STATE OF FLORIDA
DEPARTMENT OF EDUCATION
FLOYD T. CHRISTIAN, Commissioner
ANNUAL DESCRIPTIVE REPORT
THE FLORIDA STATE BOARD FOR VOCATIONAL EDUCATION
VOCATIONAL EDUCATION PROGRAM ACTIVITIES AND ACCOMPLISHMENTS
JULY 1, 1969 JUNE 30, 1970
STATE BOARD FOR VOCATIONAL EDUCATION
Hon. Claude R. Kirk, Jr., Governor, President of the Board
Hon. Tom Adams, Secretary of State
Hon. Doyle Conner, Commissioner of Agriculture
Hon. Fred 0. Dickinson, Jr., Comptroller
Hon. Earl Faircloth, Attorney General
Hon. Broward Williams, State Treasurer
Hon. Floyd T. Christian, Commissioner of Education,
Secretary, and Executive Officer of the Board
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ESTATE OF FLORIDA
DEPARTMENT OF EDUCATION
FLOYD T. CHRISTIAN TALLAHASSEE 3 CAR PROEHL
SUPERINTENDENT T A L L A H A S S E E 3 2 3 04 CARL W. PROEHL
DIVISION OF VOCATIONAL. TECHNICAL.
December 1, 1970 AND ADULT EDUCATION
Hon. Floyd T. Christian
State Board for Vocational Education
Tallahassee, Florida 32304
Dear Commissioner Christian:
Attached is the Annual Descriptive Report of the Florida State Board
for Vocational Education for the period beginning July 1, 1969 and
ending June 30, 1970.
This report, submitted for approval and transmitted to the United
States Office of Education, highlights the activities of the voca-
tional services as requested by the Assistant Commissioner for Voca-
tional Education, Office of Education, United States Department of
Health, Education, and Welfare, Washington, D. C.
Included are many details regarding the activities of Florida's sixty-
seven district school boards and twenty-seven junior college boards
of trustees to expand and strengthen local programs of vocational and
Division of Vocational,
Technical and Adult Education
TABLE OF CONTENTS
Program Development and Accomplishments 3
State Achievements, Features, Trends, and Changes
in Emphasis of Programs 10
Geographic Distribution of Federal Funds to
Economically Depressed and High Youth Unemploy-
ment Areas and to Areas of High Population
Density FY 1970 15
Construction of Area Schools 18
Regular Programs 19
Vocational Guidance and Counseling 24
Administration and Supervision of Area Vocational
Education Programs 25
Special Programs 26
Highlights of Exceptional or Model Programs 29
Activities and Services of Vocational Youth
Needs in Vocational-Technical Education 35
DESCRIPTIVE REPORT OF VOCATIONAL EDUCATION
PROGRAM ACTIVITIES AND ACCOMPLISHMENTS
This annual report of the Division of Vocational, Technical and Adult
Education for FY 1970 reviews major activities and presents a broad
assessment of the results of vocational education programs and services
offered to the people of Florida. It reports activities to provide all
citizens opportunities for self-help through vocational-technical educa-
tion programs at the secondary, post-secondary and adult levels. The
report describes accomplishment of the objectives set forth in Parts II
and III of the State Plan.
During the year enrollment increased at all levels to a total of 474,000,
about 17 percent over the number projected in the State Plan. Secondary
enrollments were up 22 percent over FY 1969, approximately 25,000 over
the number projected to be served. Post-secondary enrollments were up
41 percent for a gain of about 35,000 which was 13,000 more than the
number projected in the State Plan. Enrollments at the adult level were
up four percent. There were also large gains in enrollments of disad-
vantaged and handicapped persons at the three target levels in FY 1970.
Emphasis was placed upon increasing the number of enrollees in home
economics for gainful employment. The number totaled 7800 for an increase
of 58 percent over the previous year.
Enrollments in agriculture, distribution, and health occupations education
were reasonably close to estimates projected by districts for FY 1970.
Enrollments were above district projections in home economics (1%), trades
and industrial education (12%), office occupations education (16%), and
technical education (6%).
Enrollments in medical laboratory assisting; practical nursing; care and
guidance of children; clothing management, production and services; food
management, production and services; typewriting; air conditioning;
automotive industries; construction and maintenance trades; civil engi-
neering technology; drafting and design technology; electronic technology;
vocational agriculture; and advertising services increased over FY 1969.
Impressive gains, reviewed in detail elsewhere in this report included
favorable legislative action in which the state definition of vocational
education was broadened, a differential funding base was established,
world-of-work instruction will be extended into the elementary grades,
provision was made for further program administration and improved voca-
tional counseling services, and innovation in vocational education was
The number of teachers engaged in vocational education programs totaled
6881 in FY 1970 (unduplicated count), up from 6259, or 10 percent, over
the prior year. Teachers employed at the secondary level increased 11
percent, at the post-secondary level 8 percent, and the adult level 7
percent. In keeping with a major objective of the Division, service to
disadvantaged and handicapped persons was emphasized, and 1850 full-time
and part-time teachers participated in programs.
Construction and planning of area vocational-technical education facilities
progressed in FY 1970. By the end of the year, 97.5 percent of the
state's population lived in districts included in service areas of desig-
nated institutions, and 93 percent of the population lived in districts
served by institutions already open in new facilities. Most districts of
the state not included in the service area of a designated area facility
were within commuting distance of such a facility.
Research and development activities, innovative practices, and exemplary
and pilot programs are described in this report, and promising models are
Generally, the program of vocational-technical education in Florida has
progressed faster than anticipated. The leadership and initiative provided
by districts, the state, and the federal government for social, economic,
and educational development through vocational-technical education is
increasingly meeting the needs of citizens for self-help through voca-
PROGRAM DEVELOPMENT AND ACCOMPLISHMENTS
High School Students
Efforts of state and district personnel to expand existing programs, pro-
vide new programs, and improve and update equipment for vocational educa-
tion continued, resulting in approximately 186,000 high school enrollments.
Efforts were structured by labor market demand, student abilities,
aptitudes and occupational interests, and educational programs available.
The following table shows enrollment in high school vocational education
programs (grades 7-12) by program section in FY 1969 and FY 1970.
High School Enrollments in Vocational
and Technical Education, 1969 and 1970
Agricultural Education 18,315 19,826
Distributive Education 3,415 4,163
Health-Related Occupations Education 173 599
Home Economics Education 102,819 118,508
Office Occupations Education 7,316 8,141
Technical Education 787 839
Trades & Industrial Education 15,814 25,942
Diversified Cooperative Training 4,106 3,706
Work Experience 3,053 4,372
Enrollments increased in virtually every vocational service at the high
school level. The reported decrease in enrollments in diversified coop-
erative training is due to improved pupil accounting in FY 1970.
In FY 1968, approximately 37 percent of all high school students were
enrolled in vocational education, a figure which has risen to 45 percent
in FY 1970. The goal of the Division is to increase this level of service
to 55 percent by FY 1975.
Following is the number of new and expanded programs by each of the voca-
New and Expanded Programs
Agricultural Education 18
Distributive Education 17
Health-Related Occupations Education 15
Home Economics Education 10
Office Occupations Education 34
Technical Education 5
Trades & Industrial Education 171
Diversified Cooperative Training 12
Work Experience 37
An instructional program is defined as instruction in one or more classes
or blocks of time having a distinct code number, under an appropriate
occupational classification, for a specific instructional level or target
population in a particular educational institution. Thus, if three classes
of beginning auto mechanics are offered in one school and one class is
offered in another school, two programs are recorded. An instructional
program is defined as expanded when the number of units of financial
support were increased for the fiscal year.
The objectives in FY 1970 for post-secondary vocational and technical
education were to initiate, expand, and strengthen program offerings to
meet students' interest and growing labor market demands. The apparent
decrease of enrollments shown in distributive education is due to improved
pupil accounting in FY 1970. Continued construction of designated area
vocational centers and vocational-technical education departments of junior
colleges helped provide necessary space for increasing training programs.
Increased use of existing facilities, and additional trained staff helped
boost post-secondary enrollments from approximately 83,700 in FY 1969 to
118,200 in FY 1970 as shown in the following table.
