text: UFDC Home | Help | RSS TABLE OF CONTENTS HIDE Front Cover Title Page Foreword Table of Contents List of Figures List of maps List of Tables Vocational and related education... Opportunities in Florida through... Vocational agricultural educat... Home economics education Vocational business, distributive... Industrial education Technical education under the national... Practical nurse education Industrial arts Appendix I: Vocational programs... Appendix II: Related non-vocational... Back Cover Group Title: Bulletin State Dept. of Education Title: Employment related education in the sunshine state CITATION THUMBNAILS PAGE IMAGE ZOOMABLE Full Citation STANDARD VIEW MARC VIEW Permanent Link: http://ufdc.ufl.edu/UF00080854/00001 Material Information Title: Employment related education in the sunshine state Series Title: Bulletin State Dept. of Education Physical Description: vii, 113 p. : ill., maps ; 24 cm. Language: English Creator: Neubauer, Gerhardt WilliamFlorida -- Division of Vocational and Adult Education Publisher: State Dept. of Education, Division of Vocational and Adult Education,State Dept. of Education, Division of Vocational and Adult Education Place of Publication: Tallahassee Publication Date: 1961 Copyright Date: 1961 Subjects Subject: Vocational education -- Florida ( lcsh ) Genre: government publication (state, provincial, terriorial, dependent) ( marcgt )non-fiction ( marcgt ) Notes Statement of Responsibility: G.W. Neubauer. General Note: At head of title: Vocational Education. General Note: "December, 1961." Record Information Bibliographic ID: UF00080854 Volume ID: VID00001 Source Institution: University of Florida Holding Location: University of Florida Rights Management: All rights reserved by the source institution and holding location. Resource Identifier: ltuf - AHQ5751oclc - 22849019alephbibnum - 001630964 Table of Contents Front Cover Front Cover 1 Front Cover 2 Title Page Title Page 1 Title Page 2 Foreword Page i Table of Contents Page ii Page iii List of Figures Page iv Page v List of maps Page vi List of Tables Page vii Vocational and related education in Florida in the years ahead Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Opportunities in Florida through vocational and related education Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Vocational agricultural education Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Home economics education Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Vocational business, distributive and cooperative education Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Industrial education Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Technical education under the national defense education act Page 80 Page 81 Page 82 Page 83 Page 84 Practical nurse education Page 85 Page 86 Page 87 Page 88 Page 89 Industrial arts Page 90 Page 91 Page 92 Page 93 Page 94 Appendix I: Vocational programs in 1959-1960 Page 95 Page 96 Page 97 Page 98 Page 99 Page 100 Page 101 Page 102 Page 103 Page 104 Appendix II: Related non-vocational programs in 1959-1960 Page 105 Page 106 Page 107 Page 108 Page 109 Page 110 Page 111 Page 112 Page 113 Back Cover Page 114 Full Text December, 1961 EMPLOYMENT RELATED EDUCATION IN THE SUNSHINE STATE Division vocational and Adult Education THE STATE DEPARTMENT OF EDUCATION Thomas D. Bailey, Superintendent Tallahassee, Florida a- 762-/ ,,. A ,_, ...... ,- . .... .... Bulletin 70D-1 UNIVERSITY OF FLORIDA LIBRARIES VOCATIONAL EDUCATION Bulletin 70D-1 December, 1961 EMPLOYMENT RELATED EDUCATION IN THE SUNSHINE STATE G. W. Neubauer, PhD. Research and Survey Specialist Illustrated by R. W. Sinclair Division of Vocational and Adult Education Walter R. Williams, Jr., Director Educational Materials Laboratory Thomas W. Strickland, Specialist FOREWORD Florida has changed during the past decade. The spectacular increase in population, the growth of industry and tourism, the rise in sales and services have brought extensive modifications to the state's occupational structure. Indeed, many people are working at jobs which did not even exist in 1950. The vocational education program, operating through the public schools of Florida, is responsible not only for adjusting to these changing demands, but for anticipating as accurately as possible the evolving needs of a largely C unpredictable future but one stamped with promise. This review is a progress report concerning the effectiveness of vocational education in meeting the problems of the decade just passed. It demon- strates strengths as well as weaknesses, tasks partially completed and jobs well done. Above all, it shows a record of solid growth and facility to cope with the knotty challenges lying ahead. With the continued support of every citizen, vocational education and the related services will play an increasingly vital role in Florida's economic Development and in improving the well-being of her people. CONTENTS Page FOREWORD ........................................................... CONTENTS ........................................................... ii LIST OF FIGURES .................................................... iv LIST OF MAPS ....................................................... vi LIST OF TABLES ..................................................... vii VOCATIONAL AND RELATED EDUCATION IN FLORIDA IN THE YEARS AHEAD ..... 1 Vocational Agriculture ................................ 2 Business, Distributive and Cooperative Education ......... 5 Home Economics ........................................... 9 Industrial-Technical Education ........................... 14 Industrial Arts .......................................... 19 General Program Goals .................................... 22 I. OPPORTUNITIES IN FLORIDA THROUGH VOCATIONAL AND RELATED EDUCATION ......................... ........................... 25 Population and Employment Trends ......................... 25 Vocational Education in Florida .......................... 29 II. VOCATIONAL AGRICULTURAL EDUCATION ............................ 37 Growth in Enrollment and Number of Departments ........... 37 Types of Classes ......................................... 38 Program Development ....................................... 41 Unit Allocation ........................................... 43 Future Farmers of America and New Farmers of America ..... 44 Value of the Program ..................................... 44 III. HONE ECONOMICS EDUCATION ..................................... 46 In School and Adult Programs ............................. 46 Enrollment Growth ........................................ 47 Program Growth and Location .............................. 48 Non-Vocational Enrollment ................................ 51 Unit Allocation .......................................... 51 Home Projects ..................................... .... 52 Future Homemakers of America and New Homemakers of America ........................................ .... 52 IV. VOCATIONAL BUSINESS, DISTRIBUTIVE AND COOPERATIVE EDUCATION .................................................... 54 High School Cooperative Programs .......................... 55 Page Adult Programs and Enrollments ........................... 55 High School Enrollments .................................. 58 High School Business Education ........................... 60 Number and Location of Counties Providing Programs ....... 61 Unit Allocation .......................................... 61 Diversified Cooperative Training Clubs and Distributive Education Clubs of America ............................... 65 V. INDUSTRIAL EDUCATION ......................................... 67 Recent Industrial Development ............................ 67 Purpose of Industrial Education and Kinds of Programs .... 68 Extension Programs ....................................... 69 Preparatory Programs ..................................... 69 Other Training Agencies ................................. 69 Comprehensive Enrollment Growth .......................... 71 Enrollment Growth and Student Distribution in Industrial Education .................................. 73 Number and Location of Programs .......................... 74 Selected Extension and Preparatory Courses Provided ...... 74 Unit Allocation .......................................... 77 Trade Education Clubs .................................... 78 VI. TECHNICAL EDUCATION UNDER THE NATIONAL DEFENSE EDUCATION ACT ................................................ 80 Technical Education Under Title I of the George-Barden Act ......................................... 80 Technician Training Under NDEA ........................... 80 Preparatory and Extension Enrollments and Areas of Training ......................................... 81 Counties Providing Training, and Unit Allocation ......... 83 VII. PRACTICAL NURSE EDUCATION .................................... 85 Development of Practical Nursing Education in Florida .... 85 Kinds of Training Provided and Enrollment Growth ......... 86 Extent of Program and Factors Hindering Expansion ........ 87 Unit Allocation .......................................... 89 VIII. INDUSTRIAL ARTS ............................................... 90 Related Arts in the Elementary School .................... 90 Industrial Arts in the Junior High School ................ 90 Industrial Arts in the Senior High School and for Adults 91 Enrollment Growth ...................................... 91 Size of Program .......................................... 92 Unit Utilization ......................................... 92 APPENDIXES .......................................................... 95 I. VOCATIONAL PROGRAMS IN 1959-1960 ............................. 95 II. RELATED NON-VOCATIONAL PROGRAMS IN 1959-1960 ................. 105 LIST OF FIGURES Page FIGURE 1. Per Cent of Growth Over 1950 in Total Vocational Enrollments at Selected Intervals, 1951-1960 ............... 31 2. Per Cent of Increase Over 1950 in Instructional Units Approved for Vocational Education at Selected Intervals During the Decade 1950-1960 ................................ 32 3. Per Cent of Change in Vocational Agriculture Enrollment, 1950-1960 .................................................. 37 4. Per Cent of Change in Enrollment of All Day and Young and Adult Farmer Classes by Years, 1950-1960 ............... 42 5. Per Cent of Increase in Instructional Units Approved for Vocational Agriculture, 1950-1960 .......................... 43 6. Per Cent of Increase in Vocational Homemaking Education Enrollment, 1951-1960 ..................................... 47 7. Per Cent of Increase in Vocational Homemaking Programs, 1950-1960 ................................................. 48 8. Per Cent of Increase Over 1951 in Day School and Evening and Part-Time Enrollments, 1951-1960 ..................... 49 9. Per Cent of Increase in Unit Allocations for Vocational Homemaking Education, 1951-1960 ......................... 51 10. Per Cent of Change in Adult Distributive Education Enrollment Based Upon the 1950 Figure and in Day and Evening Business Education Enrollments in Terms of 1957 Enrollment ............................................ 56 11. Per Cent of Change in High School Enrollment in Distributive Education, Cooperative Business Education, and Diversified Cooperative Training ....................... 58 12. Per Cent of Change in Total Enrollment in Vocational Business, Distributive and Cooperative Education, 1957- 1960 ......................................... 60 13. Enrollment in Industrial Education by Types of Courses in Selected Years, 1950-1960 ............................... 70 Page 14. Per Cent of Students Enrolled in the Various Types of Industrial Education Programs and Vocational Business Education in Selected Years, 1950-1960 ..................... 72 15. Per Cent of Increase in Enrollment in Industrial Education and Proportions of Total Represented by Preparatory and Extension Programs in Selected Years, 1950-1960 ............ 73 16. Number and Per Cent of Increase in Units Allocated to Industrial Education, Exclusive of Practical Nursing and Technical Education 1950-1960 .............................. 78 17. Enrollment in Preparatory and Extension Classes in Practical Nurse Education, by Years 1951-1960 ............ 86 18. Enrollment Growth in Industrial Arts, Grades 7-12, Between 1955 and 1960 ..................................... 92 LIST OF MAPS Page TITLE Counties Participating in Programs of One or Two Reimbursable Vocational Services, 1959-1960 ................................. 34 Counties Participating in Programs of Three or Four Reimbursable Vocational Services, 1959-1960 .................... 35 Counties Supporting Programs of Vocational Business Education, 1959-1960 ........................................... 36 Counties Having No Programs, One, or Two Programs of Vocational Agriculture, 1959-1960 ............................. 39 Counties Having Three or More Programs of Vocational Agriculture, 1959-1960 ........................................ 40 Counties With Vocational Homemaking Programs 1958-1959 ......... 50 Counties With Diversified Cooperative Training, Cooperative BUsiness Education and Combination Programs, 1959-1960 ......... 62 Counties With Combination Programs of High School Distributive Education and Diversified Cooperative Training and Counties Having All Programs, 1959-1960 ................................. 63 Counties With Adult Evening Business Education, Day Business Education, and Distributive Education Programs, 1959-1960 ...... 64 Counties With Industrial Education Programs, 1959-1960 ......... 76 Counties Providing Technician Training Programs Under NDEA, 1959-1960 .............................................. 84 Counties Providing Practical Nurse Education, 1959-1960 ........ 88 Counties Providing Industrial Arts Programs, 1959-1960 ......... 93 Related Non-Vocational Programs by Counties, 1959-1960 ......... 113 LIST OF TABLES Page TABLE I. Number and Per Cent of Workers Employed in Selected Basic and Service Industries and Employment Shifts, by Per Cent of Change ..................................... 28 II. Enrollment in Instructional Areas of Vocational Agriculture by Years, 1950-1960 ............................ 41 III. Most Widely Offered Industrial Occupational Training Areas, Types of Programs in Which Provided, Number of Counties Offering Training, and Number Completing Course, 1959-1960 .......................................... 75 VOCATIONAL AND RELATED EDUCATION IN FLORIDA IN THE YEARS AHEAD Numerous changes occurred in Florida during the decade just passed. The population increased more than three-fourths and personal incomes mounted, adding to the demand for products and services. Industry joined agri- culture and tourism as an important economic prop. Electronics and satellites kept the eyes of the nation glued to .... the space frontier. Farming engaged a smaller proportion of the gain-I fully employed, but investments in NUMBER OF STUDENTS agriculture and the value of farm SO products soared. The number and THOUSANDS E NUMBER OF STUDENTS THOUSANDS ,5I GRADE 7 & 8 GRADES 9 & 10 GRADES 11 & 12 1950 1960 HIGH SCHOOL EHROLL&IMT IN VOCATIONAL EID. CATION BY SERVICES PRW3OCTED TO 1965 1949 1954 1959 (Est.) 1950 1955 1960 1964 1965 proportion of women in the labor ENOLIMEW IN GRADES 7-12 AT SELECTED INTER- force increased considerably, changing the character of many VALS FIC 1950 TO 1960 WD PROJECTED TO 1965 homes. Of immediate importance to many educators was the growth in junior and senior high school enrollments which went up almost one and a third times and are expected to jump at least another one-third by 1965. 400 (1t.) 1965 Vocational education and the related services reflected these challenges as they occurred. In turn, they suggest bases for the projected program modifications which follow. Vocational Agriculture To meet the changing needs of farmers during the next decade and of persons employed in occupations related to agriculture, the following goals are projected which it is believed will strengthen the program and better ad- just it to emerging demands. Provide adequate classrooms and shops for all departments. The areas of instruction for which provision must be made are animal husbandry, crops, horticulture, agronomy, farm management and economics, and agricultural mechanics. Additional space will be needed in the farm mechanics shop if adequate training in the maintenance and repair of farm equipment is to be provided. According to preliminary data obtained from the 1959 Census of Agriculture, Florida farmers reported ownership of nearly 40,000 tractors of all types, over 36,000 trucks, and just under 42,000 automobiles. In addition, smaller numbers of grain combines, corn pickers, pick-up balers, and forage harvesters were in use. Indeed, it is estimated that the investment required per farm worker ranges from $15,000 to $50,000 depending upon the type of agricultural production emphasized and the kind and amount of equipment needed. Hence, because of the importance of maintenance and repair activities, shop space which was formerly adequate may need to be enlarged to accommodate the growing demands being placed upon it. It is felt that 2400 sq. ft. is the minimum in which farm shop activities can be conducted and that from 3000 to 6000 sq. ft. of space is desirable for carrying on an effective program for day students, young farmers, adult farmers, and adults enrolled in specialized short courses. Obtain appropriate kinds and quantities of shop tools, equipment, and materials. Units of instruction in farm power and machinery, farm buildings and conveniences, farm electrification and processing, soil and water management, and agricultural construction and maintenance are taught in the farm mechanics shop. If the program in these areas is to be effective, the necessary equipment and instructional supplies must be made available. Develop a fruit and ornamental nursery plot for each vocational agriculture department in the state. The raising of nursery products, cut flowers, plants and florist greens, and vegetables and seeds are becoming increasing- ly important agricultural specializations. In 1959, sales of these products grossed more than $51.6 million for Florida farmers. Secure land laboratory plots which are large enough to satisfy instructional requirements and provide for boys not having access to other land. In some instances school construction has absorbed areas which were formerly a part of the land laboratory. In others, the need for additional playground space for a growing school population has restricted land available for the use of agriculture students. A minimum of ten acres is required for demonstra- tions and instructional supervision, while programs in which forestry or beef and dairy cattle raising are emphasized will need considerably more. Improve teacher-training programs and recruit more teachers from among the state's vocational agriculture students. Program growth resulted in the addition of sixty-four vocational agriculture teachers between 1950 and 1960. Upon the basis of projected increases in pupil enrollment and the direction of agricultural development in the state, it is believed that an average of five new teachers will be needed annually during the next decade, increasing the total by approximately fifty. Organize formal local advisory committees for each department, having members who have been approved by appropriate county school administrators. Many teachers in the present 196 departments have such committees, but others depend upon an informal organization which meets infrequently and has developed no program of organized assistance. Make school guidance counselors aware of the importance of agriculture to the state's economy so that the program may serve all students for which it is intended. The number of farms in Florida is decreasing, but they are growing in size and value of product. According to the 1959 Census of Agri- culture, the state had 12,445 fewer farms in 1959 than in 1954. Over 3300 of this number, however, were reclassified because of a change in the census definition of the term "farm". Therefore, the real loss was 9142, a decline of 16 per cent. Most of the drop occurred in the category having gross sales of less than $2500 worth of agricultural products annually. Middle income farms those with sales ranging from $5000 to $9999 declined 13 per cent in number while the total of farms having an annual sales figure exceeding $10,000 rose by one-fifth. In 1954, Florida farms averaged approximately 316 acres in size and were valued at $114.50 per acre. Five years later the average had reached 340 acres and the value per acre had doubled. During the same period the average value of land and buildings per farm jumped from approximately $28,500 to $68,100, and gross income of farmers in 1959 reached the $825 million mark. Hence, instead of declining in importance, agriculture re- tains a highly significant place in the state's economy. To ensure that it does not become a second-rate enterprise in the decades ahead, counse- lors must be encouraged to enroll only those students who are interested in and who can profit from instruction in vocational agriculture. Included in this group should be an appropriate proportion of high caliber pupils who are interested in the application of science to agriculture and who may desire further agricultural training in college. Adjust teacher loads to increase instructional effectiveness. A number of factors are involved in achieving this goal. Among these are the number of day school students enrolled, the number of Young and Adult Farmer classes for which the teacher is responsible, and the number of Adult Vocational Agriculture classes to be supervised. An ideal teacher load is considered to be forty-five day school students, a class of fifteen Young Farmer students and another class of fifteen Adult Farmers, a total of seventy-five individuals. It is believed that an ad- ditional teacher should be added when the number of day school students en- rolled in a vocational agriculture department increases by approximately forty-five. It is hoped that by 1970 each department will have a minimum of one Young Farmer and one