DOCUMENT RESUME ED 114 615 Plan for the Improvement of ... · DOCUMENT RESUME. ED 114 615. CE 005...

DOCUMENT RESUME

ED 114 615 CE 005 479

TITLE Plan for the Improvement of Vocational Education.INSTITUTION Area 5 Vocational Planning Committee, Pleasant Hill,

Calif.PUB DATE Apr 73NOTE 77p.; For related documents, see CE 005 478 and CE

005 480-481; Appendix B removed as it will notreproduce in microfiche

EDRS PRICE MF-$0.76 HC-$4.43 Plus PostageDESCRIPTORS Educational Opportunities; *Educational Planning;

*Educational Problems; Educational Programs;Educational Quality; *Vocational Education

IDENTIFIERS California (Alameda County); *California (Area V) ;California (Contra Costa County)

ABSTRACTTen problem areas identified by the State Legislature

of California in regard to vocational education are reviewed in termsof Alameda and Contra Costa Counties, California. The problem areasare discussed in terms of present status and required direction andspecific activities needed to achieve objectives. They include: (1)

assessment of opportunities for vocational education, includingfinancing vocational opportunities, funding procedures, organizationof labor market information, and vocational discrimination practices;(2) quality standards, including vocational competency, occupationalanalyses for teaching, vocational instructional packages,certificates, instructional costs, and financial incentives forquality; (3) followup, including comprehensive monitoring system; (4)

prevocational education, including curriculum; (5) vocationalguidance, including vocational competency--self guidance andvocational counselors; (6) dual attendance, including college creditsfor college work; (7) advanced placement, including vocationalcompetency evaluation; (8) remedial programs, including evaluation;(9) work experience, including promotion, work experience credits andeducation placements, and training of teacher-coordinators; and (10)informing the publics, including coordination of public informationactivities. The Area Five Planning Committee members and evaluationand participation form to be filled out in response to the documentare appended. (LH)

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TABLE OF CONTENTS.Page.

Introduction. 1

Assessment of Opportunities for VocationalEducation , 2

Financing Vocational OpportunitiesFunding ProceduresOrganisation of Labor Market InformationVocational Discrimination Practices

Quality StandardsVocational CompetencyOccupational Analysis for TeachingVocational Instructional PackagesVocational CertificatesVocational Instructional CostsFinancial Incentives for Quality

8

Follow4:Up 13

Comprehensive Monitoring System

-Prevocational Education 15

Curriculum 4,

Vocational Guidance 17Vocational Competency--Self GuidanceVocational Counselors

Dual AttendanceCollege Credit for College Work

Advanced Plat emery"Vocational Competency Evaluation

Remedial ProgramsEvaluation

Work ExperiencePromotionWork Experience CreditsWork Experience Education PlacementsTraining of Teacher-Coordinators

Informing the PublicsCoordination of Public Information Activities

20

21

22

24

29

I 11 r r

Table of ContentsPage 2

Appendix

A. Area V Planning Committee

B. State of California Education Code, Article 10.4

C. Acknowledgement

D. Evaluation and Participation Form

INTRODUCTION

The Vocational Planning Committees were established because of perceived

an objective and independent analysis of certain specific problem areas in vocat*

The present document s part of a series which has provided an analysis of

trying to provide needed vocational education programs and services in Alamed

Although several specific problem areas have been recognized by the Legis

side red in this document, many of these problems are symptomatic of more ser

lie much of vocational education but which in large part are beyond local district

This report recognizes three needs which permeate most of these problem

tion and which must be resolved: (1) the need for valid, current information and

tern of certification of levels of competency acquired by those trained in vocatio

tern of financing vocational education which links level of funding to quality of pr

needs will provide the key to improvement in the other areas of concern.

The Committee, which recognizes the significance of these three needs, has

cern requested by the State Legislature and has provided recommendations.

-1-

INTRODUCTION

ional Planning Committees were established because of perceived need by legislators for

d independent analysis of certain specific problem areas in vocational education.

nt document is part of a series which has provided an analysis of difficulties encountered in

de needed vocational education programs and services in Alameda and Contra Costa Counties.

everal specific problem areas have been recognized by the Legislature, and they are con-

document, many of these problems are symptomatic of more serious conditions which under-

ational education but which in large part are beyond local district control.

t recognizes three needs which permeate most of these problem areas in vocational educa-

must be resolved: (I) the need for valid, current information and data, (2) the need for a sys-

ation of levels of competency acquired by those trained in vocational progiams, and (3) a sys-

g vocational education which links 1,:vel of funding to quality of program. Resolt.tion of these

"de the key to improvement in the other areas of concern.

ittee, which recognizes the significance of these three needs, has reviewed each area of con-.

by the State Legislature and has provided recommendations.

-1-

A. Arsessment of Opportunities Vocatiorlal

Education Code 6268.4 (a). Assess whether a proper assort-ment, as measured by skill demands determined from localand area employment surveys, of programs in the educationalcurriculum is offered in the area, while avoiding unnecessaryduplication of programs."

PRESENT STATUS

...11..........mmor01.1.10=

Goal:

All residents andconvenient accessto an occupation of

REQUIRED DIRECTION TO.ACHIEVE OBJECTIV,ES

1. Financing vocational opportunities.

The autonomy of schools and col-leges has made it possible to besensitive to the particular needsof students and has resulted in theestablishment of some of the morecommon training programs. Un-fortunately, because of the broadrange of interests and abilities ofstudents, only a few schools or col-leges can offer more than a minimalselection of vocational education.

In general, when students want avocational program or if they wantto enroll in vocational courses,they take what is available. Withthe present limited number ofchoices, the probability of studentsatisfaction is low. To a high de-gree, local school financial limi-

7

1.

Each county superintendent ofschools (Alameda, Contra Costa)should establish countywide ROP'swhich contract with schools andcolleges, employers, and privateorganizations. Each county ROPis required to have a managementadvisory board with carefully con-structed management controls.The county management advisoryboard should have representationfrom various community and vo-cational interest groups.

These agencies should specify andpublish their procedures, policies,and rules for membership on allo-cation boards.

-2-

SPECAC

1.

The cschoolmay alinesgionalengageducerseducatenablerloyervateof accupati

The Aprimasuper'a jointand lopersothe folings a

rtunities for Vocational Education

.4 (a). Assess whether a proper assort-by skill demands determined from localt surveys, of programs in the educationald in the area, while avoiding unnecessary

s."

US

ortunities.

fools and col-)ssible to be;icular needsresulted in theme of the moreograms. 'On-e of the-broadnd abilities of

schools or col-e than a minimalnal education.

udents want aor if they wantal courses,allable. Withnumber oflinty of student

To a high de-Ifinancial limi-

7

1.

Goal;

All residents and workers in Area V will haveconvenient access to a training program lead-to an occupation of his, or her choice.

REQUIRED DIRECTION TOACHIEVE OBJECTIVES

SPECIFIC ACTIVITIES: TOACHIEVE OBJECTIVES

Each county superintendent ofschools (Alameda, Contra Costa)should establish countywide ROP'swhich contract with schools andcolleges, employers, and privateorganizations. Each county ROPis required to have a managementadvisory board with carefully con-structed management controls.The county management advisoryboard should have representationfrom various community and vo-cational interest groups.

These agencies should specify andpublish their procedures, policies,and rules for membership on allo-cation boards.

-2-

1.

The county superintendent ofschools (Alameda, Contra Costa)may authorize and provide guide-lines for a county-operated re-gional occupational program whichengages the participation of all pro-ducers and recipients of vocationaleducation in Area V. This wouldenable every school, college, em-ployer training program, and pri-vate organization to become partof a county-operated regional oc-cupational program.

The Area V Committee, with theprimary assistance of each countysuperintendent of schools, assemblesa joint task force consisting of Stateand local education agencies andpersonnel training directors withthe following objectives: (1) find-ings and recommendations for (a)

8

PRESENT STATUS REQUIRED DIRECTION TO SPECIFIACHIEVE OBJECTIVES ACHIE

I. (cont. ) I. (cont. )

tations prevent any degree of real a county-

choice in vocational education. pational pwith prod

Through county-operated regional oc- cation and

cupational programs, substantial trol boardState school apportionment funds are mary coavailable for financing a greater va- , ests; andriety and amount of vocational edu- local voca

cation in Area V. tion in the

This c'bunty-operated approach tofinancing vocational education is al-ready practiced in San Diego andSanta Cruz Counties.

Senate Bill 90 of the 1972 Legisla-ture makes it possible for Area V,like other areas, to serve all oc-cupations equitably.

First, SB 90 lumped local overridetax revenues for ROP/ROC into thegeneral public school budget.

Second, SB 90 provides $950 basicADA (less deductions).