Post-Secondary Enrollments in Vocational and
Technical Education, 1969 and 1970
Agricultural Education 1,287 1,713
Distributive Education 18,371 15,581
Health-Related Occupations Education 4,894 7,022
Home Economics Education 2,234 4,075
Office Occupations Education 35,430 61,031
Technical Education 14,241 17,229
Trades & Industrial Education 7,170 11,581
Adults (Preparatory and Supplemental Programs)
Total enrollments of adults who have already entered the labor market in-
creased in FY 1970, with substantial increases being recorded in industrial
and technical education. The over-all increase was four percent over FY
1969. Increases were planned in programs according to labor market needs
and adult interests to prepare for new jobs or update skills. There were
204 new or expanded programs in industrial education over the prior year.
The following table shows changes in enrollments in adult programs from
FY 1969 to FY 1970. The decrease in three services results from refine-
ments in reporting which eliminated duplication in headcount.
Adult Preparatory and Supplemental Enrollments in
Vocational and Technical Education, 1969 and 1970
Agricultural Education 771 887
Distributive Education 24,907 24,324
Health-Related Occupations Education 2,386 3,201
Home Economics Education 49,363 47,622
Office Occupations Education 43,330 39,356
Technical Education 3,821 5,824
Trades & Industrial Education 38,477 48,478
Divisional emphasis on service for disadvantaged persons continued in
FY 1970 as existing programs were modified and new programs were developed
to serve these persons.
During the year, each of the 67 districts in the state provided one or
more vocational-technical education programs for disadvantaged persons.
The programs served approximately 30,800 persons.
In agricultural education, 38 regular programs were modified and 28 new
programs were added to accommodate disadvantaged students.
In distributive education, 28 secondary school programs were modified,
and two new programs designed specifically for the disadvantaged were
introduced. Post-secondary and adult programs were operated with dis-
advantaged persons as primary targets.
Programs in health occupations education were adapted to meet the needs
of disadvantaged or handicapped persons and were offered at schools such
as Beggs Education Center (Pensacola), Melrose Center (Ft. Lauderdale),
and Manatee County Vocational-Technical Center (Bradenton). A new program
was developed in Hardee County for handicapped children to begin in the
fall of 1970.
Home economics education has accomplished much to meet the needs of dis-
advantaged persons. The number of occupational home economics programs
increased by 43. New programs designed especially for disadvantaged
students totaled approximately 15, and 50 regular programs were modified
to meet the needs of the disadvantaged. There were 10,722 enrollments
of disadvantaged persons in home economics for work in the home and 512
enrollments in occupational preparation programs. Enrollments of dis-
advantaged persons were more than double total enrollments of disadvantaged
and handicapped persons in FY 1969.
Most of the regular office occupations education programs served disadvan-
taged persons, and two additional programs designed primarily for the
disadvantaged were initiated during the year.
Much attention was directed to developing and initiating pre-technical
education programs in mathematics, science and English for inadequately
prepared high school graduates. About 200 disadvantaged persons were
served in technical education programs during FY 1970.
Industrial education initiated new programs and expanded or modified
regular programs to serve over 10,000 disadvantaged persons. Training
was provided in occupational areas such as service station work, elec-
tronic mechanics and assembly, building maintenance, cosmetology, con-
struction trades, diversified mechanics and small gas engine mechanics.
Increased service to handicapped persons resulted in enrollments total-
ing over 2700 in FY 1970, considerably over the number projected in the
State Plan. Each vocational service enrolled handicapped persons, with
home economics education leading with 1300 enrollments followed by in-
dustrial occupational education which enrolled 470.
The following major legislation affecting vocational-technical educa-
tion was passed during the last session of the State Legislature.
Vocational Education Defined
The definition of vocational education was broadened to include not
only instruction for developing occupational proficiency necessary for
gainful employment, but also world-of-work instruction in the elemen-
tary grades and occupational exploratory courses in the junior and
senior high school to familiarize students with occupations and motivate
them to pursue direct job-related courses.
Beginning no later than September 1, 1971, each school district is re-
quired to provide practical courses of job-related instruction for un-
employed and underemployed youth under 19 years of age who have not
graduated from high school. Courses in at least five vocational areas
will be provided, and instruction will be available throughout the year.
One or more school districts and/or one or more junior college districts
may jointly implement provisions of the act, and the Division is respon-
sible for providing consultative services in the development of these
Due to the shortage of certified counselors, adequate counseling ser-
vices for elementary and high school students are to be provided through
alternative methods outside traditional graduate school certification
requirements. Guidelines will be developed by the Department of Educa-
tion to assist districts in preparing plans to phase in counseling ser-
vices at the required student-counselor ratio.
This act permits school boards to employ occupational specialists other
than traditionally certified counselors. Up to 50 percent of all coun-
seling positions in a district may be filled by occupational specialists
who will be under the supervision of a certified counselor. Occupational
specialists' assignments will be tailored to district needs and may in-
clude identifying and counseling potential dropouts and their parents as
well as counseling students, teachers, and administrators concerning job
and career opportunities. They may also make contacts with business and
industry to gather employment information and may aid in placement and
follow-up services for trainees. District school boards are to submit
to the Department of Education proposed programs to identify and train
occupational specialists. Training programs will be funded jointly by
the state and the districts participating.
Vocational Education Administrator
Each school district which earns a special teacher services unit in
vocational education and each junior college which earns an adminis-
trative or special instructional services unit in occupational education
must employ a certified director of vocational education to administer
the district or junior college program in vocational education. Each
director of vocational education must be 6n the immediate staff of the
district superintendent of schools or junior college president and must
be at a level requiring involvement in the planning and implementation
of vocational education programs.
Vocational Education Units
A new formula is provided within the Minimum Foundation Program for
determining vocational education units beginning in FY 1972. Vocational
programs are to be classified into not less than three nor more than 20
categories as a basis for determining funding support. Cost categories
are to be based upon the number of full-time equivalent vocational edu-
cation students to be served by each course, equipment amortization costs,
the cost of special services to disadvantaged persons and other operation-
al costs, including salaries. The act further directs the State Board
of Education to devise and adopt regulations and procedures to enable
districts to earn special teacher service units and supervisory units,
describe minimum requirements for a comprehensive vocational education
program, and establish procedures for distributing up to 100 additional
vocational education units for meeting unusual statewide needs.
Vocational Improvement Fund
This act establishes a vocational education improvement fund. During FY
1971 funds are to be used for relieving the backlog of need for equipment.
Funds may be used to pay the costs of: (1) instructional equipment for
shops or laboratories; (2) installation of new instructional equipment;
(3) repair of instructional equipment; (4) hand tools for shops and labora-
tories; and (5) nonconsumable instructional aids. The Department of
Education will establish guidelines for submitting applications and rules
under which funds will be awarded. Requests approved by the Department
of Education are to be included in the legislative budget prepared annually.
Beginning in FY 1972, funding priority is to be given to generalized types
of projects identified in the act. Funds may be used for the development
of vocational education programs for: (1) disadvantaged; (2) introductory
programs for middle and junior high schools; (3) training and inservice
projects for improving vocational counseling; (4) career associate program;
(5) development of information systems and job placement services; (6)
training, inservice and recruiting projects for vocational teachers and
support personnel; (7) projects designed to restructure vocational educa-
tion and to insure greater community involvement.
Planning Council for Post-High School Education (SCOPE)
A state planning council for post-high school education was established.
The council is composed of 11 members and includes legislators and rep-
resentatives of the Department of Education, including the divisions of
vocational-technical education, community colleges, and the universities.
Also included are representatives of the general public and the Director,
Division of Planning and Budgeting ,of the Department of Administration.
The council will function in an advisory capacity to the Commissioner of
Education to review and evaluate the effectiveness of post-high school
education and make recommendations for improvements.
STATE ACHIEVEMENTS, FEATURES, TRENDS, AND
CHANGES IN EMPHASIS OF PROGRAMS
Area vocational-technical education facilities have been of major
importance in extending vocational education services in Florida. Of
the 35 designated facilities, which will serve approximately 98 percent
of the state's population, 31 are open in new facilities. The lat-
ter serve approximately 93 percent of the state's population.
The State Council for the Education and Rehabilitation of the Handi-
capped is made up of representatives from the Division of Vocational,
Technical and Adult Education; the Exceptional Child Education Section
of the Bureau of Curriculum and Instruction, Division of Elementary
and Secondary Education; and the Division of Vocational Rehabilitation,
Department of Health and Rehabilitative Services. The state council
encouraged the establishment of local councils, reviewed proposals and
projects relating to the handicapped received from all educational
agencies, identified geographical areas with critical needs, identified
funding sources for projects, and worked with educational institutions
and local educational agencies in the promotion of preservice and in-
service teacher education.