Adult Farmer class and that each teacher will average at least one Adult Vocational Agriculture class. The latter are short courses primarily concerned with specialized areas of farming such as farm mechanics, citrus culture, the growth of ornamentals, and marketing problems. They are under the supervision of the regular teacher of vocational agriculture but are taught by specialists in the areas in which instruction is given. One of the specialized areas to be emphasized is farm welding. It is hoped that each instructor will teach or supervise at least one welding class annually. If the average class size is ten students, approximately 2000 farmers will be reached each year of the decade. Efforts should be made to increase enrollments in Young and Adult Farmer classes. In 1959 approximately one in thirty farm operators was taking such a course. Make periodic surveys of local communities to locate the most favorable placement opportunities in which students may gain specialized farm ex- perience and additional technical information. Typical of the types of placement opportunities to be explored are those on dairy farms, in ornamental nurseries, and on highly mechanized farms or those using a variety of specialized equipment. Provide agricultural instruction in junior colleges. Basic courses in agriculture should be available for junior college students who plan to obtain a baccalaureate degree in agriculture from a four-year institution, while terminal Young Farmer courses should be offered for those who do not expect to continue their formal preparation. It is hoped that agriculture will be introduced into the curriculum of at least one junior college annually during the next decade. Remain abreast of new managerial, productive, and technological practices and base instruction upon the latest scientific information. Magazines, brochures, monographs, and research reports are among the media in which current developments in agriculture are described. In addition, agri- culture teachers in each district should visit nearby agricultural ex- periment stations periodically to observe experimentation in progress. Undoubtedly this is an ambitious program. But with careful planning for step-by-step accomplishment, and with the help and cooperation of school administrators, teachers, representatives of agricultural organizations, and other interested citizens, it can be achieved. The continuing follow- up study of former day-school students shows that approximately four in ten are engaged in some form of agricultural production or in closely re- lated activities. Through concerted effort, the program of vocational agriculture can be adjusted to meet the needs of even a greater number of students and adults, thereby extending the quality and kind of service provided. Business, Distributive and Cooperative Education The per capital income of Florida citizens rose 54 per cent between 1950 and 1959. Trade, services, and related industries were the principal sources from which this income was derived. The growth of tourism contributed greatly to the expansion of incomes in occupations related to trade and services. In 1950, for example, it is estimated that 4.7 million tourists visited the state. Nine years later the total exceeded the 11.3 million mark for an increase approximating 140 per cent. A 1957 breakdown of tourist spending indicated that fifty-three cents of every dollar went for food and lodging and another twenty-one cents for clothing, gasoline, and auto repairs. Hence, nearly seventy-five cents of each tourist dollar was spent directly or indirectly for services of a type for which training is provided in business and distributive education. Another indication of the importance of training in the distributive and related occupations is the 54 per cent growth in retail sales between 1954 and 1958 resulting from population increases, more tourists, and rising individual incomes. To meet the growing need for distributive and clerical workers in the years ahead, the following steps must be taken. Promote new and existing programs of business and distributive education for high school students and adults. Between 1950 and 1960, the number of adults taking distributive education courses rose from 5700 to nearly 15,900 while high school enrollments in these subjects changed only slightly. On the other hand, enrollment in vocational business education for adults declined somewhat between 1957 and 1960 while the number of students in cooperative business education classes rose from 145 to 386. However, 99,000 pupil periods of high school business education were recorded dur- ing the 1959-1960 school year, indicating that many students were inter- ested in business courses for vocational as well as non-vocational reasons. Though the number of high school students in cooperative education almost tripled between 1950 and 1960, these programs are expected to reach larger totals in the future. In 1950, for example, 2 per cent of the state's eleventh and twelfth graders were enrolled in cooperative programs. By 1960, the figure had almost reached the 4000 mark, representing 4 per cent of the total number enrolled in the last two years of high school. Even if the proportion taking cooperative courses does not increase, provision will have to be made for an estimated 5700 pupils by 1965. In addition to increasing school enrollments, other factors will contribute to the growth of cooperative programs. Among these is the rising educational level of sales and sales-supporting personnel over half of whom were high school graduates in 1960. Another is the growth of job opportunities in the fields of business and distribution and the availability of part-time employ- ment in these and related occupational areas. Additional specialized pro- grams in cooperative business education and cooperative distributive edu- cation will be introduced to meet this growing demand. It is anticipated that the effectiveness of an experimental vocational office education program will be demonstrated and will lead to its adoption in a number of communities. In the new program, which is confined to high school seniors, vocational work will be concentrated in a class period three hours in length. During this time the student will receive specific occu- pational training and also the related instruction needed by a beginning office worker. Provide more comprehensive preparation for teacher-coordinators so that they may assist guidance counselors in selecting students best suited for training in business and distributive occupations. One of the most diffi- cult tasks confronting guidance counselors is that of remaining abreast of requirements in the many occupations in which high school graduates are employed. In fact, it is a virtual impossibility. Hence, the counselor is compelled to rely on the judgement of other individuals such as teacher- coordinators who are directly concerned with specialized employment demands in smaller groups of occupations. However, if teacher-coordinators are to provide adequate help, they must in turn have broad but thorough preparation and be well versed in the re- quirements of local business and distributive establishments. Only then will it be possible to screen students effectively and enroll only those having the requisite aptitudes and career interest. To strengthen the teacher-education program, provision has been made at the University of South Florida for a full-time teacher educator in distributive education. This person will provide training for coordinators of cooperative education programs and also for evening part-time instructors of distributive education. In addition, he will establish an undergraduate program for preparing teacher-coordinators of cooperative education. Employ more teacher-coordinators in large schools to maintain individual relationships between pupils, coordinators, training agencies, and the school. The ratio of teacher-coordinators to students in all cooperative programs in 1960 was approximately one to twenty-three. This was a somewhat higher figure than in 1950. In that year teacher-coordinators in cooperative dis- tributive education were individually responsible for approximately four- teen students while in 1960 they had a student load averaging twenty-six pupils. The ratio of students to teacher-coordinators in diversified cooperative training also very nearly doubled between 1950 and 1960, rising from one to twelve to one to twenty-three. Only in the cooperative business edu- cation program did the student-teacher ratio remain relatively constant. These teacher-coordinators in 1957 averaged eighteen pupils each while their 1960 individual loads approximated twenty students. If the same proportion of eleventh and twelfth graders continue to enroll in cooperative programs and the student-teacher ratio is held to the 1960 level, the present total of 169 coordinators will need to be increased to approximately 245 by 1965 to accommodate the growth in enrollment in the upper two grades of high school. On the other hand, if the student-teacher ratio is to be lowered or if the proportion of trainees rises above the present 4 per cent level, the number of teacher-coordinators will have to be increased proportionately. Promote business and distributive education in community junior colleges and increase the number of post-high school programs. Courses in secretarial practice and general business were widely offered by junior colleges. This probably resulted from their potential for immediate application upon gradu- ation as well as their transfer value in applying for admission to a more advanced institution. Specific courses in retailing, salesmanship, and merchandising, however, were given in less than half. The development of further terminal offerings in distributive education, particularly in co- operative programs, would provide additional employment opportunities for graduates preparing for supervisory and pre-managerial positions. The number of counties providing day business education programs for adults declined from fourteen to twelve between 1957 and 1960. During the same period the number offering adult evening business education programs rose from nineteen to twenty-three while the counties supporting distributive education for adults increased from twelve to fourteen. Hence, fewer than one in five had business education courses for adults during the regular school day, one in three gave evening business education courses, and one in five provided adult distributive education programs. If the needs of adults for training in office and distributive occupations are to be met, training programs in these instructional areas must be more widely established. Provide more and a greater variety of services in business and distributive education for adults. The proportion of service industry workers employed in wholesale and retail trade; finance, insurance, and real estate; and in personal service and miscellaneous occupations declined between 1950 and 1959. However, in spite of a relative proportionate drop, the number work- ing in these occupations increased by nearly 220,000. Almost half of this total were employed in wholesale and retail trade. The proportion working in government jobs doubled during the same period, recording a jump in number of 147,000. In the past it has been customary to offer individual courses in instructional areas such as real estate, banking, management, and supervisory training. Because of the abundance of material to be taught and the varying needs of the students enrolled, it is anticipated that a sequence of courses will be developed in these and similar business and distributive fields. In addition, closer liaison will be established between the school and trade associations such as the restaurant and hotel associations which are interested in promoting vocational training. Efforts will also be made to enlist the support of local branches and outlets of national distributive organizations in educational projects of a type in which the parent organ- izations are interested. Typical of these enterprises are the National Sales Executive Club, Sears-Roebuck and Co., the American Petroleum Insti- tute, and the Winn-Dixie stores. To make business and distributive courses available to greater numbers of adults, more instructional centers will be used and offerings will not be confined to a single school. In short, every effort will be made to take courses to the people as their needs and interests are determined. Promote courses designed especially for women in business and distributive education. The decade saw a considerable increase in the employment of women. In the Jacksonville, Tampa-St. Petersburg, and Miami metropolitan areas, for example, the number working in non-manufacturing occupations rose from 135,200 in 1955 to 193,350 in 1960. Nearly four in ten of the 1955 total were employed in wholesale and retail trade, but the proportion had declined to 35.8 per cent by 1960. However, correspondingly higher proportions were working in the remaining service industries including transportation, communication, and public utilities; finance, insurance, and real estate; personal service and miscellaneous occupations; and government employment. Hence, it is evident that training opportunities in clerical, sales, and office occupations should be expanded and that greater attention should be directed to the training of women for non-manufacturing employment. To achieve these goals, it may be necessary for two or more vocational services to develop joint training programs. Management will be encouraged to call upon instructors of adult classes and high school teacher-coordinators for help in identifying job areas especially suitable for the employment of women. In addition, it is believed that supervisory training will increasingly reflect school-management cooperation and that business and distributive education people will be requested to serve in a consultative capacity on personnel matters involving the employment of women. Essentially, women require three types of specialized training. They must have a fund of salable skills to prepare them for employment. They must have refresher training when they re-enter the labor force after their families are grown. They must also have opportunities to take short courses which prepare them for seasonal jobs or for work during periods of high employment. It is anticipated that training programs will be established or modified to meet these needs. Promote training for management in business and distribution and for owners of small businesses. Upon the basis of estimated employment in 1959, approximately 65,150 supervisors were working in business, trade, and service establishments in the state. If each had enrolled in a single supervisory training class consisting of twenty students, approximately 3250 classes would have been required. As employment in these occupations increases, the number of supervisors will grow and the heed for supervisory training will become increasingly acute. Attention will also be given to providing additional services to owners of small businesses through individual courses and the establishment of a greater number of small business management clinics. As training programs mature, it will become apparent that comprehensive programs instead of individual courses are needed for employment in many business and distributive occupations. In addition, it will be evident that training must take into account the ability and experience levels of the individual trainees. Some will require elementary preparation while others will profit from more intensive work involving greater job responsi- bility and initiative. But all must receive the kind of training for which they are best suited or the benefits of the program will be lost. Home Economics Over 23 million women were working outside the home in 1960 according to data provided by the U. S. Department of Labor. More than half were married and many had children under seventeen years of age. The average age of women workers rose from thirty-two to more than forty between 1940 and 1960, and about half of all women between forty-five and fifty-four were in the labor force in 1960. These factors have brought about significant changes in the home. But other social phenomena have also helped to alter the responsibilities of individual family members. Among these are the lower marrying age, popu- lation increase and mobility, the growing number of older people, greater numbers and kinds of products and services, the movement of families to cities and suburbs. According to preliminary census reports, America had at least 45 million families in 1960. It is believed this figure will grow another seven million by 1970 and that the trend toward larger families will continue. Increased urbanization coupled with other influences accompanying industri- alization and population growth have affected Florida families also. Nearly three-fourths of the population were urban dwellers and over three in four households were located in urban areas. Urban families averaged 3.02 individuals per household while rural families remained somewhat larger with 3.4 members per family. Though differences are becoming less pronounced, certain rural family needs vary from those of urban households. So also do certain of the influences affecting farm and city families. But in a time of profound social change, homemaking education is responsible for meeting the needs of rural and city families alike and of helping both adapt to present demands. In rising to the challenge, homemaking education will be modified to ac- complish the purposes indicated. Strengthen certain aspects of the present program. The present secondary school homemaking program should be further developed and provision made for rising enrollments. Approximately 16 per cent of the students in grades 9-12 took vocational homemaking in the 1959-1960 school year. An additional 10 per cent in grades 7-12 were enrolled in non-vocational homemaking classes. The combined total, therefore, included approximately one in five of all junior and senior high school pupils. The proportion reached by vocational offerings represented a 2 per cent increase over the 1949-1950 ratio and was the same as that in 1957-1958. Hence, even if the proportion enrolled in vocational homemaking in 1965 does not grow beyond the present figure, the number of pupils will climb to ap- proximately 52,500 while the non-vocational total rises to 55,500 for a combined sum approaching the 110,000 mark. To meet the needs of this growing number, it will be necessary for teachers to develop a curriculum for effective living in the 1960's. This can be done through continuation of in-service courses and workshops in which in- structional improvement and program modification are emphasized. One problem which teachers face is developing FHA activities that correlate closely with classroom instruction. Another is organizing classroom and laboratory work so that it changes as the needs of students change. Still another is devising a plan in which homes are visited while parents are available for consultation and which provides for appropriate reimbursement for visitations carried on after school hours. Every effort will be made to find satisfactory solutions to these and similar problems so that junior and senior high school youth receive homemaking education reflecting to- day's requirements. Additional flexibility will be provided in the curriculum of the adult program through helping teachers develop and revise courses for adult students. Many are interested in clothing construction and special food preparation, but courses such as the older child and adolescent, family consumer buying, and family economics should also be emphasized. Orientation in adult homemaking programs together with refresher courses and workshops will be held to help teachers improve their instructional programs and to acquaint them with resources upon which they may draw for aid in instructional organization and program development. Efforts will be made to provide substitute teachers for adult classes who are employed by the hour. In effect, these substitutes will serve as interns who may eventually qualify as instructors of adult classes. Provide homemaking education for groups not now adequately served. En- rollment in adult courses during the 1959-1960 school year approached the 18,000 mark. However, large numbers who needed the instruction and could have profited therefrom were not reached. Among these were many homemakers employed outside the home whose hours of work and family responsibilities did not permit attendance at organized classes over extended periods. In the years ahead, this number will probably increase and provision must be made for them. Some indication of the extent to which women are entering the labor force is obtained from a comparison of female employment in the three metropolitan areas for which data have been collected. In 1955, over 159,000 were work- ing in Jacksonville, Tampa-St. Petersburg, and Miami. By 1960, the total had reached 221,000 for an increase approaching the 62,000 mark and a climb of 39 per cent in five years. Planned programs are also needed for unemployed homemakers, for those having part-time jobs, and for women preparing for the dual role of employment out- side the home and homemaking. Attention will be given to helping slow learners in high school and to providing certain adults with intensive in- struction in certain aspects of homemaking for immediate use. Household fi- nance, managing the home, short cuts in meal preparation, and care of clothing for the family are among the types of short, concentrated courses which should be provided. Slightly over one in five of Florida's total population is fifty-five years of age or over. In 1950, 22.6 per cent of the women had reached or passed the age of fifty-five while the 1960 proportion was over one in four. Programs should be developed which will benefit these homemakers whose children are grown, who are in retirement, or who are alone. Surveys will be made to determine additional groups for which home economics education should be