DOCUMENT RESUME ED 396 120 CE 071 799 TITLE 27 Years of Impact: Vocational-Technical Education in Ohio. Final Annual Report under Federal Law. INSTITUTION Ohio State Council on Vocational Education, Westerville. PUB DATE 30 Jun 96 NOTE 34p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Advisory Committees; Educational Needs; *Educational Planning; Inservice Teacher Education; *Marketing; Postsecondary Educat.-,; Secondary Education; State Programs; *Statewide Planning; *Vocational Education; Workshops IDENTIFIERS *Ohio Council on Vocational Edutation ABSTRACT The Ohio Council on Vocational Education (OCOVE) was created to strengthen the career, vocational, and technical education services provided for Ohioans as a practical, efficient, and sure way to enhance the competitiveness of individual workers and the state and national economy. Some of the accomplishments of OCOVE during its 27 years of operation include the following: (1) 174 persons served on the council, with private-sector representatives always outnumbering those from the public sector; (2) OCOVE conducted approximately 150 conferences throughout Ohio, averaging 5-6 per year; (3) OCOVE involved all of Ohio's 95 vocational education planning districts and the state's 23 two-year postsecondary institutions in its programs; (4) OCOVE issued 150 publications, many of which won awards; and (5) OCOVE made more than 180 recommendations to state authorities for the improvement of vocational and technical education in Ohio, and more than 80 percent of the recommendations were accepted and acted upon. (This report includes a summary of the conferences and presentations that occurred during 1995 and 1996, commendations and recommendations made during 1994-1996, and a marketing strategy for vocational education.) (KC) * Reproductions supplied by EDRS are the best that can be made * from the original document. ***********************************************************************
Transcript
DOCUMENT RESUME
ED 396 120 CE 071 799
TITLE 27 Years of Impact: Vocational-Technical Education inOhio. Final Annual Report under Federal Law.
INSTITUTION Ohio State Council on Vocational Education,Westerville.
PUB DATE 30 Jun 96NOTE 34p.
PUB TYPE Reports Descriptive (141)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Advisory Committees; Educational Needs; *Educational
ABSTRACTThe Ohio Council on Vocational Education (OCOVE) was
created to strengthen the career, vocational, and technical educationservices provided for Ohioans as a practical, efficient, and sure wayto enhance the competitiveness of individual workers and the stateand national economy. Some of the accomplishments of OCOVE during its27 years of operation include the following: (1) 174 persons servedon the council, with private-sector representatives alwaysoutnumbering those from the public sector; (2) OCOVE conductedapproximately 150 conferences throughout Ohio, averaging 5-6 peryear; (3) OCOVE involved all of Ohio's 95 vocational educationplanning districts and the state's 23 two-year postsecondaryinstitutions in its programs; (4) OCOVE issued 150 publications, manyof which won awards; and (5) OCOVE made more than 180 recommendationsto state authorities for the improvement of vocational and technicaleducation in Ohio, and more than 80 percent of the recommendationswere accepted and acted upon. (This report includes a summary of theconferences and presentations that occurred during 1995 and 1996,commendations and recommendations made during 1994-1996, and amarketing strategy for vocational education.) (KC)
* Reproductions supplied by EDRS are the best that can be made *
from the original document.***********************************************************************
YE--
VOCATIONWTECHNICAL EDUCATION IN OHIO
OF IMPACT
U S DEPARTMENT OF EDUCATIONCM,..e 0. i 1,ral.cma- llesea,01 3,1 Imp.OVe,ent
ED ATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating il
0 Minor changes have been made toimprove ieproduction qualily
Points of view nu opinions stated lu thisdocomem do nol necessarily representoffieial OERI position or policy
171; FINAL ANNUAL REPORTUNDER FEDERAL LAW
OCOVE
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
j>,&(TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
OHIO COUNCIL ON VOCATIONAL EDUCATION
BEST COPY AVAILABLE
The office of the Ohio Council onVocational Education in Westerville, Ohio, was closed
at the end of June, 1996.
The Council's official records have beentransferred to the Ohio Department of Education,
Division of Vocational and Adult Education (DVAE),65 S. Front Street, Columbus, Ohio 43215-4183.
Effective July 1, 1996, inquires about the Councilshould be directed to DVAE.
Contents
OCOVE Office Closing Inside Front Cover
Contents
Letter to the State Board of Education
Membership of the Ohio Council on Vocational Education 3
The Council's Mission Statement 4
27 Years of Impact! . .. Briefly Told
Reflections: 1969-1996
Introduction
A "People Story"
Private-Sector Majority
Mandates and a Mission
An Active Agenda 7
Research and Publications 7
Linkages 8
Impact? Yes' 9
SPECIAL SECTION: "MARKETING FOR SUCCESS" 1 0
Evolution of OCOVE's 1995-96 Marketing Project 10
Re-focusing the Project 11
A Strategy for Successful Marketing 11
Program of the Ohio Council for Fiscal Years 1995 and 1996
Regular Conferences 14
On-Site Observation/Evaluation of Educational Programs 14
Off-Site Review of Educational Programs 14
Presentations Made at Council Conferences 14
Participation of Members and Staff in Vocationally-Related Conferences 15
Recognition of Outstanding Alumni I 6
Public Meeting - 1995 16
Public Meeting - 1996 1 7
Advisory Committee Awards I 8
Statewide Planning
State Plan for Vocational Education 20
The Council's 1995 and 1996 Commendations 11
The Council's 1995 Recommendations
The Council's 1996 Recommendations 25
APPENDIX - Ohio Department of Education Responses to the Council's 1994 Recommendations 17
5
6
6
6
7
E
OHIO COUNCIL ON VOCATIONAL EDUCATION
750 Brooksedge Blvd.
Suite 105
Westerville, Ohio 43081
(614)891-4764
FAX (614)891-4808
Council
Ruth Montogomery
Chairperson, Toledo
Rukhsana Akram
Dayton
Carol L Ball
Greenville
Bonnie Barrett
Dayton
Dr. Dan D. Garrison
Wooster
Dr. Robb J. Hauck
Mt. Vernon
Dr. Leonard D. Kingsley
Bowling Green
Dr. Robert L. Lawson
Portsmouth
(leo A. Lucas
Canton
Kay B. Michael
Rio Grande
Frank Ordway
Defiance
Roger J. Sustar
Mentor
Patricia A. Tutoki
Columbus
StaffDr. Joseph L. Davis
Executive Director
Chloe Worley Crawford
Executive Assistant
Carol A. Pemberton
Secretary
Dr. Martin W. Essex
Executive Director
Emeritus
June 30, 1996
The State Board of EducationOhio Departments Building65 South Front StreetColumbus, Ohio 43215-4183
Dear Ladies and Gentlemen:
The Ohio Council on Vocational Education (OCOVE) is pleased to submit herewith itstwenty-sixth annual report, which documents the Council's activities during Fiscal Years1995 and 1996, the fourth and fifth years of operation under the Carl D. PerkinsVocational and Applied Technology Education Act of 1990.
This is OCOVE's final annual report under federal legislation dating back to theVocational Amendments of 1968. This legislation required states to maintain private-sector-driven oversight bodies known originally as State Advisory Councils forVocational Education and later as State Councils on Vocational Education in orderto be eligible to receive federal assistance for vocational programs.
As you know, new legislation relieves states of this requirement. When it became no longernecessary to maintain an OCOVE office, our office was closed at the end of June.
OCOVE members are proud of the record achieved by the Ohio Council since its originon May 14. 1969. That record is briefly recounted in the first section of this annual report.A special section is devoted to "Marketing for Success,- an issue of continuing concernto OCOVE members.
As Council members, we look forward to having opportunities to he of further assistance toyou and to the staff of the Ohio Department of Education.
Sincerely yours.
Ae/AGe__46U
Patricia A. TutokiChairperson, 1995
Ruth MontgomeryChairperson. 1996
The Ohio Council on Vocational Education(FY 1995 & FY. 19969
Rukhsana Akram (1995 & 1996)Deputy Warden of AdministrationRoss Correctional InstitutionChillicothe
Representing Needs of Limited EnglishProficient StudentsExecutive Committee /996
Carol L. Ball (1995 & 1996)CEO, Ball Publishing CompanyGreenville
Representing Small Business and Trade AssociationsExecutive Committee - /995
Bonnie B. Barrett (1996)Director. Miami Valley Tech Prep ConsortiumSinclair Community CollegeDayton
Representing Needs of Women
Dr. Dan D. Garrison (1995 & 1996)Director Emeritus, Agricultural Technical InstituteOhio State UniversityWooster
Mission Statement of e Ohio Co cilon Vocational Education
Purpose:
To strengthen the career, vocational, andtechnical education services provided forOhioans as a practical, efficient, and sure wayto enhan:e the competitiveness of individualworkers and the state and national economy.
Goals:
To discharge the responsibilities assigned tostate councils by the Carl D. Perkins Voca-tional and Applied Technology Education Actof 1990 in an effective, efficient, and sensitivemanner.
To identify, interpret, and advocate the mea-sures required to improve and expand career,vrTational, and technical education so thatpeople may secure or retain jobs, advance,and be self-sufficient.
To assure access to vocational/technicaleducation by special populations (includingwomen, the disadvantaged, the disabled,individuals with limited English proficiency,and minorities).
To encourage coordinated planning andcooperation between the various providers ofvocational/technical education, especiallysecondary schools and postsecondary institu-tions.
To encourage the building of partnershipsbetween educational officials and representa-tives of business, industry, labor, government,and human-services organizations.
To interpret continuously the positive contri-bution vocational/technical education ismaking to individuals and to the community,state, and nation.
Imperath es:
People must be made aware of the broadrange of opportunities in the world of work
today and in the future.
Students must develop job-related skills and/or prepare for additional formal education.
Many adults must upgrade job-related skillsor prepare for re-entry into the workforce.
Every person must master the time-honoredbasic skills and lessons of citizenship; acquireor refine the knowledge, attitudes and job-related skills demanded by the times; andlearn how to analyze and solve problems.
Ohio and America must maintain a skilledand flexible workforce one that is commit-ted to productivity, performance, and profit-ability in order to compete succossfully inthe rapidly changing global economy.
Vocational/technical education must play avital role in helping individuals of all ages,the state, and the nation meet the Imperativesstated above.
7
27 Years of Impact! . . . Briefly Told
OCOVE celebrated its 27th birthday on May 14, 1996. During the 27 years ofOCOVE's existence:
C7.1 174 individuals served on the Council, with private-sector representa-tives always outnumbering those from the public sector. (Hence,OCOVE historically was a private-sector-driven entity.)
The Council conducted approximately 150 conferences throughoutOhio, averaging from five to six per year.
The Council involved all of Ohio's 95 vocational education planningdistricts (VEPDs) and the state's 23 two-year postsecondary institu-tions in its programs, either through on-site evaluations or off-sitepresentations.