At the district level, a local council for the education and rehabili-
tation of the handicapped, composed of representatives from vocational,
technical and adult education, exceptional child education and vocation-
al rehabilitation planned educational programs for handicapped persons.
The Division also worked with other state agencies to plan improved
services for disadvantaged and handicapped persons. "Developing the
Whole Person" was the theme of a conference which included representa-
tives of vocational rehabilitation, public welfare, special education
and vocational education. Information was exchanged regarding the use
of special resources and services needed by disadvantaged and handi-
capped persons. A major concern of the conference was ways in which
different agencies might cooperate to assist the handicapped to develop
into "whole" persons and become employable and self-supporting.
Law enforcement programs were offered by the industrial education aid
the technical education sections. Industrial education law enforcement
programs enrolled over 8000 students and about 3500 were enrolled by
technical education. Liaison was maintained with organizations such as
the Florida Peace Officers Association, the Florida Police Chiefs
Association, the Florida Sheriffs Bureau, the Fraternal Order of Police,
and the International Police Association. Training programs included the
study of criminology, traffic law enforcement, accident investigation,
state and local laws, organization and general administration, and
chemical tests for intoxication. Courses were offered in area vocational-
technical education facilities, high schools, junior colleges, local
police headquarters and other public facilities. Police science and
criminology, and police organization and administration were associate
degree programs, but non-credit courses, scheduled so that employed
officers could attend classes without disrupting work schedules, were
The industrial education section is responsible for providing trade-
related classroom instruction required by apprenticeship programs. The
apprenticeship program is administered and supervised at the state
level by the Department of Commerce, the Division of Labor and Employ-
ment Opportunities, with the assistance of the Florida Apprenticeship
Council. The Program Administrator of Industrial Education is designated
by law as a member of the Council and serves as a consultant without
vote. The section provided required trade-related classroom instruc-
tion for almost 11,000 enrollees in programs to train plumbers, elec-
tricians, carpenters, and machinists, among others.
The state staff for agricultural education worked with many agencies in
planning and conducting educational programs including fairs, shows,
conferences, conventions, and field days. Agencies included the
Institute of Food and Agricultural Sciences, Extension Services, Exper-
iment Stations, and the College of Agriculture of the University of
Florida; the Florida Department of Agriculture; the Florida Department
of Natural Resources; and the Florida Federation of Fairs.
Business education state staff members worked with the Governor's office,
the Commissioner of Agriculture, the Florida Citrus Commission, and the
Division of Commercial Development in promoting educational activities
in the state. A staff member helped offer the Annual State Office
Workers' Conference which included inservice training for secretarial
and clerical employees.
Distributive education staff members worked cooperatively with other
state agencies and professional and business groups to study employment
needs and opportunities for youth and adults in planning the expansion
of existing vocational education programs and developing new programs.
Included among these agencies were the Bureau of Employment Services and
the Small Business Administration. Private business groups included the
Florida Retail Federation, the National Cash Register Company and the
Cooperative efforts between the health occupations education personnel and
stale agencies and professional societies provided assistance in develop-
ing and expanding needed health occupations education programs. State
agencies included the Florida State Board of Medical Examiners, the
Florida State Board of Health and the Division of Community Junior
Colleges. Included among the professional societies were the Florida
Dietetics Association, the Florida State Dental Society, and the Florida
Division of the American Society of Medical Technicians.
In planning programs the home economics staff worked with the State
Commissioner of Agriculture; the Division of Vocational Rehabilitation,
Department of Health and Rehabilitative Services; the Young Women's
Christian Association; the federal Office of Economic Opportunity; the
Urban League; the Retail Merchants Association, and state legislators
Technical educators have maintained a cooperative working relationship
with state agencies and professional organizations, using their advice
and assistance in developing and expanding technical education programs.
The state staff worked with the Florida Department of Air and Water
Pollution Control, the Florida Department of Commerce, the Division of
Corrections, the Police Standards Council, the Florida Department of
Transportation, the Board of Conservation, the Bureau of Employment
Services, the Bureau of Sanitary Engineering, and the Division of Com-
munity Junior Colleges. Cooperating professional societies and boards
included the Florida Engineering Society, the Federal Water Pollution
Control Administration, the Florida Pollution Control Association, and
the Florida Society of Professional Land Surveyors.
The work experience program staff worked cooperatively with state and
federal agencies to provide youth with opportunities to work in occupa-
tions not previously approved and also to permit longer working hours.
Included were the U. S. Department of Labor, the Division of Family
Services, the Juvenile Court and the Public Defenders for Juveniles.
The Division worked with representatives of the Board of Regents of the
state university system to plan for improved and more relevant institu-
tional preservice and inservice vocational teacher-education programs,
including industrial arts and adult general education. The Master Plan
for Vocational-Technical Teacher Education is a part of the total effort
of the Board to expand and strengthen teacher education in Florida.
The plan projects total new personnel needed at the secondary, post-
secondary and adult levels through FY 1976. Recommendations concerning
modifications and extension of teacher education are also included.
The respective vocational program sections have developed performance-
based criteria to be used as recommended guidelines in restructuring
preservice and inservice vocational teacher-education programs so that
teachers acquire needed competencies, and the effectiveness of programs
and graduates may be evaluated as one basis for further program modifi-
cation. The guidelines relate to institutional teacher-education pro-
grams and to vocational education staff development activities and needs
of local educational agencies as identified in their Educational Improve-
ment Expense programs and master plans for inservice staff development.
They also relate to the vocational education staff development components
of Title II, Part F, Section 553, of the Vocational Education Amendments
Guidelines call for identification of (1) vocational competencies needed
by students to make them employable, (2) competencies required by voca-
tional teachers to meet the employability nqees of students, (3) repre-
sentative professional education experiences for developing required
teacher competencies, (4) program admission standards, and (5) criteria
for evaluating the effectiveness of teachers and teacher-education programs.
The guidelines were developed cooperatively by divisional representatives,
vocational teacher educators, and representative vocational administrators,
supervisors, and teachers employed by local educational agencies. The
guidelines are presently being reviewed by the Teacher Education Advisory
Council for modification and revision prior to adoption.
The Division of Vocational, Technical and Adult Education was reorganized
into six functions for operational and budgetary purposes, including
administration; planning; program administration and supervision; program
services; research and evaluation; and the State Advisory Council.
The new administrative structure is shown on page 14. A complementary
feature of divisional reorganization is the partition of the state into
five supervisory areas to better take the expertise of state consultants
and supervisors to local educational agencies. A representative of each
vocational service, of adult general education, and of program services
comprise a team which works in each supervisory area. Area coordinating
committees make periodic appraisals and evaluations of programs to
determine annual and long-range objectives for supervisory services to be
provided local educational agencies, make program determination and
facility recommendations, and assist local administrators in developing
annual program plans.
The Second Annual Vocational, Technical and Adult Educators' Conference,
attended by approximately 2500 persons was held in Miami Beach in August,
1969. The meeting was sponsored by the Department of Education, the
Florida Vocational Association, and the Florida Adult Education Association.
The theme of the conference was "People, Education, Business and Industry--
Partners for Excellence." Nationally-known speakers addressed general
sessions of the conference. In one general session, Mr. Lowell A. Burkett,
Executive Director, the American Vocational Association, spoke on "The
Nation Looks to Vocational Education." State specialists from each
vocational service participated in sectional meetings, and consultants
from throughout the state participated in discussions relating to
problems and practices in vocational-technical and adult general education.
The technical education section distributed the results of a survey to
determine the number of technicians employed in 14 selected technologies
and anticipated employment need in the near future. The survey was
developed in cooperation with the State Advisory Committee for Technical
Education. Six thousand industries and 75 city and county governmental
units in the state were contacted. Survey cards were returned by about
74 percent of the units contacted. In summary, the survey reported
48,000 technicians employed in the 14 selected technologies, 5500
technicians needed at the time of the survey, 12,600 additional tech-
nicians needed in 1970 and total technicians employed in 1970 expected
to increase 37 percent over 1969.
Evaluation of technical education programs in the state was undertaken
by sectional consultants as a necessary and continuing activity.
Sectional personnel used findings to keep the educational program cur-
rent with the needs of students and industry. Sectional consultants
visited each program during the year, examined data regarding the number
of persons completing programs, and studied placements, and follow-up
information to evaluate program effectiveness.
