributive education demand constant attention. In the proposed
staff expansion a program specialist and a distributive education
curriculum specialist will be concerned with these functions.

Influences which point up the need for curriculum revision and
expansion are:

1. Approximately half of the work force in the state is currently
engaged in, or closely allied with, the distributive occupations.
2. Retail marketing and distribution is changing.
3. New techniques, technologies, machines, and materials are being
used.
4. The economic picture of the state is changing.
5. An adequately trained labor force in distribution must be supplied
for a growing population.

Legislation having the greatest effect on the field of distributive
education is the Vocational Education Act of 1963. Additional funding
assistance is aiding in the development of new programs and in the
upgrading of those already existing.


- 38 -










Removal of the vocational unit "freeze" by the State Legislature is
a most significant factor. It will provide needed financial support
under the Minimum Foundation Program for implementing plans for
program development during' the next biennium.


- 39 -



































HOME ECONOMICS EDUCATION





















































































































































































































































1(








STATUS AND DEVELOPMENT OF HOME ECONOMICS EDUCATION


A. Current Supervisory Services at the State Level

1. Workshops and In-service Programs

The annual two-day state conference was held in October, 1964 with 650
secondary and adult teachers attending. The theme was "Meeting the
Challenge in Home Economics Education." Dr. Walter R. Williams, Jr.,
State Director for Vocational, Technical, and Adult Education, opened
the conference by presenting "Changes in Our Program Philosophy." Four
special interest groups were so arranged that each person could attend
all groups. The groups were the FHA Program of Work, Concepts Approach
to Curriculum Development, Housing and Home Furnishings and the Degrees
of Achievement Program. The subject for the second day was "Job Oppor-
tunities in Home Economics."

The Child Development Curriculum Study and the Family Economics Work-
shop were among the programs sponsored.

The state staff took part in the Housing Workshop and all participated
in the six conferences held over the state to explain the Vocational
Education Act of 1963.

2. Use of Consultants

Three consultants were used in the Child Development Conference
held at Tampa. They were Dr. Ruth Dales, Professor of Home
and Family Life, Florida State University, Dr. Agnes Ridley,
Associate Professor of Home Economics, Florida State University,
and Miss Ata Lee, Program Specialist, the U. S. Office of
Education.


3. Participation in Other State or Local Conferences, Workshops or
Programs

During the year 75 group meetings were held for teachers in 37 counties
to improve the home economics program. Members of the staff attended
six pre-school conferences. Over 203 visits were made in which the
supervisor remained for at least a class and conference period.

One area supervisor served as consultant to a group developing a cur-
riculum guide in home economics for the seventh and eighth grades and
in Modern Family Living for secondary boys and girls.


- 40 -








4. Publications


The following materials were prepared, assembled or distributed to
Home Economics teachers and supervisors during the year:

Occupational Opportunities Using Home Economics Knowledge
and Skills

School Food Service Training

Home Economics Education for Homemakers

Resource Guide in Housing and Home Furnishings

5. Cooperation With Other State Department of Education Services

The curriculum librarian made equipment and books available for distri-
bution. Charts, posters, slides, transparencies and other materials
were prepared by the State Department graphics specialist.

Three meetings were held to consider teacher certification requirements.

Two members of the staff served on evaluation teams for Gadsden, Dixie,
Pinellas and Dade counties. One member served on the vocational sur-
vey team for Glades, Hendry and Sarasota counties.

6. Adequacies of Facilities

Space and equipment is adequate at both of the teacher-training
institutions in the state

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

Child Development (Sample reports of activities in schools)

a. In an effort to make constructive use of generalization that grew
out of the unit on Food and Nutrition, students conducted a series of
activities designed to make them more aware of ways to help children
of pre-school age develop desirable dietary habits.

b. Realizing the problems of unwed mothers and fathers in the community,
the class made a study of maternity costs. This activity was conducted
to study moral, physical, spiritual and financial aspects of the
problem. Resource people included the school nurse, a principal, a
social worker, a minister and married and unmarried mothers and fathers.
It proved to be a very helpful study.


- 41 -








c. Pupils related personal experiences and collected newspaper articles
recounting accidents experienced by small children. The students'
mishaps were classified by type and the results tabulated. Ways and
methods of providing better care for younger children were discussed.
Since most pupils in the class are responsible for the care of
younger brothers and sisters, this activity served as an excellent
approach to the Child Care unit

d. An advanced class prepared a bulletin using the. theme "How a Baby
Grows."' The display showed principles of growth featuring illus-
trations of bodily development. The students developed an under-
standing of the role of family members in helping a baby to develop.

e. Each member of a ninth grade Home Economics class was asked to find
as much information as possible about herself from birth to the
present. Data were to include incidents from memory and informa-
tion from parents, relatives and others. The purpose was to help
each individual recognize influences in her life. The students
conducted surveys in class to learn about their own values and
additional surveys to determine parental values. Results of the
surveys were then compared by members of the class.

f. Each girl brought a story or poem to class and read it as she would
to a child of pre-school age. After the discussion, generalizations
were formulated for reading to children.