provided. However, a number of these can already be identified. Short term television courses and classes sponsored by organ- ized groups in the community will help young homemakers. Similar classes of short duration can be offered for the benefit of mobile home occupants through existing organizations in trailer parks. Homemakers in depressed areas and those who are handicapped can probably best be served by a series of planned home visitations. The latter will also benefit from television demonstrations and discussions. It is hoped that a number of full-time teachers will be employed to develop programs specially tailored to the requirements of these groups. Other duties which they will assume include: 1. Working individually and in small groups with other homemakers need- ing special attention 2. Conducting short, intensive workshops of value to Parent-Teacher Associations and other community and neighborhood clubs and organ- izations 9 3. Making surveys to determine what is being done by other community agencies specifically interested in the home 4. Participating in community programs and promoting homemaking edu- cation 5. Presenting talks and demonstrations as requested 6. Teaching classes on an hourly basis upon request 7. Providing a follow-up service on class drop-outs 8. Attending to requests for additional classes or services. By means of these and related activities, it is believed that most of the homemaking needs of specialized groups in the community can be met. Provide additional high school homemaking teachers and secondary and adult programs which prepare people to render community services related to homemaking. Each of the 474 secondary teachers of vocational homemaking in 1959-1960 was responsible for approximately seventy-eight students while every non-vocational homemaking teacher had about 136. Hence, the 774 high school home economics instructors had an average teaching load of 100 pupils. If the same pupil-teacher ratio is maintained with the larger student body of 1965, a total of approximately 1080 teachers will be needed. An esti- mated 675 will work in the high school vocational program and the balance will teach non-vocational classes. Numerous opportunities exist for including secondary and adult curriculum units in local training programs for college graduates who have not taken home economics, helping to ready them for paid or voluntary service in the community. Typical are units in child care, household finance, and home care of the sick. These are valuable in preparing for participation in a community homemaker's service or for giving non-professional aid in nursing homes and day nurseries for children. Provide homemaking education in more junior colleges. Terminal and uni- versity parallel home economics courses were taught in three junior colleges in 1959-1960. Representative offerings included elements of nutrition, clothing selection and construction, and foods. When funds become available, courses will be offered in additional junior colleges so that more students have an opportunity to study homemaking for immediate use or in preparation for more advanced work. Provide help and facilities for identifying potential homemaking instructional personnel and aid in planning and conducting teacher education programs. Efforts will be made to develop necessary policies in vocational homemaking education to promote such programs with vocational funds. More adequate guidance will be needed if students having the greatest potential for teaching home economics are to be identified. In addition, scholarships such as that in Family Living sponsored by the A.A.U.W. and in other homemaking areas by the A.H.E.A. and the F.H.E.A. will be needed if deserving students are to have an opportunity to use their abilities and interests. In-service teachers also are sometimes prevented from taking advantage of scholarships which they have been awarded because they are unable to leave homes and families for extended periods of study. Therefore, there is considerable need for in-service training conferences for teachers in local areas and for the employment of specialists in particular aspects of home- making who can give refresher courses and work with teachers locally in keeping instruction current. To remedy these deficiencies, efforts will be made to find additional scholarship-sponsoring groups, to employ needed specialists, and to pro- vide in-service education through local workshops and conferences. Conduct surveys to evaluate existing programs and to determine the need for additional offerings and personnel. During the coming years secondary and adult programs will be evaluated so that existing courses may be revised and additional programs planned to meet emerging needs. Closer articulation is desirable between the junior and senior high school homemaking programs. Approximately 23 per cent of the eighth graders took homemaking in 1958-1959. The next year almost one in four of the ninth grade students was enrolled in a vocational home economics class while lesser proportions took vocational courses in the upper three grades of high school. In view of the large number of pupils enrolling in the home economics program in the ninth grade, it is very necessary that duplication of teaching content be held to a minimum and that courses build upon the foundation established in earlier grades. By means of such surveys, the need for additional supervisory and in- structional personnel can be demonstrated as student enrollment increases. Therefore, studies and surveys will play an important part in determining future directions with respect to program planning and county and local staffing policies. Industrial-Technical Education Meeting the demand for trained construction, manufacturing, and service personnel during the next decade will not be easy. The state is well balanced industrially. No single industry employs a large proportion of the workers engaged in manufacturing. But this only adds to the problem of the industrial educator. Instead of offering a relatively limited program it is necessary to provide a variety of courses to meet a diversity of industrial needs. In addition, training must be provided in the con- struction trades and in numerous service occupations reflecting the needs of a growing population. Hence, the problem of anticipating future demands and of initiating appropriate educational programs for meeting them is made doubly complex. Five production areas absorbed most of the workers employed in the state's new industrial plants established between 1956 and 1959. These were the manufacture of transportation equipment, the processing of food and kindred products, the production of electrical machinery and equipment, the manu- facture of ordnance, and the fabrication of metal products. In 1959, the largest single employer of new workers was the ordnance industry followed closely by firms manufacturing electrical machinery and equipment. Plants engaged in metal fabrication were third with industrial engineering and research companies a close fourth. To meet the needs of new and existing industries and the demands of craft and service occupations, it is believed that the following steps must be taken. Explore the possibility of establishing cooperative industrial training programs. The proportion of plants, both large and small, and of new industrial workers in rural counties has increased steadily since 1956. Most of the 1959 gain in plants and expansions occurred in rural areas. Twenty-seven counties, twelve of which were classified as rural, had trade preparatory programs in 1960. To facilitate program development in other such areas which do not have enough industry to support specialized classes, it may be practicable to permit students, individually or in small groups, to include on-the-job industrial training, supervised by school personnel, in their school programs. A similar arrangement might also be used to provide specialized training during the latter stages of certain preparatory programs. Provide more day trade preparatory programs. It is estimated that the number of skilled workers in the nation must increase 24 per cent during the next decade if production goals are to be met. In Florida, however, it is believed that the number enrolled in apprenticeship training will remain relatively constant or may even decline if the construction industry does not maintain its previous level of activity. The enrollment in apprenticeship training programs increased steadily be- tween 1950 and 1959. But in 1960 the total dropped more than 580, re- flecting the slow-down in building and production. Should this decline continue, it will be necessary to place greater emphasis upon day trade preparatory programs if students are to receive and refine employment skills. Provide more high school preparatory programs to accommodate the growing enrollment, and more adult programs for training and re-training older workers. In 1950, slightly over 43,300 students were enrolled in the eleventh and twelfth grades. Ten years later the 97,000 figure was neared and the total is expected to pass 100,000 in 1961 and 140,000 in 1965. Between 1955 and 1960, approximately 5 per cent of all eleventh and twelfth graders were enrolled in Type A and B day trade preparatory courses. During that interval the figure rose from 2800 to 4850. If the proportion remains constant, provision must be made for approximately 7100 high school trainees in 1965. In addition, increased numbers of adults will require Type A and B or Type C training to prepare for new employment or re-employment. These, to- gether with young adults who do not complete high school, will constitute a considerable training potential. Approximately one in three students entering the seventh grade in 1953 did not complete the twelfth grade while approximately three in ten of those who were seventh graders in 1955 did not graduate. If the drop-out rate remains relatively constant, approximately 120,000 of the total entering the seventh grade between 1956 and 1960 will leave before graduating from high school. Many of these will not have salable skills and many others will be inadequately prepared to enter the labor market. If they are not to swell the ranks of the unskilled, whose services are in lesser demand, they must have training opportunities which will enable them to use their abilities more effectively. Provide more training opportunities for girls and women. A national in- crease in the employment of older and younger women is projected for the decade. In keeping with this trend, it is believed that further training opportunities for women will need to be provided in a variety of occupations in Florida. Data on the employment of women in Jacksonville, Miami, and Tampa-St. Petersburg indicate that the number employed and the proportion of the labor force which they represent increased between 1955 and 1960. In March, 1955, approximately 159,200 were working. Five years later the total had climbed to 221,000. Twenty-four thousand, or approximately 15 per cent of the 1955 total, were engaged in manufacturing. By 1960, however, the proportion had declined to 12.5 per cent although the number had risen to 27,650. In 1955, women employees made up 32.9 per cent of the labor force in the three metropolitan areas; five years later they constituted 33.8 per cent of the employed total, a proportion which the nation is expected to attain by 1970. Among the occupations in which more women will probably be employed are drafting; data processing; commercial art; industrial occupations such as machine operation, electrical assembling, and apparel manufacture; personal service vocations like cosmetology and dry cleaning; and related health and technical occupations such as laboratory technology, X-ray technology, and dental technology. Extend industrial supervisory training. Automation, together with other technological developments such as the use of new materials, and changes in construction procedures have created a need for more specialized training. Whereas formerly the craftsman was expected to possess a generalized battery of related skills, there is today an increasing need for single- skilled operators and technicians. Changes in the style and requirements of Florida construction, for example, have resulted in a decline in emphasis upon traditional woodworking skills and growth in the importance of masonry and the roofing trades, air con- ditioning and heating, and commercial landscaping. As a result, supervisory responsibilities are changing to keep pace with technological developments. Upon the basis of estimated employment in 1959, approximately 75,000 supervisors were working in business, industry, and service trades in the state. If each had been enrolled in a single supervisory training class, approximately 3750 classes would have been required. Provide more in-service training for a growing number of teachers. Between 1950 and 1960, the number of day preparatory instructors rose from 259 to 551 and evening trade extension teachers increased from 456 to 617 be- tween 1957 and 1960. If additional day and evening programs are provided, more instructors will be needed. These will come primarily from industry and will need training in instructional procedures. As a result, more extensive in-service training will be required, including university courses and instructional improvement programs conducted by local super- visory personnel. A variety of new offerings together with more effective state and local supervision will be necessary to meet growing manpower requirements and to provide specialized training in new and changing vocations. In addition, teachers and supervisory personnel will be required to maintain closer liaison with industry so that the instructional program is effective and accurately reflects industry's needs. Eliminate many old courses, revise others, and introduce new offerings. Automation and the use of new materials and procedures will result in considerable program reorganization and revision. Among the instructional areas which may decline during the decade are railroad workers' training, cabinet making and millwork, certain graphics areas, commercial fishing, painting and paper-hanging, and tailoring. Other occupations, however, will assume increasing importance though the nature of the responsibilities may change and they may become more complex. Machine tool occupations provide a typical illustration. Where an occasional machinist formerly worked to tolerances of several thousandths of an inch, the increasingly rigorous demands of precision manufacturing require special- ists whose accuracy is measured in micro-tolerances. Occupational areas in which larger numbers of people will be employed include aircraft mechanics; air conditioning and heating; electronics and the electrical trades; drafting and design; health occupations; and public, repair, and personal service occupations such as law enforcement, auto- motive mechanics, radio and TV repair, and cosmetology. Increase terminal offerings of junior colleges, especially post-high school technical and vocational industrial courses. At present, junior colleges are providing only limited training for vocational industrial or service occupations such as masonry, cosmetology, food services, electrical work, and carpentry. However, industrial-technical courses are more widely offered. Following are some of the technical curricula provided and the number of junior colleges in which they are taught. Curriculum Number of Junior Colleges Providing Electronic Technology 4 Medical Technology 2 Drafting and Design Technology 2 Instrument Technology 2 Mechanical Technology 2 A variety of other technologies are included in the curricula of single junior colleges. Among these are construction and design technology, air conditioning and refrigeration technology, aviation technology, chemical technology, construction technology, data processing technology, industrial technology, industrial management, and courses for engineering and mathematics aides. Non-credit courses in cosmetology are taught in three junior colleges and food service training in two. Vocational trade offerings of single junior colleges include fashion design, licensed practical nursing, art for ad- vertising and industry, automotive mechanics, shoe repair, electrical ap- pliance repair, radio and TV repair, woodwork, tile setting, and police service and criminology. A considerable variety of technical and vocational industrial courses is offered. It is hoped the number will grow as junior college programs are adjusted to accommodate demonstrated community need. More effective occupational guidance. One of the most pressing problems confronting industrial educators is the selection of appropriate students for vocational classes. Unless they have interest in and aptitude for the occupations for which they are being prepared, there is little likeli- hood that students will profit from the training. Hence, it is imperative that guidance personnel and vocational instructors make every effort to realistically evaluate student potential before they are enrolled in vo- cational classes, and that such evaluation be in terms of trade and in- dustrial requirements. It is equally imperative that students possessing the necessary ability and interest to succeed in craft and technical occupations be encouraged to explore such training if the need for skilled workers during the next decade is to be met. It should be emphasized that vocational guidance is an integral part of educational guidance and that it should begin early enough to give greater meaning to the student's educational choices. Develop appropriate instructional materials. As new courses and areas of training are introduced, suitable instructional materials will need to be developed through the cooperation of local instructional and supervisory personnel, representatives of the industries, crafts, and trades concerned, and the State Department of Education. Increase the number of licensed practical nurses and people employed in related health occupations. "Nurses for a Growing Nation", prepared by the National League for Nursing, identifies a number of reasons for a national increase in the demand for licensed practical nurses during the next ten years. The same factors are operating in Florida, supplemented by at least one additional consideration which makes the demand more urgent. Reasons for national growth of the program include (1) an increase in population, (2) longer life expectancy and an increase in the incidence of degenerative diseases resulting from extended life expectancy, (3) new developments in medical science, (4) expansion of public health and community services, and (5) public demand for more health services. In addition, Florida has a large number of practical nurses for whom licensing requirements were waived because of practical experience or who received licenses as a result of out-of-state endorsement. As these people retire they must be replaced, primarily by graduates of practical nursing schools in the state. A ratio of one licensed practical nurse to one registered nurse has been indicated as desirable for the nation. The proportion in Florida in 1960 was approximately one active practical nurse, including those licensed by waiver, for every 2.7 active registered nurses. Merely closing the present gap between practical nurses and registered nurses would require the licensing of approximately 1400 practical nurses annually for the next ten years. Other problems which must be met. Securing qualified instructors for preparatory trade and technical training courses will be one of the most difficult problems encountered in industrial-technical education. Quali- fied people are frequently able to command industrial salaries consider- ably higher than those of public school teachers. If such differentials are to be minimized, local salaries must be increased with state and local monies or by means of salary supplements obtained through industrial grants. Local school administrators must come to recognize that the cost of an industrial-technical program cannot be compared with the expense of con- structing and equipping a typical classroom. If the program is not to lag and is to meet the requirements of industry, it must be adequately housed and equipped with machinery which is representative of that used in industry. It is anticipated that the movement of younger people from farming to urban areas will continue although the development of industry in certain rural regions might retard the trend. The introduction of industrial- technical education programs in additional rural counties will give students in those counties a chance to learn specialized skills having immediate industrial or service applications in whatever communitLes they might live. Industrial Arts Between 1955 and 1960, approximately 17 per cent of Florida's secondary school students were taking industrial arts. Though the proportion varied only slightly from year to year, total enrollment jumped 22,000 during the period as a result df growth in the number of students. If that ratio remains constant, approximately 88,000 will be enrolled in 1965. During the coming years, industrial arts will reflect scientific advances giving rise to automated production and to other changes in manufacturing and construction. Technological developments will create new jobs and new products. These, in turn, will require new skills and more competent workers. The instructional emphasis upon scientific industry provides capable students with a valuable background of skills and knowledge which may later be applied in more technical courses. In addition, industrial arts provides general preparation for a variety of professional and pre-professional careers. The number of students who will continue their education in a junior college or a four-year institution is certain to increase. These will receive high school instruction which makes possible a wiser vocational choice and which may be used in terminal training or professional preparatory programs. But all students will not become technicians nor will all attend college. The largest group