STATE ADVISORY COUNCIL
Advises State Board for
Vocational Education on:
State Plan for Voc. Ed.,
Policies and Annual and
Long Range Program Plans
Evaluates Annually State-
DIVISION OF VOCATIONAL, TECHNICAL AND ADULT EDUCATION
Vocational, Technical and Adult Education
- - I Vcational, I ISINDRCO
ASSISTANT DIVISION DIRECT
Projects and Grants
Program Planning and
Annual and Long Range
PProgram Goals and Plans
Programs by Level of Students
b. Post Secondary
PROGRAM ADMN. AND SUPV.
Sections and Programs:
Business Ed. (Office Occ.
Home Economics Education
Technical and Health
Manpower and Diversified
Adult and Veteran Education
Federal and State Re-
RESEARCH AND EVALUATION
Coordination of Vocational,
Technical and Adult General
Continuing Evaluation of
Vocational, Technical and
Adult General Education at
Area Center Construction
PROGRAM IMPLEMENTATION AND
IMPROVEMENT AT LOCAL LEVEL THROUGH AREA SUPERVISION
AREA 1 AREA 2 AREA 3 j AREA 4 1 AREA 5
Area Office Area Office Area Office Area Office Area Office
(Program Area (Program Area (Program Area (Program Area (Program Area
Supervisors) Supervisors) Supervisors) Supervisors) Supervisors)
GEOGRAPHIC DISTRIBUTION OF FEDERAL FUNDS TO ECONOMICALLY DEPRESSED AND
HIGH YOUTH UNEMPLOYMENT AREAS AND TO AREAS OF HIGH POPULATION DENSITY
In FY 1970, federal funds in the amounts shown on page 16 were disbursed
to districts identified by the U. S. Secretary of Commerce and/or the CAMPS
committee as economically depressed, having high rates of unemployment,
low family income, and with high student dropout rates. The map on page
17 shows the amounts of federal funds disbursed to districts with high
population density. Economically depressed and high youth unemployment
areas, and areas of high population density were given high priority in
the apportionment of federal funds for vocational-technical education.
The map on page 16 shows the disbursement of federal funds to depressed
districts in the respective supervisory areas. Three economically de-
pressed districts in Area I had 3.5 percent of the total population of
the area and received 7.5 percent of the federal funds. Three districts
in Area II had 58.5 percent of the area population and received 45.3
percent of the funds. Two districts in Area III had 10.2 percent of the
population and received 8.8 percent of the funds for the area. Two
districts in Area IV had 59.2 percent of the population and received 47.1
percent of the funds available, and the district in Area V had 51.6 per-
cent of the population and received 41.0 percent of funds available for
the area. The map shows the redevelopment districts and districts with
pockets of poverty had 43.5 percent of the total state population and re-
ceived 33.7 percent of the federal funds, including federal funds for
As nearly as possible, funds were allocated in terms of district needs,
taking into consideration the fund allocated in previous years and facil-
The map on page 17 shows districts with high population densities, federal
dollars disbursed for vocational education programs, and each district's
standing in population and dollars received when related to state totals.
The data show designated districts in supervisory Area I had 5.2 percent
of the state's population and received 6.9 percent of funds distributed
in the state. Duval County in Area II had 7.7 percent of the population
and received 5.3 percent of the funds. In Area III, the two most populous
districts had 9.7 percent of the state's population and received 7.8 per-
cent of the funds, and districts in Area IV had 15.0 percent of the popu-
lation and received 11.8 percent of the federal funds distributed in the
state. The three high population density districts in supervisory Area V
contained 33.2 percent of the state's population and received 27.1 percent
of the federal funds. The map shows the high population density districts,
with 70.8 percent of the state's population, received 58.9 percent of total
federal funds distributed in all supervisory areas, including federal funds
The designation of a district as having high population density does not
necessarily indicate a high priority need for federal funds because such
districts may have a high per capital income and much taxable property.
However, the map on page 16 shows poverty, high unemployment, low family
income, and high student dropout rates are characteristics .of densely popu-
lated Duval, Dade, Pinellas and Hillsborough counties.
ECONOMICALLY DEPRESSED AREAS
ECONOMICALLY DEPRESSED AREAS
Depressed areas are areas having high rates of
unemployment, low family incomes, and high student
Designated by the U.S. Department of Commerce as
Redevelopment districts. These are sparsely
Designated by the State CAMPS Committee as
having the above characteristics. These are
densely populated areas.
Districts and Densely
Populated Areas With
Holmes I 10,459
Calhoun I 7,198
Franklin I 6,862
Duval II 513,439
Hamilton II 7,722
Gilchrist 11 3,540
Sumter III 14,495
Seminole III 82,656
Hillsborough IV 484,490
Pinellas IV 515,123
Dade v 1,259,184
Sup. Area '"
HIGH POPULATION DENSITY AREAS IN THE FIVE SUPERVISORY AREAS
L] High Population Density Areas
Districts Area Number
Santa Rosa) I 246,99:
Leon I 102,53
CONSTRUCTION OF AREA SCHOOLS
Contracts were awarded for new construction at 11 area vocational-
technical education facilities in FY 1970.
Area centers in St. Johns and Pasco counties and vocational depart-
ments at Santa Fe Junior College in Alachua County and Indian River
Junior College in St. Lucie County awarded contracts for initial
facilities to be constructed under provision of the federal Vocational
Education Act of 1963 and the Vocational Education Amendments of 1968.
Contracts for Phase II construction projects were awarded by Citrus,
Lee, Bay, Orange, Polk and Hillsborough counties, and by Okaloosa-
Walton Junior College (Niceville).
Total dollars committed for projects in the above named districts and
junior colleges was approximately $6,000,000, including federal, state
and local funds. These construction contracts in FY 1970 were awarded
for approximately 1500 student work stations and supportive facilities
such as classrooms, administrative space, student testing areas, li-
braries, outdoor service areas, and necessary access drives and park-
ing areas, It is anticipated that about 1000 of the new student work
stations will be completed and ready for use between September 1 and
December 31, 1970.
Efforts of district and state personnel to improve and expand vocational
education for high school students have continued, and total enrollments
increased from 153,000 in FY 1969 to 186,000 in FY 1970. Enrollment in-
creases were recorded in health-related occupations education, electronics
technology, drafting and design technology, and office occupations educa-
tion. These areas were specifically identified for emphasis in the State
New programs were established in vocational agriculture in schools in Citrus,
Nassau, and Hillsborough counties and 15 on-going programs were expanded
by adding a teacher. Area supervisors in each of the five administrative
areas worked with teachers, singly and in groups, in evaluating needs,
strengthening programs, and helping extend placement opportunities for stu-
dents in agriculturally-related occupations. Individualized learning
packages were developed in ornamental horticulture at the Clearwater
Comprehensive Junior High School (Clearwater), and in horticulture at the
Technical Education Center (Clearwater) in Pinellas County. Consolidation
of schools and increases in enrollment have added to the number of multiple-
teacher departments, and more team teaching and modular scheduling have
been required to meet needs. Exploratory courses in grades 7 and 8 to
teach introductory skills and acquaint students with training requirements
and job opportunities in agricultural occupations were introduced in 10
Nineteen new programs in health occupations education were added at the
high school level in FY 1970. New programs offered training for nurse
aides and health service aides. The cooperative method was used to give
students experiences in a variety of health-related occupations. Programs
were added in Fort Lauderdale, Immokalee, Miami, Pensacola, Jasper, St.
Cloud, Kissimmee, Sarasota, and Venice. Sectional personnel visited dis-
tricts where new programs were located to assist new teachers. A new cur-
riculum was developed for the Booker T. Washington Junior High School
(Miami) to better meet the needs of students with less than average
ability. Interest in high school programs in health-related occupations
education has been high, but local funds and classroom space have too
often been limited. During visitations to districts, state personnel have
stressed the need for adequate space, equipment, and funding prior to
Forty-three new programs in home economics for gainful employment were
added during the year. Information regarding employment opportunities
provided by the Bureau of Employment Services was used to justify new pro-
grams. In Alachua, Broward, Dade, Leon, and Pinellas counties increased
use was made of programmed materials. The cooperative method of instruc-
tion for occupational home economics was used in Broward, Hillsborough,
Pinellas, St. Lucie, Monroe, Putnam, and Brevard counties. Pinellas County
used portable equipment to teach quantity food preparation. The portable
equipment enabled the department to demonstrate quantity food preparation
in a variety of circumstances in sparsely and densely populated areas
which lack adequate facilities.