Clothing and Textiles

a. In reading the reports of teachers it was heartening to discover that
none reported the number of garments 'made. Instead, they chose to em-
phasize some other aspect of the study of clothing.

b. One teacher encouraged creativity in the basic skimmer pattern. Each
girl was directed to think of some original touch which she could apply
to make her dress different from the others. They gathered pictures
from newspaper and magazine advertisements, brought in different kinds
of trimming scraps, and wore ready-made dresses to school so that ideas
could be copied and features identified. The desired results were
achieved and interest was great.

c. Consumer education was encouraged by comparative shopping in different
types of stores such as a department store, discount store, chain
store, dress shop, etc. Basic blouses were compared with regard to
price and quality in these stores.

d. On teacher brought in a man's shirt to be made into a display for
hang tags. The students brought hang tags from garments they had
purchased and no longer needed. These were pinned on the shirt to
help show the value of labels when shopping and for later care of the
garment.


- 42 -








One of the students, after studying labels on the ready-made garment,
said, "I bought this blouse, but now I feel that I know what I have
purchased." The girls began to realize the importance of knowing the
finish on fabrics as well as the processes involved in clothing con-
struction.

Food and Nutrition

Students kept a running account of food costs for each of their labs
and budgeted the two dollars allowed each student for the six weeks.
It made them more careful in planning their meals, more aware of'
food costs, and less likely to waste food.

Health, Home Safety and Home Care of the Sick

Students investigated forms of health and accident insurance to de-
termine what plan or plans families with moderate incomes can afford
to buy. An insurance agent was invited to explain to the class the
coverage, costs and benefits of each plan.

Housing and Home Furnishings

a. Housing in local areas and areas of the state was compared with
that in other parts of the United States. Housing needs of the
modern family were contrasted with those of the family of a genera-
tion ago. Current innovations in all areas of housing and in other
types of buildings were also studied.

b, House plans at three price levels were selected from reference books.
One student enlarged them on poster paper and they were mounted on
bulletin boards. The class studied them from the standpoint of a
composite plan which contributes to livability, and to meeting the
family needs. The students then compiled an evaluation check list
of such desirable factors.

c. Groups of students conducted a study to find out what city and county
ordinances provide for better home and community living in a town.
They were especially interested in a nuisance ordinance which pro-
hibits loud and unusual noises, pets running loose, animal pens,
outdoor toilets and other items annoying to the senses.

d. Pictures of houses from magazines were used to illustrate features
which families who lived in the various houses valued such as privacy,
personal interests, prestige, beauty, entertaining, family group
activity, etc.

Personal, Family and Social Relationship

Teachers used many different methods to stimulate interest in this area.
Role playing and skits were the most popular.


- 43 -








Maturity was discussed in depth. Another class compared the American
pattern of social behavior with that of other countries. Teachers
also found the Co-ed magazines were helpful in calling student atten-
tion to true life situations, furthering their understanding of life
and of themselves.

Home Management and Family Finance

Students discussed material from the local newspaper on "quickie
marriages" in an adjacent state. They computed the cost of a furnished
apartment and the expense of the barest minimum of household equipment.
They also calculated the cost of having children and explored community
resources for care at public cost. A doctor assisted in arriving at
these estimates.

Youth Organizations in Home Economics Education

Each department of homemaking education has a club for girls with the
activities being supervised by a home economics teacher. The follow-
ing summarizes data on these organizations.

Total
Number of Chapters 459
Number of Members 21,663
Number of District Meetings 18
Number Attending State Convention 1,351
Number Attendine National Convention 82


Number of Magazine Issues 3
Number of Executive Council Meetings 7
Number of Scholarships Awarded 8
Number of State Degree Awards 44
Number of Honor Roll Chapters 40
Number of County Councils 20


2. Pre-service and In-service Teacher Education and Supervision

The two institutions in the state approved for training teachers in
vocational home economics are Florida State University and Florida
A & M University. Forty-six interns were placed in 38 centers having
vocational home economics programs and active clubs for students. The
interns managed classroom and laboratory activities, worked with stu-
dent and departmental reports, guided home projects and home practice,
made home visitations, worked with clubs and attended district and
annual meetings of all associations. In addition, they participated in
adult classes and entered into a variety of community activities.

3. Research and Studies

Research was continued relating to the activities of the Future Home-
makers of America organization.


- 44 -


.