will find employment in a variety of trades, sales or service occupations, and in the home. For these, too, industrial arts can be highly beneficial. Work with tools and materials furnishes a practical approach to many problems of the home and job and develops competence having recreational as well as vocational applications. Hence, industrial arts is for college-bound youth and those who will enter the crafts, trades and services; for future housewives and clerical workers; for prospective sales people and day laborers. In short, it makes a con- tribution to the full range of abilities from those of the honors student to the boy or girl requiring remedial assistance. To meet such a variety of needs, however, certain adjustments will be necessary in programs, laboratories, and facilities. Develop flexible programs. Course outlines in the instructional areas will reflect various ability levels. Instead of developing a single course in electricity, for example, the teacher will provide instructional content designed to meet the needs of students with differing interests and talents. Hence, a more capable student may concentrate upon a different learning sequence than one of lesser ability. In addition, he may broaden or intensify his study. At the same time the less interested or talented pupil will work upon problems which he can master and will not be discouraged or retarded by requirements which he is unable or unwilling to meet. Instructional areas will need to be organized and new areas of emphasis developed in keeping with changes in industry. It is believed that woodworking and handcrafts at the secondary level will decline in importance. Metalwork, electricity and electronics, power mechanics, and drafting, on the other hand, will be increasingly emphasized. In addition to reorganization of the respective instructional areas, it is believed that more attention will be given to integrating industrial arts with other subjects. At present, many concepts acquired in English, mathe- matics, science, and the social studies are applied in industrial arts. But a greater effort will be made to develop problem-solving procedures in cooperation with other subject-matter teachers. It will be recognized that most problems are not the unique province of particular subjects. In- stead, they have ramifications in many courses. An adequate solution will include all these considerations and will involve cooperative instructional effort. In advanced courses, the project will increasingly become an experimental solution to a problem instead of an end in itself. In many cases it will continue to have real practical value. But its use as a learning device will be determined by the nature of the problem to be solved. Instead of directing the scope and sequence of learning, it will be molded to the requirements of the individual student and the group. While the project is being constructed, more time will be spent in learning scientific and mathematical principles employed in the production and processing of materials, thus moving industrial arts from the periphery of general education toward its core. Plan adequate laboratories. It is believed that shops will become labora- tories in more than name and will serve as centers for creative student research and experimentation. If this goal is to be accomplished, however, students must have easier access to industrial arts facilities so that ex- perimental solutions may be developed to problems identified in this and other subjects. In addition, more space and a greater variety of equipment will be needed together with adequate time for student experimentation. A longer school day with more instructional periods and more flexible student schedules is desirable. But highly versatile and well-prepared teachers will also be needed who understand the relationship of industrial arts to other subjects and who are able to help students plan solutions to related instructional problems. Relate guidance and industrial arts more closely. Industrial arts gives better insight into certain specialized student abilities and interests than many other subjects. In their classwork, students learn certain skills and understandings required for employment and gain experience in handling some of the tools and materials used in industry. As a result, they have a better basis for making decisions concerning the kinds of jobs which interest them. Hence, it is believed that in the coming years talents and desires identi- fied in industrial arts classes will more often be combined with other information used by guidance counselors in helping students select further academic, vocational, and technical courses in keeping with their occupational goals. Other requirements. However, certain other requirements must also be met if industrial arts is to perform its purpose. Instructional supervision and coordination must be emphasized and provision made for more adequate local and state financial support, including the use of federal funds if necessary. In addition, teacher preparation must be adjusted to changing demands through expansion of physical facilities and improvement in program offerings. This is the only way in which teachers can be prepared to assume their extensive responsibilities. Industrial arts may serve several purposes for other groups such as adults and out-of-school youth. It provides an understanding of tools and machines for those who lack experience with these devices. It helps to identify special abilities which may be developed in further industrial or technical training. It plays a part in vocational therapy and rehabili- tation. Therefore, it may serve as a prerequisite for vocational prepara- tion for youth and also provide for more enjoyable and worthwhile activities for a growing number of adults. General Program Goals Numerous program modifications have been projected which apply to individual services. Several themes with broader implications, however, continue to recur. In substance, concerted frontal attack on the following common problems is suggested. 1. Provide additional training opportunities for groups not now being adequately served. Many girls and women working outside the home are included together with older people and those in semi-retirement, the mentally and educationally retarded, the physically handicapped, the unemployed, and workers needing re-training. Accomplishing this task may require the development of a cross- service program which is geared to the training needs of some of these specialized groups. 2. Provide a greater variety of programs and courses together with adequate laboratories. Again it may be necessary to cross sectional lines in developing experimental programs to meet particular specialized needs. 3. Improve guidance and counseling services to aid in student selection. Additional emphasis should be placed upon vocational guidance in the total program of educational guidance and upon sustained follow- up of graduates, drop-outs, and placements. 4. Improve preparatory and in-service training for teachers. Campus courses should be periodically reviewed and revised and more local training conferences and workshops emphasizing instructional im- provement and course and curriculum development and modification should be provided. 5. Provide more terminal vocational programs in junior colleges. Curricula of junior colleges should include a wider selection of vocational courses for people who are currently employed or who want and need training to became employed. In addition, there is a need for more extensive and varied post-high school programs in many communities. 6. Use objective measures for evaluating outcomes and determining needs. Surveys and other evaluative instruments should be used to assess the need for new courses, revise existing offerings, eliminate those which are obsolete, and determine program effectiveness. The achievement of these goals will be a long and challenging step forward. But through concerted effort they will be accomplished and the vocational and related services will discharge even more effectively their responsi- bilities to the citizens of Florida. I. OPPORTUNITIES IN FLORIDA THROUGH VOCATIONAL AND RELATED EDUCATION Vocational education prepares people for jobs and upgrades them in their work. Hence, courses vary widely in type and content. They reflect the demands of principal employment areas and try to meet anticipated employment needs. In a state which is changing as rapidly as Florida this is not an easy task. In 1950, for example, tourism was the state's largest single source of income. A decade later, however, it had been joined by agriculture, construction, manu- facturing, trade, finance-insurance-real estate, and the production and pro- cessing of timber and minerals as increasingly significant sources of income and employment. In addition, federal expenditures provided work for large numbers of Florida's growing population. All these developments have important implications for the direction which vocational education will take in the future. However, other general factors must be considered in developing a perspective for assessing the present status and potential contribution of the several vocational and related educational services. Among these are (1) the distribution and concentration of Florida's population and jobs, (2) the age distribution of the state's citizens, and (3) the principal sources of livelihood of the state's labor force and apparent em- ployment trends. Population and Employment Trends Startling developments in population and employment have occurred in Florida in the past ten years. These necessitate a re-examination of vocational edu- cation and the related services of industrial arts and non-vocational business and home economics education to determine if such courses are adequately ful- filling their purposes. In 1950, the population of Florida approximated three million persons. This figure represented an increase of 46 per cent over the 1940 total. By 1960, however, the number had risen to approximately five million (4,951,560), an increase of almost 79 per cent over the 1950 figure. Population Concentration and Distribution Population growth, of course, was not uniformly distributed. Some sections of the state exhibited much heavier concentrations of people and more rapid rates of growth than did others. This phenomenon was conditioned by earlier develop- mental trends, but it also heralded changes having significant implications for Florida's future. For purposes of examining some of these trends, the state has been arbitrarily divided into three sections, corresponding roughly to the types of agriculture practiced in each. The northern counties comprise half the total and contain approximately one-fourth (27%) of the people. All of the panhandle counties are included in this area which continues across the peninsula on a line marking the southern boundaries of Levy and Marion counties, the northern and western boundary of Lake County, and the southern boundaries of Clay and St. Johns counties. The central section contains one-third of the counties. It follows a line marked by the southern boundaries of Sarasota, De Soto, Highlands, Okeechobee, and Indian River counties. The remaining one-sixth of the counties constitute the third major portion of the state. The interior counties of the most northerly section are characterized primarily by general farming. However, Jacksonville, the state's third largest metro- politan area, is located at the eastern extremity, and the industries and military installations of Escambia and Okaloosa counties diversify the economy of the western portion of the panhandle. In 1950, slightly over one-third (35%) of the population was concentrated in this area, but the proportion has since declined to approximately one-fourth. The area as a whole exhibited a growth rate approximating 35 per cent during the decade, a figure one-third of that demonstrated by the southernmost counties. It should be noted, however, that all of the counties with declining populations are located in this region. So also are two of the state's ten most densely-populated counties (Duval and Escambia) and one of the ten (Okaloosa) exhibiting the sharpest population increases. The central area contains almost 40 per cent of the state's population, a pro- portionate increase of 3 per cent over 1950. It has almost doubled in popu- lation during the past ten years with a growth rate approximating 91 per cent. Included are the counties comprising the citrus belt, a region which also con- tains many fine beef and dairy herds. It contains five of the state's ten most populous counties, namely, Hillsborough, Orange, Pinellas, Polk, and Volusia, and includes the Daytona Beach, Orlando, Lakeland, and the Tampa-St. Petersburg metropolitan areas. The region also contains four of the ten counties having the highest growth rates. One of these (Brevard) almost quadrupled its population with an increase of 370 per cent in ten years. The population of the southern, or third, region more than doubled during the decade, growing by approximately 110 per cent. It contains slightly over one- third (34%) of the population, a figure representing a proportional increase approximating 5 per cent. The area is characterized by truck and vegetable farming and contains much grazing land. Three of the state's most densely- populated counties (Broward, Dade, and Palm Beach) are included together with five of the counties exhibiting the most pronounced population increases in the last ten years. In addition to its agricultural resources, the section con- tains the Miami metropolitan area comprising nearly a million individuals. It also includes numerous smaller population centers ranging along the Atlantic and Gulf coasts. Trends in population and employment concentration are further reflected in the major metropolitan centers of the state. With one exception, the ten most populous centers in 1950 retained their positions in 1960. The single exception was Hialeah which was not included in the 1950 group. The remainder were Ft. Lauderdale, Jacksonville, Miami, Miami Beach, Orlando, Pensacola, St. Petersburg, Tampa, and West Palm Beach. Two of these are located in the northern tier of counties, three in the central section, and five in the south. Age Distribution of Population Another general factor influencing the types of vocational and related edu- cational programs provided is the age distribution of the population. In 1950, approximately one in three (34%) of the state's citizens was under twenty-one years of age, 37 per cent were between twenty-one and forty-four, one in five was between forty-five and sixty-four, and less than one in ten (9%) was over sixty-five. According to recent census data, the proportions had altered somewhat by 1960. In that year, those under twenty-one accounted for nearly four in ten (38%) of the total with the group between twenty-one and forty-four constituting almost another one-third (31%). The forty-five to sixty-four classification included over one-fifth (21%) of the population while the over sixty-five proportion increased to slightly more than one in ten (11%). Hence, it appears that the younger and older age groups grew in relative size while the proportions comprising the bulk of the labor force declined some- what. Principal Sources of Livelihood and Employment Trends A third factor influencing vocational education offerings is the principal sources of income and employment of the state's labor force and shifts in employment trends. Table I identifies some of the principal occupational areas and indicates the growth and shift in the number and proportion of workers employed in each during the past two decades. The proportion of persons working in basic industries has been declining steadily while that employed in the service industries has increased corre- spondingly. Basic industries are those utilizing natural resources in the creation of further wealth such as food stuffs, automobiles, and clothing. Service industries include those concerned with providing services for con- sumers. In 1950, approximately one in three persons was employed in a basic industry, but the figure had declined to slightly over one in four by 1959. The number of farm operators and laborers has not kept pace with population growth. This group now constitutes approximately 8 per cent of the total labor force, a proportion nearly attained by construction workers. The proportion employed in manufacturing rose 1 per cent, indicating that employment in this area was increasing more rapidly than population growth. Though the number of people working in wholesale and retail trade grew by 43 per cent, the rate of increase did not keep pace with the rate of growth of the labor force. However, employment in trade and personal service occupations varies considerably in terms of the time of year in which employment estimates Basic Industry Agriculture Manufacturing Construction Other Totals Number of Workers e !2!2 ---22- (Int.) 117,024 123,194 139,850 80,033 108,325 198,900 44,046 90,528 118,650 256,15 3 38,229 57,00 256,134 338,229 457,400 mvikferof. S 1a 217 35 8 12. 1.06 31 T 8 2 38 12 8 11 39 . 9 T 34 27 Service Industry Wholesale & Retail Trade Trans., Coma., & Pub. Util. Finance, Ins., & Real Estate Government Personal Service & Misc. Other Totals NUMIER AND PER TABIZ I CET OF WORKERS EMPLOYED IN MSIE BASIC AND SHERVItCE IES AMD EFWLOIDMHT SHIFTS, BY PER CHI (W CHANGE a,.,.--..S -. '-eflrfe :- *' .^ '-. Atfr*.: ',* 139,231 45,324 20,811 21;942 115,676 67,217 41o,20o 2a0,311 78,707 38,157 51,959 122,121 654,977 344,550 94,700 69,950 199,050 205,950 332,240 1,246,4140 L '-a are made1. Only in the area of government has there been a pronounced advance in the employment rate. The number of employees increased by 283 per cent while the proportion of the total laboring force represented by this figure more than doubled. This phenomenal increase, however, may probably be accounted for by advances in military technology and the accompanying development and ex- pansion of military installations such as those at Cape Canaveral and Eglin Field. A more refined analysis of the "Other" classification in Table I would result in a readjustment of totals in specific employment categories. Undoubtedly, a number of smaller manufacturing firms and business and service establish- ments employing a limited number of workers have been included in the former classification and are not represented in the category describing their real purpose. In reviewing the general population and employment factors influencing programs of vocational and related education, it appears that all sections of the state experienced considerable population growth. However, the most pronounced advances occurred in the central and southern portions. The proportion of the population under twenty-one years of age increased from approximately two in six to two in five while the segment in the laboring force declined from 56 per cent to one in two, and the ratio of those over sixty-five grew. The pro- portion of workers in basic industries continued to decline. Agriculture registered the greatest drop and manufacturing showed a slight increase. The proportion in most service industries remained relatively constant except for government which recorded a phenomenal jump and trade which declined some- what. In general, however, an increasing proportion of workers are finding employment in occupations associated with the service industries. Vocational Education in Florida Vocational education in Florida consists of four principal service areas. These are vocational agriculture; vocational distributive, business and cooperative education; vocational homemaking; and industrial education. A number of related services including non-vocational business education and industrial arts edu- cation are further subjects contributing to student choice of practical work. The functions of each of the sections will be discussed in the portions of this report dealing with the respective services. Financial Support Vocational education is sponsored jointly by the local, state, and federal governments. However, no federal funds are used for the support of business education, non-vocational homemaking, and industrial arts. The latter services 1Most of the employment data for 1959 are based upon March statistics, but June data were employed in some instances. are conducted entirely with local and state funds. Federal support for vocational education is provided by the Smith-Hughes and the George-Barden acts. Title VIII of the omnibus National Defense Education Act provides for the establishment of technical education programs and en- courages the promotion of area vocational schools. Its provisions are identi- cal with Title III of the George-Barden Act. According to provisions of the George-Barden Act, federal monies are allocated for the support of the respective vocational services upon the basis of a ratio established between various segments of the state population and comparable sectors of the national population. For example, funds for vocational agri- culture are apportioned in terms of the ratio of the farm population of Florida to the total farm population of the nation. The ratio of the total population of the state to the national population is the basis for allocating funds for distributive and cooperative education. Home economics funds depend upon the ratio of the rural population of the state to the rural population of the country. Funds for the support of trade and industrial education are based upon a formula involving the ratio of the non-farm population of the state to the non-farm population of the United States. To be eligible for federal funds, the state or local community, or a combi- nation thereof, must match the federal appropriation dollar for dollar. How- ever, the state and local governments may add any additional sums needed to meet the needs of the respective counties and communities. As the population increases, federal appropriations also increase. But federal and matching funds have not kept pace with community needs in Florida and it has been necessary to supplement these totals with additional state and local monies. In 1947-1948, federal expenditures accounted for approximately 17 per cent of the cost of vocational education in the state. This proportion de- clined to 10 per cent in 1951-1952 and to 9 per cent in 1956-1957. However, the state's allocation in the latter year included the cost of business edu- cation and the diversified cooperative training program. In 1958-1959, the proportion of federal support dropped to 8 per cent, but in 1959-1960 it rose again to approximately 10 per cent of the total cost. State and local funds supporting vocational and related education are ap- portioned and administered in the same manner as those for general education. Minimum Foundation Program special vocational instructional units and funds are allotted in terms of average daily class attendance and the number, rank, and experience of employed teachers. Such a unit is usually defined as a minimum of 900 hours of class instruction or its equivalent with a class size averaging fifteen students. Enrollment Growth Though Florida ranked tenth in population in 1959, the vocational program was the sixth largest in the country, enrolling 133,893 individuals in federally reimbursed programs. In addition, over 45,000 others were taking courses 140 NUMBER OF 120 O I 100 IGH SCHOOL hKOLW1M 60 40 20 0 1950 1951 1953 1955 1957 1959 1960 NIGH SCHOOL ND ADULT tOCATIOAL IROLUI TS AT SBiLTED INTERVALS, 1950-1960 supported only by state and local funds. This is a far cry from the 6,378 students enrolled in 1927 and the 17,956 participating a decade later. By 1947, enrollment had more than doubled, reaching a total of 36,475. Since 1950, the Minimum Foundation Program has played a significant role in program development and growth has been particularly spectacular, rising from 83,697 in that year to 140,524 in 1955 and to 179,434 in 1959 for an increase more than doubling the 1950 figure. Fig. 1 indicates the approximate percentage 190 .. fG. t Prm C OF GRNOIE OY 1950 I T!OTL VOCATIONAL SWRDLLUB AT SiLECTED IZTXALI, 1951 1900. w-.... of growth at selected intervals during the decade. Enrollment grew approximately 4 per cent between 1950 and 1951 and climbed nearly 33 per cent by 1953. In 1955, the total rose to a figure 68 per cent above the 1950 level. It continued to increase steadily until 1960, reaching highs of 94 per cent in 1957 and 114 per cent in 1959, but dropped to 101 per cent in 1960. Increase in Instructional Units The number of Minimum Foundation Program special instructional units approved for use by the respective counties also reflected the rising enrollment trends. In 1947-1948, the year in which the Minimum Foundation Program went into effect, a total of 558 special vocational instructional units was approved. By 1950, the figure had reached 735, an increase of approximately 21 per cent. In 1955, it had climbed to 1114 and by 1960 a total of 1458 was granted. Fig. 2 illus- trates the percentage increase in instructional unit approvals at selected intervals during the past decade. 