The Council issued 150 publications, a significant number of whichwon awards. Many Df the publications were reports based on researchprojects, while otheis were updates of previously published material.
The Council made more than 180 recommendations to State authori-ties for the improvement of vocational and technical education inOhio, averaging nearly seven recommendations per year.
A natural question arises: Did the Council have any impact to show for all ofthis activity? A clue is provided by research projects sponsored by the Coun-cil to ascertain what happened to OCOVE recommendations made during twofive-year periods.
In the first five-year study, researchers found that 83% of OCOVE's recom-mendations had been "accepted and acted upon with reasonable progressreported."
In the second such study, the same result was obtained for 82% of the recom-mendations.
These figures spell 1-M-P-A-C-T of a most positive nature!
Reflections: 1969-1996
Introduction
May 14. 1969. is not recalled as a historic date. But it is adate of some significance in the history of vocationaleducation in Ohio.
On that day. the newly established Ohio Advisory Councilfor Vocational Education (OACVE) elected its first set ofofficers and got (low n to business.
Created by the 1968 Amendments to the Vocational Educa-tion Act of 1963. the Advisory Council set about to advisethe State Board of Education, evaluate Ohio's vocationaleducation program. recommend changes. and publish anannual evaluation report.
Although a newcomer on the Ohio scene, OACVE washardly a pioneer. "Vocational education in Ohio thadi hadthe benefit of advisory councils for many years. the first onan organized basis in 1946.- according to OACVE's firstannual report. published in July. 1970.
States had a compelling reason to establish highly structuredadvisory councils following enactment of the VocationalAmendments of 1968. That Act mandated that a stateestablish such a council if it wished to receive federalfinancial support for vocational education.
Records indicate that each year during its existence fromMay 14. 1969, until February 18. 1985. OACVE had from22 to 24 members, all appointed by the State Board ofEducation.
The Carl D. Perkins Vocational Education Act of 1984(Perkins I) changed OACVE's name to "Council on Voca-tional Education.- The Perkins Act specified new responsi-bilities for the Council. and reduced the number of membersto 13 individuals, with seven to represent the pri \ ate sectorof the American economy and six to represent the publicsector.
A "People Story"
The story of the Ohio Council on Vocational Educationand the Advisory Council that preceded it is a peoplestory. It's a story about busy Ohioans with impressivecredentials who answered the invitation of the State Boardof Education to accept membership on the Council. It's astory of the activities they conducted w hen they met. Inparticular. it's a story of their recommendations for theimprovement of vocational/technical education in Ohio andtheir remarkable success rate in getting the recommenda-tions acted upon favorably.
Down through the years. 174 different individuals served onthe Ohio Council and the old Advisory Council: They camefrom all walks of life in the Buckeye State. a fact wellillustrated by the members of the first Advisory Council.
Included in its membership were the plant manager of aChrysler factory. the director of the Ohio Congress ofParents and Teachers, the president of the Ohio AFL-CIO.the superintendent of a joint vocational school district, anexecutive of the Ohio Farm Bureau Federation, the presidentof a community college, and the director of the UrbanLeague of Greater Cincinnati. The other 15 members of thatAdvisory Council had equally impressive positions andso it has been as the years unfolded through Fiscal 1996.
During its 27-year life. the Council had four ExecutiveDirectors, as fo'.«)ws: the late Warren G. Weiler (1969-72).John J. Shannon (1972-77). Dr. Martin W. Essex (1977-85).and Dr. Joseph L. Davis (1985-96). Upon Dr. Essex'sretirement, the Council conferred upon him the title Execu-tive Director Emeritus. An individual closely identified withOCOVE's program between 1977 and 1996 was ExecutiveAssistant Chloe Worley Crawford.
Private-Sector Majority
It was the intent of the U.S. Congress that State Councilsbe private-sector-driven entities. As noted previously.Perkins I specified that a majority of the members of thCouncil seven represent the private-sector, five ofwhom were to represent business, industry, trade organiza-tions and agriculture, and two of whom were to representlabor organizations.
The remaining six Council members represented secondaryand postsecondary vocational education institutions: careerguidance and counseling organizations: individuals A ithspecial knowledge of the educational and career develop-ment needs of women, the disadvantaged, and individualswith disabilities: individuals with limited English profi-ciency: and minorities.
9
Mandates and a Mission
The Ohio Councils that sat between 1969 and 1996 drewtheir purpose from the mandates prescribed by the U.S.Congress. Under the Carl D. Perkins Vocational andApplied Technology Education Act of 1990 (Perkins II). forexample, the general mandate handed the Council was toadvise and consult with the Governor. the State Board ofEducation, the business community, and the general publicon improving the preparation of Ohio's workforce.
As spelled out under Perkins II, the Council had a mandateto consult with the State Board of Education on develop-ment of the State Plan, state action in implementing theState Plan, policies to strengthen vocational education (withparticular, attention to programs for the disabled), private-sector involvement iv the modernization of vocationaleducation, establishment of program evaluative criteria, theinvolvement of business and labor in conducting programs.access of special populations to vocational education, andways to create greater incentives for joint planning andcollaboration between vocational education and the jobtraining partnership system.
In addition. Congress made the Council responsible foranalyzing and reporting on the availability of vocationaleducation across the state, the distribution of funding(particularly between secondary and postsecondary pro-grams). and education programs for the incarcerated.
Finally. the Council had a mande.ie to evaluate, at least onceevery two years the extent to which vocational educationand employment and training programs in the state repre-sented a consistent. integrated, and coordinated approach tomeeting the economic needs of the state, the vocationaleducation delivery systems that received funds under thePerkins Act and the Job Training Partnership Act (JTPA) interms of their effectiveness in achieving the purposes of thetwo Acts, and the adequacy and effectiveness of the coordi-nation between vocational education and JTPA.
One of the most significant mandates was for the Council toconduct a public meeting annually to afford an opportunityfor individuals and organizations having an interest invocational/technical education to speak for the record.
Not content to confine itself to the mandates promulgated bythe U.S. Congress, OCOVE felt it could do more, whichresulted in the adoption of a Council mission statementduring Fiscal 1987. (A complete copy of the missionstatement is published on page 4 of this annual report.)
1 07
A prime example of the Council's going above and beyondCongressional mandates was the marketing project itconducted during Fiscal 1996. The next section of thisannual report describes this project and includes themarketing recommendations developed by the Council.
An Active Agenda
With static funding and a staff of only three, the OhioCouncil on Vocational Education found it necessary to beresourceful in addressing its mission. A high premium wasplaced on organization. communication, and activities thathad multiple pay-offs.
In recent years, the Council met five times annually. Thetypical OCOVE conference included the following features:at least one off-site and one on-site presentation by voca-tional/technical personnel; at least one tour of vocational/technical facilities; recognition of an outstanding alumnusfrom each school/postsecondary institution involved in theconference agenda; a business session; and additionalpresentations by educators, government officials, andbusiness/labor leaders to help the Council keep abreast ofsignificant developments in vocational/technical education,workt'orce training needs, etc.
For evidence that this format proved ow in practice, pleaseturn to pages 14-19, inclusive. for a report on the activitiesof the Ohio Council during thc past two years.
Research and Publications
During most of its existence. the Ohio Council and theAdvisory Council that preceded it cot imissioned anaverage of three research studies each year. The range ofsubjects studied is well illustrated by this list of seleLiedtitles of research reports:
"An Evaluation of the Ohio Career DevelopmentProgram- (1973)
"Perceptions of Vocational Education in Ohio byEmployers- (1974)
"Vocational Education Equipment- (1977)
"Analysis of Services Provided for HandicappedStudents Enrolled in Vocational Education in Ohio-(1979)
Reflections: 1969-1996 (cont.)
"Participation of Students in Vocational Education inOhio by Sex and Race" (1981)
"Vocational Education in Correctional Institutions inOhio" (1983)
"State-of-the-Art Uses of Computers in VocationalEducation in Ohio" (1984)
"The Contribution of Vocational Student Organizationsin the Development of Leadership Skills" (1985)
"Statistical Process Control: Impact and Opportunitiesfor Ohio" (1986)
"Strengthening Academics in Vocational-TechnicalEducation in Ohio" (1987)
"Handbook on Mainstreaming Handicapped Students inVocational Education" (1987)
"Teaching Higher Order Thinking Skills: Implicationsfor Vocational-Technical Education" (1988)
"Handbook on Marketing Vocational Education" (1989)
"Developing the Work Ethic Through Vocational-Technical Education" (1990)
"Gathering Momentum! Transition from School-to-Work" (1995)
On the average. two Council meetings were held in Colum-bus each year. The rest were scheduled at widely scatteredlocations in the state to give OCOVE members an opportu-nity to tune in on the real world of vocational/technicaleducation from lake to river and from border to border. Oneof the Columbus meetings was the annual public meetingrequired by law.
Council meetings. the annual public hearing, and theresearch studies all generated valuable information forOCOVE to use annually in compiling recommendations forthe improvement of vocational/technical education in Ohio.
Other activities sponsored by the Council in pursuit of itsmission included the publication of brochures to stimulateinterest in vocational/technical education. promote under-standing of current vocational/technical programs, andstimulate enrollment in vocational/technical courses: theprovision of in-service programs for vocational/technicaleducators: and the sponsorship of an awards competition forvocational/technical advisory committees, in recognition ofthe vital contribution made to vocational/technical educationby the private sector.
8
For an illustration of the kind of recommendations OCOVEcompiled, please turn to pages 22-29. inclusive. Informa-tion about the awards program for vocational/technicalcommittees appears on pages 18 and 19.
iniageF
With an annual budget that ram: .d from $90,000 to$225,000 down throueh the years, the Ohio Council onVocational Education compensated for its limited resourcesby actively cultivating good working relationships with avariety of entities. In other words. OCOVE got a lot of helpfrom its friends.
OCOVE developed a special relationship with ColumbusState Community College (CSCC). the Ohio Department ofEducation (ODE). the Ohio School Boards Association(OSBA). and the Ohio Vocational Association (OVA).
fl CSCC served as OCOVE's fiscal agent. as required bylaw. In this capacity. CSCC received all monies grantedOCOVE and prepared all of OCOVE's checks, based onvouchers prepared by the Council's staff every twoweeks.
Since the State Board of Education was the appointingauthority for OCOVE members, it naturally follows thatthe Council's staff and the State Board's staff. whoserve in the Ohio Department of Education, maintainedcontinuous communications. State Department person-nel provided much of the statistical informationincluded in OCOVE's annual reports.
OSBA was OCOVE's landlord. The building housingOCOVE's office suite was located next door to OSBA'sheadquarters. Also. OCOVE and OSBA jointlysponsored an annual inservice program for Ohio'svocational educators and school hoard members.