The thesis presented by Joyce Wolfgang Williams in partial fulfillment
of the requirements for the Master's Degree is the first in a series
of research projects relating to the Fature Homemakers of America organ-
ization. In 1963 during a joint meeting of the National Executive
Council and the National Advisory Board the need for gathering informa-
tion concerning the organization was discussed. At the meeting of the
National Advisory Board in the fall of 1964 it was decided that the
Department of Home Economics Education at Florida State University
would conduct the necessary research. Miss Mildred Reel, National Ad-
visor of the Future Homemakers of America organization, came to the
Florida State University in October, 1964 to confer with Dr. Ridley,
who had been designated as the chief investigator, and with the seven
graduate students participating in the study. The research is well
underway, but still to be completed are following theses related to
this project:


Christman, Christine Janice


Gipson, Patricia W.



Jones, Evelyn Marie



Newsome, Carolyn Wegner



Ricketts, Deborah


"A Profile Study of Members of Future
Homemakers of America."

"The Profile of Attendants at
National Future Homemakers of
America Convention, 1964."

"The Preparation of the Local
Advisor of Future Homemakers
of America."

"Attitudes and Practices of the
Chapter Advisor of the Future
Homemakers of America."

"Selected Factors Influencing
Membership in the Future Home-
makers of America Organization."


4. Program Interpretation and Promotion


The Sears Roebuck Foundation again sponsored the project,
and Selling the Home Economics Story".

C. Additional Significant Information and Materials


"Telling


1. Adequacy of Staff

This year an Occupational Consultant was added to the staff. A
second position, Program Specialist, has been approved but has not
yet been filled.


- 45 -





































PRACTICAL NURSE EDUCATION AND RELATED HEALTH OCCUPATIONS










STATUS AND DEVELOPMENT OF


PRACTICAL NURSE EDUCATION AND RELATED HEALTH OCCUPATIONS



A. Current Supervisory Services at the State Level

1. Workshops and In-service Programs

The State Department of Education annual conference for practical
nursing instructors was held in Sarasota, October 30-31, 1964.
Sixty-eight teachers and two coordinators comprising 98% of the
practical nursing faculties of the state attended. Others
participating were the Educational Director of the Florida State
Board of Nursing, a representative from an approved teacher-training
institution for industrial education and staff members of the Florida
State Department of Education. Conference topics were related to the
organization of course content and the use of resource materials, the
counseling of students and the judging of student performance in the
practice of nursing.

A course of 45 clock hours in Curriculum Development for Practical
Nursing Education was conducted in June, 1965 for the third summer
by the Industrial Arts and Vocational Education Department of Florida
State University. As in previous years the course was designed to lay
a foundation of principles basic to sound curriculum planning using
the State Curriculum Guide as a vehicle for applying these principles.
Fourteen teachers, including one from a neighboring state, were en-
rolled. With the completion of this year's course approximately 80%
of the currently employed practical nursing faculties in the state
have had this fundamental course which is basic to improving the
quality of practical nursing instruction. Miss Vivian Culver, Cur-
riculum Specialist, State Department of Education, was again loaned
to Florida State University to teach this course.

2. Use of Consultants

A special joint committee of the Florida Dental Society on
Dental Auxiliary Education and members of the staff of the State
Department of Education met twice during the year to further consid-
er the development of educational standards for the operation of
dental auxiliary programs. The Division of Community Junior Colleges,
the Florida State Department of Education, the Chairman of the State
Advisory Committee on Health Occupations and consulting dentists
participated in these meetings. This committee has completed a state-
ment embracing the organization and functions of the dental research
clinic in Florida as an educational and service agency providing
(1) learning experiences for student auxiliary personnel, (2) profess-
ional education and research opportunities for participating dentists
and (3) dental care consistent with the other two objectives for
selected indigent persons.

4P -' 46 -







This Special committee is now considering minimum educational
standards for a dental laboratory technician program.

3. Participation in Other State or Local Conferences, Workshops or
Programs

The consultant for Health Occupations Education was a program parti-
cipant at the annual Florida State Department of Education Industrial
Education conference held in Orlando in August, 1964. Information on
health occupations in general and in relation to progress being made
in the state in developing programs in the health services field was
presented to approximately 200 persons attending the conference.

In May, 1965 the curriculum specialist was requested by the University
of Wisconsin to conduct a one-week workshop on curriculum development
for practical nursing faculties of that state. Twenty-eight persons
attended the workshop. The curriculum specialist used a portion of
her vacation leave to conduct this workshop.

4. Publications

The State Department of Education engaged the services of Ruth Mary
Boyles, R. N., M. S., Nursing Education as a consultant to prepare a
Manual of Nursing Measures, and Mary Lou Creek, an artist to draw the
illustrations. This is an instructional tool to be used in conjunction
with the Curriculum Guide for Practical Nursing Education. The manual
will contain over 200 line drawings. The manual has been completed but
is awaiting publication. It is believed, however, that it will be avail-
able to practical nursing faculties in the fall. Both the curriculum
specialist and the consultant for Health Occupations Education gave some
assistance to the editor in the development of the manual which was re-
quested by the practical nursing faculties at one of their annual
conferences.