County-operated ROP's and ROC's arealso eligible. for $950 ADA, but there

-3-0 ""

REQUIRED DIRECTION TO SPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES ACHIEVE OBJECTIVES

I. (cont. )

ree of real a county-operated regional occu-cation. p%tional program, which contracts

with producers of vocational edu-ed regional oc- cation and (b) a management con-substantial trol board representative of pri-

ent funds are mary community vocational inter-a greater va- ests; and (2) assistance to assure

cational edu- local vocational agency participa-tion in the county regional program.

pproach tocation is al-

Diego and

72 Legisla-for Area V,rve all oc-

cal overrideROC into theudget.

s $950 basic

s and ROC's areDA, but there

-3-10

PRESENT STATUS REQUIRED DIRECTION TOACHIEVE OBJECTIVES

SPECIFACHIE

1. (cont.)

are no deductions. County ROP'sand ROC's may contract with vo-cational agencies.

Third, the net gain for school dis-tricts and ROP's and ROC's willvary from district to district.

2. Funding Procedures.

Procedures governing allocations ofState and Federal Manpower Boardsand resources are unclear or un-known to community groups. For ex-ample, these programs include:1. MAPC funded programs2. Health Manpower3. Law enforcement

Although this provides independenceof action, it results in a lack of co-ordination and encourages a duplicationof effort and waste of resources.

3. Organization of labor market infor-mation.

It is generally thought that vocationalprograms are initiated or continuedon the basis of student interest, fac-ulty interest, program costs, job

: 11

2.

The procedures and policies forfunding of training programsshould be readily available totraining agencies.

3.

Coordination of effort is neededamong the agencies representingmajor sources, processors andusers of labor market information.

-4-

Z.

The AreCommitassistanof Humaa ss embla c cumulthe polifundingpreparewhich p

3.

The AreprimarDepartDevelop


SPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES

ounty ROP'sct with vo-

r school dis-ROC's willdistrict.

allocations ofpower Boardslear or un-roups. For ex-s include:rams

independencea lack of ca-ges a duplication

resources.

2.

The procedures and policies forfunding of training programsshould be readily available totraining agencies.

market infor- 3.

that vocationalor continuedinterest, fac-costs, job

Coordination of effort is neededamong the agencies representingmajor sources, processors andusers of labor market information.

-4-

2.

The Area V Vocational PlanningCommittee, with the primaryassistance of the State Departmentof Human Resources Development,assembles a task force to (I)accumulate from funding agenciesthe policies and procedures forfunding training programs; (2)

prer?re and distribute a brochurewhich provides this information.

3.

The Area V Committee, with theprimary assistance of the StateDepartment of Human ResourcesDevelopment, assembles a joint

12


SPECAC

3. (3. (cont. )

market needs, and licensure reg-ulations. However, the presentlack of coordinated effort and ap-propriate funding procedures re-sult in duplication of function, alimited number of offerings, alack of vertical relatedness andlimited evidence of labor marketneeds.

The development of labor marketand occupational information hasbeen the responsibility of theDepartment of Human ResourcesDevelopment. But, unfortunately,these types of services have notbeen budgeted, with few exceptions.

It has been assumed that, becausethe Department of Human ResourcesDevelopment is a State agency, itspriorities and guidelines are thoseestablished by the Legislature.

Actually, the Department of HumanResources Development is financedalmost entirely by federal funds,and federal priorities must be follow-ed to acquire this funding. Thus the

13

3. (cont. )

Initiation of a comprehensivelabor market information systemis needed for the Bay Area.

State and national policies shouldreflect the desirability of a com-prehensive labor informationmarket system.

Initiation of a comprehensive ed-ucational inventory and projec-tion system for the Bay Area isneeded.

-5-

task flocalsonnefoliomulti(a) coinforprehe

tothndpe

Re uiLabofor aMargLanestitutUniveNove

The plater

(ThissporesGuida.

1

ATUS REQUIRED DIRECTION TOACHIEVE OBJECTIVES


licensure reg-r, the presentd effort and ap-procedures re-of function, aofferings, alatedness and1 labor market

f labor marketormation has

ility of thean Resources

t, unfortunately,vices have not

few exceptions.

d that, becauseHuman Resources

State agency, itselines are thoseLegislature.

rtment of Humanpment is financedfederal funds,ies must be follow-funding. Thus the

3

3. (cont. )

Initiation of a comprehensivelabor market information systemis needed for the Bay Area.

State and national policies shouldreflect the desirability of a com-prehensive labor informationmarket system.

Initiation of a comprehensive ed-ucational inventory and projec-tion system for the Bay Area isneeded.

-5-

3. (cont. )

task force consisting of State andlocal education agencies and per-sonnel training directors, with thefollowing objectives: drafting of amulti-county plan which integrates:(a) comprehensive labor marketinformation system and (b) com-prehensive educational inventoryand projection system, pursuantto the design recommendations ofRequirements and Design of aLabor Market Information Systemfor a Large Metropolitan Area, byMargaret Thal-Larsen, StephenLoner, and Donald Mayall (In-stitute of Industrial Relations,University of California, Berkeley,November 1972. )

The plan is submitted to the Legis-lature for funding.

(This function falls within the re-sponsibilities of the CaliforniaGuidance Center (AB 814)).

14

PRESENT STATUS REQUIRED DIRECTION TO SPACHIEVE OBJECTIVES A

3. (cont. )

priorities are those of the fundingagency rather than the Legisla-ture, generally.

Because the Department of HumanResources Development has notbudgeted that occupational infor-mation service needed by theschools, the educational agencieshave by necessity expended theirown funds for the same purpose.But the Department does have ahigh budget priority for job place-ment and counseling services.

The Department has also found itnecessary to budget large sumsfor supplementing school and col-lege training programs, whichsorely need occupational informa-tion services. Thus the Depart-ment is a rival, rather than aservice resource, to the education-al system, as originally intended.Schools and colleges continue tofinance occupational and labormarket information services with-out the resource base of the De-partment.

15-6-

TUS REQUIRED DIRECTION TO SPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES ACHIEVE OBJECTIVES

e of the fundingthe Legisla-

tment of Humanment has not

pational infor-ded by thetional agenciesexpended theirame purpose.t does have ay for job place-g services.

s also found itt large sumsschool and col-ams, whichtional informa-

us the Depart-ther than ato the education -inally intended.es continue toal and laborn services with-ase of the Di-

-6-16


SPEAC

4.4. Vocational discriminationpractices.

Despite numerous civil rightsstatutes and Constitutional pro-tections, systematic exclusionpractices often prevent minor-ities, women, and the handi-capped from whole categoriesof occupations due to arbitrarylicensure, experience, and aca-demic degree requirements. Noareawide survey exists in AreaV to detail the magnitude of thenumbers of persons involved,yet such a survey would providegoal targets for overcomingspecific discrimination handi-caps suffered by women, thosewith physical abnormalities, andthe respective minority groupsin Area V.

4.

An accounting should be made ofCie composition of minorities andwomen in training programs, andspecifically the number in highcost and low cost programs.

A manpower sampling survey(audit) is needed to determinethe specific occupational needsof women, the physically abnor-mal., and minority communities.Such a survey would provideconcrete goals for occupationaltraining programs to be estab-lished for these groups.

-7-

TheprimaDeparDeveltask flocalmunitsonnelthe folish band prsults;re coneedegramsand (3schoolbodiesgrouptionalgroup

'ATUS REQUIRED DIRECTION TOACHIEVE OBJECTIVES


illation

civil rightstutional pro-w exclusionvent minor-the handi-categoriesto arbitraryrice, and aca-irements. Noists in Areanitude of thes involved,ould provide

ercomingtion handi-

omen, thosemalities, and

ority groups

4.

An accounting should be made ofthe composition of minorities andwomen in training programs, andspecifically the number in highcost and low cost programs.

A manpower sampling survey(audit) is needed to determinethe specific occupational needsof women, the physically abnor-mal, and minority communities.Such a survey would provideconcrete goals for occupationaltraining programs to be estab-lished for these groups.

-7-

4.

The Area V Committee, with theprimary assistance of the StateDepartment of Human ResourcesDevelopment, assembles a jointtask force consisting of State andlocal education agencies, com-munity action groups, and per-sonnel training directors, withthe following objectives: (1) pub-lish brochure(s) describing plansand procedures of survey and re-sults; (Z) describe findings andrecommendations for providingneeded occupational training pro-grams among the target groups;and (3) provide assistance toschools and colleges, licensurebodies, employers and communitygroups in fulfilling the occupa-tional training needs of the targetgroups.

18

B. Quality Standards

Education Code 6268.4 (b). "Review quality standardsof vocational instruction in the area. "

PRESENT STATUS

Goal:

Each training agentof instruction in voand services.


SPECACA

I. Vocational competency.

Accreditation and professionalassociations set standards forschools, home-study, and on-the-job instructional programs,but ultimately the setting ofstandards and evaluation of aprogram in terms of standardsare primarily a local instruc-tional responsibility. Contem-porary Area V standards are sogeneral as to be without meaningto teachers, counselors, em-ployers, and students.