Enrollments in office occupations education grew substantially in the year
to 8141, an increase of 11 percent over FY 1969. Learning activity pack-
ages were prepared to cover complete courses of study. Team teaching was
used on an experimental basis and will be evaluated to determine its ef-
fectiveness prior to extending its use. Exploratory courses in general
business and typewriting were introduced in junior high schools, and con-
sideration is being given to expanding these programs into middle schools.
Enrollments in distributive education increased over the previous year to
3617. Seventeen additional programs were begun during the year.
Attention was directed to re-designing the secondary school technical
education program to provide students with a firmer base in science and
mathematics. This is in accord with the Vocational Education Amendments
of 1968 which provide that federal funds for vocational-technical educa-
tion may be used for programs to prepare students for advanced or highly
skilled post-secondary vocational and technical education. New technical
education programs were established in Key West High School (electronics
technology), Miami Central High School (technical electromechanics), and
electronic data processing at Miami Springs, Miami Jackson, and Miami
Norland high schools. To assist in developing new programs, "Guidelines
for Establishing and Evaluating High School Pre-Engineering Technology-
Electronics Option Programs" was written and distributed by the section.
Evidence of increasing popularity of technical education at the high
school level was noted, and plans were made tb add introductory pro-
grams for students in the tenth grade in electronic data processing in
several high schools in the fall of 1970. Facilities were provided to
expand the electronics program at Key West High School.
Enrollments in trade and industrial education in FY 1970 increased to
nearly 26,000, 64 percent over FY 1969. There were 10 program areas with
enrollments in excess of 1000, and one program area, auto mechanics, had
over 4000 enrollments. The following program areas, with indicated ap-
proximate gains over FY 1969, are examples of the increase: auto body
and fender 400; auto mechanics 1300; appliance repair 1100; diversified
mechanics 1000; machine shop 400; masonry 400; industrial electronics 900;
and small gas engine repairs 600.
Twelve new diversified cooperative training programs enrolling 256 students
were added during the year; lack of state financial support prevented the
approval of more. Before approving a new program, student interest and
community surveys were conducted to validate the need for the program.
To encourage enrollments, admission requirements were confined to llth or
12th grade status, a 16 year age minimum, and potential for employability.
Additional emphasis was placed upon placement and follow-up of students
and upon program evaluation. The reinstatement of DCT teacher certifica-
tion is needed, and proposed certification guidelines were developed.
Enrollments at the post-secondary level in agricultural education increased
33 percent over FY 1969. Three new programs with 70 enrollees were iditi-
Twenty junior college programs in distributive education were operated in
FY 1970, an increase of two over FY 1969. Three cashiering-checking train-
ing programs for work in supermarkets were begun. The National Cash
Register Company and the Supermarket Institute cooperated with sectional
personnel in developing the guidelines for instruction in these programs.
New programs added during FY 1970 in health occupations education in-
cluded two to prepare operating-room technicians, one for central service
aides, and one for medical assistants. Enrollments increased from about
1700 to over 2800. A study was conducted in Hilllsborough County to de-
termine the need for short courses to upgrade health-related services
personnel other than nurses. It is anticipated that inservice training
will be offered for ward clerks, nurse aides, and central service aides.
New programs in home economics education were under development, and con-
struction of facilities was underway at Indian River Junior College (Ft.
Pierce), Okalbosa-Walton Junior College (Niceville), and Central Florida
Junior College (Ocala). Programs will include useful home economics and
child care services.
Program expansion in office occupations education was particularly noted
in accounting, which increased from less than 5000 in FY 1969 to over
13,000 in FY 1970, and information and communications which doubled to
reach nearly 2500. Enrollments in typewriting increased to about 9000,
up about 33 percent over FY 1969.
Program objectives to establish new offerings during the year were met as
personnel from the technical education section worked with industry to
determine present and projected labor market needs. New programs included
computer engineering technology at Brevard Junior College (Cocoa); elec-
tronic data processing at Seminole Junior College (Sanford) and Valencia
Junior College (Orlando); FAA certified airframe and powerplant mechanics,
electromechanical technology, aeronautical technology, and civil engineer-
ing technology at the Miami-Dade Junior College (Miami); air conditioning,
and police science technology at the Gulf Coast Junior College (Panama
City); and civil engineering technology at the Pinellas Vocational-Techni-
cal Center (Clearwater). To assist in the development of new programs,
the section prepared and distributed guidelines for evaluating programs.
Enrollments in trades and industrial education in air conditioning increased
from about 750 in FY 1969 to 1103 in FY 1970. In the same period enroll-
ments in auto mechanics increased from 470 to 1197, in commercial photog-
raphy from 50 to 347, and in industrial electronics from approximately 600
to nearly 1200.
Adults (Preparatory and Supplemental Programs)
Programs were provided for persons who have already entered the labor
market and who need training or retraining to achieve stability or ad-
vancement in emplo-ment. Total enrollments in FY 1970 increased to nearly
170,000, up about four percent over FY 1969. The largest percentage
gains were in technical education which jumped 52 percent and health-
related occupations education which rose 34 percent. Large increases
were reported in technical education in enrollments in architectural tech-
nology, electronics technology, environmental control technology, mechan-
ical technology, scientific data processing, police science technology,
and drafting and design technology.
Enrollments in health occupations education in training for nurse aides
increased from 1266 in FY 1969 to 1919 in FY 1970i
Increases were shown over FY 1969 in industrial education in the following
occupational programs: air conditioning, auto mechanics, carpentry,
electricity, plumbing, machine shop, welding, and law enforcement, among
Work experience program objectives are to develop and improve employa-
bility skills and provide on-the-job experience for potential school
leavers. Densely populated areas of the state abound with students who
are disadvantaged persons.
Enrollments in work experience programs totaled approximately 4400, up
87 percent over FY 1969, indicating programs were meeting the needs of
students and motivating them to remain in school and acquire additional
vocational preparation. A significant factor which contributed to en-
rollment growth was the inclusion of 10th grade students in the program,
extending the range of grades served from the 7th through'the 10th. The
work experience program articulates with other vocational education pro-
grams to help students get additional employment training.
Occupational programs which enrolled over 100 disadvantaged persons in
FY 1970 included horticulture, retail trade, practical nursing, nurse
aide, care and guidance of children, food management and production, tex-
tiles and clothing, office occupations, secretarial training, appliance
repair, auto mechanics, carpentry, masonry, custodial services, and small
The Florida State Plan requires program coordination at the state and
local levels to combine and extend services to handicapped persons. The
State Council for the Education and Rehabilitation of the Handicapped,
composed of representatives from the Division of Vocational, Technical
and Adult Education; the Exceptional Child Education Section of the Bureau
of Curriculum and Instruction, Division of Elementary and Secondary Edu-
cation, Department of Education; and the Division of Vocational Rehabili-
tation, Department of Health and Rehabilitative Services, functioned at
the state level. It encouraged the establishment of local councils, re-
viewed funding proposals and projects for handicapped persons received
from all educational agencies, identified geographical areas with critical
needs, identified funding sources, worked with agencies with special re-
sponsibility or concern for the handicapped and worked to promote appro-
priate education for teacher trainees.
Local councils were established, equally representative of special
education, vocational education, and vocational rehabilitation, to
examine needs and help plan service to handicapped persona. The coun-
cil members individually certified approved proposals submitted for
federal funding. Area vocational-technical education coordinating
committees, with the assistance of local councils when needed, made
funding recommendations to the Divisional Coordinating Committee.
Favorable funding recommendations by the Divisional Coordinating Com-
mittee were accompanied by the written endorsement of the State Coun-
cil for the Education and Rehabilitation of the Handicapped.
Special vocational education programs were developed for students 14
years of age or older but, where practicable, handicapped persons were
enrolled in regular vocational education programs or classes.
In FY 1970, 21 school districts and the Florida School for the Deaf
and Blind offered vocational education programs supported with federal
vocational education funds to about 2700 handicapped persons. Orna-
mental horticulture, textiles and clothing, home management, and
engineering technology, were among programs enrolling over 100 students.
Other programs enrolling 50-100 students included diversified mechanics,
custodial services, food management and production, food and nutrition,
nurse aide, distribution, and landscaping.
The types of handicapping condition of the people being served and the
percentage of enrollment by type of handicap were as follows:
Trainable mentally retarded 5%
Educable mentally retarded 13%
Emotionally disturbed 74%o
Hearing impaired and physically handicapped 4%
Socially maladjusted 4%
VOCATIONAL GUIDANCE AND COUNSELING
State and district personnel have placed increased emphasis upon the
evaluation of pupil personnel services of local educational agencies.
Vocational guidance is a oartoof the pupil personnel services function.