OVA and the Ohio Department of Education. co-sponsors of the annual All Ohio Vocational EducationConference. set aside a meal function for OCOVE tosponsor at the conference each year. OCOVE custom-arily engaged a prominent speaker for this occasion andgave special recognition to award winners in theCouncil's annual competition for vocati(malhechnicaleducation advisory COMIllittees.
OCOVE had many more contacts with the four entitiesmentioned ahoVe. Only the distinctive relation,Thirs havebeen listed.
1 1
Other entities with which OCOVE enjoyed a close relation-ship included:
The Ohio Board of Regents (OBR), which administerspostsecondary education in Ohio;
The Governor's Human Resources Investment Council(GHRIC), which wages an aggressive program to seethat Ohio workers are prepared to meet the challengesof a high performance workplace;
The Ohio Bureau of Employment Services (OBES),which provides up-to-date information on economictrends and workforce developments in the state;
The Ohio Association of Joint Vocational SchoolSuperintendents (OAJVSS);
The Ohio Vocational Directors Association (OVDA);
The National Association of State Councils on Voca-tional Education (NASCOVE);
The Central Region States of NASCOVE, includingOhio;
The Americ.m Association of Community Colleges(AACC); and
The Ambassadors for Vocational/ Technical Education,the most exclusive group of all, since membership wasrestricted to former OCOVE members!
Many more individuals, organizations, etc., could be addedto this list. But those named surely illustrate OCOVE'sdependence on good relationships with a variety of entries.
Impact? Yes!
Selecting "27 Years of Impact" as the title for the finalannual report of the Ohio Council on Vocational Education,as it was constituted from 1969 to 1996, came easily.
Of all the Congressional mandates resting on the shouldersof the Council and the Advisory Council that preceded it
two afforded the greatest opportunity for Councilmembers to have impact: (I) participation in the develop-ment of the "State Plan for the Administration of VocationalEducation in Ohio," and (2) the drafting of recommenda-tions for the consideration of the State Board of Educationand other government officials and agencies. (As notedpreviously, Council members drafted morc than 180recommendations designed to improve vocational/technicaleducation in Ohio.)
As evidence of the continuous involvement of Councilmembers and the Council's staff in the development ofOhio's state plan for 1996 to 1998, please turn to page 20.
The involvement process began on March 29, 1995, andculminated 13 months later when a Council membertestified to OCOVE's approval of the proposed state plan ata public hearing of the State Board of Education.
Twice during the 1980s, the Ohio Council conductedresearch to determine what had happened to the recommen-dations submitted to the State Board of Education and otherpublic officials.
The first such research effort produced this information forthe Council's 1983 annual report:
The 36 recommendations made by the Council .. .for the five-year period, 1978-1982. were analyzed bythe ... Council staff. Thirty or 83% of the recommen-dations were accepted and acted upon with reasonableprogress reported. Only one recommendation was notaccepted or positive action taken.
The second such research project covered the five-yearperiod ending in 1986. Of the 33 recommendations madeby the Council, 82% were accepted and acted upon withreasonable progress reported. Again, only one recommen-dation was not accepted or positive action taken.
During the past 10 years, the Council's staff carefullyreviewed the annual report of State Department of Educa-tion perionnel on the disposition of recommendations madethe previous year by the Council. Taken collectively, thesereports substantiate the staff's opinion that OCOVE recorn-mendations continued to be accepted and acted upon at the80% level, or better.
For an illustration of the type of response provided by StateDepartment personnel to each OCOVE recommendationplease turn to the Appendix, beginning on page 27.
Many other examples could be cited of the positive impactCouncil members had on vocational/technical education inOhio between 1969 and 1996. The two chosen for portrayalhere the Council's heavy involvement in development ofthe state plan and the actions taken on OCOVE's recommen-dations should be sufficient to document the fact thatCouncil members produced a positive impact on vocational/technical education in Ohio over the 27-year period thatbegan on May 14, 1969.
itmembers of the Ohio spIn August, 1995,
Council on VocationalEducation (OCOVE)
assembled in Columbus for theirfirst meeting of the 1995-96 year.After attending to routine business,they turned their attention to a concernabout the marketing of vocationaleducation throughout the state of Ohio.
EclAk_SECTION cited previously, Councilmembers have grown
In addition to the items
1.44PS:11VVICofficials, and key school personnel.
many parents, students, electedvocational education exhibited by
weary of the outdated andunwarranted perception of
Their concern was well placed. While conducting on-site evaluations of vocational programs in Ohio'ssecondary schools, Council members often observedthe under-utilization of many superb classrooms, wellequipped laboratories, and truly outstanding teachers.That these observations were troubling to Councilmembers should come as no surprise.
Item: While workforce projections indicate that 75percent of the jobs in the year 2000 willrequire no more than a high school diploma orassociate degree, only 30 percent of thestudents in Ohio's secondary schools continueto enroll in job-specific vocational programs.
Item: Although it is generally acknowledged that notall students learn the same way, too many ofOhio's secondary school classrooms continueto favor a passive learning environment overfirst-hand experience and concrete instruc-tional materials, the trade mark of vocationaleducation.
Item: While employers, organized labor, communityleaders, and the media continue to point to anunacceptably high dropout rate, the campaignagainst dropouts has yielded little progresssince the mid-'70s, leaving approximately one-fourth of Ohio's teenagers ill-equipped foremployment and participation in the economicmainstream.
Item: Although a growing chorus of voices wascalling for the development of a seamlesssecondary school program, such programs inmost Ohio school districts continue to besegmented into three strands: college prep,vocational, and general education.
10
When all of these factors are takeil intoaccount, it is easy to understand why OCOVE mem-bers had concluded by the beginning of the 1995-96year\that the time had come for them to give concertedattention to the statewide marketing of vocationaleducation.
The 1995-96 marketing project was to be OCOVE'sfourth major initiative in this critical area in eightyears. Initially, the Council that sat during 1987-88adopted a position paper on marketing in February,1988, after extensive deliberations. A year later,OCOVE published a "Handbook on Marketing Voca-tional Education." (This 29-page treasure trove ofideas was an instant hit, and the inventory was reducedto a file copy very quickly.) During 1989-90, theCouncil served as the catalyst for a statewide market-ing effort that emphasized collaboration betweenorganizations having a special interest in vocationaleducation. That effort came to naught, however, aspriorities shifted to other concerns.
This record of previous activity served as a backdropfor the Ohio Council on Vocational Education as itmounted its newest marketing venture in August, 1995.The goal of the new effort would be "Marketing forSuccess."
Evolution of OCOVE's 1995-96Marketing Project
OCOVE's new marketing project was launched inColumbus on August 15, 1995, with a series of discus-sion sessions ably facilitated by Marty Katterheinrich,of GM Powertrain, Defiance, Ohio.
During the next 10 weeks, the material captured onlarge charts by Mr. Katterheimich was refined, ex-panded, and reorganized through an exchange ofwritten communications between Council membersand the OCOVE staff.
13
Further refinements were accomplished throughdiscussion and committee work at the Council'sconference at Perrysburg, Ohio, on November 1, 1995.
Early in 1996, the OCOVE staff surveyed the state's 95vocational education planning districts (VEPDs) toobtain smitples of marketing materials being used atthe community level throughout the ctate and to solicitsuggestions regarding the provisions of a statewidemarketing strategy.
Council members engaged the OCOVE staff in furtherdiscussion about the marketing project at the Council'slate-winter conference at Marion, Ohio, on February22, 1996. During this discussion session, the Council'sExecutive Director concluded that sufficient directionhad been provided for him to prepare a draft of amarketing strategy for the Council's consideration.Such a draft was prepared prior to OCOVE's springconference in Columbus on April 29-30, 1996. Coun-cil members shared their critique of the strategy draftin a work session on the afternoon of April 29.
Further refinements, based on additional suggestionsand criticism of Council members, were made in thestrategy draft prior to OCOVE's final conference inColumbus on June 19, 1996. With the Council's officescheduled to close soon thereafter, "Marketing forSuccess" was included as a special section inOCOVE's annual report and transmitted to the StateBoard of Education, the Internal Task Force of theOhio Department of Education, the Ohio GeneralAssembly, and the Governor.
Re-focusing the Project
Until OCOVE's late-winter meeting in February, 1996,the Council had been pursuing a course destined toproduce a conventional marketing strategy; that is, onethat would involve three basic components: (1) targetaudiences to be reached; (2) priority topics to beemphasized; and (3) media of communication to beemployed.
At the February conference, Council members wereassured that Ohio's vocational educators were wellaware of the target audiences to be reached as well asthe communication media to be used in conveying themessage. Follow-up analysis of the responses receivedin OCOVE's marketing survey verified that such
assurances were well placed. In fact, samples of avariety of media submitted with survey response forms
including publications, videotapes, newsletters, andnews releases revealed an encouraging sophistica-tion in the use of such media.
By the time of OCOVE's spring conference on April29-30, 1996, attention had shifted to the third basiccomponent of a conventional marketing strategy:priority topics to be emphasized in future marketing
Fortunately, an ample supply of fresh topics exists forOhio's public-school educators to emphasize in a re-vitalized marketing strategy, thanks to legislationenacted by the U.S. Congress and Ohio GeneralAssembly, initiatives taken by the Ohio Board ofEducation, and activities pursued by the Ohio Depart-ment of Education during the 1990s.
An even brighter marketing picture would require aseamless secondary program for preparing students foremployment and lifelong learning. Where secondary-school programs are segmented into three strandscollege-prep, vocational, and general educationmarketing will continue to be a challenge.
A Strategy for SuccessfulMarketingMembers of the Ohio Council on Vocational Educationcommend educators throughout Ohio for their relent-less efforts to reach target audiences through a varietyof communication media. The Council's recommenda-tions are not intended to replace or diminish suchefforts, but rather to re-vitalize marketing activitiesalready in place. This was the thinking that guidedOCOVE in preparing the following recommendations,which constitute a strategy for success:
Recommendation 1Quietly retire the term "vocational education." It mayhave served well in the past, but upgraded job-trainingprograms, featuring an infusion of academic content,bear little resemblance to what once was called "voca-tional education." The term has become an anachro-
"Marketing for Success" (cont.)
nism. A strong tide has been running in the directionof new terminology throughout the 1990's.
Example:
Example:
The U.S. Congress added "Applied Tech-nology Education" to the title of thePerkins Act in 1990.
To succeed the Perkins Act, the U.S.House of Representatives passed a"CAREERS ACT- on September 19, 1995,and the U.S. Senate passed a "WorkforceDevelopment Act" three weeks laer.(CAREERS is an acronym for "The Con-solidated and Reformed Education,Employment and Rehabilitation Act.")Note the absence of the term "vocational"from the title of each of these legislativeacts.
Example: Several Ohio joint vocational schooldistricts have changed their names, drop-ping "vocational" and adding terms like"technology center" and "career center" totheir names. (Another term gainingascendancy is "workforce development.")