2. 22s2altismaLajitiy122192.12ELEthi .

Most training programs today aredesigned and evaluated in terms ofregulations that specify hours ofinstruction required, use of prop-erly credentialed teachers,

19

1.

The purpose of vocational pro-grams is to prepare students forjobs (and for upgrading in jobs).

Vocational educators, from highschool through graduate schools,must set standards which providereasonable assurance that the stu-dents will be effective in the oc-cupations for which prepared.

The curriculum services and in-struction must be designed so thatall students can move efficientlytoward acquisition of competenciesrelative to desired, demand oc-cupations.

2.

Current detailed occupationalanalyses must be available on abasis for the development of in-structional objectives for eachvocationally-related curriculum..

-8-

1.

An age]GuidanEducatiSan Fr]dinate 1riculurgachievetificati4compet

In coopC °miniforce dsupporta Bay )brochuilated.

2.

The ArComm/as sistaof Humas semi

.4 (b). "Review quality standardstion in the area. "

Goal:

Each training agency will maximize the qualityof instruction in vocationally-oriented programsand services,

US REQUIRED DIRECTION TOACHIEVE OBJECTIVES


ofessionaldards for, and on-programs,

tting ofHon of astandards

1 instruc-. Contem:-ards are soout meaning

lors, em-ts.

es for teachin

ams today areted in terms ofcify hours of, use of prop-achers,

19

1.

The purpose of vocational pro-grams is to prepare students forjobs (and for upgrading in jobs).

Vocational educators, from highschool through graduate schools,must set standards which providereasonable assurance that the stu-dents will be effective in the oc-cupations for which prepared.

The curriculum services and in-struction must be designed so thatall students can move efficientlytoward acquisition of competenciesrelative to desired, demand oc-cupations.

2.

Current detailed occupationalanalyses must be available on abasis for the development of in-structional objectives for eachvocationally-related curriculum.

-8-

1.

An agency, such as a CaliforniaGuidance Center, (Section 3700011,Education Code) is needed in theSan Francisco Bay Area to coor-dinate the effort in developing cur-riculum units, evaluating vocationalachievement, and establishing cer-tification procedures for occupationalcompetencies.

In cooperation with the Area VComtnittee, a multi - county taskforce develops plans and localsupport for the establishment ofa Bay Area Guidance Center. Abrochure is published and circu-lated.

2.

The Area V Vocational PlanningCommittee, with the primaryassistance of the State Departmentof Human Resources Development,assembles a joint task force,

20

PRESENT STATUS REQUIRED DIRECTION TO SPECACHIEVE OBJECTIVES AC

2. (cont. )

square footage of instructionalspace, etc., and not in termsof the attainment of designatedskills or knowledge levels ofthe students.

3. Vocational instructional packages.

Instructional objectives are largelyused as general curriculum planningaides and sometimes as evaluationmeasures but only occasionally as(1) written goals and objectives forclassroom and on-the-job instruc-tion correlated to a detailed occupa-tional analysis, or as (2) an orien-tation brief for an occupation, or as(3) a communication device amongteachers of related instruction, oras (4) a medium for articulation be-tween educators and employers andtrainees.

Vocational instructional modules(Vocational Learning Activity

21

3.

2. (con

consistcationtrainintive ofoc cupatagencieornia Gvide thiin the S

3.

Administrators, teachers and stu- The Ardents of each vocational program C ornmishould have access to (1) a resource sistancfile regarding required textbooks, of Educequipment, and instructional mater- of reprials needed for Vocational Learning local eActivity Packages and the location for theof said resources throughout the effort tArea V, (2) an evaluation checklist, dissemincluding advisory committee rating cationapanel, for measuring achievement typicalfor specific modules of the Learning and uniActivity Packages, and (3) the objectistandards of achievement of each e qui pmphase of the iirograrn. so fort

and pre

1

is deve

-9-


tructionalin terms

designatedlevels of

nal acka es.

ves are largelyiculum planningas evaluation

ccasionally asobjectives fore-job instruc-detailed occupa-s (2) an orien-cupation, or asdevice amongnstruction, orarticulation be-employers and

nal modulesActivity

3.

Administrators, teachers and stu-dents of each vocational programshould have access to (1) a resourcefile regarding required textbooks,equipment, and instructional mater-ials needed for Vocational LearningActivity Packages and the locationof said resources throughout theArea V, (2) an evaluation checklist,including advisory committee ratingpanel, for measuring achievementfor specific modules of the LearningActivity Packages, and (3) thestandards of achievement of eachphase of the Program.

-9-


2. (cont.)

consisting of State and local edu-cation agencies, and personneltraining directors with the objec-tive of making available detailedoccupational analyses to trainingagencies as needed. (The Calif-ornia Guidarce Center will pro-vide this service when implementedin the San Francisco Bay Area. )

3.0

The Area V Vocational PlanningCommittee, with the primary as-sistance of the State Departmentof Education, forms a task forceof representatives of State andlocal educational training agenciesfor the purpose of coordinatingeffort to establish, maintain anddisseminate a resource file. Vo-cational Learning Activity Packages,typical course outlines, programand unit guidelines, instructionalobjectives, facility descriptions,equipment lists, textbooks, andso forth. An Area V in-serviceand pre-service staff training planis developed utilizing teacher

. 22

PRESENT STATUS REQUIRED DIRECTION TO

3. (cont. )

Packages), based upon detailedoccupational analyses, are sel-dom used in program planningby Area V teachers.

4. Vocational certificates.

Although trainees may be granteddiplomas, degrees or certificatesbearing technical titles, thesecredentials seldom contain stand-ardized specifications of occupa-tional competencies. Consequent-ly, these credentials have almostno utility to either employers ortrainees. Notwithstanding TitleVII of the U.S. Civil Rights Act of1964, Area V employers still favortraining certificates containing thehighest possible prestige content,that is, training preceded by high-level academic degrees.

23

4.

SPEACHIEVE OBJECTIVES AC

3. (co

A uniform system is needed forcertifying the competencies ofstudents. Each school, college,and formal on-the-job trainingprogram should offer the traineea certificate of competency(based upon training methods andprocedures adopted under the fairemployment practices codes) toexpress the specific vocationalskills and knowledges attained.Ideally, certification should en-title the bearer to receive place-ment services from any agencyissuing comparable certificateswithin Area V.

Those state boards and com-missions issuing occupationallicenses and journeyrnanshipcertificates should specify pro-

-10-

traini(ThewhenSan Fan apthis s

4.

TheCosistaof thelegesforceeducatrain'ing owidemittedons;estabing cOr MOinstruand wrecoGuidai(Educegard*

TUS REQUIRED DIRECTION TOACHIEVE OBJECTIVES

upon detailedses, are sel-am plannings.

ates.

may be grantedor certificates

titles, thesecontain stand-

ons of occupa-s. Consequent-ls have almostemployers orstanding Titlevil Rights Act ofloyers still favores containing therestige content,receded by high-grees.

4.

A uniform system is needed forcertifying the competencies ofstudents. Each school, college,and formal on-the-job trainingprogram should offer the traineea certificate of competency(based upon training methods andprocedures adopted under the fairemployment practices codes) toexpress the specific vocationalskills and knowledges attained.Ideally, certification should en-title the bearer to receive place-ment services from any agencyissuing comparable certificateswithin Area V.

Those state boards and oom-missions issuing occupationallicenses and journeymanshipcertificates should specify pro-

-10-


3. (cont.)

training and employer facilities.(The California Guidance Center,when established in theSan Francisco Bay Area, will bean appropriate agency to providethis service.)

4.

The Area V Vocational PlanningCommittee, with the primary as-sistance, of the Chancellor's Officeof the California Community Col-leges, establishes a joint taskforce consisting of State and localeducation agencies and personneltraining directors with the follow-ing objectives: (1) creation of area-wide vocational competency com-mittees for major demand occupa-tions; (2) recommendations forestablishing procedures for certify-ing competencies, based upon oneor more of the following: classroominstruction, home-study instruction,and work station experience, (3'recommendations for the CareerGuidance Center Advisory Committe(Education Code Section 37022) re-garding procee.ures for crediting

24


5. Vocational instructional costs.0.001.1.111....The determination of the cost ofmost occupational programs inrelationship to the level of skillsobtained by trainees is difficultto determine since programs arenot generally evaluated in terms

25

4. (cont.)

cedures whereby vocational cer-tificates of occupational compe-tency (described above) are givenfull credit toward a state licenseor certificate.

Each licensure or vocational cer-tificate program should specifythe skills and knowledges andother characteristics attested toby that agency's issuance of a cer-tificate and the validation criteriafor tests required thereto.