Marion, Manatee, Sumter, Hillsborough, Seminole and Polk counties re-
quested the Pupil Personnel Services Section to make in-depth evaluations
of services provided, including guidance and counseling programs in
elementary and secondary schools. The evaluations ordinarily included
conferences with selected principals and other administrative personnel.
Representative teachers and selected students were also' interviewed:,
and facilities, including community resources, were examined. The State
Consultant for Vocational Guidance participated as a team member in these
evaluations and was responsible for assessing the vocational aspects of
guidance. Additional requests for district evaluations were received but
could not be satisfied because of lack of staff, time, and funds.
The Consultant for Vocational Guidance participated in a conference
for pupil personnel workers sponsored by the State Pupil Personnel
Services Section and the Division of Vocational, Technical and Adult
Education. The objective was to let participants discuss problems, plans,
and procedures in vocational guidance for the purpose of placing greater
emphasis upon the vocational aspects of guidance. The consultant also
participated in the Second Annual Vocational, Technical and Adult
Educator's Conference held in Miami Beach. The theme of the sectional
meeting devoted to vocational guidance and counseling was "Building a
Developmental Vocational Guidance Program Through Pupil Personnel Services."
Under the direction of the Consultant for Vocational Guidance, "Vocational
Techdays" was again held to bring together employers and persons completing
vocational education programs. Eighteen area Vocational-technical education
facilities participated and a professional counselor coordinated the program
in each facility. A brochure, including details about students completing
educational programs and available for employment, was sent to potential
employers prior to Techdays. More schools participated in the project than
in the previous year, but fewer employers were represented, probably because
of the decline in job openings in the state and nation.
Inservice workshops for counselors were held to demonstrate methods in vo-
cational guidance and educational planning. Career fairs were conducted
in Leon, Pinellas, and Lake counties to publicize employment opportunities
and job training requirements.
The Directory of Post-Secondary and Adult Occupations Curriculums is being
revised and updated for release in the fall. The directory contains an
alphabetized list of nearly 300 occupational fields in which instruction
is provided at the post-secondary and adult levels. Along with each course
and program are listed institutions in the state offering the training.
ADMINISTRATION AND SUPERVISION OF AREA
VOCATIONAL EDUCATION PROGRAMS
The area or regional office concept, based upon the five major labor mar-
ket areas of the state, was further implemented in FY 1970. Area offices
were established in Panama City, Gainesville, Orlando, Tampa and Fort
Lauderdale with a program coordinator being assigned to each office. Re-
quests for professional services from school districts, junior colleges
and other institutions are channeled through the area offices and are
serviced by individual or area team efforts.
The establishment of area offices, staffed by professional consultants and
secretarial assistance, provided the means of developing more effective
public involvement in vocational-technical education programs and better
community understanding of program operations. Representatives from busi-
ness and industry, the public schools, and other economic, educational,
and social sectors have ready access to vocational education specialists.
Conversely, program supervisors and consultants are able to concentrate
their services in a relatively small geographic area in team efforts to
assist in developing the whole vocational education program of districts
in the respective geographic areas.
The Research Coordinating Unit (Part C of the Act)
Activities of the Research Coordinating Unit included promotion and
coordination of research in vocational education, sponsorship of train-
ing programs designed to familiarize persons involved in vocational
education with research findings and successful exemplary programs, and
demonstration and dissemination projects and other activities enumerated
in the Vocational Education Amendments of 1968.
Under the aegis of the RCU, research was conducted by the Lake City
Junior College in Columbia County (Lake City) to determine practical
occupational skills that could be taught to disadvantaged adults by
using individualized learning packages, and a mobile unit was used to
take classes to rural areas.
Extensive activities were undertaken to expand the Vocational Research
and Evaluation Information Center,.which is based in the offices of the
Division of Vocational, Technical and Adult Education, Department of
Education. VREIC is a comprehensive library of documents in the Edu-
cation Resources Information Center, a dissemination system sponsored
by the United States Office of Education. Information about instruction-
al materials is preserved in an efficient storage system. VREIC is
being expanded to include 16 satellite information centers to be located
in area vocational-technical facilities and junior colleges in the state.
Each satellite center will be a link between the Division-based VREIC
and educators in the service area of a particular center.
Exemplary Programs and Projects (Part D of the Act)
State personnel are engaged in planning activities to sponsor exemplary
programs. The state is in the final stages of negotiation with the
U. S. Office of Education to partially fund exemplary programs in Dade,
Duval, Escambia and Hillsborough counties. The objectives of these pro-
grams are to develop educational and occupational skills and improve
social behavior of disadvantaged youth. Specific objectives include:
(1) developing criteria to identify youth with special needs, (2) de-
signing individualized instructional material to link vocational and
other needed education to the learning patterns of individuals, (3)
identifying, obtaining, or devising instruments which measure changes in
learning variables, and (4) designing improved'teaching methods for use
with disadvantaged youth. Expected accomplishments of exemplary programs
are: (1) developing self-assurance in individuals and awareness of
careers available and suitable to specific interests and aptitudes, (2)
decreasing absenteeism, (3) reducing the number of drop-outs, (4) de-
creasing conflicts between individuals and law enforcement and other
social agencies, (5) developing more positive social behavior, and (6)
promoting individuals' involvement in community activities.
A pilot career exploration program is being developed at the University
of Florida, P. K. Yonge Laboratory School (Gainesville), for students in
trades K-12. Specific objectives of the program are to: (1) demonstrate
the value of intellectual and vocational skills to man as a worker and
participant in community affairs, (2) define minimum academic preparation
necessary for graduation from high school and for continuing in a variety
of vocational education programs, and (3) devise vocational-techAical
education programs which may be offered with minimum facilities and also
for students from a wide range of socio-economic backgrounds. The pro-
gram includes guidance, experimentation with flexible scheduling to
enable students to have contacts with business and industry, and place-
ment services for students seeking immediate part-time employment oD
full-time employment upon the completion of training. The whole project
includes evaluation and the dissemination of information gained from
Evaluation activities were focused upon two objectives. One was the
assessment of students' achievements in selected vocational education
programs. It is anticipated that this program, under the new Florida
research and development and assessment legislation, will be extended in
phases to all occupational areas. The second objective is concerned
with the statewide evaluation system which was in the planning stage.
It is being designed to gather data from all schools in the state, but
during the first year will be confined to one urban and one rural school
in each of the five supervisory areas of the state. Four phases are be-
ing designed to collect and interpret data prior to making recommenda-
tions for program management or modification. These are: (1) program
evaluation to determine the effectiveness of vocational education in
meeting local needs, (2) process-product evaluation of variables which
influence the final product, (3) cost-effectiveness of programs to de-
termine if the system is providing maximum return for reasonable costs,
and (4) evaluation of the impact of vocational-technical education in
meeting local and state manpower needs.
Consumer and Homemakiig Education (Part F of the Act)
In home economics education, progress was made in expanding existing
programs and adding new programs which prepare youth and adults for the
role of homemaker or contribute to the employability of youth and adults
through preparation for the dual role of homemaker and wage earner.
Programs were provided for disadvantaged adults in Pinellas County, and
two consumer and homemaking programs were provided for migrants in
Collier County. A mobile unit was ordered to serve inner city populations
and migrants in Broward County. Of approximately 50 classes modified
to meet the needs of disadvantaged persons, 35 were at the secondary
level and 15 were for post-secondary and adult students.
Programs in the numbers identified in parentheses were modified to meet
the needs of handicapped persons in Pinellas (2), Hillsborough (3), Dade
(3), Palm Beach (1), Bvoward (2), Sarasota (3), and Manatee (1) counties.
One new program each was activated in Palm Beach, Broward, and Pinellas
Nutrition aides were trained at the adult level in Broward County, and
neighborhood classes for homemakers were offered in Pinellas County.
Newsletters emphasized all facets of the program and included a biblio-
graphy of resource materials. Professional leadership development of
personnel, problems relating to working with needy persons, and ways to
include occupational information in regular classes were explored.
Drive-in conferences relating to consumer education were held for teachers
in the five supervisory areas, and planning was undertaken to include
consumer education as an integral part of the Second Annual Vocational,
Technical and Adult Educator's Conference in Miami Beach.
Cooperative Vocational Education Programs (Part G of the Act)
In agricultural education, 11 new cooperative programs were activated and
275 students were enrolled. In diversified cooperative training, 12 new
programs with 256 additional students began under provisions of Part G
of the Vocational Education Amendments of 1968.