Example: The American Vocational Association hasbeen exploring a name change for severalyears. Effective in September, 1996, theAssociation will change the name of its"flagship" publication from "VocationalEducation Journal" to "TECHNIQUES.-
Merely changing terminology will hardly produce theresults desired; a systemic change is needed. In manycommunities, nothing less than a cultural change willsuffice where secondary education is concerned.Barriers that exist between skill development andacademic instruction must be breeched. The separationbetween "vocational" and "college-prep" programs thatevolved following World War II must end.
Recommendation 2Emphasize that students are being prepared for highereducation, employment, and lifelong learning. Thismeans that after high school they are expected tocontinue or resume their education in communitycolleges, technical institutes, colleges and universities,registered apprenticeships, etc.
12
Recommendation 3Give increasingly greater emphasis to the followingtopics in communicating information about educationalprograms designed to prepare students for highereducation, employment, and lifelong learning:
AcademicsEmphasize the importance of academics in all subjectsand at all levels of education a point being stressedin Ohio's "Forum 2000 Project." (The most recent"Gallup Poll of the Public's Attitude Toy. ard the PublicSchool," indicated that 98% of the parents vant acollege education for their children. Parents can hardlybe expected to look with favor upon subjects andprograms that have skimpy academic content.)
Tech PrepAs defined by the Ohio School-to-Work Office, TechPrep is "a combined secondary and postsecondaryprogram which ( I) leads to an associate degree or two-year certificate; (2) provides technical preparation inhigh tech careers; (3) builds student competence inmathematics, science, and communications (includingapplied academics) through a sequential course ofstudy; and (4) leads to placement in employment."(Existing Tech Prep consortia provide excellentchannels for marketing the school program.)
School-to-Work SystemAs defined by the Ohio School-to-Work Office, this is"a system that helps young people progress smoothlyfrom school to work by making connections betweentheir education and their career. The system is acooperative effort of elementary and secondary educa-tion, vocational-technical education, and highereducation to engage all youth in the lifelong acquisi-tion of knowledge, skills, and attitudes necessary topursue meaningful, challenging. and productive careerpathways into high-skill, high-wage jobs." (Regionalalliances being formed to ensure the involvement ofinterested stakeholders in Ohio's School-to-WorkSystem offer additional channels for marketing theschool program.)
Career EducationAs defined by the Ohio School-to-Work Office, "Thecareer-education process" consists of three compo-nents: career awareness in Kindergarten throughGrade 5; career exploration and planning in Grades 6-8; and career preparation in Grades 9-12.
15
Other InitiativesSponsored by the Governor and/or the Ohio GeneralAssembly and developed by the Ohio Department ofEducation, these initiatives include:
OCAPs (Ohio Competency Analysis Profile);Career Clusters;Individual Career Paths;Portfolios;Credentialing;Career Passports;Ohio Career Information System;Adult Full-Service Centers;One-Stop Career Centers;Ohio Job Net; andSchool Net.
Recommendation 4Capitalize on the following advice provided by educa-tors in response to OCOVE's 1996 marketing survey:
Produce a variety of marketing products so thatappropriate materials and subject matter can bemade available to each target audience.
Build a community support base for the school'sprogram and services.
Cultivate parental input for the marketing program.("Mom is still the #1 person listened to for careerchoices.")
Reach students through marketing efforts as earlyas possible. (Start with Career Education asdefined in the fourth point under Recommenda-tion 3 in the elementary grades.)
Communicate as much of the school's message aspossible through human interest stories aboutsuccessful students and alumni, including testi-mony from students who achieved success afterfirst having been told not to take vocationaleducation.
Maintain access to professional marketing advicecontinuously and use professional marketingservices as fully as resources permit.
Supplement professional marketing advice andservices as fully as possible through donations ofsuch advice and services from the private sector
1 613
and community-based organizations. (A goodexample is the information packet produced by theGraphic Communications Education RecruitmentCommittee of the Printing Industry of Ohio; 88Dorchester Square; P.O. Box 819; Westerville, OH43081.)
Move from a marketing-driven focus to a cus-tomer-driven focus.
Encourage business, industry, labor, and commu-nity leaders especially those who are membersof Tech Prep consortia or School-to-Work regialalliances to buy into the school's program, sothat they might become knowledgable spokesper-sons for the program. Their pronouncements insupport of the school and/or its programs will havean invaluable ring of authenticity.
Strive continuously to encourage parents, employ-ers, community leaders, etc., to view the school inoperation. They will see that learning is takingplace in an orderly atmosphere!
Market academic and career education as a wholeto produce more effective results.
Recommendation 5Evaluate the overall marketing program and its com-ponent parts rigorously for the purpose of generatinginformation that can be useful in improving the pro-gram.
Recommendation 6Assign responsibility to the Ohio Department ofEducation's Internal Task Force for monitoring initia-tives undertaken in response to the recommendationspresented herein.
Recommendation 7Develop an external task force for each school, consist-ing of parents, educators, administrators, business,industry, and labor members to evaluate marketinginitiatives at least twice a year and submit their reportto the community newspaper for publication. This willdevelop linkage, awareness, ownership, and an ac-countability mechanism.
Program of the Ohio Council forFiscal Years 1995 and 1996
Regular Conferences
The Council scheduled ten conferences during Fiscal Years1995 and 1996. Four conferences were held outside of theColumbus area to provide an opportunity for members toobserve and evaluate vocational/technical education pro-grams in action. The conferences in Columbus in Augustwere scheduled to coincide with the All Ohio VocationalEducation Conference, co-sponsored by the Ohio Divisionof Vocational and Adult Education and the Ohio VocationalAssociation. The two-year calendar included conferences atthe following locations:
August 15-16, 1994 Columbus Convention CenterConcurrent with All OhioVocational Education Conference
October 26-27, 1994 Holiday InnCincinnati 1-275(Blue Ash)
February 22-23, 1995 Ramada Inn Columbus SouthGrove City
May 1-2, 1995 Radisson HotelColumbus NorthOCOVE/OSBA Seminar andPublic Meeting - May 2
June 14-15. 1995 Holiday InnBoardman (Youngstown)
August 14-15, 1995 Columbus Convention CenterConcurrent with All OhioVocational EducationConference
November 1-2. 1095 Holiday InnPerrysburg
February 21-22. 1996 Fairfield InnMarion
April 29-30, 1996
June 19, 1996
Radisson HotelColumbus NorthOCOVE/OSBA Seminar andPublic Meeting - April 30
The Ohio Council made several on-site evaluations eachyear. During Fiscal Years 1995 and 1996, Council membersexamined educational facilities, observed classes in session,and had an opportunity to interview students and teachers ineach of the schools and colleges visited. A review of theprogram, including trends, problems. and successes, waspresented by selected administrators and staff. The Councilmembers, led by a preappointed panel. engaged in dialoguewith presenters. Observation/evaluation sessions wereconducted at the following locations:
Great Oaks Institute of Technology and Career Development(Technology Center)
Marion Correctional Institution
Paul Hayes Technical Center (South-Western City Schools)
Penta County JVSD
Off-Site Review of EducationalPrograms
Off-site evaluations featured presentations by administratorsand others on topics suggested by the Council staff. Follow-up discussions employed the procedure used in the on-sitevisitations. Programs were reviewed for the followingschools and postsecondary institutions:
Central Ohio Technical CollegeChoffin Career Center, Youngstown City SchoolsCincinnati Public SchoolsDiamond Oaks Career Development CenterMiami Valley Career Technical CenterNorthwest Local Schools (Hamilton County)Owens State Community CollegeSinclair Community CollegeToledo City Schools
Presentations Made at CouncilConferences
In addition to the presentations made by administrators andstaff members in the various schools whose programs werereviewed by the Council, other presentations were made by:
Bonnie Barrett, Tech Prep Coordinator, Sinclair Commu-nity College. "Tech Prep at the Crossmads"
17
Evelyn Bissonnette, Director. Job Training Partnership ofOhio, Ohio Bureau of Employment Services. "ServingOhio: JTPA's Promise and Petformance"
Dr. Harold L. Carr, President & CEO. Great Oaks Instituteof Technology and Career Development. "Tomorrow'sTechnology Conference Center TODAY"
Senator Linda Furney, I I th Ohio Senatoriai District."Legislative Support and Expectations for Increasing Rigorand Relevance: A History and Future Directions"
Dr. Carol Gellner. Assistant Superintendent of MiamiValley Career Tech Center. "Tech Prep at the Crossroads"
Dr. John M. Goff, Superintendent. Public Instruction. OhioDepartment of Education. "Educationls Role in Ohio'sEmployment and Training Restructuring"
Dr. Gene Harris. Assistant Superintendent of PublicInstruction, Ohio Department of Education. "Ohio's Visionfor Public Education: Vocational Education:s Role"
Alice Karen Hite, Executive Director, Ohio VocationalAssociation. "Capitol Hill, Capitol Square and YourSchools"
Bill Holden, Instructor. Greene County Career Center."Tech Prep at the Crossroads"
Dr. Joanna Kister, Director, Division of Vocational andAdult Education, Ohio Departmentof Education. "Chartingthe Course for Vocational and Adult Education in Ohio"
Dr. Rosalee Kramer, Dean, Academic Affairs, Central OhioTechnical College, Newark, Ohio. "Serving Ohio: ThePromise and PerPrmance of Community and TechnicalColleges"
Dr. Curtis Lewis. Civil Rights Compliance Coordinator.Division of Vocational & Career Education. Ohio Depart-ment of Education. "Aggressive Marketing. the Key toCapturing Vocational Education:s Market Share of theSecondary Student Population"
Dr. Darrell Parks, Director. Division of Vocational andAdult Education. Ohio Department of Education. "SetTingOhio: Vocational Education:s Promise and PerlOrmance"
Robert Race, Director of Vocational Education, Correc-tional Training Academy. Marion Correctional Institution."Overview of Vocatimull Progrwns pt. Ohio's hu.arceratedPopulation"
Shirley Rogers. Warden. Marion Correctional Institution."Overview of Vocational Programs at Marion CorrectionalInstitution"
Dr. Peggy Siegel, Vice President for Business/EducationProjects, National Alliance of Business, Washington D.C."Special Challenges Shared by Business and Education"
Dr. Joyce Winterton, President, Winterton Associates.Reston, VA, and former Executive Director, NationalCouncil on Vocational Education. "A National Perspectiveon Vocational Education"
articipation of Members and Staff inlocationath-Reiated Conferences
To obtain inservice training, broaden their perspective, andmaintain up-to-date professional networks. Council mem-bers and staff participated in the activities of the followingorganizations:
American Vocational Association
Center on Education and Training for Employment
Educational Office Professionals of Ohio
Governor's Human Resources Investment Council
National Association of State Councils on VocationalEducation
National School Public Relations Association/Ohio
Ohio Association of Joint Vocational SchoolSuperintendents
Ohio Chamber of Commerce
Ohio Department of Education
Ohio Division of Vocational and Career Education
Ohio Public Expenditures Council
Ohio School Boards Association
Ohio Small Business Council
Ohio Society of Association Executives
Ohio State University
Ohio Vocational Association
Tech Prep Conference, C'olumbus
LI.S. Chamber of Commerce
U.S. Department of Education. Office of Vocational andAdult Education
U.S. Department of Labor
TS
Program of the Council (cont.)