Contractual vocational educationshould take place where such cer-tificate system is established inorder to assure that public educa-tion is maintaining a comprehensivevocational program.

SPEA

4. (c

vocatlicender ti

lia,to otaprent

5. 5.

Each school, college and employertraining program should adopt astandardized cost accounting systemto determine the comparative valueof vocational education programs.,

TheConnsistaof Edtask flocal


onal costs.

f the cost ofrograms inevel of skillsis difficult.

.rograms areted in terms

4. (cont.)r...emn+rEralrrwwa...V__

cedures whereby vocational cer-tificates of occupational compe-tency (described above) are givenfull credit toward a state licenseor certificate.

Each licensure or vocational cer-tificate program should specifythe skills and knowledges andother characteristics attested toby that agency's issuance of a cer-tificate and the validation criteriafor tests required thereto.

Contractual vocational educationshould take place where such cer-tificate system is established inorder to assure that public educa-tion is maintaining a comprehensivevocational program.

4. (cont.')

vocational certificates toward statelicenses and journeyman.,%ip cre-dentials, and (4) maintaining a listof liaison personnel with respectto state licensure boards and ap-prenticeship bodies.

5. 5.

Each school, college and employertraining program should adopt astandardized cost accounting systemto determine the comparative valueof vocational education programs.

..,i

The Area V Vocational PlanningCommittee, with the primary as-sistance of the State Departmentof Education, establishes a jointtask force consisting of State andlocal education agencies and

26

PRESENT STATUS REQULRED DIRECTION TOACHIEVE OBJECTIVES

5. (cont. )

of skills attained.

No standardized cost accountingsystem is in general use through-out Area V to determine the com-parative value of vocational edu-cation programs.

6. Financial incentives for quality.

Generally, very little statusaccrues to vocational instruc-tion operating at ?. high effi-ciency level, and the greateststatus is given to highly inef-ficient vocational instructionrequiring academic degrees asa prerequisite for enrollments.

Too often there is no directcorrelation between the qualityof a training program and itsfuture funding.

27

6.

A financial incentive should beprovided to vocational programswhose students achieve highlevels of occupational compe-tency.

-12-

SPEAC

5. (cc

persothe fastart.equipand igram

6.

The AComnsistanChancrnunita joinStateand plwith testimof finedationthe HImendsstatut

P"ATUS REQUIRED DIRECTION TO

ACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TO

ACHIEVE OBJECTIVES

at accountingal use through-mine the conv-ocational edu-

s for ualit .

tle statusal instruc-high effi-e greatest

ighly inef-structiondegrees asnrollments.

o directthe quality

and its

6.

A financial incentive should beprovided to vocational programswhose students achieve highlevels of occupational compe-tency.

-12-

5. (cont. )

personnel training directors withthe following objective: determinestart-up costs, instructional costs,equipment costs, materials costs,and indirect services costs of pro-grams in Area V.

6.

The Area V Vocational PlanningCommittee, with the primary as-sistance of the Office of theChancellor of the California Com-munity Colleges, should establisha joint task force consisting ofState and local education agenciesand personnel training directorswith the following objectives: (1)estimate of the appropriate amountof financial incentive; (2) recommen-dations for procedures for executingthe financial incentive; (3) recom-mendations for changes in appropriatstatutes.

28

C. Follow-Up Goal:

Education Code 6268.4 (c). "Assure that informationderived from follow-up studies is shared among educa-tional institutions offering vocational education. "

4,=1MWMMIOMM...,PRESENT STATUS

1. Comprehensive monitoring ystern.

Public schools and most trainingagencies conduct those follow-upstudies required for reporting pur-poses. In general, few additionalstudies are made.

Evidence presented to the Area VCommittee indicates that many ofthese studies provide unreliableresults and that the proceduresvary considerably from trainingagency to training agency.

The follow-up studies which areundertaken are oriented almostentirely to the status of the per-son after leaving the traininginstitution.

Follow-up studieducation plarunand Federal agestandardized, aration as to thegrams, units an


Follow-up systems must be de-signed which provide the nec-essary reliability of data, areadaptable and acceptable to theschool, college and training pro-grams in Area V, and which arereasonable in cost. The systemsshould provide information on theeffectiveness of instruction, theemployability status of formerstudents, and the appropriatenessof services and procedures.

-13-

SP

1.

TheCositoftassenedudirgrtopraagespeadoinchuprosystatiing

8.4 (c). "Assure that information-up studies is shared among educa-

ffering vocational education. "

TUS

nitorin s stem.

most trainingose follow-upr reporting pur-

, -few additional

d to the Area Ves that many ofitie unreliablee proceduresfrom trainingagency.

lea which areented almosta of the Per-e training _

1.

Goal:

Follow-up studies conducted for vocationaleducation planning and as required by Stateand Federal agencies should be reliable,standardized, and should provide valid infor-mation as to the effectiveness of training pro-grams, units and services.


Follow-up systems must be de-signed which provide the nec-essary reliability of data, areadaptable and acceptable to theschool, college and training pro-grams in Area V, and which arereasonable in cost. The systemsshould provide information on theeffectiveness of instruction, theemployability status of formerstudents, and the appropriatenessof services and procedures.

-13-

1.

The Area V Vocational PlanningCommittee, with the primary as-sistance of the State Departmentof Education, assembles a jointtask force consisting of repre-sentatives from State and localeducational agencies, training.directors, and other involvedgroups, for the purpose of (1)taking inventory of follow-uppractices available in trainingagencies and recommending aspecific follow-up system foradoption by educational agenciesin Area V; (2) developing a bro-chure describing the system andprocedures for implementing thesystem; and (3) offering consul-tation to schools, colleges, train-ing agencies, employers, and pub-

o


1. (cont. )

There is little inclination bytraining agencies to follow upstudents in regard to the stu-dent selection process, theeffectiveness of the testingprogram, or the remedial.services.

Although numerous systems havebeen developed which could pro-vide the necessary information,there has been little success inArea V.in agreeing on use of acommon system.

-14-

31

SPEA

1. (co

lic ecourathe r


tion by0 follow upto the stu-ess, thetesting

eniedial

systems havech could pro-.information,

e success inon use of a

I. (cont.)

lic employment agencies to en-courage widespread adoption ofthe recommended system.

-14-

31 32

Prevocational Education

Education Code 6268.4 (d). "Encourage and assist localschool districts to offer effective prevocational programs. "

(For our purposes, prevocational education is definedas a formalized effort to prepare students for success-ful entry and progress in a vocati,-,,7a1 education program,which in turn will prepare them for employment. )

Goals:

Students should umstrate how basic ain several occupal

Each student shoalabilities, interestapplicability to thi

Each student shougrade - for entryprogram. Explorable to all student


SPECAC1

:. Curriculum.

Because of the inadequacy orlack of prevocational programsat various educational levels,choice of and entry into educa-tional programs and vocationsare haphazard occurrences.

Although some schools have hadnoteworthy success in helpingstudents to acquire and try outknowlcdges and skills which areoriented to vocational education-programs, most people have anextremely limited knowledge of

33

1. 1.

Educational personnel must orient The Aicurriculum and instruction toward Commthe realization that each student sistartwill become a productive member tender'of society and must prepare for joint teventual employment. of Stat

trainlrof deteof pre'(quireterialsvelopucation

-15-

tion Goals:

.4 (d). "Encourage and assist localffer effective prevocational programs. "

prevocational education is definedrt to prepare students for success-ss in a vocational education program,epare them for employment.)

emexameon...m.

Students should understand and be able to demon-strate how basic academic education is appliedin several occupations.

Each student should become aware of his ownabilities, interests and aptitudes - and theirapplicability to the world of work.

Each student should be prepared - by the tenthgrade - for entry into and success in a vocationalprogram. Exploratory courses should be avail-able to all student including adults.


amp..mmwrowwmmmo.s.rwVeamnr.a...w


quacy orprograms1 levels,to educa-

vocationsrences.

Is have hadin helpingnd try out

which are1 education-

ple have anowledge of

1.

Educational personnel must orientcurriculum and instruction towardthe realization that each studentwill become a productive memberof society and must prepare foreventual employment.

-15-

1.

The Area V Vocational PlanningCommittee with the primary as..sistarfce of the County Superin-tendents of Schools, assemble ajoint task force of representativesof State and local educational andtraining agencies for the purposeof determining the present statusof prevocational education, to ac-quire models of curriculum ma-terials, and to stimulate the de-velopment of prevocational edu-cation in all schools in the area.

34

4001.0.,.... .....

1,1.1.1.1

PRESENT STATUS

......................1.140.6.10M4010...........011111.1=4.1010

REQUIRED DIRECTION TO

1. (cont. )

vocational education, of theworld of work, or of their ownaptitudes, abilities, and in-terests.

at

35

SPEACHIEVE OBJECTIVES A

1, (co

-16..