5. Cooperation with Other State Department of Education Services

The consultant for Health Occupations Education has enlisted the co-
operation and assistance of members of the staff of the School Plant
Planning Division in the development of educational specifications for
a practical nursing program. Specifications are to be used as a guide
by county school authorities contemplating the construction of new
facilities or the expansion of existing programs.

6. Adequacy of Facilities

Although many health occupations programs are housed in unsatisfactory
facilities, someprogress has been made during the year in correcting
these deficiencies. New facilities being planned in the state will in-
clude adequate space for health occupations programs. Some counties are
considering a health center to centralize these programs. Library
facilities for the present programs are also being improved.


- 4.7 -









The most serious problem continues to be the lack of satisfactory prep-
aration for teachers. For the past three years the annual turn-over in
personnel has been 20-30 per cent. Forty-six per cent of the present
practical nursing faculties hold only a diploma in nursing, and practi-
cally none of the registered nurses (both degree and non-degree) have
had any preparation for teaching prior to employment in the public
school system.

The vocational industrial teacher training courses are not designed
specifically for teachers of practical nursing and do not adequately
meet the pre-service and in-service needs of rrsistered nurses enter-
ing this field of nursing education. Neither do they provide the local
instructor with adequate assistance in improving or developing the
abilities needed to teach most effectively.

Health occupations programs are developing rapidly and are confronted
with many of the same teacher education problems as practical nursing.
The present procedure for dealing with this problem on an in-service
basis has proved the value of formal courses designed to meet the
specialized needs of practical nursing teachers combined with direct
assistance to teachers in their local situations. It is hoped that
this approach may be extended and improved.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

a. Practical Nursing Preparatory Programs

There are now 23 preparatory programs operating in the state.
The Gibbs Junior College program in St. Petersburg has become
a part of the Tomlinson Adult Education Center. No new programs
were opened this year.

Statistics for the year include:

Forty-two classes were operated with an enrollment of 887
students, an increase of approximately 100 over the number
admitted last year.

The number of students completing the course during this period
was 618.

The withdrawal rate for 38 classes completed during the year
was 22.6%.

The length of the hospital experience day for vocational
students has been changed from eight to six hours in all
but one program.

A continuous in-service teacher assistance program was in-


- 48 -









stituted on a full-time basis beginning September 1, 1964.
Prior to this it had operated on a part-time basis. This
direct assistance to local teachers was given by the cur-
riculum specialist who spent from two to eight days with
the faculties (both new and experienced teachers) depend-
ing on the need in each program visited. While there has
been no structured evaluation of this effort, there is much
tangible evidence that the teachers are performing more
effectively.

b. Practical Nursing Supplementary Courses

Seven hundred and fifty nurses enrolled in refresher and up-
grading courses offered in ten counties.

c. Surgical Technician Program

One new post-high school surgical technician program of nine
months duration was initiated by the Orange County Vocational
School, Orlando, in April, 1964. Eleven students were admitted
to the first class. The Mary Karl Vocational School, a division
of the Daytona Beach Junior College, admitted twelve students in
its second class and ten completed the course. At least two other
counties in the state are considering the introduction of this pro-
gram in the coming year.

d. Nurses' Aide Program

Nurses' Aide programs have been operated under the Manpower Develop-
ment and Training Act. Six counties have conducted a total of
thirty sections (classes) of 180 hours each. Three hundred and
eighty-eight trainees were enrolled in these classes and 340 aides
completed the course. Among the many problems encountered with
these programs have been student selection, suitable training facil-
ities and teacher preparation and placement.

e. Dental Assistant Program

Dental assistant programs continue to be operated in fodr counties.
Two of these are post-high school programs, one is a high school
program exclusively, and the last enrolls both high school students
and adults. Seventy-two adults and twenty-one high school students
completed the course this year. More dental assistant programs are
needed, and a great deal of interest is being shown and pre-planning
being done in several counties in preparation for starting such
programs either in junior colleges or in vocational technical schools.

Supplemental courses for employed dental assistants were offered in
one county by the Junior College Adult Division and 61 students
enrolled.


- 49 -









f. Dental Laboratory Technician Program


One program in Dade County admitted 53 students, of which 9 have
completed the course. Students in this program progress at different
rates of speed and finish when they have mastered the required skills.
In this same county there were 57 students enrolled in the evening
trade extension program.

g. Certified Laboratory Assistant Program

One new post-high school Certified Laboratory Assistant program
was opened in September, 1964 in Orlando at the Mid-Florida
Technical Institute, and a second class was admitted in April,
1965. Twenty-one students were enrolled in the two classes.
There is considerable pre-planning being done in several counties
to determine the practicability of instituting similar programs
in the coming year.

h. Optometric Assistant Program

One optometric assistant program continues to be operated by
Hillsborough County. Twenty-six students were enrolled and
ten completed the course in June, 1965.

i. Massage

Dade County continues to be the only one operating a preparatory
course of 960 hours in massage. This course enables a student
to qualify for the state examination given by the Florida State
Board of Massage. A total of 119 students were enrolled and 50
completed this course in June, 1965.