100 90 - 80 - 70 - 60 50 40 30- 20 10 0- PER CENT 1957 1059 1060 FIG. 21 PER CONT or INCREAS OVER 19 0i I iSTIRCTIOILu UNITS APPROVED YOR VOCATIONAL EDXXATION AT SMEMOTD INTmRALS WORKING THE DECADE 1950-1960. Unit approvals for vocational education increased at a relatively uniform rate during the decade, almost doubling between 1950 and 1960. Geographic Distribution of Vocational Education Programs A total of 940 programsI was provided by the respective vocational services in the sixty-seven counties during the 1959-1960 school year. However, this figure does not include 107 high school and adult vocational business edu- cation programs nor 113 high school diversified cooperative training programs which are not reimbursable from federal funds. Twenty-seven of the counties, or 40 per cent of the total, conducted programs representing all the services, while fifteen others, or just over one-fifth (22%), took part in three. An- other twenty-two, or one-third, benefited from the activities of two services, and all the counties participated in the program of at least one vocational service. Three counties -- two in the "Big Bend" area and one in the southwest -- had programs representing only one vocational service. Two services provided pro- grams for many northern and panhandle counties and for a cluster in the south- central section. Three services were represented in blocks of northeastern and northwestern counties and in a handful scattered through the central and southern portions of the state. Most of the counties having programs repre- senting the four vocational services were located in the north-central section and along the Atlantic and Gulf coasts while a few in the extreme northern and northwestern tier of counties were also included. In addition to reimbursable vocational courses, twenty-six counties, or more than one-third, provided vocational offerings in business education which were supported entirely from state and local funds. Though enrollments in reimbursable vocational programs have increased steadily during the past decade, they have not quite kept pace with the population in- crease. All the services have program representation in the more densely- populated counties while a number with smaller populations support the pro- grams of three services. Where only two vocational areas are included, the offerings are usually agriculture and homemaking. The counties supporting a single service provide classes in homemaking. In addition, most of the counties in which the four reimbursable services are represented also have vocational business education. 1Schools employing one or more instructors in one vocational service are con- sidered to have one program. However, a center employing instructors in two or more vocational services is considered to have two or more programs (e.g., a school employing two agriculture teachers is regarded as having one agri- culture program; if a distributive-cooperative teacher-coordinator is also employed, the school is considered to have two vocational programs). COUNTIES PARTICIPATING II THE PR-OGRAM " OF ONE REIMBURSABLE VOCAFTOIAL SERVICE, 1959-1960 COUNTIES PARTICIPATING IN PROGRAMS OF TWO REIMBURSABLE VOCATIONAL SERVICES, 1959-1960 COUNTIES PARTICIPATING IN PROGRAMS OF ONE OR TWO REIMBURSABLE VOCATIONAL SERVICES, 1959-1960 COUNTIES PARTICIPATING IN PROGRAMS OF THREE REIMBURSABLE VOCATIONAL SERVICES, 1959-1960 ,,-- COUNTIES PARTICIPATING IN PROGRAMS OF FOUR REIMBURSABLE VOCATIONAL SERVICES, 1959-1960 COUNTIES PARTICIPATING IN PROGRAMS OF THREE OR FOUR REIMBURSABLE VOCATIONAL SERVICES, 1959-1960: . ....... COUNTIES SUPPORTING PROGRAMS OF VOCATIONAL BUSINESS EDUCATION, 1959- 1960 COUNTIES SUPPORTING PROGRAMS OF VOCATIOIALL BUSINESS EDUCATION, 1959-1960 II. VOCATIONAL AGRICULTURAL EDUCATION In 1959, the receipts of state farmers showed a gross income of $825 million, the highest on record. This represented an increase of 13 per cent over the proceeding year and 61 per cent over the 1950 figure. The state's 45,100 farms occupied 15.3 million acres, or 44 per cent of the total land area, a loss of 8 per cent in acreage since 1949. A part of this drop, however, was due to a redefinition of the word "farm" in the 1959 Census of Agriculture. Vocational agriculture is designed to meet the needs of persons over fourteen years of age who are farmers or who are preparing to enter farming or other agricultural occupations. The course work is organized around the practical farm problems of students. It is sufficiently flexible to adjust to farming requirements and other agricultural employment opportunities in the various communities having programs. In addition, the instruction lasts long enough to develop needed farming skills and abilities. Growth in Enrollment and Number of Departments During the school year 1959-1960, a total of 196 departments enrolled over 118. '116 114- 112 110- l~ug 106 104 102 1001 1950 ENROLLMENT: 100 BER CENT _ "Ii 1953 1954 1955 1956 1957 158 1960 W196 3I PER CIT OF CHOIGI IN TOCFJIOKNL AGRL. 'URE InOLmWT, O1950 1966. I 14 l 1952 FIG. COLTI 13,500 students. Since 1947, agriculture enrollments have nearly doubled, rising from 7,102 to 13,563 for an increase approximating 91 per cent. Most of the growth (63%) occurred between 1947 and 1950 during the early years of the Minimum Foundation Program. By the latter year enrollment had passed the 11,500 mark. In Fig. 3, the percentage increase since 1950 is shown. The number of students in 1951 dropped 5 per cent below the 1950 level, but the loss was more than recovered in 1952 when it rose 11 per cent above the 1951 low. Gains ranged between 5 per cent and 8.5 per cent until 1956 when a 19 per cent increase was registered. A drop of 10 per cent occurred the following year, but since 1957 enrollment has risen once more to a level 17 per cent above the 1950 figure. Growth in the number of vocational agriculture departments lagged somewhat be- hind the increase in enrollment. In 1944, the program consisted of 112 de- partments. By 1947, a total of 118 were in operation, an increase of approxi- mately 5 per cent. Between 1947 and 1950, the number rose more than 40 per cent, reaching a total of 167 in the latter year and 196 in 1960. Hence, during the period in which enrollments nearly doubled, departments increased by approximately two-thirds. Since 1950, however, increases in the number of departments have closely paralleled enrollment growth. Both recorded gains of approximately 17 per cent during the decade. The 189 departments in 1959 were located in sixty of the state's sixty-seven counties. Nearly half (49%) were in the northern counties which are character- ized by diversified farming. The citrus and cattle section in the center of the state included 42 per cent of the programs and the southern region con- tained the remaining 9 per cent. Four of the counties not possessing depart- ments were in the northern area and the remainder were in the south. Types of Classes Several different types of classes are provided. These include All-day, Young Farmer, Adult Farmer, and special Adult Vocational Agriculture classes. All-day classes are organized for high school boys who are fourteen years of age and over, who wish to become farmers or workers in agri-business, and who have an opportunity to conduct a farming program under the supervision of a teacher of vocational agriculture. Course content is based upon the super- vised farming programs of the students and reflects the need for rural develop- ment and leadership. In short, vocational agriculture is for those who need it and can benefit from it. Instruction in Young Farmer classes is intended to meet the needs of farmers who are between sixteen and twenty-four years of age. The course of study is continuous and varies in terms of the needs of those enrolled. Class in- struction is timed to coincide with the seasonal farming problems of students. The course for Adult Farmers also continues from year to year. It is modified - -- II] "NO PROGRAMS ONE PROGRAM TWO PROGRAMS COUNTIES HAVING NO PROGRAMS, ONE, OR TWO PROGRAMS* OF VOCATIONAL AGRICULTURE, 1959-1960 Schools Employing More Than One Agriculture Teacher Are Considered To Have One Program. i11I1III Ml 0 OR FOUR PRAMS *IM OR MOM OROGRMS COUrTIES BAVInG THREE OR MORE PROGRAMS* OF VOCATIONAL AGRICULTIUE, 1959-1960 Schools employing more than one agriculture teacher are considered to have one program. 'A in terms of the skills and improved farm practices required by enrollees. Each class member is expected to vary some aspects of his productive or managerial procedures by planning and adopting new work practices. Special Adult Vocational Agriculture classes vary in scope and length. They are open to anyone who may take Young Farmer or Adult Farmer classes. In- structional content is usually concerned with the development of new skills. It is based upon a specialized unit or problem in production, processing, marketing, farm mechanics, or improvement of the home and farm. Each student is required to plan and adopt improved practices within the scope of the in- structional unit. He learns whatever new operations and skills are needed to accomplish his purpose. Types of units in which specialized instruction is given include electric and acetylene welding, food processing, farm machinery operation, terrace construction, and land drainage. All-day classes and those for Young and Adult Farmers are taught by the regular teacher of vocational agriculture. Special Adult Vocational Agriculture courses, however, are the responsibility of specialists having a minimum of three years of experience in the occupational area which they teach. The Agriculture Section is also responsible for administering the Veterans Vocational Agriculture Institutional On-the-Farm Training Program. It is operated through a contract between the Veterans Administration and the State Board for Vocational Education. The trainees are supervised locally by the vocational agriculture teacher, and local farm shops, classrooms, and library facilities are used. The program enrolled 5475 trainees in 1947-1948. In 1958-1959 a total of 155 students was recorded as veterans completed their training. Program Development High school students constitute the greatest proportion of the total enrollment. Table II shows the change in the number of secondary school and adult trainees during the past decade. TABLE II ENROLLMENT IN INSTRUCTIONAL AREAS OF VOCATIONAL AGRICUIURE BY YEARS, 1950-1960 "Type of Class Year All-day Young & Adult Farmer Totals 1950 10,091 1,465 11,556 1951 9,798 1,181 10,979 10,888 1,346 1952 12,234 TABIE II (cont'd) Year All-a Young & Adult Farmer 1953 11,067 1,484 1954 10,872 1,497 1955 11,009 1,111 1956 12,194 1,511 1957 11,050 1,411 1958 11,333 1,52e6 1959 12,008 1,539 1960 D -, A f1 .",. In Fig. 4, 1950 enrollments have been used as the base for con data to percentage gains and losses for the years indicated. 1950 fMo MT 100 PER CaT .S. I I _. Totals 12,551 12,369 12,120 13,705 i2,461 ,859 33,5471 verting these 1951 ., 404m w nn ,,M ,Tfl:,,g- .m 2 A-! : -o ..L. , . . .. .. l- .. -- .. . .? W.j. 1 n .. - Is~ ~ Between 1947 and 1950, enrollment in All-day classes rose 65 per cent while evening enrollments increased 48 per cent. Since 1950, however, growth has not been uniform. After an initial dip of 3 per cent in 1951, enrollments in Day classes rose almost steadily. They reached a peak of 21 per cent in 1956 and nearly comparable highs in 1959 and 1960. Enrollment in classes for Young and Adult Farmers declined 19 per cent between 1950 and 1951. It rose again in 1953 and 1954 until it surpassed the 1950 figure. After further drops in 1955 and 1957, it increased in 1960 to a level 12 per cent above that of the 1950 base. Ten special Adult Vocational Agri- culture classes were approved during the 1959-1960 school year. Enrollments in these courses have not been included in the table but the number of classes is expected to double during the coming year. Some of the variation in out-of-school enrollments is probably accounted for by changes in the number of active departments and by the tendency to place less emphasis upon adult classes when secondary enrollments are rising faster than agriculture teachers are being employed. Unit Allocation Instructional units approved for vocational agriculture increased in number by approximately one-fourth between 1948 and 1950. In the latter year, 161 were approved. During the past decade, the total rose by 40 per cent, reaching the 200-unit level in 1955 and rising to 226 in 1959-1960. 1950 APPROVALS: 100 PER CENT 130 120 110 1950 1951 1952 1953 1954 1g55 195 1957 1958 I1959 0 FIG. 58 PRt CENT OF InCRFAS IN INSTRWUTIOIAL UMO APPROVED FOR VOCATIONAL AGRBICLTURE, 1950 1960. In Fig. 5, the percentage of annual increase since 1950 is represented. Unit approvals have risen steadily but at a declining rate since 1956. Between 1950 and 1956, allocations increased by 30 per cent. Since 1956, however, they have risen only 10 per cent. It would appear that programs are being developed in communities with smaller student populations and in new schools which have not yet reached their maximum enrollments, thus accounting fo' the increase in unit approvals over total enrollment. In addition, Young Farmer and Adult Farmer classes have been growing and special Adult Vocational Agriculture classes have been initiated. All require further instructional units or fractional parts thereof. Future Farmers of America and New Farmers of America The Future Farmers of America and the New Farmers of America are organizations of high school students who are interested in becoming established in a farming business. Chapter activities are integral parts of the vocational agriculture program of the school. The primary purposes of these organizations are to (1) develop competent, ag- gressive, rural, and agricultural leadership; (2) create and nurture a love of country life; (3) strengthen the confidence of farm boys and young men in themselves and their work; (4) create more interest in the intelligent choice of farming occupations; (5) encourage members in the development of individual farming program and establishment in farming; (6) encourage members to improve the farm home and its surroundings; (7) participate in worthy undertakings for the improvement of agriculture; (8) develop character, train for useful citizen- ship, and foster patriotism; (9) participate in cooperative effort; (10) en- courage and practice thrift; (11) encourage improvement in scholarship; and (12) provide and encourage the development of organized rural recreational activities. Among the projects in which FFA and NFA chapters engaged during the past year were livestock improvement, farm mechanics, farm electrification, soil and water management, and farm safety. The 196 departments had a total of 209 chapters. Of this number, 154 were FFA chapters and the remainder were members of NFA. A number of wood-using industries in the state support an FFA forestry camp. It was attended by nearly 275 boys who received a week of instruction in forestry practices through the cooperation of the Florida Forest Service. As part of their forestry activities during the year, FFA members planted over three million pine seedlings. In addition, they acquired two new chapter forests, bringing the total to sixty-four which cover an area of approximately 5000 acres. Value of the Program In a continuing follow-up study of Day students it was found that 26 per cent were engaged in some form of agricultural production and another 12 per cent were employed in closely related activities. Hence, nearly four in ten were in agriculture or in agri-business. Another indication of the value of the program is found nl the immediate benefits received by students as an outgrowth of instruction. An analysis of the fi- nancial results of the supervised farming program last year showed that student profits greatly exceeded the total cost of the program to the state. Most of the state's counties contain departments of vocational agriculture. Enrollment almost doubled between 1947 and 1960 while the number of new de- partments increased by two-thirds. Secondary enrollments rose almost steadily during the decade, but the number of Young and Adult Farmer trainees varied considerably. Unit allocations increased, reflecting enrollment growth and the provision of new adult courses. FFA and NFA activities were valuable supplements to the instructional program which, studies indicate, is proving of immediate and long-range benefit to many youth and adults. III. HOME ECONOMICS EDUCATION The goal of homemaking education is the improvement of home, family, and community life. Florida's rapidly growing population has created challenges in human relationships which demand the greatest ingenuity if they are to be met satisfactorily. Since 1950, the population has increased almost 79 per cent. Older communities have enlarged and new ones have evolved to accommodate these numbers. In the process, many problems of housing, feeding, clothing, and personal and social adjustment have developed. Homemaking education emphasizes the importance of desirable human relationships and provides a type of practical education which makes students more effective members of their homes and communities. In School and Adult Programs - Dr CLASSES EVENING & PART.