Recognition of Outstanding Alumni
OCOVE has continued its practice of recognizing outstand-ing alumni during on-site evaluations and off-site reviews ofvocational/technical programs. The following persons, byschool, were recognized at the OCOVE conferences duringFiscal Years 1995 and 1996:
Choffin Career Center: Paula Oliver, dental assistant anddental assisting instructor at Choffin Career Centersince 1990.
Robert Posey, automotive safety excellence mastertechnician and auto mechanics instructor at ChoffinCareer Center for 22 years.
Mary C. Williams, CST (certified surgical technolo-gist) at the Western Reserve Care Center - South Unit.
Cincinnati Public Schools: Frederick M. Fegan.elementary school teacher at South AvondaleElementary.
Diamond Oaks Career Center: Sandra Med lock, commer-cial art instructor, Diamond Oaks.
Laurel Oaks Career Center: Ken Worley, member of theBoard of Education for Leesburg. representative toGreat Oaks Board of Directors, and owner of oilbusiness.
Live Oaks Career Center: Karla Smith, certified mastergroomer and sales representative for pet-supplymanufacturers.
Northwest Local School.s: Lisa Huber, CPA. currentlyemployed by Arthur Andersen Accounting. a "Big Si x-firm.
Owens State Community College: Joan Hunt. PhysicalTherapy Assistant, currently working at ProgressiveRehab Group. Sylvania, OH.
Paul Hayes 7echnical Center: Rebecca S. Parrett, co-founder and vice chairman of National Century Finan-cial Enterprises. a medical accounts receivable financeCompany.
Penta County JVSD: Jim Kasch, President/Owner MRPSCopy Systems, Toledo, OH.
Scarlet Oaks Career Center: Cory Dewberry,owner/operator of Creative Colors International, adecorating business.
Toledo City Schools: Mary Kaiser, Vice President ofEngineering-Owens Corning, Granville. OH.
Public Meeting - 1995
The Council's Annual Public Meeting was held at theRadisson Hotel-Columbus North, on May 2, 1995. withPatricia A. Tutoki, Council Chairperson, presiding. Thefollowing persons provided testimony at the public meeting,addressing the topics listed:
Thomas N. Applegate, Associate Director of Business.Industry, Labor, and Agency Coordination, Division ofVocational and Adult Education, Ohio Department ofEducation. "How Business, Industry, and Labor CanBecome More Fully Involved in Improving VocationalEducation."
Robert L. Brandt. Superintendent. Vantage JVS. "It Paysto Be Nice."
Leonard A. Carlson. Chairman, Ohio ChambA- of Com-merce Education Committee. Ohio Chamber of Commerce."An Assessment of the Current Vocational Education Scenein Ohio."
Larry J. Graser, Superintendent, Vanguard-Sentinel JVSD/Chairperson. Legislative Committee of Ohio Association ofJoint Vocational School Superintendents. "A LegislativeProgram for Vocational Education in Ohio."
Alice Karen Hite. Executive Director, Ohio VocationalAssociation. "Leadership Pr the Future.-
Jack L. Lentz, Supervisor, Tech Prep, Division of Voca-tional and Adult Education, Ohio Department of Education."Status of Tech Prep in Ohio."
Ann Peiffer, 12th Grade Medical-Careers Student atVanguard-Sentinel JVSD and 1994-95 State Vice Presidentfor the Vocational Industrial Clubs of America (V1CA)Association. "How VICA Changed My Life!"
A. Alan Penn. Vocational Director, West Shore VocationalDistrict, Lakewood City Schools. "Network - SuccessfulNon-Traditional Program fOr Females A Local DistrictPerspective."
Dr. G. James Pinchak, Associate Director of Planning andAdministration Services, Division of Vocational and AdultEducation, Ohio Department of Education. "Ohio'sModernization Action Plan: Next Steps."
Dr. Theodore P. Shannon. Ph.D., Director. EducationServices, Associated Employers of Central Ohio. "Contem-porary Observations About Vm.ational Education (FromBoth Sides of the Fence)."
Tammy Simoneau, Vice President, Ohio Chamber ofCommerce and Executive Director, Ohio Small BusinessCouncil. "Business Needs and Suggestions for the Improve-ment of Vomtional Education."
Larry H. Weber, President, Ohio Vocational Association/Postsecondary Adult Vocational Educators (OVA/PAVE)."The Role and Value of Adult Vocational Education inOhio."
Pttbilic Vicetlinv - 99(5)
The Council's Annual Public Meeting for 1996 was held atthe Radisson Hotel-Columbus North, on April 30, 1996,with Ruth Montgomery, Council Chairperson, presiding.The following persons provided testimony at the publicmeeting, addressing the topics listed:
Thomas N. Applegate, Associate Director of Business,Industry, Labor, and Agency Coordination, Division ofVocational and Adult Education, Ohio Department ofEducation. "Update on Vocational and Adult Education inOhio."
Alice Karen Hite, Executive Director. Ohio VocationalAssociation. "Looking to the Future."
Dr. Thomas R. Snyder, Director of Adult Education.Pickaway-Ross JVS and Representative for PostsecondaryAdult Vocational Educators (PAVE). "Adult VocationalEducation."
William Deffenbaugh, Executive Director of Economic andWorkforce Development, Owens Community College, andRepresentative for the Ohio Association of CommunityColleges (OACC). "Workforce Development and the OhioCommunity College."
Matthew Hughes, Supervisor of Field Services and VEPDLiaison, Division of Vocational and Adult Education, OhioDepartment of Education. "Update on the Forum 2000Project."
Cathy Burner, Teacher, Westerville South High School."Models fOr Su« e.s.s. OWA and OWE."
Richard Brill, President, Ohio Vocational AgricultureTeachers' Association and Teacher at Canal WinchesterHigh School. "The Importance of Extended ProgrammingfOr Vocational Educatum."
At each Public Meeting, a complete, verbatim transcript ofthe testimony was compiled by a certified public stenotypist.
2 017
Program of the Council (cont.)
Advisorg Committee Awards
In the belief that service on a vocational advisory committeeoffers one of the best opportunities for representatives ofbusiness, industry, labor, and the professions to contribute tothe modernization of vocational education programs, theCouncil recognized the following advisory committees fortheir activities during FY 95. The awards were presentedduring the All Ohio Vocational Education Conference onAugust 15. 1995.
Awards of Distinction
Colerain Career Center
Great Oaks Instituteof Technology &Career Development
Licking County JVS
Miami Valley TechPrep Consortium
Scarlet Oaks CareerCenter
%Vest Shore whichincludes Bay Village,Lakewood, Rocky Rh er& Westlake
Diesel & Truck Mechanics
Employment Resources
Pre-Employment Training
Industrial EngineeringTechnology
Ford ASSET
Special Education
.1w ards of Special Commendation
Diamond Oaks JVS
Great Oaks Instituteof Technology &Career Development
CarpentryComputer Systems
OperationsCosmetology
Career Development
Laurel Oaks JVS
Live Oaks CareerCenter
Maplewood JVS
Scarlet OaksCareer Center
Springfield-Clark JVS
Washington LocalSchools
ards of Merit
Diamond Oaks CareerCenter
Live Oaks CareerCenter
Pioneer JVS
Tri-Rivers Tech Prep
Wayne County CareerCenter
Restaurant Operations
CosmetologyComputerized Office
Training
Printing Trades
Commercial Art CraftHeating, Ventilation & Air
Conditioning
Chef & Restaurant Training
Career Program
Child LearningCommercial Art/
Occupational CraftWelding
Floral/Landscape Science
Special Needs
Business/ComputerTechnologies
Drafting
The following advisory committees were scheduled toreceive awards at the All Ohio Vocational EducationConference on August 13, 1996, for activities conducteddnring FY 96:
kr+ a rd,, of Distinction
Canton City Schools
Diamond Oaks CareerDevelopment Campus
Scarlet Oaks CareerDevelopment Center
Scioto County ,IVSD
2 1
Emergency MedicalTraining
Carpentry
Dental AssistingFord ASSET
VEPD Plan Evaluation
so,ards ,1111",mlatim,
Diamond Oaks CareerDevelopment Campus
Grea Oaks Instituteof Te-:hnology &Caret r Development
Live Oaks CareerDevelopment Campus
Miami Valley CareerTechnology Center
Scarlet Oaks
Springfield-ClarkJVSD
Stark CountyJVSD/R.G. DrageCareer Center
,ti
Aiken High School/Cincinnati PublicSchools
Auburn Career Center
Delaware JVSD
Diamond Oaks CareerCampus
East Technical HighSchool/ClevelandPublic Schools
Live Oaks CareerDevelopment Campus
Business TechnologiesCommercial Art/ Occupa-
tional Craft
Great Oaks Council onVocational Education
CosmetologyFloral/Landscape Science
Heat & Air Conditioning
Cosmetology
Industrial Technology
Weldiniz & Metal Fabrication
Career Paths
GRADSMachining Technology
Landscape
Cosmetology Development
Agri-Business
Adult Heating & AirConditioning
Animal Science &Management
Child LearningRestaurant Operations
19
Miami Valley CareerCenter
Ohio Hi-Point JVSD
Owens CommunityCollege
Pioneer Career &Technology Center
Queen City AdultVocational Center/Cincinnati PublicSchools
Scarlet Oaks CareerDevelopment Campus
Springfield-ClarkJVSD
Vantage VocationalSchool
West Shore VocationalDistrict whichincludes Bay Village,Lakewood, Rocky River& Westlake
Whitmer Career &Technology Center/Washington LocalSchools
Floriculture Technology
Siemens/Ohio Hi-PointSchool-to-WorkOpportunities System
Nurse Assistant Recogni-tion Day
Medical Office/MedicalTranscription
Transitions
Law Enforcement
Printing Technologies
Manufacturing EngineeringTechnology Tech Prep
Special Education
Heating. Ventilation. Air Con-ditioning/Refrigeration
Statewide PlanningState Plan for Vocational Education
The Ohio Council on Vocational Education was activelyinvolved in the development of the State Plan for theAdministration of Vocational Education in Ohio (July I.1996 - June 30, 1998), as mandated in Section 113 (a)(2A)of the Carl D. Perkins Vocational and Applied TechnologyEducation Act of 1990.