At suante_San Fsuppl

J

liNIIMIDAMM.01V...114%

LTITS

n, of theof their own

and in-

.w.ey../......r.m....V....00....=*./eslIme.....0REWIRED DIRECTION TO SPECIFIC ACTIVITIES TO

ACHIEVE OBXECTIVES ACHIEVE OBJECTIVES

-16-

1. (cont.

At such time as a California Guid-ance Center is established in theSan Francisco Bay Area, it willsupplement the activity.

36

E. Vocational Guidance

Education Code 6268.4 (e). "Insure that guidance and coun-seling information relative to vocational education and occu-pational experience is made available to all junior highschool, high school, and community college students in thearea, and insure that a substantial part of such guidance andcounseling is provided by busines and industry personnel."

Goals:

Every individualCounty area shoucouns eling.

Every individualCounty area shalmaterials whichand reasonably cpations and theirSan Francisco B

Every individualcounseling mateabilities, and appetencies in orducation choices.

Training prograwill be conveniepersons in Area


1. Vocational competency --self-guidance.

Although there are notable ex-ceptions, it is typical that thestudents have little understand-ing of their strengths in relationto specific occupational require-ments and the specific training

1.

Each student should be issued avocational self-assessment pack-age which includes: an occupa-tional interest inventory, pro-spective choices for work experi-ence education, short-form

-17-

SPA

1.

o

TheCosistaChanmumjoint

4

e

8. 4 (e). "Insure that guidance and coun-relative to vocational education and occu-is made available to all junior high

, and community college students in theat a substantial part of such guidance andded by busines and industry personnel."

Goals:

Every individual in the Alameda-Contra CostaCounty area should haye access to vocationalcouns eling.

Every individual in the Alameda-Contra CostaCounty area shall have available for review,materials which will provide factual, current,and reasonably complete information on occu-pations and their labor conditions in theSan Francisco Bay Area.

Every individual should have access to self-counseling materials which assess interests,abilities, and aptitudes and occupational-com-petencies in order to facilitate vocational ed-ucation choices.

Training programs for vocational counselorswill be conveniently available to all interestedpersons in Area V.

lTUS REQUIRED DIRECTION TO SPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES ACHIEVE OBJECTIVES

ncy --self-

notable ex-cal that theunderstand-hs in relationtonal require-ific training

1.

Each student should be issued avocational self-assessment pack-age which includes: an occupa-tional interest inventory, pro-spective choices for work experi-ence education, short-form

-17-

1.

The Area V Vocational PlanningCommittee, with the primary as-sistance of the Office of theChancellor of the California Com-munity Colleges, establishes ajoint task force consisting of State

,. 8..,,


1. (cont. )

needed to attain vocational com-petency. (Especially in thoseoccupations which are licensedor covered by journeymanshipcertificates. ) Similarly, manyemployers lack assurance thatthe students have completedsuch a self-assessment. Con..sequently, many persons haveinvested large sums in theiroccupational education, withoutthe benefit of such self-assessment.

2. Vocational counselors.

Although vocational counselingis professed to be available inmost schools and colleges, pub-lic employment offices, andemployer personnel offices,

1. (cont.)

evaluation for occupational com-petencies in field of their in-terest, wage and salary infor-mation, availability of studenteducation loans, and recommen-dations for becoming competentin the desired occupation..

2.

Training institutions must pro-vide a realistic program forpreparation of counselors whoare qualified in vocational coun-seling. Education, employment

-18-

39

SPECAC

1. (conl

and lopersothe folduct avocatitices;cribinsurvefindinga stanfor as(4) prsuch awidessponsia Caliestabl.Bay Al

2.

The Amitteeof theCalifolassert),



tional corn-in those

e licensedymanshiparly, manyrance that

pletedent. Con-sons havein theirn, without

elf-

counselingailable inlieges, pub-es, andoffices,

1. (cont.)

evaluation for occupational com-petencies in field of their in-terest, wage and salary infor-mation, availability of studenteducation loans, and recommen-dations for becoming competentin the-desired occupation.

2.

Training institutions must pro-vide a realistic program forpreparation of counselors whoare qualified in vocational coun-seling. Education, employment

-18-

1. (cont.)

and local education agencies andpersonnel training directors withthe following objectives: (1) con-duct a sampling survey (audit) ofvocational self-assessment prac-tices; (2) publish brochure(s) des-cribing plans and procedures ofsurvey and results; (3) presentfindings and recommendations fora standard format and checklistfor a self-assessment package;(4) provide assistance to users ofsuch a package and encourage itswidespread adoption. This re-sponsibility will be supported bya California Guidance Center whenestablished in the San FranciscoBay Area.

2.

The Area V Vocational Planning Com-mittee, with the primary assistanceof the Office of the Chancellor of theCalifornia Community Colleges,assembles a joint task force consist-

40


SPEA

2. (

ing ofagencdirecjectivsurves elineraliscounsdescrof ourfindingenercounstrainiusersadopt'

2. (cont. )

the number of persons actuallyreceiving vocational counselingis extremely limited, Unfortu-nately, much of the counselors'time is spent in clerical tasks.

There is little evidence thatspecial funds will be made avail-able to provide for more voca-tional counseling.

Most counselor training programsoffered in California providelittle opportunity to gain competencyin vocational counseling.

41

2. (cont.)

and personnel agencies shouldprovide access to qualified vo-cational counseling.

-19-


ns actuallycounseling

d. Unfortu-counselors'rical tasks.

rice thate made avail -tore voca-

ning programsprovide

gain competencyling.

2. (cont.)

and personnel agencies shouldprovide access to qualified vo-cational counseling.

-19-

2. (cont.)

ing of State and local educationagencies and personnel trainingdirectors with the following ob-jectives: (1) conduct a samplingsurvey (audit) of vocational coun-seling functions respecting gen-eralist and specialized vocationalcounselors; (2) publish brochure(s)describing plans and proceduresof survey and results; (3) presentfindings and recommendations forgeneralist and specialist vocationalcounselor activities and competencytraining; (4) provide assistance tousers of such propoSals such thatadoption is widespread.

42

F. Dual Attendance

Education Code 6268.4 (1). "Assist in arranging, whereverappropriate, for high school juniors and seniors to takecourses in community college vocational programs."

ge.womael.

Goal:

High school studen.college credit coincompetency requir


1. College credits for college work.,The opportunity for a high schoolstudent to attend a community col-lege was authorized by the Legis-lature, but the extent of participa-tion by vocational students has,until recently, been negligible.,,,-HowevT.:*, from both the local andState levels, high schools and com-munity colleges are being encour-aged to participate more fully.

The lag in participation is not dueto lack of motivation, but ratherbecause of

barriersand trans-

portation arriers between sep-arate and sometimes distant schooland college campuses. Contrac-tual education, whereby highschools contract for on-site com-munity college instruction is not_being widely used.

43

1.

High school students should beadmitted to courses and pro-grams for which they are com-petent without regard to typicalcollege admissions require-ments.

Course schedules and attendancerequirements should be suffi-ciently flexible to make it prac-tical for students to undertakedual enrollment courses.

With the advent of county-operated regional occupationalprograms, it is possible to con-tract with the complete range ofpost-secondary colleges, publicand private, for both on-site andoff-site inst ruction. This actionwill diversify and upgrade voca-tional competency programs im-measurably.

-20-

SPE(AC1

1.

The Alprimalof theComma jointState aand pewith thsamplicreditschool(collegpubliskcedurqsults;ommerformating colschool.(colletcampto sch4and pusuch tiis wid4

.4 (f). "Assist in arranging, whereverschool juniors and seniors to take

y college vocational programs. "

High school students should be able to enroll incollege credit courses subject to vocationalcompetency requiremt;nts.



liege work.

high schoolmmunity col-y the Legis-of participa-

dents has,egligible.

the local andools and cam-

being encour-ore fully.

on is not due, but ratherg and trans-tween sep-distant school

s. Contrac-eby highon-site com-ction is not

1.

High school students should beadmitted to courses and pro-grams for which they are com-petent without regard to typicalcollege admissions require-ments.

Course schedules and attendancerequirements should be suffi-ciently flexible to make it prac-tical for students to undertakedual enrollment courses.

With the advent of county-operated regional occupationalprograms, it is possible to Lon-tract with the complete range ofpost-secondary colleges, publicand private, for both on-site andoff-site inst ruction. This actionwill diversify and upgrade voca-tional competency programs im-measurably.

-20-

1.

The Area V Committee, with theprimary assistance of the Officeof the Chancellor of the CaliforniaCommunity Colleges, establishesa joint task force consisting ofState and local education agenciesand personnel training directorswith the following objectives: (1)sampling survey (audit) of collegecredit course activities on highsehool campuses and contract(college) education practices; (2)publish brochure(s) describing pro-cedures of survey, plans, and re-sults; (3) present findings and rec-ommendations for a standardizedformat and checklist for establish-ing college credit courses on highschool campuses and contract(college) education on high schoolcampuses; (4) provide assistanceto schools, colleges, employers,and public employment agenciessuch that adoption of the proposalsis widespread.