Health occupations education began six new cooperative programs for high
schools students, providing experiences in a variety of health-relkted
occupations as well as preparation for advanced study. In home economics
education, funds from Part G were used to employ a teacher-coordinator
for a cooperative pilot program in gainful employment for home economics
students. This pilot program is in Brevard County and employs a teacher
certified in both home economics and distributive education.
Cooperative technical education programs involving the Miami-Dade Junior
College (Miami) and the Federal Aviation Agency are preparing students
for employment as air traffic controllers. The Gulf Coast Junior College
(Panama City) has appointed a Director of Cooperative Education Programs
to adapt the cooperative method of instruction to technical education
programs. Broward Junior College (Fort Lauderdale) had a director of
cooperative programs and is utilizing the method in many occupational
courses and in the pre-accounting and pre-engineering associate degree
Work-Study Programs (Part H of the Act)
Federal vocational work-study funds were not made available in time for
program operation during the regular school term, but programs were
begun in June, 1970, after having been suspended for a year. Summer
programs were established in 15 districts and four junior colleges serv-
ing economically-deprived secondary and post-secondary in-school youth.
Approximately 197 students were employed by public education agencies
for office work in transportation departments and to help with building
and grounds maintenance and equipment repairs. The summer phase of the
program was concluded August 31, 1970, but the enrollments identified
above are as of June 30, 1970.
Reports from local educational agencies indicate that work-study programs
aid in recruiting students into vocational-technical education programs
and that they also reduce the necessity for students to withdraw from
school to seek work or economic relief. To reduce unemployment and idle-
ness, work-study programs were combined with other state and federal
programs to provide summer employment for youth with severe economic
HIGHLIGHTS OF EXCEPTIONAL OR MODEL PROGRAMS
Following are highlights of representative model programs and a brief
description of each:
The E. Dixie Beggs Educational Center
The Beggs Center enrolls about 600 boys and girls aged 14-19 who attend
three 90-minute periods daily. Two of the "shifts" are devoted to the
study of mathematics, communications, and reading to master basic re-
quirements. In the remaining time, boys receive information about
employment requirements and opportunities, and also skill training in a
variety of vocational areas including power mechanics, woodworking,
horticulture, appliance repairs, health occupations education, building
maintenance, business education and personal services. Girls may attend
these classes also, but they usually attend classes such as sewing,
dressmaking, fashion design, and flower arranging. One goal is for stu-
dents to be trained in the center to the extent that they can be placed
on a job for further training.
The work of the Beggs Center is directed toward encouraging boys and
girls who lack interest and motivation in conventional school programs,
and who are almost certain to become dropouts, to find new goals. Each
of the 600 pupils is enrolled because he and his parents approve his
participation in the special training. Less than one-third of the
pupils who sought to enroll could be accommodated and there is a waiting
list of 1300. A unique feature of the program is that all students are
from low level social and economic backgrounds. Students in the program
are among their peers and do not have to compete with and feel rejection
by students who come from "average middle class groups." It is recog-
nized that students tho attend the Beggs Center ordinarily have an
aversion to traditional academic programs and there is an attempt to
outline broad areas of work and study to give students wide experiences.
The entire program is ungraded in order to give students confidence and
encouragement to progress in educational programs. At the completion of
training, youngsters are encouraged to enroll in regular high school
classes or in the area vocational-technical education center. Students
electing to remain in the Beggs Center will be helped to develop employ-
The Bradford-Union Area
Vocational-Technical Education Center
A new six-week commercial truck driving course is being offered in which
students may acquire competencies which enable them to begin earning
about $8000 per year. The program is the result of cooperative efforts
by the Department of Education, the Florida Trucking Association, the
Bradford County School Board and the Bradford-Union Vocational-Technical
Education Center. Students receive instruction in trucking regulations,
freight handling, accident prevention, insurance coverage, customer re-
lations, and defensive driving. Field work involves learning basic
driving skills and handling equipment on the road.
Duval County School System
An experimental program was conducted in FY 1970 for 120 mentally or
emotionally retarded or physically handicapped students in the summer
vocational program in three Duval County high schools, The objective
of the experiment was to help disadvantaged enrollees learn marketable
skills. Classes included automotive body repair, machine shop, general
construction, short order cooking, office work and remedial reading. A
two-week orientation period at the beginning of the project enabled each
student to learn about course offerings before selecting two areas in
which to specialize. A feature of the experiment was small classes in
which teachers became closely involved with students to encourage them
personally and provide individual help in mastering assignments. A
spokesman for the project emphasized that these special students have
been passed in academic courses in the past through "social promotion"
and that the new experiment attempts to channel their efforts into areas
of their natural interests.
Booker T. Washington Junior High School
A pilot exemplary program was conducted at Booker T. Washington Junior
High School in Dade County. Approximately 500 of the 1000 students en-
rolled in grades 7-9 at the school were preparing for entry level
occupations in diversified mechanics, power sewing, small gasoline engine
repair, electronic repairs and typing. All students are classified
"disadvantaged" and all educational programs are ungraded. Because
students work among their peers it is expected they will feel free of
strain due to rejection by classmates in regular classes. Through inno-
vative scheduling techniques, these vocational students were provided
group occupational counseling, basic courses in communications and mathe-
matics, and related mathematics, English, and science courses. Innova-
tive practices in the program are expected to help students adjust to
routines necessary for successful job preparation and performance.
City Center for Learning
St. Petersburg, Florida
The objective of the data center is to provide instruction in data
processing. A valuable by-product, however, is the generation of
vocational education management information. Data are gathered on
pupils, courses, faculty, and facilities. This information is used
for decision making in regard to program status and evaluation, and
will be used eventually for student follow-up.
Labor market information is being gathered and related to student place-
ment and follow-up.
Outstanding Features of Vocational Program Sections
Outstanding features of the agricultural education program include the
special concern for disadvantaged persons in which 38 regular secondary
programs were modified and 28 new programs were added to serve disadvan-
taged students at the secondary level.
Outstanding features of the technical education program included the
excellent working relationship with other personnel of the Department
of Education which added strength to the state program, the generally
high quality of technical education teachers, and the support received
from the State Advisory Committee for Technical Education. The latter
group provided much assistance in planning and statewide program develop-
ment. Business and industry throughout the state have given support to
the technical education program.
Outstanding features of distributive education and office occupations
education include the club programs which serve youth interested in
careers in business and distributive fields. Sponsors of clubs and club
members have been active at the local, state, and national levels to
promote youth participation and competition in club-sponsored activities.
Features of the health-related occupations education program include
rapid progress toward meeting statewide needs. Total enrollments were
nearly 11,000 in FY 1970 with 2294 persons completing the programs.
Four hundred and two persons left training programs with marketable
skills before completion.
Industrial education programs in which over 1000 completions were re-
corded were air conditioning (1763), automotive industries (3866),
aviation occupations (1497), construction and maintenance trades (5087),
diversified mechanics (2226), electrical occupations (1362), electronics
(3047), metalworking occupations (2553), and public service occupations
ACTIVITIES AND SERVICES OF VOCATIONAL YOUTH ORGANIZATIONS
Club activities are an integral part of the educational program of each
vocational service, providing students with experiences outside the class-
room, laboratory, or shop which enable them to further develop leadership,
citizenship, and character attributes.
The 231 chapters of the Future Farmers of America helped vitalize the
instructional program in vocational agriculture. Incentive awards,
sponsored by agricultural production and agribusiness organizations,
Future Farmers of America Foundation, Inc., and the State Department
of Agriculture, stimulated the highest percentage of participation in the
organization's history. A wide variety of projects was undertaken ranging
from leadership activities to production enterprises and the placement
of students for work experience. Activities included the state convention,
participation in the national convention, state and regional leadership
schools, and nine district and sub-district leadership schools, Other
activities included FFA Day at the State Fair and a forestry camp. These
events were attended by over 7000 persons, including students and teachers.
Events were directed by youth leaders with the assistance and guidance of
the state staff. Contests and awards served as incentives to students in
improving skills in special interest areas as well as furnishing rewards
and recognition for outstanding achievements. Livestock judging, meat
judging, public speaking, parliamentary procedure, agricultural electrifi-
cation, forestry and land judging were a few of over fifty activities in
which students elected to participate. At state and local fairs, students
exhibited projects relating to their particular interest in agriculture.
Outstanding accomplishments of vocational agriculture and the FFA program
were due largely to a good public relations program involving the general
public, educational leaders, and agricultural industries. The Annual State
FFA Officers' Goodwill Tour was again sponsored by the Florida Retail
Federation and agribusiness enterprises.