On March 29, 1995, and June 29. 1995, the OCOVEexecutive director met with a staff member of the OhioDepartment of Education (ODE) to obtain a status report onthe plan development process and to identify critical stepsinvolving OCOVE during FY96. Those steps were high-lighted on two State Plan Development Timelines (1995 and1996) that were provided by the ODE staff member andcommunicated to OCOVE members promptly by theCouncil's executive director.
On October 20. 1995. OCOVE's State Plan is eview Com-mittee and the executive director reviewed the progress ofthe State Plan development process, to determine if theproposed plan appeared to be relevant to the needs ofstudents and Ohio's economy.
On November I. 1995. two ODE staff members conducted abriefing session for the Council. They distributed draftcopies of the "1995 Assessment of Vocational Education"report and interpreted its contents (findings, conclusions,and recommended actions) to Council members. They alsosolicited suggestions from Council members regarding thepriorities to be assigned to fourteen fat. ws.
On December 14. 1995, two ODE staff members met againwith OCOVE's executive director and State Plan ReviewCommittee, and presented two documents to the committee:(1) An Executive Summary of the report titled "1995Assessment of Vocational Education." and (2) Section 11 ofthe "FY95 Ohio Comprehensive Annual PerformanceReport."
On January 2. 1996. fifteen copies of completed FY 95Comprehensive Annual Performance Reports were mailed tothe Ohio Council on Vocational Education. The OCOVEstaff forwarded a copy of thiS document to each Councilmember on January 11 1996.
On January 30, 1996, an ODE staff member sent OCOVE adraft copy of the "State Plan Objectives for FY 98," the finalyear under the new State Plan and under Perkins II.
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On February 9, 1996, updated drafts of the 34 State PlanObjectives were mailed to Council members. OCOVEmembers were invited to attend the ODE Local EducationArea Planning (LEAP) Meetings scheduled throughout thestate. Ohio Department of Education staff members alsoprovided updated State Plan materials for OCOVE todistribute to Council members prior to OCOVE's MarionConference.
On February 21, 1996, the OCOVE executive director andState Plan Review Committee met with two ODE staffmembers for the third time to discuss updated State Planmaterials.
Also on February 21. 1996, the ODE staff conducted a finalbriefing for Council members on the new State Plan at aCommittee of the Whole session in Marion. The State PlanReview Committee also reported its recommendation to theentire Council. Council members then voted to approve therecommendation of the State Plan Committee.
On March 12. 1996, a member of OCOVE's State PlanReview Committee reported to the State Board of Educationthat OCOVE had approved, by unanimous vote, the StatePlan for the Administration of Vocational Education inOhio, for the period July 1, 1996 June 30, 1998.
All written comments of the Ohio Council on VocationalEducation and the Ohio Department of Education responseswere included in the appendices of the State Plan, The OhioC'ouncil on Vocational Education's annual report andrecommendations were reviewed in the development of theState Plan for the Administration of Vocational Education inOhio.
The staff of the Ohio Department of Education commendedthe Ohio Council on Vocational Education for its valuableinput in the development of key portions of the State Plan.
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The Council's 1995 Commendations
The first commendation of the Ohio Council onVocational Education goes to the truly outstand-ing teachers observed in action by the Councilduring Fiscal 1995. These teachers bring the real
world into the classroom, exciting students, and raising classachievement levels.
The Ohio Council on Vocational Education commends theGovernor, the Governor's School-to-Work Office, the StateBoard of Education, the Division of Vocational and AdultEducation, the Ohio Board of Regents. the Bureau ofEmployment Services, and their respective staffs forundertaking the following specific endeavors during Fiscal1995:
The Governor of Ohio, for the compilation and publica-tion of annual progress reports on Ohio's approachtoward meeting the eight national goals for educationdeveloped cooperatively by President Bush and thenation's governors.
The School-to-Work Office established by the Gover-nor. for the involvement and collaborative processes ithas managed successfully. and the good judgment it has
exhibited in preparing for the implementation of theSchool-to-Work Opportunities Act of 1994 in Ohio.
The State Board of Education, for assigning highestpriority to producing better academic results in Ohio'sschools, an objective that vocational educators canaddress with vigor.
IR The Division of Vocational and Adult Education, forbeginning to prepare for the next "State Plan for theAdministration of Vocational Education in Ohio"despite many uncertainties at the national level.
The Division of Vocational and Adult Education andStaff Personnel of the Board of Regents. for the steadybuild-up of Tech Prep programs in Ohio. always withquality as an objective and with consistently realisticinvolvement processes as a way of doing business.
The Staff of the Bureau of Employment Services, forunstinting cooperation with the researcher engaged bythe Council to generate data for OCOVE's mandatedbiennial report. as well as with the Council's staff andthe Council itself.
The Council's 1996 Commendationshe Ohio Council on Vocational Educationcommends the following state officials and stateagencies for their persistent efforts in behalf offorward-looking, high-quality vocational/
technical education for Ohio citizens:
ES The Governor. Lieutenant Governor. the Ohio GeneralAssembly. and State Superintendent of Public Instruc-tion for their efforts to assure that Ohio's School-to-Work initiative featuring regional alliances ofemployers, organized labor. educators. representati esof government, and community leaders is givenample opportunity for success.
The State Board of Education for adopting a new "StatePlan for the Administration of Vocatitmal liducation inOhio" for 1996-98 that emphasizes performancestandards for students commensurate with the escalat-ing needs of employers.
The respective staffs of the Ohio Board of Regents andthe Ohio Department of Education for developing
2 I
"State Plan" provisions that will result in an appropriatedivision of funding and address more systematically theacademic and vocational needs of Ohioans.
N The Division of Vocational and Adult Education. OhioDepartment of Education, tOr designing and conducting"Ohio's Future at Work: Beyond 2000" a compre-hensive process featuring broad opportunities for theinvolvement of business, industry, organized labor.educators, representatives of government, and commu-nity leaders for the purpose of "developing an actionplan to guide vocational and adult education into thenext century."
N The Ohio Bureau of Employment Services and theLieutenant Governor's staff for providing leadershipand logistical support for the Governor's HumanResources Investment Council. and for GHR1C''saggressive development of a "One-Stop Career CenterSystem" throughout the state of Ohio.
9 4
The Council's 1995 Recommendations
Within the context of contemporary develop-ments in vocational/technical education, theOhio Council on Vocational Educationprepared the following 1995 recommenda-
tions for the consideration of the State Board of Education:
RecommendationAs part of the preparation for implementation of newprograms under the School-to-Work Opportunities Actof 1994, plan and promote a campaign undergirded byfinancial and promotional incentives to "educate theeducators" about the world of work and school-to-workconnections with CEUs (Continuing Education Units)being awarded participants. As part of this campaign,encourage teacher externships, allowing teachers tospend time at the w orksite developing internships forpupils.
RationaleThe Ohio Council on Vocational Education first developedan interest in school-to-work transition three years ago andcommissioned a research project on this topic. Uponenactment of the School-to-Work Opportunities Act of 1994.the Council authorized a second research study on this topic.
The report on the second research effort which waspublished during Fiscal 1995 contains a list of 34recommendations relating to curriculum and instruction.teachers, pupils, parents. employees. schools, and supportsystems. Two of the 34 recommendations have beencaptured above. These recommendations were selected inthe belief that nothing will contribute more to the smoothand effective implementation of new school-to-workprograms in Ohio than teachers who have an abundance offirst-hand knowledge about the workplace.
Although it appears likely that programs under the School-to-Work Opportunities Act of 1994 will be implementedmore slowly than originally anticipated, due to reducedfunding. the involvement of know ledgeable teachers in theimplementation process is as important as ever.
The Council believes that awarding CEUs is appropriate forthe participants and would serve as an incentk e to enhanceenrollment in the program.
RecommendationCapitalize on the most exemplary relationships voca-tional education has developed with representatives ofthe private sector in recent years and intensify efforts toinvolve the private sector more fully in planning futureimprovements in vocational opportunities for Ohio'syouth and adult populations.
RationaleOhio's vocational educators have a long history of formingpartnerships and collaborating with representatives ofbusiness. industry, and labor in the interest of providingworkforce-preparation programs having a high degree ofutility and relevance.
Throughout Fiscal 1995 at OCOVE's conferences andPublic Meeting the Council was urged to give highrecounition to the role the private sector can play in futureplanning efforts and in the implementation of School-to-Work and Tech Prep programs.
Implicit in all of the testimony Council members heardalong these lines was the belief that representatives of theprivate sector should be involved at the state level and thecommunity level as well as in the classroom and workplace.
These programs should help enhance the competitiveness ofthe future workforce of Ohio and the Nation. Furthermore.such programs should help Ohio capitalize on new resourcesmade possible by the School-to-Work Opportunities Act of1994.
RecommendationWhile implementation of the eleven imperatives thatconstitute the heart of Ohio's "Action Plan for theModernization of Vocational Education" should continueunabated over the next five years. the Council recom-
. mends that Ohio's vocational education communityunder the leadership of the State Board of Educationtake advantage of the rare set of circumstances that hascreated an opportunity to develop a new vision for"Vocational Education in the 2Ist Century."
RationaleBefore the curtain falls on Calendar Year 199s. die StateBoard of Education will ha\ e appointed new indi \ iduals tothe three staff positions with the greatest potential forinfluencing the future course of \ ocational education inOhio. Reference is made to the State Superintendent ofPublic Instruction, Assistant Supet intendcnt of PublicInstruction. and Director of the \ ision of Vocational andAdult Education.
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Concurrently, the United States Congress and nationaladministration have been actively engaged in drafting newlegislation to replace the Carl D. Perkins Vocational andApplied Technology Education Act, which is due to expireon June 30. 1996. A consistent theme at both ends ofPennsylvania Avenue has been consolidation. through whichvarious workforce-preparation measures, including thePerkins Act, would be merged.
On the state scene. Calendar 1995 found the state adminis-tration and the Ohio General Assembly wrestling with thefall-out from the Perry County -adequacy and equity-funding decision. Embedded in this activity was theprospect of substantial changes in the provisions Ohiomakes for funding elementary and secondary education.with potential implications for vocational education.
These are but some of the circumstances that conspire tocreate L h e opportunity for Ohio's vocational comimmity tobegin to chart a map to take up where the "Action Plan forthe Modernization of Vocational Education in Ohio- leavesoff.
The success of the current "Action Plan- substantiates theneed for a new one to be placed under implementation inthe early days of the 2Ist Century as a primary means ofkeeping Ohio out front in workforce-preparation programs.
RecommendationCombat the negative stereotyping of vocational educa-tion and its students by developing an aggressive state-wide marketing campaign. A significant part of themarketing campaign should be directed to parents.teachers, and counselors.
RationaleAt each of OCOVE's fic conferences during Fiscal 1995and its Public Meeting. the Council was advised of thechallenges faced by ocational educators in attempting toenroll in vocational programs pupils who stand to benefitthe mist from such programs. The Council was told byseveral observers that this was especially true in large urhancenters and among ininority youth.