44

G. Advanced Placement

Education Code 6268.4 (g). "Assure that workable arrange-ments are established to grant advanced place ment to voca-tional programs to outstanding high school graduates. "

PRESENT STATUS

Goals:

Individuals who haknowledges shouldcompetencies withmissions practice


1. Vocational competency evaluation.

Traditionally, educators have hada free hand in establishing educa-tional requirements for entry intovocational programs. Generally,schools, colleges, apprenticeshipprograms and other training pro-grams do not provide due creditfor prior training or existing skills.

The primary problem is the absenceof an acceptable standardized systemof certifying and evaluating existingskills and knowledge.

An areawide system of certifi-cation and evaluation of voca-tional competencies should beestablished.

Areawide adoption of the systemas the basis for advanced place-ment should take place in all vo-cational programs.

-21-

SPEAC

The Amitteeof theCalifotablisting ofagencirector(1) sationallish bures o(3) prtions fchecklcompecate pxareawimitteel

such til

is widel

4 (g). "Assure that workable arraxige-to grant advanced place ment to voca-

tstanding high school graduates."

evaluation.

rs have hadhing ecluca-r entry intoGenerally,

prenticeshipaining pro-due creditxisting skills.

is the absenceardized systemating existing

1.

Goals:

Individuals who have vocational skills orklmiwiedges should be evaluated for vocationalcompetencies without regard to classroom ad-missions practices of schools and colleges.


An areawide system of certifi-cation and evaluation of voca-tional competencies should beestablished.

Areawide adoption of the systemas the basis for advanced place-ment should take place in all vo-cational programs.

-21-


1.

The Area V Vocational Planning Com-mittee, with the primary assistanceof the Office of the Chancellor of theCalifornia Community Colleges, es-tablishes a joint task force consist-ting of State and local educationagencies and personnel training di-rectors with the following objectives:(1) sampling survey (audit) of voca-tional evaluation practices; (2) pub-lish brochure(s) describing proced-ures of survey, plans, and resultsi7:-(3) present findings and recommenda-tions for a standardized format andchecklist for evaluation 'of vocationalcompetencies for vocational certifi-cate programs in connection withareawide vocational competency com-mittees; (4) provide assistance toschools, colleges, and employerssuch that adoption of the proposalsis widespread.

46

H. Remedial Programs

Education Code 6268.4 (h). "Assure that remedial pro-grams are available, in high schools, in adult schools,in community colleges, to allow young people who de-sire to enter technical programs (or who desire to enterapprenticeship), but who lack the academic qualifications,to have the opportunity to acquire those qualifications. "

Goals:

Remedial prograable so that eachcompetencies forvocational-occup


SPA

1. Evaluation.

A large number of people areunable to enter and succeed invocational training programsbecause of the academic defi-ciencies. Many persons areexcluded from vocational pro-grams due to academic barrierswhich have little or no relevancyto success in vocational pro-grams.

v

47

A comprehensive systematic eval- Theuation should be made available Coto each student when needed. sista

of EdA systematic identification of ac- taskademic deficiencies must be made localfor each student desiring voca- ing ditional training. jectiv

of edEasy access to remedial education us edshould be provided, spec

-22-

s ysterelatiin a tapplictorystrucmedi

aMS

268.4 (h). "Assure that remedial pro-ble, in high schools, in adult schools,leges, to allow young people who de-nical programs (cr who desire to enter

but who lack the academic qualifications,tunity to acquire those qualifications."

ATUS

f people arend succeed ing programsademicersons are

cational pro-demic barriersor no relevancyational pro-

1.

Goals:

Remedial programs should be widely avail-able so that each person can develop neededcompetencies for entry into and success in avocational-occupational training program.


A comprehensive systematic eval-uation should be made availableto each student when needed.

A systematic identification of ac-ademic deficiencies must be madefor each student desiring voca-tional training.

Easy access to remedial educationshould be provided.

-22-


1.

The Area V Vocational PlanningCommittee, with the primary as-sistance of the State Departmentof Education, assembles a jointtask force consisting of State andlocal agencies, and personnel train-.ing directors with the following ob-jectives: (1) acquiring an inventoryof educational diagnostic proceduresused in Area V, (2) recommendingspecific evaluation and diagnosticsystems which are effective andrelatively inexpensive, and which,in a technical sense, are readilyapplicable, (3) acquire an inven-tory of remedial services and in-structional units designed for re-medial education in Area V, (4)

48

PRESENT STATUS REQUIRED DIRECTION TO SPACHIEVE OBJECTIVES

49 -23-

1.

devsucspecaninex

ATUS REQUIRED DIRECTION TO SPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES ACHIEVE OBJECTIVES

49 -23-

1. (cont. )

develop a brochure describingsuch services, and (5) recommendspecific remedial services whichcan be provided in a comparativelyinexpensive and effective manner.

50

I. Work Experience

Education Code 6268.4 (i). "Encourage the greater use ofcooperative or work experience education programs."

Every individualolder should havepate in work expea vocational certi


1. Promotion.

Work experience education hasbeen considered less presti-gious than classroom education.Most jobs continue to be learneddirectly on-the-job, thus attest-ing to the efficacy of work ex-perience education. Where com-petency in an occupation is theobjective, work experience edu-cation is an important learningpath to the attainment of that ob-jective.

Work experience education en-ables students to explore a careerchoice by actual experience in ajob setting, to develop or improvevocational skills by on-the-job ap-plication of skills and knowledge.,learned in class, and may provideneeded income.

51

1.

Students, employers, and edu-cators must become aware ofthe advantages and disadvantagesof work experience education pro-grams. This includes a check-list of those schools, colleges,and employers offering work ex-perience education programs, theparticular occupational special-izations, work experience regu-lations, and those state licensureand apprenticeship boards which doariddo not recognize work expe-rience education credits.

-24-

SPEAC

1.

The AprimaDeparDeveltask flocalBonnefollowand ciproviof proing wmakeand (4emploing w

The Calso a

8.4 (i). "Encourage the greater use ofk experience education programs."

Goal.:

Every individual of junior high school age orolder should have the opportuhily to partici-pate in work experience programs leading toa vocational certificate.


ucation hass presti-m education.to be learned, thus attest -f work ex-

Where corn-ation is theerience edu-nt learningnt of that ob-

ducation en-xplore a careerperience in alop or improveon-the-job ap-

nd knowledge_nd may provide

1.

Students, e mploy e r s , and edu-cators must become aware ofthe adyantages and disadvantagesof work experience education pro-grams. This includes a check-list of those schools, colleges,and employers offering work ex-perience education programs, theparticular occupational special-izations, work experience regu-lations, and those state licensureand apprenticeship boards which doand do not recognize work expe-rience education credits.

-24-

1.

The Area V Committee, with theprimary assistance of the StateDepartment of Human ResourcesDevelopment, establishes a jointtask force consisting of State andlocal education agencies and per-sonnel training directors with thefollowing objectives: (1) publicationand circulation of brochure; (2)provide a sampling survey (audit)of promotional practices respect-ing work experience education; (3)make findings and recommendations;and (4) assist schools, colleges, andemployers to participate in promot-ing work experience education.

The California Guidance Center canalso assume this responsibility.

52

PRESENT STATUS REQUIRED DIRECTION TO

1. (cont.)

Unfortunately, records indicatethat less than 6% of high schoolstudents are involved in theseprograms, partly due to themany barriers to employment ofstudents and to the rigidity ofclass schedules which preventstudents from acquiring employ-ment when it is available. Itfollows that post-secondary stu-dents are not significantly dif-ferent in their exposure to workexperience education.

2. Work experience credits.

The lay public, educators in indus-try and schools and colleges, andstudents are generally uninformedas to procedures for monitoringand evaluating skills and knowledgesgained through work experience ed-ucation. This is most significantas regards state boards and com-missions which issue occupationallicenses and j ourneymanship cer-tificates.

53

2.

SPEACHIEVE OBJECTIVES AC

All work experience educationprograms must provide for eval-uation of vocational skilli andknowledges and other occupa-tional characteristics attained bythe individual trainee and mustgrant full credit for such experi-ence toward a vocational certifi-cate, where available.

Each person should be given anemployment skill evaluation atbeginning, intermediate, and

45-

2.

TheprimChanmunitjointand 1persthe f.a saent precobroccedu

TUS REQUIRED DIRECTION TOACHIEVE OBJECTIVES


rds indicatehigh schoold in thesee to theployment ofigidity ofch preventring employ-lable. Itcondary stu-cantly dif-ure to work

n.

edits.

cators in Indus-colleges, andlly uninformedr monitorings and knowledges

experience ed-ost significantards and corn-e occupationalymanship cer-

2.