Membership in the 215 Cooperative Education Clubs of Florida totaled ap-
proximately 4800 in FY 1970. CECF is composed of students*in diversified
cooperative training, cooperative business education, and some distribu-
tive education students who pool their interests and efforts for a total
club program. Activities of the members included individual competition
within a district to represent the district at the state finals. The
latter includes competition in typing, spelling, public speaking, ex-
temporaneous speaking, and job interviewing. In club competition, members
perform school services, make surveys, and participate in school public
relations activities. Club activities are designed to afford students
the opportunity to develop leadership, character, and a better understand-
ing of the community and business enterprises in which they will live and
The Vocational Industrial Clubs of America showed considerable growth with
1963 paid members and several associate and professional members. Clifford
Registe; from the Washington-Holmes Area Vocational-Technical Center
(Chipley), was the state president and presided at the Third Annual Leader-
ship Conference in Fort Lauderdale. Approximately 300 VICA members com-
peted in state contests demonstrating their vocational competencies.
Several industries sponsored contests and supported Florida winners at-
tending the National VICA Conference in St. Louis.
The Future Homemakers of America is a vital part of the total vocational
home economics program. The organization provides leadership training,
extends classroom experiences, and establishes good public relations for
the total program. A district advisor, county supervisor, teacher, FHA
chapter advisor, two state FHA officers, and the State Consultant for
Youth Activities held a workshop in July to design a new "degrees of
achievement" program for the state. The committee used information gathered
in statewide committee work and surveys and national data. A working draft
of the materials developed has been distributed to all home economics
teachers for field testing and evaluation during FY 1971.
Other activities included attending the-Eloiida Farm Bureau Federation Con-
vention in Panama City, the National Grange Convention in Daytona Beach,
the Apollo 12 moon launch, and the Florida State Fair in Tampa. An adult
delegation attended the FHA National Leadership Workshop in Chicago at
which time new materials from Florida were shared with delegates from
other states. Members had opportunities for leadership experiences above
the chapter level in 10 districts, 15 county or city councils, and on the
state level. During the week-long June Leadership Training Conference for
the Executive Council and Advisory Board, Dr. Carl W. Proehl, Director of
the Division of Vocational, Technical and Adult Education, spoke to the
group. He placed particular stress upon the new emphasis on home economics
for gainful employment and the part FHA should play in realizing this
new emphasis. Two Bankers' scholarships, two Tupperware scholarships and
one FHA scholarship were awarded. State Degrees were earned by 24 members,
and 16 chapters were recognized as.Honor Roll Chapters. The Florida
Vocational Association Outstanding Youth Achievement Award was presented
to the outstanding FHA senior in Florida.
The Junior Engineering Technical Society (JETS), is a youth organization
of technical education students. The society sponsors activities for
secondary and post-secondary students who are interested in science,
engineering, and technology. Major engineering societies and leaders from
business and industry have endorsed the society and have helped students
evaluate their interests and abilities as these relate to technical careers.
In FY 1970, members of JETS built projects, performed experiments, con-
ducted research, visited local industries and discussed technical interests
with engineers and scientists.
Office occupations education state staff members sponsored Future Business
Leaders of America and Phi Beta Lambda for the fourth consecutive year.
At the close of the year there were 92 active chapters of both organizations,
up from 84 in the previous year. Combined membership in the organizations
totaled approximately 2000. The FBLA-PBL delegation won ten awards at the
national conference in Philadelphia. Donna Lewis, from Polk Junior College
(Winter Haven), was elected national secretary of Phi Beta Lambda. Edward
Burakowaki, from North Florida Junior College (Madison), national Phi Beta
Lambda president in FY 1970, was employed at the national headquarters in
Washington, D. C. to help direct chapter development. District conferences
were held during the year, and a state conference was held in the spring.
Special FBLA-PBL Week was designated by the Governor and State Cabinet to
honor business education students and their advisors who are active in the
organizations. The state chapter continued to designate an outstanding
FBLA and PBL local chapter each month to receive a Chapter of the Month
Certificate. Each chapter receiving the monthly recognition also received
recognition at the Annual State Leadership Conference.
The Florida Association of Distributive Education Clubs of America (DECA),
High School Division, reached a high of 114 chapters and a total member-
ship of 2610 in FY 1970. This was an increase of 410 over the previous year.
The Leadership Conference for high school students was held in Jacksonville
with 678 registered members representing 72 chapters. Forty-four high
school students and 26 adults attended the National Leadership Conference
in Minneapolis where three Florida students were among the eight finalists
in competition. Gregg Broyles, from Ft. Myers High School (Ft. Myers),
and Sandy Frick, from Palm Beach Gardens High School (Palm Beach Gardens),
competed in Studies in Marketing-Specialty Stores. Michael Benefield,
from Seminole High School (Sanford), was third-place winner in the final
competition in Merchandise Information.
Twenty-three Florida students and advisors attended the National DECA
Leadership Conference, Post-Secondary Division, in Minneapolis. A new
constitution was adopted for DECA along with new by-laws for each division.
The name of the post-secondary division was changed to Junior Collegiate
Division and three additional divisions were approved, namely, the Collegiate
Division, the Alumni Division, and the Professional Division. Harold Ross,
from Palm Beach Junior College (Palm Beach), was elected Southern Regional
Vice-President. The organization for post-high school youth will serve
with DECA as co-host at the second national meeting to be held in Tampa
The Florida Association of Managerial Education (FAME) for post-high school
students continued to grow, reaching a total of 305 active and associate
members for a 25 percent increase over FY 1969. A chapter was activated
at Indian River Junior College (Ft. Pierce) to bring the total number of
FAME chapters to 11. Approximately 150 students, coordinators, and guests
participated in the Fifth Annual State Leadership Conference held in
Clearwater. Career seminars, leadership development sessions, and project
competitions were among the activities provided.
NEEDS IN VOCATIONAL-TECHNICAL EDUCATION
The need for vocational-technical education teachers for each vocational
service was given much study during the year. At the request of the
Board of Regents Office for Continuing Educationr inventories of present
offerings, along with plans for the future, were detailed and were used
in projecting future demands for teachers. A long-range study plotted
trends and needs to FY 1977, and a report was sent to the Board of Regents
office and, in turn, to the publicly supported universities. The need
for industrial arts and adult general education teachers was also included
in the projections which were based upon present productivity of public
universities, inservice training offered, and the geographical location
of teachers presently employed. Recommendations included plans for new
and expanded institutional vocational teacher education programs and sug-
gestions for improving existing programs and services.
The 1970 Florida Legislature passed a package of vocational education bills
designed to alleviate needs reviewed elsewhere in this report. Included
were provisions for more vocational counseling, additional funding support
based upon differentials in program costs, mandatory district and junior
college vocational education administrators, a broadened definition of
vocational education to include occupational exploration and world-of-
work instruction, and a vocational education improvement fund to encourage
However, additional needs remain, including the following:
1. More publicity to inform youth and adults of vocational-
technical education programs and employment opportunities
2. Improvement of high school vocational education facilities
3. More variety in vocational-technical program offerings
4. Additional data on employment needs and opportunities in
5. Further translation of vocational education program ob-
jectives into performance measures, and additional em-
phasis upon preparation for employment in emerging
6. Further attention to the needs of handicapped and disad-
7. Additional research and experimentation and the establish-
ment of more pilot programs
8. A firm and continuing state funding base for the employ-
ment of occupational specialists and other personnel needed
to provide adequate vocational guidance services
9. More involvement of local business and industry with voca-
tional education programs, services, and activities
10. More vocational counselors for adults
11. More vocational teachers and supportive professional personnel
and more inservice training for employed teachers.
Special needs enumerated by sections include more programs in diversified
occupations training for handicapped and disadvantaged persona. Also
needed are more informational releases to publicize opportunities in vo-
cational education, and more curriculum guides and individual learning
There is a need to orient high school technical education programs more
toward the post-secondary levels and to provide more pre-technical prepara-
tion at the post-secondary level.
There is a need for additional data about manpower needs in agriculturally-
related employment. The cluster concept in agricultural education should
be expanded at the upper secondary level and in technical agriculture pro-
grams at the post-secondary level. Production agriculture should be further
de-emphasized and more emphasis placed upon production-related and off-
farm agricultural occupations.
There is a need for more program guidelines and for lists of required
equipment for the respective health-related occupations education programs.
Also needed is more inservice training for teachers of health-related oc-