-TWI CLASSES 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 NWZBER OF STUDENTS ENROLLED IN DMr, EVEING, AND PALT-T-IM VOCATIONAL HRMALKING CLASSES, 1951-1960 The in-school, or day program, is designed to meet the homemaking needs of high school pupils who are no less than fourteen years old or are in the ninth grade. The course of study includes instruction in child care and development; clothing and textiles; food and nutrition; health, home safety, and home care of the sick; housing; personal, social, and family relationships; and consumer problems and home management. A minimum of two years of homemaking is provided whenever possible, including the one year required in the secondary school. In a vocational program, it is recommended that a third and fourth year be offered in which content from the above areas is adapted to the increased maturity level of the students. All pupils are urged to participate in related school and community activities. In addition, they are encouraged to plan and complete home projects which con- tribute to personal and family well-being. These are carried on under the supervision of the teacher in addition to their regular course work. Adult programs of homemaking education are of two types -- the evening school program and the part-time program. Youth and adults sixteen years of age and over who are not enrolled in the regular day school may participate in the adult evening program. Part-time students, however, may be fourteen years old. The program of instruction provides training which enables students to become better family members by developing and using more effectively the material and human resources of the family. Short units or longer courses in the various areas of homemaking are offered, and advanced classes are also provided. As in the day-school program, the instructor periodically visits the homes of her students to help them relate class instruction more closely to home problems. A day-school vocational teacher must hold a bachelor's degree in home economics from a college or university meeting the requirements established by the State Board for Vocational Education and must satisfy the certification requirements prescribed by the State Board of Education. Such a teacher may also teach in the adult program. However, in lieu of a college degree and providing other certification requirements are met, a teacher of adults may substitute a compre- hensive background of homemaking experience particularly emphasizing the specialized area to be taught. Enrollment Growth 1951 EMROL : 100 PER CET .20 "Mu6 urMW 1057 11958 .1959 O1960 a r nawasU 33 VOaMasEmaw n. =UK==a uxaxz wUaMam IgLe-IO. Enrollment in vocational homemaking classes has risen almost steadily during the past decade. In 1947, over 14,000 persons were included in the program; by 1951, the total exceeded 25,000 for an increase approximating 90 per cent. Fig. 6 shows the cumulative percentage growth between 1951 and 1960 based upon the 1951 enrollment figure. Between 1951 and 1955, enrollment almost doubled. The rising trend continued after 1955 but at a less pronounced rate, reaching a peak in 1959 and declining to a level 104 per cent above the base figure in 1960. However, between 1947 and 1960 it increased almost 300 per cent. Several reasons may be identified to account for this growth. Among these is the increasing secondary school population. A course in homemaking edu- cation is required of all girls prior to graduation from high school. Hence, as secondary school enrollment rises, the number of girls taking homemaking education also goes up. A factor influencing the size of adult programs is the increase in population and its changing character. More people are making Florida a permanent home. Many of these, together with temporary residents, find that homemaking offerings are interesting and valuable. In addition, the quality of in- struction exhibited by teachers of adult classes and the interest which they create are reflected in class sizes. Changing economic conditions also influence enrollment by affecting student purposes. When incomes are depressed or restricted, adults are interested in learning ways to make every dollar count, while periods of prosperity often generate demands for courses in further home beautification and personal and family improvement. Program Growth and Location 1951 1952 1953 1954 1955 1956 1957 1958 FIG. 71 PER CWT OF INCREASE IN VOCATIONAL ENCMUAKING PROGRAMS, 1950-1960. While enrollment advanced at a rapid pace, new programs were introduced more slowly. In 1950, a total of 189 adult and secondary school vocational pro- grams was in operation. A decade later the figure had risen to 327, an in- crease of 73 per cent. Fig. 7 shows the percentage of growth by years based upon the number of programs in 1950. Though the number of programs jumped 13 per cent between 1950 and 1951, the ten-year advance has not been so pronounced, averaging approximately 6 per cent annually. In 1959, half the counties, located primarily in the north but also extending down the center of the state, had from one to three programs each. Nineteen, or approximately one in four (28%), supported four to six while one in ten (9%) had seven to nine programs, and eight counties (12%) had more than nine. Between 1947 and 1951, day-school vocational enrollment increased 81 per cent, climbing from 9,000 students to almost 16,500. During the same period, evening school and part-time students rose in number from 5000 to well over 10,000, a jump of 104 per cent. Fig. 8 shows the cumulative percentage increase over the 1951 figure during the past decade at both instructional levels. LV .. . .. . M ................ . . . .. . . JIM 1W 1954 &M 2M 23" IM IM, 1- Day-school enrollment advanced almost steadily during the decade. It rose sharply in 1954 and again in 1959-1960 until it reached a high of nearly 37,000 students, a 124 per cent increase over 1951. Evening and part-time .. . .. . . ... ... ... ... ... ................... ................... w --- ; ,AFA r I Y Nx PASCO 7=~l-N ONE TO THREE PROGRAMS FOUR TO SIX PROGRAMS SEVEN TO NINE PROGRAMS OVER NINE PROGRAMS COUNTIES WITH VOCATIONAL HOMEMAKING PROCRAM1*, 1958-1959 Schools employing more than one vocational homemaking teacher are considered to have one program. -0, NIS enrollments rose more steeply during the decade. The 19,700 student total in 1953 was almost double the 1951 figure while the 1956 peak of 27,000 rep- resented a jump of 163 per cent over 1951. A factor accounting for the variation in evening and part-time enrollments was the number of instructors available for teaching adult classes. In addition to regularly-certified teachers, individuals with specialized ex- perience in various aspects of homemaking education may be approved to teach adult courses. This number varies by years and communities in terms of the specific homemaking skills in which training is needed and desired. However, the drop of 8200 adults between 1959 and 1960 resulted largely from the "freeze" upon special vocational instructional units imposed by the 1959 legislature as an economy measure. It represented a decline of approximately one-third (31%) and brought adult enrollment to a level somewhat below that of 1953. Some of the most popular courses were eliminated as a result of the "freeze". Uncertainty regarding the approval of others resulted in further scheduling difficulties. Non-Vocational Enrollment In addition to the vocational enrollment, many day-school students take home- making education as a non-vocational elective course. In 1954, the number was 28,800. By 1960 it had reached almost 41,000, an increase of 42 per cent. Hence, during the past school year, a total of 95,500 students was enrolled in all phases of vocational and. non-vocational homemaking education. Unit Allocation 1951 OMIT 0I fS: 100W CM 1901 100 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 FIG. 91 PMR GMr or IarI I WIN T ALLOCAfIOM TOR OCJA!ZOUL w uCM3 1W*AZ, 1951-160. While the number of vocational students doubled between 1951 and 1960 (and in 1959 reached a high 128 per cent above the 1951 figure), unit allocations did not quite keep pace, increasing by 94 per cent during the period. In 1948, a total of 152 units was approved. By 1951, the figure had risen to approxi- mately 227 for an increase of 49 per cent, while by 1960 it had climbed to 440. Hence, between 1948 and 1960, enrollment jumped 215 per cent while unit allocations rose 189 per cent. Fig. 9 shows the cumulative percentage increase in vocational homemaking unit allocations during the past decade based upon the 1951 allotment. Though the number of units allocated to the adult homemaking program was frozen at the 1959 level, those approved for use in the day-school vocational program were not restricted. Hence, the 6 per cent increase in 1960 corre- sponds to the rise of 6 per cent in day-school vocational enrollment. Home Projects Home projects are an integral part of vocational homemaking education. They permit application in the home of skills and understandings acquired in the laboratory. All pupils in the vocational program are required to carry on directed home experiences related to classroom instruction, while home projects for non-vocational students are optional but recommended. In 1960, a total of almost 91,000 projects was completed. More than six in ten were concentrated in three instructional areas. One-fourth were con- cerned with Food and Nutrition, another one-fourth with Clothing and Textiles, and approximately one in eight with Housing. Other areas in which projects were developed included Consumer Buying; Personal, Social, and Family Relation- ships; Health, Home Safety, and Home Care of the Sick; Child Care and Develop- ment; Personal Improvement; Home Management; and Gardening. Future Homemakers of America and New Homemakers of America Most of the homemaking programs, whether vocational or non-vocational, include a chapter of the Future Homemakers of America or the New Homemakers of America. Membership is open to all students who have had or are taking homemaking edu- cation. Chapter activities are considered to be vital parts of the instructional program. The purpose of these organizations is to help individuals personally and to improve the quality of their contributions to family and community living. The objectives established to serve as guides in achieving the goals of the organizations include the following: (1) to promote a growing appreciation of the joys and satisfactions of homemaking, (2) to emphasize the importance of worthy home membership, (3) to encourage democracy in home and community life, (4) to work for good home and family life for all, (5) to promote international good will, (6) to foster the development of creative leadership in home and community life, (7) to provide wholesome individual and group recreation, and (8) to stimulate further interest in home economics. During the past year 228 FHA chapters in the state had a membership of 10,128 while the 100 NHA chapters had over 4300 members. All of the state's sixty-seven counties have vocational homemaking programs. Most are conducted in the secondary school, but a number also hold adult evening or part-time classes. In addition, many day-school students take homemaking education as a non-vocational elective. Day-school enrollments grew markedly during the past decade, but have been topped by increases in the adult evening program. However, further development of the adult program has been restricted by the 1959 "freeze" on instructional units. During the decade, the number of programs increased more than 70 per cent and unit allocations approximately 95 per cent to accommodate enrollment growth. FRA and NHA are student clubs designed to contribute to the achievement of home- making goals. Membership is voluntary and in 1960 included approximately one in five of the day-school students enrolled in vocational or non- vocational homemaking classes. IV. VOCATIONAL BUSINESS, DISTRIBUTIVE AND COOPERATIVE EDUCATION In 1959, approximately one in five employees in the state was working in wholesale and retail trade. Another 4 per cent were in finance, insurance, and real estate. Hence, nearly one in four had jobs in trade or finance and investment. In addition, numerous others worked in offices or were employed as clerical workers in other types of business. Another large group worked in a variety of hotel and motel service occupations, including the $1.5 billion tourist industry. Still another large number were business managers or pro- prietors of small businesses. Vocational business, distributive, and cooper- ative education classes are offered in many of these occupational areas. A 1960 report of the Florida State Employment Service identified job oppor- tunities in selected business and distributive vocations. Stenographers, secretaries, typists, bookkeepers, commission salesmen, and waitresses were in definite demand. Vacancies also existed for general office clerks, sales personnel, service station attendants, and cashiers, but there was no shortage of such employees. In some sections of the state a surplus of sales people and certain types of clerical workers was indicated and the need for hostesses, receptionists, and stock clerks was reported to be limited. 1000 300 6000 o00 10000 12,000 14,000 16,000 18,000 20,000 22,000 24,000 EVE. BUS. ED. *DAf BUS. ED. *ADULT DE DCT UROLMNR I 0CATIKAL XM08IMS, DISTIMUTIME A=D OOPERAIVE ZECATIO, 1260a High school and adult business education courses provide training in skills and related subjects fqr persons who are working in office occupations or who will soon obtain such employment. Distributive education includes instruction in areas such as merchandising, buying and selling, and wholesaling. It is in- tended for people who are engaged in the distributive occupations or expect to be so employed. The secondary and adult distributive education program receives some assistance from federal funds, but business education does not. High School Cooperative Programs Cooperative education is confined to high school students at the present time. It is a procedure by which training in business, distributive, and diversified occupations is provided. It consists of specialized in-school training offered in cooperation with business and industrial establishments in the community, and is intended for students who wish to become employed in these occupations after they graduate from high school. Cooperative education includes cooper- ative business education (CBE), diversified cooperative training (DCT), and distributive education (DE). The cooperative business education program provides specialized in-school preparation on a cooperative basis, using community resources for on-the-job training of seniors who wish to become employed in office occupations while still attending high school. Diversified cooperative training is designed as a terminal vocational program to train eleventh and twelfth graders of employable age in a variety of occupations by using business and industrial establishments in the community as training agencies. Distributive education is a vocational cooperative program having as its pur- pose the training of high school juniors and seniors of employable age in the field of distribution, including wholesale and retail sales and/or service occupations. Approved distributive businesses in the community cooperate by providing on-the-job training for student learners. Students enrolled in a vocational, technical, or regular high school are eli- gible for cooperative education. They must be at least sixteen years of age and be legally employed for an average of fifteen hours weekly in a business, distributive, or diversified occupation under an agreement between the school and employer. Training is given in skilled or semi-skilled occupations offer- ing opportunities for advancement. Adult Programs and Enrollments Two types of adult classes are offered. These are evening extension classes and part-time extension classes. Evening extension courses are held during the non-working hours of the students and include evening business education and distributive education. Part-time extension classes meet during the working day and constitute the day business education program. Adult classes are for trainees who are at least sixteen years old. They must have legally left the full-time school and be employed or be reasonably sure of work in the occupation in which they are receiving instruction. Evening and part-time extension distributive education classes enrolled 645 adults in 1947. By 1950 the number had grown to more than 5700, an increase approaching 800 per cent. In 1951 the total almost doubled again with an en- rollment exceeding 11,000. In 1952 an abrupt decline occurred, and the 7I9. 10. s, BUOWOFCXm IN ANX IHSTRIBUTIYZ EDWATD MLLUM lAUD MW U 1950 n13 MND IfN D AIM EwMM IWSnMBS NDICATM NULIMRnT3 INIn OF 1157 U3WOLIU~e downward trend became even more pronounced in 1953 when the number of en- rollees was only approximately two-thirds the 1950 figure. As shown in Fig. 10, growth has been extensive since then, reaching levels 265 per cent and 255 per cent above the 1950 total in 1958 and 1959 respectively, and registering a 56 gain of 178 per cent above the base figure in 1960. * ST,00 is. 1950 1951 1952 1953 1954 1955 1956 1957 195A 11W 19M WOMI= 31 AIM! DISTRMIBTIVZ aucWTOr (M) CASSM (NWWIMD & PAHf-TME) During the 1956 school year, the Vocational Distributive and Cooperative Edu- cation Section was enlarged to include adult day and evening business edu- cation. Both are vocational programs, but they are non-reimbursable from federal funds and depend entirely upon state and local support. Prior to 1957 they were included in the Trade and Industrial Education Section. In the move to clarify the organizational structure of vocational education in the state and because they are more closely related to distributive education, the vocational business education programs since 1957 have been an administrative part of distributive and cooperative education. 30 STUDENTS -03 *203,000 1 Bl 19 11 S ma -g U '- In 1957, the enrollment in adult vocational business education courses was 42,500. A year later it had climbed 5 per cent to approximately 44,700. In 1959, it was nearly 43,500, but by 1960 it had dropped to 41,600, a figure 2 per cent below the total for 1957. Enrollment in adult distributive education courses jumped sharply in 1957 and 1958 with increasing emphasis upon program promotion, but declined in 1959 and 1960 because of administrative adjustments and the loss of qualified teachers to business establishments which paid them better salaries. High School Enrollments 1950 1951 1952 1950 1954 1955 195* 1957 1956 19o5i 1U 'ma zu rn ] ca s n rimM orMx aou Cu ar (n) Assm . High school cooperative, distributive education classes in 1947 enrolled 412 students. By 1950 the total had risen to 639, an increase of 55 per cent. In 1951, however, it dropped to 519, but rose to 808 in 1952. During the PZu CE" =Ti!mmT 101~r (1950 ELIMMi 1W)0 (1956 WMLi~ 0) M Om ma zm WCASI & DZUDIU epulanm !flhMM (IMe inMOUUM ----- M.- 19.595M 1015 N urn, IMM MA 3M myI a.O Me & ... _. ----- -- ----- ---- ----- ------- ------ &*a iM 1,54 I I 107 IM Mlo WMWMN*. u.~tf U-w A~TZII M Mu=rI W - 4 1 - next three years no high school distributive education was offered and only diversified cooperative classes were held. In 1956, the distributive edu- cation program was reintroduced with an enrollment of 316, a figure which jumped to 500 a year later. For the next two years it continued to grow, en- rolling 586 students in 1958 and 707 in 1959, but dropping to 683 in 1960. Hence, the growth over 1956 marks a cumulative increase of 116 per cent as shown in Fig. 11. Cooperative business education has shown steady growth since its introduction in 1956. During the first year the pro- 408 STUDENTS son 2M0 gram attracted forty-seven students. In 1957 the number tripled and in 1958 it reached 100 245. In 1959 a total of 337 was enrolled and in 1960 the I In figure was nearing the 400 1956 1957 19 1959 1900 mark. G SCOL O B uu BIX EBC:AT! (Cn) uiwu, Diversified cooperative training has been the largest cooperative program. Until 1956 it was a part of the Trade and Industrial Education Section. In that year it was transferred to the enlarged Dis- tributive and Cooperative Education Section together with the vocational business education programs supported by Minimum Foundation Program state and local funds. Enrollment in 1956 was almost 2350, but it declined slightly the next year to 2326. In 1958 it neared the 2450 level and by 1959 another one-hundred students had been added. The largest jump occurred in 1960 when the total rose to 2866 for an aggregate increase of 22 per cent over the 1956 figure. STUDENTS 2 0 0 0- 1,500 1,000 1951 1952 193 1954 1955 156 1957 19S8 1959 1960 mmiBSinf COOP huITE TRIIM (D11) =M a[a During the current school year (1960-1961), one-third of the 3800 students enrolled in cooperative education are studying office occupations. Another third are taking distributive training and slightly over one in four is in an industrial training agency or one of still another type. Over 550 of the students in office occupations courses were interested in be- coming general office clerks. More than 350 others were taking secretarial training, nearly 200 wished to become clerk typists, and over 100 were specializing in bookkeeping. Well over 900 distributive education students were taking retailing and re- lated service training while another 125 were preparing to work in food service occupations. Lesser numbers were receiving training as cashiers, service station attendants, domestics, and in other distributive occupations. Nearly 335 of the pupils having other 'vocational goals wished to enter medical, dental, and related service occupations, while over 600 were being trained in various crafts, trades, repair services, and miscellaneous vocations. Distributive education is primarily an adult program with respect to enroll- ment. In 1957 a total of 62,700 adults and high school students was enrolled in all business, distributive and cooperative programs. Of this number 95 in 100 were adults. The same proportion of the 68,800 total in 1958 and of the 67,300 students in 1959 were out-of-school trainees. Hence, in spite of the growing number of students in high school cooperative programs since 1956, the combined high school and adult figure has declined in the last two years, re- flecting the trend in adult enrollments. Fig. 12 shows the aggregate percentage variation in the total program between 1957 and 1960. gg- IMBs 12a VW tage Of MSANGE amaguMARff URA RUmZan& 3B2gaVu=W, ara04MrM An G 0P3ERhM EDUCAT=A, 1957-9M0. High School Business Education In addition to those enrolled in the adult vocational program, many high school students take business education courses as electives. Among the classes offered are typewriting, general business, bookkeeping, filing, short- hand, office practice, business mathematics, business English, and business law. In 1959, a total of more than 87,000 pupil periods in these courses was reported. In 1960, the figure had jumped to nearly 99,000. Pupil periods, however, are not the same as separate individuals. In some instances the same student may be taking typewriting and shorthand, accounting for two pupil periods but a single enrollment. The business education program is operated with Minimum Foundation Program state and local funds, and the state consultant for business education assists all business education teachers in developing and conducting their programs. Number and Location of Counties Providing Programs In 1960, a total of twenty-three counties or approximately one-third, had high school and adult programs of vocational business, distributive and co- operative education. Another seventeen had only high school programs while still another had only an adult program. Hence, vocational business, dis- tributive and cooperative education was available in approximately six in ten (61%) of the state's sixty-seven counties. A total of 150 cooperative programs was in operation in 1960. Of this number 113, located in thirty-nine counties, were diversified cooperative training programs. In twenty-four counties, diversified cooperative training was the only type of cooperative program provided. Cooperative business education was offered in thirteen counties, but in only one was it the sole cooperative course. Eighteen high school distributive education programs were provided in eleven counties together with diversified cooperative training and/or cooperative business education. Twelve additional courses, classified as diversified cooperative training, were in reality combinations of distributive education and diversified cooperative training. Sixty-four adult distributive education programs were provided in fourteen counties. Among the instructional areas included were business organization and management; supervision; employee training; retailing; banking, insurance, and real estate; and hotel, motel, and restaurant employee training. Courses ranged in length from a single class period to one semester depending upon the breadth and specialization of the content. Twenty-three counties offered seventy-three adult evening programs in business education. Eleven of these also provided fourteen day programs while another offered day business education for adults but no evening program. Unit Allocation Prior to 1956, units in vocational business, distributive and cooperative edu- cation were a part of the total allocated for trade and industrial education. In 1956, the new section was established and approximatelyeighty-eight special instructional units were approved. In 1957, the number rose to 231, including seventy-five units allocated for office occupations. An 8 per cent increase in 1958 brought the figure to 250. In 1959, a total of 276 was approved and in 1960 the figure was 272, representing increases of 19 per cent and 18 per cent respectively over the 1957 allotment. Hence, though the percentage increase in unit approvals between 1957 and 1958 was not quite equal to total enrollment growth, allocations rose in 1959 after .dG~ 'at V 1ii|1i|||||i;11 DCT ONLY i CBE ONLY DCT & CBE COUNTIES WITH DIVERSIFIED COOPERATIVE TRAINING*, COOPERATIVE BUSINESS EDUCATION AND COMBINATION PROGRAMS**, 1959-1960 *Some DCT programs are joint DCT-DE programs. The number in each county shows the total number of high school programs in the county. DCT & DE l ALL PROGRAMS COUNTIES WITH COMBINATION PROGRAMS OF HIGH SCHOOL DISTRIBUTIVE EDUCATION AND DIVERSIFIED COOPERATIVE TRAINING* AND COUNTIES HAVING ALL PROGRAMS*, 1959-1960 *Some DCT programs are joint DCT-DE programs. **The number in each county shows the total number of high school programs in the county. 