The plea for "aggressi,-e marketing efforts- was voiced moststrongly by. representatis es of the private sector. w hoseprofitability depends. in part, upon the mailabihR ofvocatkmai conipleters for employment.
he Council noted w ith interest a suggestion that ocationaleducation he portray ed as "income-based education" duringan era NA hon "outcome-based educatnm- arotiW critickmfrom some quarters.
RecommendationExplore the feasibility of encouraging the enactment ofenabling legislation that would pros ide incentives forlocal, exempted village, and city school districts to utilizeJoint Vocational School facilities for academic programsrequiring more or better space, including low-enrollmentacademic programs.
RationaleTestifying at OCOVE's Public Meeting. a retired teacherfrom North Jackson, Ohio. suggested that the needs of giftedpupils in Ohio's 88 counties could he better met if programscustomized for such pupils were housed at Joint VocationalSchools. She said. "Instead of having seven or eight poorlyequipped science labs throughout the county. it would nowhe possible to provide one sophisticated lab at the vocationalschool ......
In their on-site tours of vocational facilities throughout thestate. Council members have often expressed a desire to seesuch facilities utilized more fully not as an end in itselfbut as a means of improving educational Opportunities forOhio's youth. The suggestion of the retired teacher fromNorth Jackson not only is directed toward that end, but alsoshould serve to reduce duplication of facilities, programs.personnel. and supportive services.
The Council would like to see all low-enrollment academicprograms considered for inclusion in the enabling legislationrecommended above, in addition to programs for the gifted.
RecommendationAs additional revenue becomes available for elementaryand secondary education whether through an increasein state income or through the General Assembly'seallocation of funds assign high priority to advocat-ing measures that would strengthen the financial base ofvocational education in general, and that of careereducation and adult vocational education in particular inrelation to the actual costs compared with other seg-ments of education.
RationaleA state court decision now under . veal-- calls for achange in the Ohio system of school I unding in the interest(il "equity and adequacy.**
Testimony offered at the Cc)uncil's Public Meeting indicatedthat a substantial increase in funding for each vocatit maiunit ssould he required for socational education to achiesparity with the increases that have taken place in basic-aidfunding during the past decade. Given the importance ofworkforce-preparation progralil`, in this era of global
BEST COPY AVAILABLE
1995 Recommendations (cont.)
competition, the Council supports the concept of achievingfunding parity between basic aid and vocational units.
Career education is defined by the Council to mean thoseprograms that help orient pupils to the world of work andencourage them to explore the opportunities available tothem in that world. An important function of careereducation is to help children and youth see connectionsbetween classroom !earnings and the workplace.
During OCOVE's Pub'ic Meeting, the Council heardtestimony to the effect that a substantial number of requestsfor unit funding of adult job-training programs locallyresearched to verify that such programs were necessary toprepare adults for employment went unfunded. Ofparticular interest to the Council are full-time adult trainingprograms.
While this recommendation speaks to the possibility ofadditional state revenue becoming available for elementaryand secondary education, the Council is aware of anotherpossibility: namely, that new federal legislation is likely todrop the -maintenance-of-effort" requirement of the Carl D.Perkins Vocational and Applied Technology Education Actof 1990. Relieved of such a requirement. the Ohio GeneralAssembly would be ill-advised to proceed to reduce stateappropriations for vocational education, in the judgment ofthe Council.
RecommendationPrompted by an appreciation for the historic contribu-tion made by representatives of business, industry, andlabor to the improvement of vocational education, theOhio Council on Vocational Education urges the State ofOhio to establish and maintain a private-sector-drivenentity of Business, Industry, and Labor to exerciseoversight of vocational education it' "consolidation"legislation at the federal level relieves states of anobligation to maintain such entities.
RationaleAt the time the Council had this recommendation underconsideration, both the U.S. House and Senate werepreparing to act on a Workforce Development Block Grantprogram to become effective at the beginnin:. of Fiscal Year1997. This block grant would consolidate dozens ofexisting programs and repeal several others. Some of thecategorical programs being combined by the block grant hadrequired the establishment of oversight councils, comprisedprimarily of private citizen involvement (business, ind,istry,and labor). to provide advice on efforts to effectivelyadminister and implement these laws. For example, the JobTraining Partnership Act required the assistance of either aState Job Training Coordinating Council or a HumanResources Investment Council. The Carl D. Perkins
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Vocational and Applied Technology Education Act requiredeach participating state to have either a State Council onVocational Education or a Human Resources InvestmentCouncil.
Since it appears that the federal mandate requiring statecouncils will be repealed. the State Board of Education isadvised to support the continuation of existing advisorycouncils or the establishment'of new councils for thepurpose of conducting critically important oversightfunctions.
RecommendationFaced with the possibility of implementing "consolida-tion" legislation enacted at the federal level, individualsand governmental agencies responsible for vocationaleduciltion in Ohio are encouraged by the Ohio Councilon Vocational Education to continue their strong supportfor vocational education while maintaining the integrityof workforce-development programs for out-of-schoolyouth, displaced workers, etc.
RationaleHistorically, secondary-school vocational education pro-grams have been viewed as "first-chance programs" incontrast to job-training programs provided for out-of-schoolyouth and adults in need of training for job-entry. job-retention, or job-advancement.
The critical role played by and the importance of bothtypes of programs are obvious tO Council members.
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The Council's 1996 Recommendations1.11MMIIIMPIMMYIO 41.0111111IMOM
The Ohio Council on Vocational Education hasdeveloped the following set of 1996 recommen-dations for the consideration of the State Boardof Education. These recommendations are based
on presentations heard by the Council. observations madeby the Council while touring vocational/technical facilities.and testimony offered at the Council's annual PublicMeeting on April 30, 1996.
RecommendationAssign high priority to acquiring and allocating theresources needed for effective implementation of thestrategies designed to meet the eight imperatives incor-porated in "Ohio's Future at Work: Beyond 2000."
RationaleIn Amended Senate Bill 140, the 118th Ohio GeneralAssembly required the State Board of Education to preparea plan of action for accelerating the modernization ofvocational education. This plan. known as "Ohio's Future atWork," has been in existence for five years and has guidedefforts to strengthen vocational programs and servicesthioughout Ohio.
The Ohio Council on Vocational Education has closelyfollowed initiatives undertaken in pursuit of the goals andobjectives set forth in "Ohio's Future at Work." By June,1995, Council members concluded that the time had cometo review and update this document in the light of emergingdevelopments affecting workforce preparation systems.(Please turn to page 22 for the specific recommendationadopted by the Council on June 14. 1995.)
A process for the purpose of updating "Ohio's Future atWork" was begun by thc Ohio Department of Education inSeptember. 1995. This process has involved collecting andcompiling information, making extensive provision forinternal and external input, drafting and revising a newaction plan titled "Ohio's Future at Work: Beyond 2000."and putting the draft in final shape.
The Ohio Council on Vocational Education was pleased tosubmit a position paper for consideration in the planningprocess. Also, one Council member served on the InternalTask Force that guided the staff planning effort, whileanother member of the Council and its executive directorparticipated in the two forums that constituted key elementsin the planning process.
At the Council's annual Public Meeting on April 30, 1996. amember of the staff of the Ohio Department of Educationpresented a status report on "Beyond 2000." Council
members were told that the first forum provided an opportu-nity for 55 key leaders from throughout Ohio to address theexpectations of Ohio citizens for vocational and adulteducation.
At the second forum, participants were asked to critiquematerials that listed the expectations of Ohio citizens, eightimperatives to be addressed in an updated plan for voca-tional education, and strategies designed to meet thoseimperatives.
Completion of the "Beyond 2000" planning process willsignal the beginning of implementation. The Ohio Councilbelieves that all aspects of the implementation processdeserve the unequivocal support of the State Board ofEducation if Ohio is to maintain a competitive workforce onthe national and international scenes.
RecommendationAssign responsibility to the Internal Task Force of theOhio Department of Education for the seven marketingrecommendations set forth in the Special Section of thisAnnual Report titled "Marketing for Success."
RationaleDuring Fiscal 1996 for the fourth time in the past tenyears the Ohio Council on Vocational Education madethe marketing of vocational education a subject for specialattention.
The Council has determined that the complete report on its1995-96 marketing project is of such importance that itshould be incorporated as a special section in this year'sAnnual Report. (Please see pages 10-13, inclusive.)
Because the Council will be closing its office on June 30,1996. Council members wish to see its seven marketingrecommendations taken up by the appropriate unit of theOhio Department of Education. Thc Council believes thatunit to be the Department's Internal Task Force, which isresponsible for guiding the development and implementa-tion of the new strategic plan entitled "Ohio's Future atWork: Beyond 2000."
RecommendationDevelop in concert with the Ohio Department of Reha-bilitation and Correction a strategy to secure sufficientadditional resources to accommodate 40 percent ofOhio's incarcerated population daily in job-trainingprogrim,, with priority attention for those youthcurrently being assigned to adult institutions.
1996 Recommendations (cont.)
RationaleDuring its late-winter conference at Marion. Ohio . onFebruary 22, 1996, the Council heard an informatkepresentation by the Director of Vocational Education atOhio's Correctional Training Academy. His presentationfollowed a Councii tour of ocational programs at theMarion Correctional Institution.
In pros iding an "Overview of Vocational Programs forOhio's Incarcerated Population." the Director pointed outthat 22 percent of the incarcerated are enrolled in aneducational program on any given day. and that 50 percentwill receive educational services prior to release.
It is the 22 percent figure that the Council wishes to seeincreased to 40 percent. Such an increase surely wouldresult in an increase in the 50 percent figure, an increasealso desired by the Council.
Ohio's current percentages attain added perspective whencompared with nationwide figures cited in "Captive Stu-dents: Education and Training in America's Prisons." areport published during the spring of 1996 by the Educa-tional Testina Service. Princeton. NJ. According to theApril 11. 1996. issue of Vocational Training News. ETSfound that "only 30 percent of inmates nationwide hadattended education classes in prison, 13 percent had at-tended vocational classes, and 20 percent had participated inboth...."
Does education for the incarcerated pay off? Yes, accordingto the ETS report. which cited a review of 72 evaluations ofprison programs conducted in 1993 by Gerber and Fritsch.Their findings:
"For basic and secondary, education. 9 of 14 studiesshowed a positive effect on post-release employmentsuccess."
"For vocational education. 10 of 13 studies showed apositive effect on recidivism. and 5 of 7 studies showeda positive effect on post-release employment success."
The Ohio Council believes the ETS data undergird therecommendation made herein.
RecommendationIn concert with the Ohio Board of Regents, develop arationale to support a request for additional funding forflexible scheduling of workforce-development programsat both the secondary and postsecondary levels.
RationaleThe workforce-development needs of the learner, theemplt)yer. and the community cannot always be met ss ithinthe confines of comentional program scheduling in thesecondary school as well as the postsecondary leN el.