2. Pre-service and In-service Teacher Education and Supervision

Teachers in health occupations education had the same industrial
education teacher-training services as those provided for all other
teachers. This included both itinerant teacher-training and on-
campus credit courses to meet certification requirements. In
addition, practical nursing teachers had assistance as reported
under A 1 (6).

3. Research and Studies

A state-wide survey of the academic preparation and experience
backgrounds of practical nursing faculties was made this year.
The study was undertaken (1) to help in determining the direction
of further teacher education courses and (2) to ascertain current
interest in a "competency examination" which would offer some ad-
vanced credit on a Baccalaureate Degree in vocational education.
Fifteen teachers indicated an interest in taking such a test if it
were offered by the Department of Vocational Education of Florida
State University. This matter is still under consideration.


- 50 -










A comparative study of the performance of students in the practical
nursing schools of the state on the state licensing examination was
made by an analysis of standard scores. This information will be in-
terpreted at the fall conference and teachers will learn how they may
use the data as one method of evaluating instructional quality.

Research is needed to describe more precisely the basic preparation
needed for practical nursing and other health occupations.

More guidelines are needed which describe educational facilities,
floor plans, equipment and curricula for the respective health
occupations.

4. Program Interpretation and Promotion

In counties where new health occupations programs have been developed
local vocational advisory groups have taken a very active part in the
planning. A meeting of the Health Occupations Education State Advisory
Committee is being planned for early fall.

C. Additional Significant Information and Materials

As community junior colleges have broadened their offerings to include
more vocational-technical health occupations programs, requests for
consultative services of the Health Occupations Education consultant
have increased.


- 51 -



































TECHNICAL EDUCATION












STATUS AND DEVELOPMENT OF TECHNICAL EDUCATION PROGRAMS


A. Current Supervisory Services at the State Level

1. Workshops and In-service Programs

Two conferences concerned with the development, organization, and ad-
ministration of technical education programs were conducted by the
Division of Vocational, Technical, and Adult Education during the past
fiscal year.

The Sixth Annual Meeting of Deans and Directors of post-high school
technical education programs was held in Tallahassee, October 15-16,
1964. Attending the two-day conference were 26 deans and directors re-
presenting 19 institutions offering technical education programs. Areas
of principal concern included student recruitment and selection, new
technical offerings, instructional materials and certification of in-
structional personnel.

The Seventh Annual Conference on Technical Education was held in
Cocoa Beach, April 9-10, 1965 with approximately 200 teachers, super-
visors and administrators of technical education programs in attendance.
Major topics of interest included "Materials and Processes for Space
Research," "Electronic Data Processing as It Serves the Space Industry"
and "The Implications of the Economic Opportunity Act of 1964 As It
Affects Education." A panel of technicians who had graduated from tech-
nical programs in Florida schools presented the graduate's view of the
education which they had received. Conference participants included
instructors and administrators of technical programs, industrial repre-
sentatives, university personnel and staff members of the department.

2. Use of Consultants and Advisory Committees

Consultants from Florida industries and the National Aeronautics and
Space Administration were obtained from the two conferences.

An Electronic Curriculum Committee held two of a series of meetings
scheduled to review current instructional content and make necessary
revisions for a recommended course of study.

A Data Processing Curriculum Committee held the initial session of a
series of meetings scheduled to review current instructional content
to up-date courses of study in this area.

Representatives of industry assisted in evaluating instructional con-
tent and required equipment items for the several technical education
curricula.


- 52 -










3. Publications


A report of a state-wide survey of technicians needed for Florida
industries was distributed to all school personnel concerned with
technical education programs and to all industries participating in
the survey.

4. Cooperation With Other State Department of Education Services

In November, 1964 a Technical Education consultant, together with other
departmental personnel, participated in a vocational education survey
of Palm Beach County. In March, 1965 the Technical Education Section
assisted other State Department of Education personnel in a School
Plant Survey of Broward County.

5. Adequacy of Facilities

Facilities for a number of programs are not considered adequate.
Buildings for technical education are presently under construction at
several junior colleges, and planning is in process for new facilities
at other schools. Considerable progress was made during the year in
equipping current and new technical offerings in Brevard, Columbia,
Dade, Hillsborough, Leon, Manatee, Marion, Palm Beach, Pinellas, Polk,
Putnam and Seminole Counties.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

Technical preparatory and extension classes are provided in three types
of institutions. These are high schools which offer technical subjects
for youth at the llth and 12th grade level, vocational-technical educa-
tion centers which offer preparatory and supplementary courses in
several technical curricula, and community junior colleges which have
technical divisions and offer a variety of technical curricula including
both preparatory and supplementary courses.