63 6u ---------- .- EVENING BUSINESS EDUCATION ONLY EVENING BUSINESS EDUCATION ONLY DAY BUSINESS EDUCATION ONLY illilililll1 EVENING & DAY BUSINESS EDUCATION EVENING BUSINESS & DISTRIBUTIVE EDUCATION I .... ALL PROGRAMS I * 12f 9 VOLUSIA 4 8 I J 11 COUNTIES WITH ADULT EVENING BUSINESS EDUCATION, DAY BUSINESS EDUCATION, AND DISTRIBUTIVE EDUCATION PROGRAMS 1959-1960 The number in each county refers to the total number of adult programs in the county. adult enrollments had begun to decline. However, the high school phase of the program continued to expand. Both unit allocations and total enrollment de- clined in 1960, although diversified cooperative training and cooperative business education showed gains in the number of students enrolled. Diversified Cooperative Training Clubs and Distributive Education Clubs of America The Florida State Federation of DCT Clubs and the Florida State Association of DCT Clubs at the present time are composed of high school students en- rolled in distributive education, cooperative business education, and diversi- fied cooperative training. However, separate clubs for cooperative business education and distributive education have been organized in some schools, and the present constitution of the DCT Club Federation is being rewritten to in- clude all cooperative education clubs. Increasing emphasis in these organi- zations is to be placed upon leadership training. The objectives of a DCT club are: (1) to promote growth and better understanding of business, industrial, and distributive education in the school, community, and state; (2) to stimulate cooperation between employers, trainees, and the school; (3) to accomplish some worthy civic project during the year; (4) to bring employer-employee groups together annually through banquets and other activities; and (5) to develop leadership and scholarship. In 1960, a total of 124 clubs was affiliated with the Florida State Federation of DCT Clubs and twenty-eight belonged to the Florida State Association of DCT Clubs. They included students in diversified cooperative training, co- operative business education, and distributive education. The combined dues- paying membership was 3330. Distributive education students are eligible for membership in a separate national organization known as the Distributive Education Clubs of America (DECA). Club activities are designed to encourage group participation, develop leadership, and promote career study, and are a significant part of the dis- tributive education instructional program. In 1960, seven distributive edu- cation clubs, with a membership of 140 individuals, were associated with the national organization. Vocational business and distributive education is primarily an adult program. However, many high schools cooperate with local business and industrial es- tablishments in providing instruction in clerical, sales, and related services through cooperative education. One-third of the counties have high school and adult programs and another one-fourth offer only high school courses. Evening business education is the most widely-established program for adults while diversified cooperative training classes have the largest number of high school students. Total adult enrollment has declined since 1958, but high school totals have shown an almost steady increase. Unit allocations have approximately paralleled program development and reflect the recent drop in adult enrollments. High school cooperative enrollees may become members of their local DCT clubs and high school distributive education students may also join DECA, a national organization designed to promote leadership and stimulate interest in pre- paring for a career in the distributive occupations. 66 V. INDUSTRIAL EDUCATION The industrial foundation of Florida's economy is growing rapidly. Between 1950 and 1960, manufacturing employment rose more than 90,000 for an increase exceeding 90 per cent. During the same period the number of construction jobs grew by one-third, providing employment for over 28,000 additional workers. The largest employment gains in manufacturing and construction occurred in Dade, Orange, Pinellas, Escambia, and Polk counties respectively. Recent Industrial Development Since 1956, the state's industrial expansion has been particularly spectacular. Between 1956 and 1959, the number of new and expanded manufacturing plants reached a total of 2777, creating an expected increase of more than 106,000 jobs-. However, these establishments were not uniformly distributed. Seven in ten were found in seven counties, namely, Broward, Dade Duval, Hillsborough, Orange, Palm Beach, and Pinellas. Nearly one-half (46%) were in the three southeastern counties of Broward, Dade, and Palm Beach. In 1959, a total of 783 plants was established or enlarged. Of these, 152, or approximately one in five, were located in the northern counties. Escambia, Bay, and Okaloosa counties claimed thirty-one, while Duval County had forty- five. The remaining one-half were scattered through most of the other northern counties. Of the 287 firms located in the central portion of the state, 197 were concentrated in Hillsborough, Orange, Pinellas, Polk, and Volusia counties, while 323 of 344 establishments in the south were found in Broward, Dade, and Palm Beach counties. Over one in five of the new plants and expansions was located in a rural county compared to a previous high of 14 per cent in 1958, and anticipated employment was almost double that of 1958. In 1959, one in five industrial employees worked in a plant which manufactured or processed food and kindred products. Another one in five was employed in the production of lumber and wood products, the processing or fabrication of stone, clay, and glass, or the fabrication of metal products. Many of these were producing a variety of construction materials. Additional jobs created in new and expanded plants between 1956 and 1959 paralleled this trend. Approximately 16 per cent of total expected employment and nearly one in three of the new and expanded plants were concerned with the fabrication of products from wood, stone, clay, glass, and metal, while one in five of the jobs created in 1959 and one-third of the new plants were manufacturing these products. Expected employment in the manufacture and processing of food and kindred products over the four-year period did not keep pace with the established employment level in food production. However, over one in ten expected jobs and 8 per cent of the new plants were concerned with food processing and manu- facture. Nearly one in five of the jobs developed between 1956 and 1959 was in the electrical machinery and ordnance groups, primarily in the fields of electronics and missiles. The proportion in 1959 was still higher, the 6800 jobs in the combined groups accounting for over one in four of those created. The production of transportation equipment such as ships and boats employed 7 per cent of all Florida manufacturing workers in 1959. It also accounted for 11 per cent of the new jobs between 1956 and 1959 although the proportion has declined sharply during the last two years. The Florida Employment Service identified a number of occupations in which there was a shortage of workers in the fall of 1960. Included among these were automotive mechanics, upholstering, drafting, cabinet making,TV repair, sheet metal work, machine shop work, diesel mechanics, power sewing machine operation, cosmetology, and cooking and baking. In a number of crafts, job openings existed but there was no shortage of em- ployees. Among these trades was that of electrician, carpenter, painter, plumber, meat cutter, combination welder, aircraft radio mechanic, mason, plasterer, boat builder, and woodworking machine operator. There was a surplus of aircraft and aircraft engine mechanics, linemen, and millwrights, and in some sections of the state the supply of carpenters, painters, plumbers, electricians, welders, and other construction workers was greater than the demand. Purpose of Industrial Education and Kinds of Programs Industrial education provides training in most of these and other trades, crafts, and occupations concerned with the design, production, processing, assembly, maintenance, servicing, and repair of industrial products or commodities. In addition, training in other vocations such as practical nursing and those in which laboratory assistants, draftsmen, and technicians are employed are a part of the program. Hence, a variety of specialized training is provided in addition to that concerned with the preparation and improvement of tradesmen and craft workers. Included among the distinctive types are practical nursing, technician training, supervisory training, employee education, peace officers' training, Rural Electrification Administration job and safety training, commercial vehicle driver training, and school bus driver and maintenance training. Though in- dustrial arts is not vocational in purpose, it introduces students to the tools, materials, and products of industry, and is closely related to vocational in- dustrial education. Essentially, two kinds of training programs are offered in industrial education. These are trade preparatory programs and trade extension programs. Preparatory courses furnish instruction in the skills and understandings required for entry into a particular occupation, while extension classes provide further training for the worker in the vocation in which he is already employed. Extension classes are offered during the non-working hours of employees and part-time classes during the working day. Extension Programs To be eligible for enrollment in extension courses, a student must be at least sixteen years old, must have legally left the full-time school, and be employed in the occupation in which he is being instructed. Courses reflect a variety of crafts, trades, and industries together with fisheries occupations training, fire fighting, foremanship.training, commercial food handling, and peace officers' training. Special evening and part-time ex- tension classes are conducted for apprentices only. In these they receive technical and other related instruction which supplements the training ob- tained on the job. In 1960, a total of 20,410 adults was enrolled in ex- tension classes. Of this number 5339, or one in four, were registered apprentices. Preparatory Programs Day trade preparatory courses are of three types, namely, Types A, B, and C. Type A and B classes are offered in full-time day schools for regularly en- rolled students who are not employed. To be eligible, high school students must be approximately fourteen years of age or older and must have completed the tenth grade. Other enrollees, such as those in vocational schools and adults, must be at least sixteen years old and must have finished the ninth grade. Type A and B courses are identical in their goals and method of oper- ation except that related trade instruction in Type A courses is taught in separate classes apart from the shopwork, while in Type B classes it is pre- sented as a part of and incidental to the regular shopwork by the trade in- structor. In Type A and B programs, students receive one-half day of training in a specialized occupation for two consecutive school years. Type C classes may be organized for shorter periods of time. No attempt is made in Type C courses to prepare students for entry into the skilled trades or into occu- pations requiring a period of apprenticeship. Instead, they provide a brief period of intensive training which meets the specific requirements of a par- ticular job. In 1960, a total of 13,716 high school students and adults was enrolled in Type A, B, and C day preparatory programs. Of this number, approximately seven in ten were Type A and B students and the remainder was in Type C programs. Other Training Agencies Industrial plants are sometimes used as training agencies when the local school system is unable to provide adequate equipment and supplies. In such cases, however, the programs are under the control and supervision of local school officials. Part-time joint school-industry classes provide training for skilled or semi- skilled occupations. They are intended for students who obtain part of their instruction in vocational schools, comprehensive high schools, or day vo- cational schools for adults and who receive on-the-job training through part-time employment in an industrial occupation. Such students must be at least sixteen years old, must have completed the tenth grade, and finished at least one year of vocational shop training in the occupation in which they are employed. In lieu of the vocational shop training, however, they may have taken two years of industrial arts since the sixth grade. 24,000 M ALL DAY TRADE(IG SCHOOL) /// PART-TI1E TRADE PREP. & Dff TRADE(C) M AL lll! BUSINESS ESU. & OFFICE OCCUPATIONS 22,000 | ALL D TRADE(ABLT) 39,378eE ADULT TRADE EXTENSION 20,000 T 18,000 16,000 14,000 12,000 10,000 tooo 6000 4000 2000 1950 1951 1953 1955 1957"*** 1959 1960 "Business Education reported as a part of adult Distributive Education. Includes Part-Time Trade Preparatory whioh became Day Trade (Type C) in 1954. Formerly Part-Time General Continuation. Office Occupations and Business Education moved to Distributive & Cooperative Education. FIG. 13 ENROLLMET IN INDUSTRIAL EDUCATION BY TYPES OF COURSES IN SELECTED YEARS, 1950-1960. Comprehensive Enrollment Growth As shown in Fig. 13, enrollment in industrial education has varied consider- ably. Until 1956 vocational business education and office occupations were a part of industrial education. After that they were transferred to dis- tributive and cooperative education. Diversified cooperative training was also included in industrial education until 1956 after which it, too, was included in distributive and cooperative education. In 1950, the evening and part-time trade extension program enrolled over 13,000 adults while the preparatory program included approximately 8300 adults and over 1450 high school students. The general continuation program, consisting of vocational business education courses, contained nearly 4500 additional students. One year later the extension program had climbed to more than 23,100 for an increase of 77 per cent. The all-day and part-time trade preparatory program, however, declined 16 per cent, dropping to 8224 students. During the same period, general continuation enrollment increased by 28 per cent, almost reaching the 5700 level. By 1953, the number of extension students had soared to more than 30,250. Of this total, nearly half (46%) were taking business education courses. The preparatory program more than doubled its 1951 enrollment, registering over 16,750 students for an increase over 1950 of 72 per cent. General continuation enrollment rose to 8400, surpassing the 1950 total by 89 per cent. In 1955, the trade extension figure approached the 39,400 mark. Almost six in ten (57%) of the students were taking vocational business education courses and another one in ten was enrolled in apprenticeship training. The preparatory training program included 15,734 students while office occupations (formerly the general continuation program) enrolled 9479, for gains of 61 per cent and 114 per cent respectively over 1950. By 1957, vocational business education and office occupations had been trans- ferred to business, distributive and cooperative education, leaving evening trade extension training, including apprenticeship training, and Type A, B, and C trade preparatory courses in industrial education. A total of nearly 34,000 students was enrolled. Well over half (56%) were extension trainees and 17 per cent were apprentices. Of the 15,000 taking preparatory courses, three-fourths were in Type A and B programs and the balance was Type C trainees. The 1959 enrollment figure was approximately one-hundred under the 1957 total, but the relative distribution within the respective training programs remained quite similar. Approximately 57 per cent were in the evening extension pro- gram and 17 per cent were apprentices. Of the 14,615 enrolled in preparatory training, over six in ten (61%) were taking Type A or B courses. m 3 5Mo 7a00 u.uoS ugs MuMr. EVENING EXTENSION APPRENTICESHIP TYPE C H1IG SCHOOL TYPES A&B BUMLBT III I hUBSMAL ENCATION, 195MI1M Total enrollment in 1960 increased less than 1 per cent over that of the previ- ous year, reaching the 34,126 figure. Six in ten were taking trade extension courses and 16 per cent of all the trainees were apprentices. Over seven in ten (71%) of the 13,716 students enrolled in preparatory programs were in Type A and B schedules and the rest were taking Type C training. 100 so 90 80i 0 1950 1951 1953 *General Continuation and Business Cooperative Ednucation. 1955 1957 1959 1960 Education transferred to Business, Distributive and FIG. 14: PER CENT OF STUDENTS ENROLLED IN THE VARIOUS TYPES OF INDUSTRIAL EDUCATION PROGRAMS AND VOCATIONAL BUSINESS EDUCATION IN SELECTED YEARS, 1950-1960. Fig. 14 shows that the proportion of high school students enrolled in Type A and B preparatory training has risen steadily since 1955. The ratio of ap- prentices has remained relatively constant during the past four years while evening trade extension enrollments have increased somewhat. The number and proportion of Type C students rose in 1959 but declined again in 1960. Four in ten trainees in 1960 were enrolled in the preparatory program and six in ten in extension training. Ten years earlier the figures were 36 per cent and 48 per cent and in 1957 they were 44 per cent and 56 per cent respectively. Enrollment Growth and Student Distribution in Industrial Education However, a more accurate analysis of developments in industrial education is obtained when enrollment trends are considered apart from those of services which were once included but have since been transferred to another section. Fig. 15 shows that exclusively industrial education enrollment increased approximately 50 per cent between 1950 and 1960. From 1950 to 1951, it rose nearly one-fifth, and by 1953 it had climbed another 28 per cent. Since then it has remained relatively stable. 