All work experience educationprograms must provide for eval-uation of vocational skills andknowledges and other occupa-tional characteristics attained bythe individual trainee and mustgrant full credit for such experi-ence toward a vocational certifi-cate, where available.

Each person should be given anemployment skit) evaluation atbeginning, intermediate, and

-25-

4

2.

The Area V Committee, with theprimary assistance of theChancellor of the California Com-munity Colleges, establishes ajoint task force consisting of Stateand local education agencies andpersonnel training directors, withthe following objectives: (1) conducta sampling survey (audit) of pres-ent practices; (2) make findings andrecommendations; (3) publish abrochure containing plans, pro-cedures, and results; (4) assist

54


SPECAC

2. (con

schoolto partexperi

This xa s sumCenter

3. Wo2:ke2mL!ienceslucaAionELI cements.

The lay public, educator:, inindustry and schools and col-leges, and students at all levelsare relatively uninformed as toprocedures for placement, corn-pensation, labor regulation, andstate school apportionment fundcredits for work experience ed-ucation.

Several problems particularlyplague work experience eeuca-tion placements. First, manyschools and colleges fail to pro-vide a flexible class schedule forpotential work experience stu-

55

2. (cont. )

and final stages of the voca-tional program. Each personregistered with the public em.ployment agency should be in-formed in writing of how to ob.tain work experience educationcredits in the occupational.specialization.

3.

A single designated agency shouldserve as both community coordin-ator and placement office in re-spect to work experience educa-tion placements. As communitycoordinator, this agency should es-tablish liaison relationships withschools, colleges, and employerprograms, whereby work experi-ence education ploxements can bepromoted and filled through therespective vocational programspecialities.

-26-

3.

The Armittee,of theResoura jointresenteducatilabor ctraininobjectirecofor plaregulattionmeperiencircula

.

cation

ators inand col -t all levels

rmed as toment, corn-ulation, andnment fundrience ed..

rticularlyce educa-

rst, manyfail to pro-schedule forrience stu-

55


2. (cont.)


and final stages of the voca-tional program. Each personregistered with the public em-ployment agency should be in-formed in writing of how to ob-tain work experience educationcredits in the occupationalspecialization.

3.

A single designated agency shouldserve as both community coordin-ator and placement office in re-spect to work experience educa-tion placements. As communitycoordinator, this agency should es-tablish liaison relationships withschools, colleges, and employerprograms, whereby work experi-ence education placements can bepromoted and filled through therespective vocational programspecialities.

-26-

2. (cont.)

schools, colleges, and employersto participate in evaluating workexperience credits.

This responsibility can also beassumed by a California GuidanceCenter.

3.

The Area V Vocational Planning Com-mittee, with the primary assistanceof the State Department of HumanResources Development, assemblesa joint task force consisting of rep-resentatives from State at.d localeducational agencies, county centrallabor council representatives andtraining directors with the followingobjectives: (1) present findings andrecommendations as to proceduresfor placement, compensation, laborregulations, and state school appor-tionment fund credits for work ex-perience education, (2) publish andcirculate brochures for both the

56

PRESENT STATUS REQUIRED DIRECTION TO SPECACHIEVE OBJECTIVES AC

3. (con3. (cont. )

dents. Secondly, schools andlabor organizations do not nowhave basic understandings asto the limits of unpaid and paidwork experience education pro-grams. Third, duplicationamong competing agencies foravailable placements.

4. Training...of teacher- coordinators.

There are few teacher-coordinatorsof work experience education inschools, colleges, and personneldepartments. This is especiallythe case for universities. In-service and pre-service trainingopportunities are very limited.

57

3. (cont.)

Schools and colleges should main- generatain course and class schedules the maand attendance requirements that deman'permit trainees to engage in work assistexperience education. Opportun- schoolities for work experience Could to partbe regulated for safe working con- educat.ditions, job security of presentemployees, and fair labor com-pensation.

4.

Local educational agencies and em-ployers should be informed as tothe advantages and disadvantagesof pre-service and in-service train-ing of teacher-coordinators. Thisincludes a checklist of schools, col-leges, and employers offering suchtraining.

4.

The Amitteeof theasseming oflocal esonnelfollows e rnpl.practirecoing prutility,taining



ools andnot now

nags asand paid

ation pro-cationcies for

a

oordinators.

r-coordinatorslication in

d personnels especiallyies. In-ice trainingy limited.

3. (cont. )

Schools and colleges should main-tain course and class schedulesand attendance requirements thatpermit trainees to engage in workexperience education. Opportun-ities for work experience Couldbe regulated for safe working con-ditions, job security of presentemployees, and fair labor com-pensation.

4.

Local educational agencies and em-ployers should be informed as tothe advantages and disadvantagesof pre-service and in-service train-ing of teacher-coordinators. Thisincludes a checklist of schools, col-leges, and employers offering suchtraining.

-27-

3. (cont. )

general situation and for each ofthe major licensed and non-licenseddemand occupations, (3) provideassistance and encouragement toschools, colleges and employersto participate in work experienceeducation placements.

4.

The Area V Vocational Planning Corn-mittee, with the primary assistanceof the State Department of Education,assembles a joint task force consist-ing of representatives from State andlocal education agencies and per-sonnel training directors with thefollowing objectives: (1) conduct asampling siirvey (audit) of presentpractices, (2) present findings andrecommendations as to model train-ing programs and their potentialutility, (3) publish brochure con-taining plans, procedures, results,

58


59-28-

SPECAC

4. (co

and (4)encourlegespate incoordi

This iscouldGuidan

US REQUIRED DIRECTION TO SPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES ACHIEVE OBJECTIVES

-

59

-28-

4. (cont. )

and (4) provide assistance andencouragement to schools, col-leges and employers to partici-pate in the training of teacher-coordinators.

This is a responsibility whichcould be assumed by the CaliforniaGuidance Center.

60

J. Informing the Publics

Education Code 6268.4 W. "Inform the public of the meritsand strengths of vocational education to the end that voca-tional education will be moved toward a parity of esteem withall other curricular areas. "

PRESENT STATUS

Goal:

The public shall band strengths of vneed to participatprograms as emplucators.


SPEAC

1.I. Coordination of public informationactivities.

To many students and parents,traditional vocational educationis viewed as a form of educationwhich trains for dirty, dead-end,low-paying jobs and which, in theprocess, prevents a person fromacquiring broadly-based education,or a college education, or acqui-sition of professional standing.This traditional belief is contraryto fact; however, the public isrelatively unaware of such.

Philosophically, many educatorsbelieve that a liberal educationmakes it possible to functionsuccessfully in most occupations_and that vocational education isunnecessary. In today's complex,technological labor market, voca-

61

1.

An intentional and coordinatedeffort must be made to providestudents, parents, teachers,counselors, educational admin-istrators, employers, taxpayers,and Legislators with a realisticunderstanding of the purposesand results of contemporary vo-cational education so that eachcan make appropriate decisionsregarding this field. In largepart this effort should be co-ordinated at three levels--at thestate level, at the Area V level,and at the local community level.The effort must allocate resourcesspecifically fdr this purpose andshould make use of professionalsin the field of communications forthe preparation and broad dis-

-29-

The AComms istantendenContra jointrepreslocalpublicwith tdevelobi- couactiviformicationMaste

c1and (2hure (

plans.

4 (j). "Inform the public of the meritstional education to the end that voca-e moved toward a parity of esteem withreas. "

Goal:*

The public shall become aware of the meritsand strengths of vocational education, and theneed to participate in vocational educationprograms as employers, students, and ed-ucators.


information

parents,educationf education, dead-end,hich, in theerson fromed education,, or acqui-standing.

f is contrarypublic issuch.

y educatorseducationunctionoccupations.ucation isy's complex,arket, voca-

1.

An intentional and coordinatedeffort must be made to providestudents, parents, teachers,counselors, educational admin-istrators, employers, taxpayers,and Legislators with a realisticunderstanding of the purposesand results of contemporary vo-cational education so that eachcan make appropriate decisionsregarding this field. In largepart this effort should be co-ordinated at three levels--at thestate level, at the Area V level,and at the local community level.The effort must allocate resourcesspecifically for this purpose andshould make use of professionalsin the field of communications forthe preparation and broad dis-

-29-

1.

The Area V Vocational PlanningCommittee, with the primary as-sistance of the County Superin-tendent of Schools, (Alameda andContra Costa Counties) assemblesa joint task force consisting ofrepresentatives from state andlocal educational agencies, electedpublic officials and business leaders,with the following objectives: (1)develop a schedule of planned State,bi-county, and local informationalactivities, for the purpose of in-forming the publics regarding vo-cational education and Area VMaster Plan task force activity;and (2) publish and circulate bro-chure(s) describing goals andplans.