During the past year numerous new courses have been added to programs
throughout the state. One unique course of study is the Career Pilot
Program initiated At Miami-Dade Junior College. This program combines
academic and technical studies with necessary flight training, both in
the air and on the ground, to qualify a student for a position requiring
professional piloting knowledge. Central Florida Junior College has
instituted a course of study in Radiological Health Technology which
is designed to prepare students to work directly with scientists and
and engineers in the handling and use of radioisotopes in industry,
in research laboratories and in federal, state and local governmental
programs. This is the only program of its kind in the Southeast.


- 53 -









2. Pre-service and In-service Teacher Education and Supervision


The teacher-training program is well established at the University of
Florida. A full-time teacher-trainer is on the staff and classes are
offered which meet certification requirements for teachers of technical
education. In addition, a one-year Master's degree program for teachers
of technology is now being offered.

A course for electronics teachers entitled Special Methods of Teaching
Transistors was offered at Daytona Beach Junior College. The course,
taught by representatives of the Philco Corporation, was accepted for
credit by the Florida State University. Fifteen technical education
teachers attended.

3. Research and Studies

No research projects were completed during the past year.

4. Joint Activities

Continued use has been made of advisory committees in the process of
identifying needs for instructional programs and in selecting equip-
ment for the programs.

The Technical Education staff continues to work closely with personnel
from other sections in the Division of Vocational, Technical, and Adult
Education as well as with the Florida Industrial Commission in assess-
ing the need for technicians in Florida Industries.

C. Additional Significant Information and Materials

1. Adequacy of Staff for Projected Program Development

One person was added to the professional staff of the Technical Educa-
tion Section and another is to be added early in the next fiscal year.
These additions will assure more complete coverage of the duties and
responsibilities of the section. During the year supervisory and
consultative services were provided for 35 institutions, including 19
junior colleges, 10 high schools, 4 vocational-technical education
centers and 2 technical institutes, employing a total of 200 full-time
instructors and enrolling in excess of 9,000 technical education students.


- 54 -







































INDUSTRIAL EDUCATION






































4









STATUS AND DEVELOPMENT OF VOCATIONAL INDUSTRIAL (TRADES AND INDUSTRY) PROGRAMS


A. Current Supervisory Services at the State Level


1. Workshops and In-service Programs

The principal workshops and in-service programs conducted in trade and
industrial education are shown in the following table.


When


Number


Type of Conference Purpose Held Duration Participated

To present and dis- 250 teachers, ad-
cuss developments ministrators and
State-wide Indus- and program project- August, 2 days supervisors of
trial Education ions primarily for 1964 Industrial Edu-
Conference industrial education cation
teachers


To discuss and re-
solve problems of
TEC Club Faculty mutual concern in
Advisors Work- the operation of September, 2 days 25 faculty advisors
shop local TEC clubs; to 1964 of school TEC clubs
plan year's activi-
ties; to orient
new advisors


Primarily to pre-
sent and discuss 75 local adminis-
Administrators the new emphases October, 2 days trators, supervisors
and Supervisors and issues in trade 1964 and coordinators
Conference and industrial edu-
tion, area schools,
health occupations,
special youth pro-
grams, and surveys
and studies


To emphasize various
phases of traffic
R.E.C. Managers safety, accident pre- March, 2 days 60 R.E.C. managers
and Supervisors vention, tree trim- 1965 and supervisors
Conference ming and live line
work


- 55 -









Type of Conference Purpose Held Duration Participated

To study teaching
methods, teaching
Law Enforcement materials, equip- March, 2 weeks 15 law enforcement
Instructors' ment, and chemical 1965 instructors
Workshop tests for intoxi-
cation


Apprenticeship To emphasize teach- 75 apprenticeship
Related Instruct- ing methods, visual May, 1 day instructors and
ors' Institute aids and quality 1965 coordinators
instruction


To emphasize ex-
cellence in super-
School Trans- vision, rural county June, 5 days 72 Supervisors of
portation Super- problems, record 1965 transportation and
visory Conference keeping, transistors chief mechanics
and battery failures,
preventive mainte-
nance, safety and
crucial school trans-
portation problems


2. Use of Consultants and Advisory Committees

Consultants were used extensively in the above workshops and conferences.
Among these were:

Dr. Merle E. Strong, Acting Director, Trade and Industrial Education
Branch, U. S. Office of Education, Washington, D. C.