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At the secondary level. program-delivery is enhancedthrough the vocational education extended program.Testimony presented at the Council's Annual Meeting onApril 30, 1996, stressed the need for increased funding forthe extended program.
Other testimony presented at the Annual Meeting cited theneed for the funding of flexible scheduling at thepostsecondary level not only to meet the needs oflearners and employers, but also to enhance the competitive-ness of postsecondary institutions in the face of NorthCentral-certified schools that deliver the majority of theircourses via computer. When students can secure training ontheir desktop computers. that's competition dropping downfrom the sky!
RecommendationContinue to use the successful models developed by theOhio Department of Education for the involvement ofemployers, organized labor, educators, representatives ofgovernment, and community leaders in future Depart-ment initiatives, and encourage schools and schooldistricts to adapt such models for use at the local level.
RationaleThe Department of Education has had extensive experiencewith involvement activities in recent years. For example.the Department. in collaboration with the Ohio Board ofRegents. has achieved noteworthy success with involvementtechniques in organizing and operating Tech Prep consortia.During the past year. the Department has made excellent useof a variety of involvement techniques in conducting the"Ohio's Future at Work: Beyond 2000" project. New on thescene are the regional alliances being formed to spearheadSchool-to-Work activities throughout the state.
The interest of private-sector representatives in continuingto have involvement in workforce development activitieswas made clear in a letter from the Director of the Colum-bus Joint Apprenticeship Training Committee for theelectrical industry, which was read into the record of theCouncil's Annual Meeting on April 30, 1996 Similarexpressions were heard repeatedly at the two forumsconducted in conjunction ss ith the "Ohio's Future at Work:13eyond 2000" project.
The Council believes it is advisable for the leadership of theDepartment of Education to continue to make judicious useof such involsement techniques in the future and encouragelocal schools and scluol districts to do likes% jse.
In particular. the Council belie xi". that representatis es ttfbusiness. industry, and organi/ed labor sh,.Itild be welcomedas active consultants in curriculum activities and in viewof the importance of early career counseling should beincluded in efforts to promote vocational education in apositive manner beginning in the elementary grades.
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APPENDIX
Ohio Department of Education Responsesto the Council's 1994 Recommendations
The State Board of Education. through theDivision of Vocational and Adult Education, hasresponded to the recommendations adopted bythe Ohio Council on Vocational Education on
June 15. 1994. as follow s:
RecommendationAs additional revenues become available to the State ofOhio in the future, assign high priority to an increase invocational education funding for adult training andretraining programs throughout the state.
Division ResponseThe Division of Vocational and Adult Education acknowl-edges the high priority needed to be given to the funding ofadult vocational education. The Division has recommendedto the State Board of Education legislative committee thatthe FY97 budget lex el be S21.138.081 and a FY98 level ofS27.288,000. This is an 18Ci and 29(:i increase for therespective years.
The demand and need for adult vocational education hasexpanded tremendously over the last 8 years without acorresponding increase in state reimbursement. Theresulting effect has been a dramatic underfunding ofprograms. Proposed increases in funding levels would resultin (1) a higher unit reimbursement for full timepostsecondary adult programs: (2) additional full timepostsecondary units: and (3) an increase in hourly fundingfor part time postsecondary adult programs.
Additionally, the Division is providing the PostsecondaryAdult Vocational Education (PAVE) section of the OhioVocational Association (OVA) and the Ohio Association ofJoint Vocational School Superintendents (OAJVSS) ithpertinent information regarding funding of adult vocationaleducation programs. This information can he used to betterinform the legislature and business and industrial commu-nity of the need for increased resources.
RecommendationContinue to facilitate through the enactment of policy,the acquisition and allocation of resources, and theassessment of results all aspects of "Ohio's Future atWork," the five-year-old blueprint for accelerating thenmdernization of vocational education in Ohio.
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Division Response"Ohio's Future at Work'' pros ided the impetus for suchinitiatives as increased integration of academic and voca-tional education, learner credentialing. relevant assessmentprocedures and curricula based on industry-verified compe-tencies. While great strides have been made in acceleratinethe modernization of vocational and adult education, themomentum must be maintained. Societal and economicchamtes. as well as a chamting workplace, require thatvocational and adult education continuously assess, updateand improve their programs and services.
Through "Ohio's Future at Work: Beyond 2000.- theDivision of Vocational and Adult Education is developing anew long-range strategic plan that builds upon the solidfoundation established in the initial Ohio's Future at Work.Oxer 500 Ohio citizens have provided input into this newstrategic plan through focus groups and position papers.Forum 2000. a group of 55 business, industry, labor,government agency. education, and parent leaders fromacross Ohio convened in February and May. 1996. andserved as key leaders in establishing the direction andcontents of "Ohio's Future at Work: Beyond 2000.-
RecommendationCapitalize on the experience gained in six School-to-Work Demonstration Projects during Fiscal 1994 andexpand collaborative efforts involving business, industry,labor, and education in the future so that additionalstudents may' gain real-life experiences while pursuingacademic and skill-development programs.
Division ResponseThe demonstration projects led to additional state funding oflocal partnership demonstration grants in the areas ofschool-to-apprenticeship. interdisciplinary applied academ-ics. career development, and career clusters as well ascontinuation of the demonstration projects. The deliverablesfrom the demonstration projects have yielded recommendeddocuments and procedures related to worksite evaluations.entry requirements. assessment, mentor training, andsummer employ ment experience.
A series of w orkshops have been held to extend the lessonslearned fronl denmnstration projects.
APPENDIX (cont.)
The information learned from the demonstrations include:(1) employers are willing to be flexible (hiring. training, andevaluating of students) and (2) school schedules can bemodified (2 week on /2 week off, 2 day on/2 day off).
RecommendationSearch for additional sources of funding that could beused to expand and intensify educational, job placement,and follow-up programs for Ohio's incarcerated popula-tion. Concurrently, the Ohio Department of Educationis urged to intensify efforts to improve all facets of K-12education as the surest means of equipping youth withthe knowledge, skills, and attitudes that result in produc-tive, socially acceptable behavior within the family, onthe job, and in the community.
Division ResponseUnfortunately. Ohio's incarcerated population continues toincrease, compounding the need for viable educationalopportunities during incarceration, followed by supportservices that enhance the probability of successful re-integration into the community upon release. Recent studiessupport the assumption that inmates who participate in basiceducation and vocational job training programs have lowerrecidivism rates than non-participants. Quality educationalprogramming for inmates is a positive investment in people.98% of adult prisoners and all juvenile offenders willeventually return to the community.
The Ohio Departments of Youth Services (ODYS) andRehabilitation & Correction (ODR&C) recognize that anoverwhelming majority of thcir respective populations aresignificantly deficient in most basic academic competenciesand have no marketable job skills. Given the fact that nearlyall inmates will re-enter society. it is imperative that ampleopportunities for self improvement through quality educa-tion coupled with parole and aftercare follow-up services heavailable throughout both systems.
The Ohio Department of Education's Division of Vocationaland Adult Education is actively working with ODYS andODR&C to improve and expand existing educationalprograms, emphasizing basic academics and literacy.vocational training, and employability skills instruction.
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Full access to education on all levels is a primary goal ofcorrectional educators in Ohio. In FY96. each agency hasincreased its education budget to expand progium offeringsand support services to inmates. ODYS is engaged in anaggressive effort to improve its aftercare services. Staff arein place in each regional office to assist parolees in develop-ing at least 13 additional vocational program ofThrings in itsinstitutions. Progress is being made. hut much can be doneto improve current offerings and correctional education ingeneral.
Additional sources of funding should he explored to replacefunding lost to federal budget cuts in JTPA and othertraditional sources of support for incarcerated persons andparolees. Improving the potential for success for theincarcerated through basic education and job training is apositive investment.
RecommendatioiaExplore the feasibility of establishing a clearinghouse forinformation about the successful employment of indi-viduals with special needs.
Division ResponseEducators from around the state in the areas of vocationaland special education have been meeting on a regular basis(attempting monthly meetings) to discuss and providesolutions/strategies for more advanced collaborationbetween the areas of vocational education and specialeducation for Ohio's students with special concerns. Thisgroup includes representatives front the State Department'sDivisions of Vocational and Adult Education. SpecialEducation. VOSE (Vocational Special Education) coordina-tors. vocational evaluators, work-study coordinators, specialeducation supervisors and directors. Project LIFE.OAVESNP (OVA) Executive Board, CEC. OASWSCExecutive Board, BOSE Association and vocational andspecial instructors.
A major outcome of this group was determining criticalareas of collaboration in providing a compilation of aresource for all Ohio educators and administrators providing"best practices": i.e., what works in the school districtsaround the state for students with special needs. The goal isthat school districts with specific issues will he able tocontact, consult with, and visit/tour those programs that areindeed working successfully in those critical areas. (Cur-rently. this group is in the process of gathering the "bestpractice.- resource guide.)
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A future goal of this 'advisory' group is to provide aclearinghouse of success stories: i.e., case studies exempli-fying students and adults with special needs encompassingall vocational and special settings, including employmentand community environments.
RecommendationExplore the following initiatives in order to give CareerPassports the best opportunity to have an impact on therecruitment and placement of students who completevocational education programs: (1) in-service trainingfor personnel who will be completing Career Passportsand (2) collaborative communication projects withstatewide trade associations that draw membership fromemployers and community service clubs.
Division ResponseThe Division of Vocational and Adult Education continuesto achieve in the area of learner credentials for vocationalcompleters. In FY95, 20.229 Vocational Career Passportswere received by vocational completers. This figure repre-sents approximately 74 percent of the total vocationalcompleter population. The Career Passport for vocationalcompleters was a required initiative (as defined in "Ohio'sFuture at Work") in FY96.
A VEPD leadership network of Career Passport Ambassa-dors was initiated to generate consistent marketing mes-sages, in-service seminars for teachers, and for sharing ofsuccessful practices across the state. The Career PassportAmbassadors each prepared a plan of action to implement intheir VEPD. As part of the plan, business and industry,service organizations and other local stakeholders werepartners in the comprehensive communication plan to assurebenefits for both employees and employers.
The Division of Vocational and Adult Education personnelprovided communication (newsletters, brochures. presenta-tions) directed towards business and industry associations,service organizations and labor unions to clarify the pur-poses of the Career Passport. Exhibits were also part of thecommunication means of reaching these populations.
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In the future, the state marketing plan for the VocationalCareer Passport needs to he continued, and the involvementof trade organizations to reach their constituents is animportant component. Now is the time to accomplish this,in conjunction with the marketing of "Ohio's Future atWork: Beyond 2000."
Further professional development is needed to provideeducators with techniques to assist students in developingtheir own Career Passports, and with methods to measurestudent competency attainment through multiple assessmentmodes. A state staff team has been established to implementthese initiatives.