62

PRESENT STATUS REQUIRED DIRECTION TO SPACHIEVE OBJECTIVES

I. (cont.)

tional competencies and voca-tional specializations requirenew educational proceduresand strategies not yet visible tothe publik... This is particularlyimportant with the advent ofmillions of dollars of specialState vocational funds, whichpermit students and workersto learn and enter the compl, tPrange of occupations.

In respect to education for vo-cational competencies, minoritycommunities, women, and handi-capped, and low income personsare just as uninformed as are em-ployers and public employmentoffices. And only a small frac-tion of the Area V population isaware of the Committee'sMaster Plan activities, which aimat resolving these major problems.

63

I. (cont.)

semination of information throughtelevision, radio, and the newsmedia. Producers of vocationaleducation should assist in thiseffort and should be responsiblefor the dissemination of informa-tion through the schools, colleges,employers, and public employmentoffices.

Special focus should be directedtoward the Area Master Plantask force (California GuidanceCenter) activities. A bi-countycommittee, composed of political,business, and educational leadersshould be established to bringabout public awareness of Area Vtask force activities.

-30-

rATUS REQUIRED DIRECTION TO SPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES ACHIEVE OBJECTIVES

es and voca-ons requireoceduresyet visible tos particularlyadvent ofof special

nds, whichd workersthe completens.

tion forvo-ies, minorityen, and handi-come personsmed as are em-employmenta small frac-population isittee's

ties, which aimmajor problems.

1. (amt. )

semiration of information throughtelevision, radio, and the newsmedia. Producers of vocationaleducation should assist in thiseffort and should be responsiblefor the dissemination of informa-tion through the schools, colleges,employers, and public employmentoffices.

Special focus should be directedtoward the Area V Master Plantask force (California GuidanceCenter) activities. A bi-countycommittee, composed of political,business, and educational leadersshould be established to bringabout public awareness of Area Vtask force activities.

-30- 64

AREA V VOCATIONAL PLANNING COMMITTEE

Representatives of the Governing Boards of Community College Districts:

Dr. C. Curtis Aller, Peralta Community College DistrictMrs. Ann Duncan, South County Joint Community College DistrictMr. Kenneth L. Foster, Fremont/Newark Community College District

Representative of the Department of Human Lesoirces)ejel)tm.._cnt:

Mr., George T. Jarrett, H. R..D. Administrator, Human ResourcesDevelopment, San Francisco

Public Members Who, Through Knowledge and Experience, are Re. resentativeof the Industries in the Area:

Mr. Philip Brubaker, Training Director, Standard Oil Co. , RichmondMrs. Pat Cochrane, Pacific Telephone Company, Walnut CreekMr. Gene Johnson, Director, Project Upgrade, OaklandDr. W. G. Hawkins, Dental Consultant, State of California Department

of Health Care Services, Oakland

Public Members Who are Knowledgeable About the Disadvanta ed.

Mr. Frank Dodson, Electrical Engineer, Naval Air Station, AlamedaMrs. 1.,upana Villarreal Flores, Job Developer, Concentrated Employment

Office, Richmond

Representatives of Private Post-Secondary Educational Institutions:

Mr. William Z. Barnes, Owner/Operator, Dickinson-Warren School ofBusiness, Berkeley

Mr. Morteza Fadavi, Director, Market Trade School, OaklandMr. Richard C. Ivey, Educator, Armstrong College, Berkeley

Representative from a County Office of Education:

Dr. Harley Sorensen, Coordinator of Special Curriculum Services,Alameda County Schools Department, Hayward

Representatives of School Districts Maintaining High Schools Within the Area:

Mrs. Edith Draemel, Board Member, Mt. Diablo Unified School DistrictMr. Barney E. Hilburn, Board Member, Oakland Unified School DistrictMr. J. Cecil Smith, Board Member, San Leandro Unified School District

Former Area V Vocational Planning Committee Members:

Mr. Jack K. Chapman Mr. Mark SandersMr. E. J. (Jay) Chinn Mrs. Arabella SpringerMr. Ray Dones Mr. John TorresMr. Charles K. Hum Dr. Lee R. WintersMr. Donald Oliphant Miss Phyllis Woodward

Staff, Vocational Planning Area V:

Executive Director .. William F. Banaghan, Ph. D.Secretary

67

Ellice Darrow

I.) A sOF THIS DOCUMENT WERE REMOVED

PRIOR TO ITS BEING SUBMITTED TO THE ERICDOCUMENT REPRODUCTION SERVICE BECAUSE THEYWOULD NOT REPRODUCE IN MICROFICHE.

5174-fr crr e ,-)1r (zit' ;A

Az-fide- V 'ct C, loNAl Atells-)

r--

ACKNOWLEDGEMENT

Unfortunately, it has become impossible to give due

recognition to the many individuals, organizations and agencies

which have helped the Area V Vocational Planning Committee in

the development of this document. However, the Committee

readily acknowledges that its effectiveness is due in large part

to the cooperation and input of the many people involved.

69

VOCATIONAL PLANNING AREA V

EVALUATION AND PARTICIPATION FORM

VO

CA

TIO

NA

L PL

AN

NIN

G A

RE

A V

EV

AL

UA

TIO

N A

ND

PAR

TIC

IPAT

ION

FOR

M

The prim

ary theme of the m

aster plan is recomm

endation of bi-county (Alam

eda; Contra C

osta) action, in-volving state, county, and local vocational interest groups.

All recom

mendations are organized in term

s ofareaw

ide task forces which em

phasize specific responsibilities and use of comm

unity resource persons.W

idespread participation is vital and encouraged.

A decision checklist has been conveniently arranged in order to register your evaluation and to solicit your

participation in task forces which aim

at resolvingthe problem

s described by the Area V

Vocational Planning

Com

mittee after its tw

o-year period of study.

On the left, this form

lists the topics considered in the Area V

Plan for the Improvem

ent of Vocational E

du-cation.

(Page numbers are also provided. )

V1

Space is also providedfor identifying a person(s) w

ho would serve on the recom

mended task force.

You are asked to respond-regarding task force participation and acceptance and feasibility of im

plementing the

recomm

endations. Early com

pletion of this evaluation will be, appreciated.

Topic and Page N

o.

A. I.

A. 2

Financing Voca-

tional Opportunities

Page 2

FundingProceduresPage 4

A. 3

Organization of L

aborM

arket Information

Page 4

Acce tabilit

and Feasibilitof Irn lem

entinR

ecomm

endationsR

epresentative You D

esignatefot T

ask Force Participation(nam

e, office, address, phone)

40

Evaluation and Participation FormPage 2

Topic and Page No. Acceptability and Feasibility of ImplementingRecommendations

A.4 Vocational Dis-criminationPractices - Page 7

B. I Vocational Compe-tency (CaliforniaGuidance Center -Page 8

B. 2 OccupationalAnalyses forToachixeg - Page 8

B.4 Vocational Cer-tificates - Page 10

B. 6 Financial Incentivesfor Quality - Page 12

C. I ComprehensiveMonitoring SystemPage 13

D.1 Curriculum (Pre-Vocational)-Page 15

E.1 Vocational Com-petency - SelfGuidance - Page 17

ticipation Form

Page 7

pe-rdater -

age 8

r-age 10

entivesPage 12

yestem

(Pre-age 15

Page 17

72

Acceptability and Feasibility of ImplementingRecommendations

Representative You Designatefor . '......Eali ......cForce ParticipationJname, office, address, ne)

..

73

Evaluation and Participation- FormPage 3

Topic and Page No. Acceptability and Feasibility of ImplementingRecommendations

E. 2 Vocational Coun-selors - Page 18

F.1 College Creditsfor College WorkPage 20

G.1

H.1

I. 1

Vocational Compe-tency EvaluationPage 21

Evaluation (andRemediation)Page 22

Promotion (WorkExperience Edu-cation) - Page 24

I. 2 Work ExperienceCredits - Page 25

I. 3 Work ExperienceEducation Place-ments - Page 26.

74

Rfo

cipation- Form

klia-;e 18

is'ork

mpe-kon

Rd

orkdu-re 24

nceige 25

onceIL ce-ge

Acceptability and Feasibility of Implementing Representative You DesignateRecommendations for Task Force Participation

(name, office, address, phone)

---------------------------------------------------------------------------

74

-------------- -------------------------------------------------------------

75

Evaluation and Participation FormPage 4

Topic and Page No. r

I.4

J.1

Training of Teacher-Coordinators (WorkExperience Educa-tion) - Page 27

Coordination ofPublic InformationActivities - Page 29

Acceptability and Feasibility of Implementing RRecommendations fo

Name Agency

76

'..1.ticipation Form

eacher-(Workduca-

27

oftion

Page 29

Acceptability and Feasibility of Im lementin& Representative e DesignateRecommendations for Task Force Participation

(name, office, address, phone)

Agency

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