Mr. William M. Hicks, State Supervisor of Trade and Industrial Educa-
tion, State Board of Vocational Education, Atlanta, Georgia

Dr. James L. Wattenbarger, Director, Division of Junior Colleges,
State Department of Education, Tallahassee, Florida

Mr. Robert F. rorkenstein, Professor, University of Indiana,
Bloomington, Indiana

Dr. E. K. Hankin, Professor, Florida State University, Tallahassee,
Florida

Mr. W. E. Allen, Secretary-Treasurer, Florida Federated Labor Council,
AFL-CIO, Tampa, Florida

Mr. Sidney Bigham, Director, Florida Department of Apprenticeship,
Tallahassee, Florida

Mr. Earl D. Heath, Safety Division. Department of the Army,
Washington, D. C.
56 -


Number


When










Mr. E. H. Toler, General Motors Training Center, Jacksonville, Florida

State advisory committees in trade and industrial education apprentice-
ship training, REA job and safety training, peace officers' training,
commercial vehicle driver training and health occupations were utilized
during the year to assist the staff in planning, developing, promoting,
and operating the trade and industrial education program and its com-
ponents

3. Participation in Other State or Local Conferences, Workshops or
Programs

The state supervisor, as ex-officio member, attended and participated
in all meetings of the Florida Apprenticeship Council during the year.
In addition, he served as consultant and moderator at the annual Florida
State Apprenticeship Conference attended by approximately 175 manage-
ment and labor representatives and others interested in apprenticeship.
The supervisor also spoke at numerous civic group meetings and commence-
ment exercises.

Staff members attended and/or participated in a variety of additional
conferences and programs. Among these were:

American Vocational Association Convention
State-wide General Education Supervisors' Conference
State-wide Technical Education Conference
Florida Education Association Conference
Florida Vocational Association State Meeting
Industrial Education Association of Florida State Meeting
Air Conditioning and Refrigeration Seminar (200 industry
representatives)
State-wide Machine Tool Contest
Southern Safety Conference
Florida Trucking Association Meeting
Florida School Plant Management Conference (about 100 delegates)
Florida Association of Carpenter Business Agents
Florida Electrical Workers Association
State, City and County Employees' Organization Meetings
State Carpenters' Council
Florida AFL-CIO State Convention
Southern States Apprenticeship Conference
Florida Industrial Arts Teachers' Conference
National Leadership Clinic
Governor's Advisory Council for Law Enforcement
Florida Peace Officers' Association Convention
Florida Farm Safety Committee
Gulf States REC Association Conference
National Rural Electric Association Convention


- 57 -









4. Publications

The following materials were developed, duplicated and distributed to
local personnel during the year. Copies of each have been forwarded
to the U. S. Office of Education.

a. Directory of Industrial Education Schools and Classes, 1964-65

b. Industrial Education Newsletters

5. Cooperation With Other State Department of Education Services

Trade and industrial education staff members worked closely with a
number of State Department of Education services. They assisted the
School Plant Section as members of school plant survey teams, the
Transportation Section in developing training programs, and the School
Plant Management Section in developing training programs for custodial
personnel. In addition, they served in a consultative capacity to
the Certification and Accreditation sections, participated in conferen-
ces held by the Field Services Division, and attended and participated
in the Florida Industrial Arts Teachers' Conference.

6. Adequacy of Facilities

Facilities for teacher training such as classrooms and instructional
equipment and materials are reasonably adequate.

Instructional areas for industrial education courses are generally
adequate, but some shops continue to be housed in temporary quarters
or in renovated buildings not originally designed for skills instruction.
Continuous efforts are being directed toward correcting such situations
and some progress is evident. It is believed that much more progress
will be made during the 1965-67 biennium.

Not only will construction funds be available under the Vocational Edu-
cation Act of 1963, but the 1965 State Legislature authorized an addi-
tional $16,000,000 for the construction of vocational and technical
education facilities. It is anticipated that improved and expanded
housing for industrial education offerings will receive consideration
along with the needs of other vocational education services.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

Interest in high school preparatory programs continues to increase.
This was demonstrated by the introduction of new courses in several
high schools and a substantial state-wide increase in enrollment of
high school students in trade and industrial education programs.

Air-conditioning and refrigeration, automobile mechanics, masonry,
cosmetology, drafting, industrial electronics, gasoline engine mech-
anics, radio and television service, sheet metal work and welding
58 -










showed increases in high school enrollment.


Although total state-wide enrollment in adult preparatory classes in-
creased, there was some fluctuation. Programs accounting for much of
the increase were air-conditioning and refrigeration, industrial elect-
ricity, industrial electronics, gasoline engine mechanics, law enforce-
ment, machine shop, power sewing machine operation, welding and up-
holstery. On the other hand, enrollment in adult preparatory classes
declined somewhat in aviation mechanics, cooking and baking, commercial
garment making, radio and television servicing and tailoring.

Total enrollment in adult supplementary classes decreased. There were
fluctuations here as well, however. Air-conditioning and refrigeration,
drafting, sheet metal, water and sewage disposal and welding showed an
increase in the number of people served while aviation mechanics, cos-
metology, industrial electronics, machine shop, photography and photo
refinishing, radio and television repair and tailoring declined.

Apprentice related class enrollment increased, predominantly in the
areas of air-conditioning and refrigeration, painting and decorating
and welding.

Curriculum revision was a joint function of the Program Services office,
Division of Vocational, Technical, and Adult Education, and the Lindsey-
Hopkins Education Center in Miamio Several course outlines were either
developed or revised.

Florida participated in the Machine Tool Contest co-sponsored by the
American Vocational Association and Wilkie Brother's Foundation. A
state winner was selected and sent to the New York World's Fair to rep-
resent Florida at the Wilkie Brother's Exhibit.

2. Pre-service and In-service Teacher Education and Supervision

Industrial education teacher training services are reasonably adequate.
During the year there were one part-time and five full-time teacher-
trainers attached to the staffs of Florida A & M University, Florida
State University and the University of Miami.

Thirty-seven college credit extension courses were conducted in various
centers by itinerant teacher-trainers and summer school sessions were
held at Florida A & M University and Florida State University. In
addition, the General Motors Corporation offered a course for teachers
of automobile mechanics at its training center in Jacksonville.

The State Coordinator for Instructional Problems, with the assistance of
the area supervisors, continued to place emphasis upon non-credit, in-
service improvement of instruction. Staff members also participated in
pre-school planning conferences for industrial education teachers in
several counties.


- 59 -










3. Research and Studies


Research and surveys involving trade and industrial education were con-
ducted by the Program Services office and are described in another part
of this report. Staff members, however, also cooperated with other
vocational services in evaluative studies of individual school and
county vocational education programs.

4. Joint Activities

A continuing close relationship has been maintained with the Florida
Department of Apprenticeship, the Florida Apprenticeship Council, the
Florida Development Commission, the Bureau of Apprenticeship of the U. S.
Department of Labor, the Florida Industrial Commission, the Florida State
Employment Service, the State Board of Nursing and the State Board of
Cosmetology. In addition, staff members worked with various labor organ-
izations in conducting labor-mapagement institutes.

5. Program Interpretation and Promotion

The Program Services office conducted much of the public information
program, but staff members frequently participated at meetings and
conferences of various organizations. Periodically staff members also
provided lay persons, management and labor, legislators and local school
personnel with brochures, pamphlets, reports and state and national
points of view and issues in vocational education.

C. Additional Significant Information and Materials

1. Adequacy of Staff

As the program continues to increase, the need for additional staff
personnel also increases. The new emphasis placed upon education for
trade and industrial occupations and for other vocational fields as
well by the 1965 Florida Legislature and the Vocational Education Act
of 1963 will require additional staff members.

To meet emerging responsibilities it is planned to employ three area
instructional specialists to work directly with local supervisors and
teachers and a consultant for special industrial education programs
who will study more thoroughly the needs of the disadvantaged and de-
velop programs to meet those needs as they are identified.

2. Adjustment of the Program to Social, Economic and Other Conditions

Curriculum revision is demanding constant attention. Following are
some of the changes which exert a continuing influence upon industrial
education and the other vocational services as well:

a. The rapidly changing economic base of the state

b. The changing needs of industry produced by new technologies, new
machines, new materials and new processes
60 -










c. Changing manpower needs growing out of automation, population
mobility, shifts in the age components of the labor force and
a growing demand for personnel with greater capability

do The changing needs of individuals resulting from unemployment,
aging, educational deficiencies, and physical and mental
disabilities.

3. New or Proposed Legislation

The 1965 legislature increased the number of Minimum Foundation Program
units available during the 1965-67 biennium, making it possible to meet
in part the requests for program expansion.

Perhaps the most significant contribution to trade and industrial
education since the passage of the Minimum Foundation Program in 1947
was made during the 1963 and 1965 sessions of the Florida Legislature.
In 1947 the state assumed the same financial responsibility for the
education of out-of-school youth and adults as it did for pupils in
grades 1-12. Significantly, a firm operational base for vocational
education resulted. Adequate facilities, however, remained a problem.
A study conducted by the Associated Consultants in Education, Inc.
in 1964 estimated the probable cost of needed new facilities at
$85,000,000 to adequately house the on-going program.

The 1963 State Legislature authorized submission to the voters of the
state of a proposed amendment to the Constitution to allow area
vocational schools to participate in revenue from bond sales for con-
struction. The amendment has been approved and the 1965 Legislature,
under this bond amendment, authorized $8,000,000 for the construction
of area vocational technical centers and an additional $8,000,000 for
the construction of vocational and technical education facilities in
junior colleges.

Significantly, for the first time, state capital outlay construction
funds were made available by the Legislature specifically for vocational
and technical education. The effect of this action on trade and in-
dustrial education should begin to appear during the next biennium.


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