1953 1955 1959 1960 FIG. 151 PER CEIT OF INCREASE IN EMOLIMET IN INDUSTRIAL EICATION AND PROPORTIONS OF TOTAL RIPRESEITED BY PREPARATORY AND EITSION PROGRAMS IN SELECTED YEARS, 1950- 1960. In 1951, approximately seven in ten students were in apprenticeship or ex- tension classes and one-fourth were adults taking Type A and B preparatory training. The remainder were Type A and B high school students and Type C adult trainees. In 1953 and 1955, apprentices constituted approximately one- tenth of the total while extension students accounted for another 40 per cent. The proportion of high school enrollees almost doubled during the period, rising from 5 to 9 per cent, while the number of adult Type A and B students jumped from one-fifth to one-fourth of the total. Type C preparatory trainees accounted for one-fourth of the number in 1953, but for only 14 per cent in 1955. Between 1957 and 1960, the proportion of apprentices and extension students was relatively constant. Combined, they accounted for 56 to 60 per cent of the total enrollment. The ratio of high school Type A and B trainees rose slightly while adult Type A and B enrollment dropped one-third. Type C pre- paratory students accounted for one in ten of the total in 1957 and for 17 per cent in 1959. In 1960, however, the proportion dropped to slightly over one in ten once more. Number and Location of Programs Nearly two-thirds of the counties had industrial education programs in 1960. Over one-third (25) had both extension and preparatory programs, one-fourth (17) supported only extension programs, and one operated just a preparatory program. A total of 130 programs were being conducted in the forty-three counties. Fifty-four, or four in ten, were Type A and B or Type C preparatory programs and seventy-six were extension programs. All but two Atlantic coast counties had programs as did most of those on the peninsula and in the western part of the panhandle. However, approximately half the northern counties were without programs, the largest cluster being in the "Big Bend" area. Forty-two of the forty-three counties operated extension programs. Eighteen had both evening extension and apprenticeship training while twenty-two had only evening extension courses and two provided just apprenticeship training. Of the twenty-six counties having preparatory programs, twelve had Type A, B, and C programs. Twelve additional counties offered Type A and B training and two others only Type C programs. Selected Extension and Preparatory Courses Provided According to Table III, training is provided by twenty or more counties in each of the following occupations and vocational areas: electrical wireman, automotive mechanic, brick and stone masonry and tile setting, cost estimating, radio and television repair, commercial vehicle driver training, peace officers' training, cabinet making, commercial food trade occupations, and the needle trades, including dressmaking, tailoring, and machine operation. Type of Program Extension Preparatory Occupational Area Evening Trade Apprenticeship Day Trade A & B Day Trade C Total Number Com- Counties pleting Course No. of Counties No. of Counties No. of Counties No. of Counties Beauty Operator 5 10 2 17 1407 Brick & Stone Mason & Tile Setter 3 9 11 3 26 1032 Cabinet Maker 3 2 15 2 22 1283 Carpenter 8 16 5 29 20W2 Draftsman 7 9 2 18 904 Co rclal Vehicle Driver 24 24 3696 Electrician: Lineman 11 4 15 404 wireman 8 17 5 2 32 2321 Food Trade Worker (Commercial) 14 5 1 20 2571 Machinist 4 10 2 16 834 Mechanic & Repairman Air Cond. & Refrig. 2 7 4 2 15 956 Automotive 7 16 4 27 2939 Radio & Television 5 14 7 26 1696 Needle Trades (Dressmaker, Tailbr, Machine Operator) 3 9 8 20 1621 Plumber & Pipe Fitter 5 14 19 887 Policeman 23 23 2762 Printing Occqpations 6 1 8 15 392 t Sheet Metal Worker 5 10 4 19 951 S Welder 10 3 4 17 655 SCst Estimator 2 2 26 146 TABLE III W.' -' uM" V MIn FTERED IDMBEUIAL OCCUPATIONAL TRAINI3M AEASTIM OF MUM X A a r caO s wr nIN TRAIING, AMD .nU kfEIT co..s, .s - .,&cwzm MAC-.- PREPARATORY & EXTENSION PROGRAMS EXTENSION PROGRAMS ONLY PREPARATORY PROGRAMS ONLY COUNTIES WITH INDUSTRIAL EDUCATION PROGRAMS, 1959-1960 Commercial vehicle driver training and peace officers' training were the evening trade extension courses most generally provided by counties. These were followed by classes for commercial food trade workers, electrical line- men, and welders. The apprenticeship training areas supported by the greatest number included electrical wireman training, carpentry, plumbing and pipe fitting, sheet metal work, and brick and stone masonry and tile setting. The most common kinds of Type A and B training were automotive mechanics, cabinet making, radio and television repair, and brick and stone masonry and tile setting. Type C programs included primarily training in the needle trades and in radio and television servicing and repair. Commercial vehicle driver training and peace officers' training had the largest number of course completions. Other trade and service occupations with ap- proximately 1700 or more graduates included automotive mechanics, commercial food trades training, electrical wireman training, carpentry, and radio and television servicing and repair. Included among the occupations in which shortages were identified and having fewer than 1000 trainees last year were sheet metal work with 951, drafting with 904, machine shop work with 834, and diesel mechanics with 217. A shortage of upholsterers was indicated, but no training program for this vo- cation was in operation although some upholstery instruction may have been in- cluded in cabinet making. Unit Allocation Like student enrollment, the number of units allocated for industrial edu- cation has varied considerably during the decade. Until 1956, when the general continuation and business education programs were transferred to business, distributive and cooperative education, unit allotments rose steadily, climbing from 383 in 1950 to 577 in 1955 for an increase of 50 per cent. Much of this growth may be attributed to a steady rise in vocational business education enrollments although evening trade extension classes increased their numbers as well. Practical nursing education and technical education are also a part of industrial education. The units allotted to these instructional areas have simply been outlined in Fig. 16. Hence, the allocations shown refer primarily to the number of units used for trade training. In 1957, this figure was 417. In 1958 and 1959 it rose to 464 and 476 re- spectively, but declined to 446 in 1960. The drop, however, was more apparent than real. Total unit allocations have risen steadily since 1957, reaching a high of 520 in 1959 and 1960. The decrease in 1960 applied only to the number available for trade training. Because of the growth of practical nursing education and the expansion of technical education in 1959 and 1960, PRACTICAL NURSING & TECHNICAL EDUCATION 1950 1952 1954 1956 1958 1960 AO A- &- LW* AWOU LV LW" &a- AVW 1951 1953 1955 1957 1959 NWber of Units Granted for Industrial Per Cent of Increase In Unit Allooations fopr Z INneatiLo, bolumive of Praetleal dustrial Eduation, Raolusive of Praoti el n-ursi rling mand Teohbaeal Edoeatioa, 1950- and Toolemo ml Ednatlon, 1950-1960. FIG. 16 NIiBWER AND PER CET OF INCREASE IN UNITS ALLOCATED TO INlIDTRIAL EDUCATION, ECLUIVB OF PRACTICAL NURSING AND TCICAL EDUCATION, 1950-1960. fewer units were available for use in trade training. This situation was not improved by the "freeze" as Fig. 16 shows. Trade Education Clubs High school students enrolled in Type A and B day trade preparatory courses or in part-time cooperative classes providing training in trade or industrial occupations may become members of their local Trade Education clubs. TEC clubs are designed to accomplish the following purposes: (1) develop character, citizenship, scholarship, and competent leadership; (2) develop an under- standing of individual trade and industrial occupations; (3) strengthen the confidence of club members in themselves and stimulate respect for their chosen occupations; (4) develop an appreciation of the value of skill and technical knowledge; (5) emphasize the importance of general education in occupational training; (6) develop understanding in others of the importance LO *. VA ...- *ol *0:*. : : . I/ 4;!! A^^^^Au-:^ 891 6 of trade, industrial, and technical education; and (7) plan and participate in worthy civic projects designed to improve the school and community. There is no national federation of TEC clubs. However, a number of states, including Florida, have state organizations with which local clubs are en- couraged to affiliate. During the 1959-1960 school year, twelve clubs having 142 members were associated with the Federation of TEC Clubs of Florida. As industry develops in Florida, industrial education is helping to meet the present need for trained workers and is trying to anticipate future require- ments. Nearly two-thirds of the counties have trade preparatory or trade ex- tension programs, or both, providing training in a variety of crafts and related occupations for adults and high school students. Unit allocations have reflected program growth and the redistribution of services among the respective vocational sections. An increasingly large proportion of units, however, are being absorbed by expanding programs of practical nursing and technical education while trade training demands are also increasing. To promote further interest in industrial education among high school students, local TEC clubs have been organized which affiliate with a state federation designed to accomplish a similar purpose. VI. TECHNICAL EDUCATION UNDER THE NATIONAL DEFENSE EDUCATION ACT A 1959 survey of approximately forty types of industries, services, wholesale and retail trade establishments, governmental agencies, and military in- stallations in seventeen counties showed that the supply of technicians must more than double during the next three years if the projected requirements of these employing agencies are to be met. Electronic technicians were in greatest demand. Nearly 4400 were employed, but 3000 more were needed almost immediately. Additional shortages were identified in the areas of drafting technology, mechanical technology, electrical technology, construction technology, and aeronautical technology. Though a specific need existed for further chemical, agricultural, metal- lurgical, civil, and instrument technicians, the demand was not so pressing. However, it was believed that more than 900 additional civil engineering aides would be needed in 1961 and that the demand would continue to increase. Technical Education Under Title I of the George-Barden Act Technician training is also a part of industrial education. Until recently it was provided entirely under Title I of the George-Barden Act. The training, however, often consisted of relatively short courses including some related knowledge and involving a relatively low level of technical responsibility. Under Title I, 4260 technicians received such training between 1958 and 1960. Of this number, 1570, or slightly over one-third, were enrolled in Type A, B, or C preparatory programs. The remaining two-thirds were already employed and took extension courses to upgrade themselves in their vocations. Nearly half (46%) of the preparatory students and over half (53%) of the extension enrollees took electronics technician training courses, while approximately one-fourth (23%) of the preparatory trainees and 16 per cent of the extension students enrolled in communication technician classes such as telegraphy and radio and telephonic communications. Most of the remaining preparatory students were trained as air conditioning, engineering, laboratory, instrumentation, and oil and gas heating technicians. Extension courses were offered in con- struction, engineering, and design technology, and for laboratory technicians, cost estimators, highway engineering aides, and oil and gas heating technicians. Technician Training Under NDEA In 1958, the National Defense Education Act was passed. One purpose of the act was to provide more fully for the training of highly skilled technicians needed in defense and related industries and services. Two kinds of technician training are offered under its provisions. These are preparatory training lIt should be noted that Title VIII of the National Defense Education Act, which provides for the training of technicians, is identical with Title III of the George-Barden Act. and evening extension training. Type A and B preparatory programs include high school students who meet the same eligibility requirements and follow the same type of instructional pro- gram as pupils enrolled in other industrial education classes. Type C pre- paratory classes enroll post-high school students who meet the same age re- quirements and follow a training schedule similar to that established for Type C day trade preparatory classes. Extension training, on the other hand, is available for technicians who are already employed and who want additional instruction in areas related to their jobs. To qualify for training as highly skilled technicians, students are expected to furnish evidence of their ability to profit from the instruction. Such evidence usually consists of the results of appropriate interest and aptitude tests and previous school and employment records. At present, technical education is provided in regular, comprehensive, and technical high schools, in vocational schools, and in junior colleges. Type A, B, and C preparatory curricula are available in the following areas: Air Conditioning & Refrigeration Technology Instrument Control Technology Chemical Technology Mechanical Drafting & Design Technology Electrical Technology Mechanical Technology Electronic Communication Technology Production Engineering Industrial Electronics Technology The numerous extension courses offered in 1960 are included in the following classifications: Aerodynamics Industrial Materials and Processes Chemical Processes Machine Design Electrical Circuits Manufacturing Analysis Electronic Circuits Metal Processing Engineering Mathematics Production Planning and Control Estimating Preparatory and Extension Enrollments and Areas of Training In 1959, approximately 2650 students enrolled in preparatory and extension courses under NDEA. Six in ten of this number were preparatory students and the remainder were in extension classes. Over nine in ten of the preparatory students were post-high school, Type C enrollees. Fifty-six per cent of all preparatory students studied electronics and another 30 per cent enrolled in drafting classes. The balance, in equal proportions, took classes in electrical and chemical technology. Almost eight in ten (78%) of all extension trainees studied electronics while another 17 per cent were in electrical technology classes. The remaining 5 per cent took courses in photography and drafting. Hence, three in four of all trainees studied electronics or electricity, one in five emphasized drafting, and 4 per cent received training in chemical technology. WEPE MAL TYPE C Hh i EXTENSION | ma0O r U IrUfS iM RiLLED IN NDEA TEHICIUAN TAUIG PROGMS, Er Xns" OF PrGROMS, 1959-1960 In 1960, enrollment reached the 6000 mark with the students almost equally divided between preparatory (52%) and extension (48%) programs. Three in one hundred of the preparatory group were Type A and B trainees while ninety- seven in one-hundred were in post-high school programs. A total of 103 of the 108 gW PER CEN high school students ex- pected to become elec- -- tronic communications tech- T -M & PMA_ XMW nicians while 1064 of the -- iTYPE C PRWaIPUER Type C enrollees, or one- third of the total, were __40 also training for this vo- cation. Approximately three in ten were taking ao mechanical technician training classes and 0 nearly one in five (18%) C = IND PR=D uKa EL C OTn. was studying electronic ca T= NE 1XR nRn TE= or electrical technology. TEl TBE T22M A The remainder was en- n rolled in classes for A PEREPAIVAW mP MW NM L C~E AI __ production engineering technicians (8%), mechanical drafting and design technicians (7%), instrument control technicians (2%), and air conditioning and refrigeration technicians (1%). Eight in ten (79%) of the extension students were taking courses dealing " with electrical and electronic cir- cuits while another one in ten (9%) 0o was studying engineering mathematics. Five per cent were enrolled in pro- 40 duction planning and control classes and 3 per cent in machine design. 0 - The balance studied a variety of additional technical subjects. Counties Providing Training, and Unit .- N b E..B IP M N' *. Allocation Fifteen of Florida's sixty-seven counties include training for highly skilled technicians in their industrial education programs under pro- visions of the National Defense Education Act. Seven provide both preparatory and extension courses, four support only preparatory training and another four only extension training. Most programs are located in or adjacent to counties which are highly developed industrially, which include military installations, or which are centers of scientific and industrial research and experimentation. In 1959, a total of ten units was assigned for the training of technicians under NDEA, but by 1960 the figure had reached thirty-five. Lower level technician training has been a part of vocational industrial education in Florida for the past several years. However, only since 1958, with the passage of the National Defense Education Act, has extensive provision been made for the training of highly skilled technicians. Nearly six in ten (57%) of all NDEA preparatory students have taken courses in electronics, electrical, and electronic communications technology, while eight in ten (83%) of the extension enrollees have been studying electri- cal and electronic circuits and technology. Other technical areas emphasized are drafting and design technology, production engineering technology, and mechanical technology. IL PREPARATORY & EXTENSION PROGRAMS PREPARATORY PROGRAM ONLY EXTENSION PROGRAM ONLY COUNTIES PROVIDING TECHNICIAN TRAINING PROGRAMS UNDER NDEA, 1959-1960 VII. PRACTICAL NURSE EDUCATION As the population of Florida grows, increased nursing services are needed. Part of this need is being met by the graduate practical nurse. In addition to population growth, however, other factors have contributed to the growing importance of the vocation. Changes in the pattern of living, the popu- larity of hospitalization insurance, and advances in medical practice have resulted in a change in the role of the professional nurse. She is responsi- ble for all details of patient care and is called upon by medicine to assume many highly skilled and technical responsibilities. Therefore, she has had to shift some duties to the practical nurse, the person best qualified to assist her. Development of Practical Nursing Education in Florida In 1950, there were almost no graduate practical nurses in the state. Most training was provided by private commercial schools which could give class- room instruction but no hospital experience. By action of the 1951 state legislature, the State Board of Nursing became responsible for prescribing appropriate curricula and standards in practical nurse education. As a result, all private commercial schools were discontinued. Even before 1951, however, the shortage of institutional nurses had led to the establishment of three publicly-supported training programs. In 1951, the Kellogg Foundation began a three-year cooperative assistance program involving a number of southern states, including Florida. With the aid of Kellogg Foundation funds, five additional programs were established and the number of graduate practical nurses began to increase. This small group was supplemented by nearly 6000 others who had been licensed by waiver, by passing the licensing examination on the basis of experience, or by out-of-state endorsement. However, the proportion of LPN's per 100,000 population has been declining as people have retired from the occupation and the state has grown. In 1953, Florida had approximately 210 practical nurses for each 100,000 persons, while in 1955 the ratio was 197 to 100,000. These proportions, however, are based upon totals which include both the active and inactive group. When the ratio is based only upon active practical nurses, as in 1958, the proportion drops to 174 per 100,000. In 1955, the training programs of the state graduated 6.2 PN's for each 100,000 persons in the population. Two years later the proportion had dropped to 5.6 per 100,000, but by 1960 it had risen to 7.0 with the intro-' auction of new programs and larger numbers of graduates. However, the latter figure remains somewhat below the national ratio for 1958 and is considerably below that of the southern region which had 8.3 graduates per 100,000 in 1958. Most licensed practical nurses are employed in general hospitals, doctors' offices, nursing homes, and mental and tuberculosis hospitals although some engage in private duty nursing. The training of practical nurses is a part of the industrial education program. In 1950, three training centers were in operation, but the first students did not graduate until 1951. Six ad- ditional programs began in 1951 and three in 1952 and 1953, bringing the total in that year to twelve. In 1956 and 1957, five vere added and in 1960 the total was increased by four, raising the number to the present twenty-one. Kinds of Training Provided and Enrollment Growth Two types of training are provided, namely, preparatory training and ex- tension training. Basic competencies required of practical nurses are obtained In one-year preparatory programs. Evening trade extension courses offer additional upgrading training for practical nurses who have not bad formal preparation for nursing and who have been licensed by waiver. The courses vary In length from ten to forty hours and total approximately 200 hours for the complete series. ll m' "m 10W low 3m Im RUE *LI 30 m-Wm -M Enrollment in preparatory courses increased approximately 430 per cent be- tween 1951 and 1960. As shown in Fig. 17, it more than doubled between 1951 and 1952, rising from 105 students to 220. Since then it has continued to climb but at a more moderate pace, reaching a high of 558 in 1960. Pre- paratory training is also provided in other health occupations, but the enrollments are not included in Fig. 17 because they are not a part of practical nurse education. In 1958, for example, a total of 107 dental assistants and technicians received training, while in 1959 the figure rose to 170 and in 1960 it was 168. Extension enrollment has fluctuated considerably during the decade. In 1951, publicly-supported programs were new and only 151 active practical nurses (and nurses' aides) were enrolled. Because of the action of the 1951 legislature tightening practical nursing standards and because extension work in practical nursing was increasingly promoted by the State Department of Education, enrollment climbed to the 800 level during the next several years and reached the 1100 mark in 1955. However, these figures include enrollments in short-term courses for nurses' aides. Since 1956, the re- spective hospitals have been encouraged to provide their own on-the-job training for nurses' aides, a policy which was uniformly adopted in 1959. Since 1957, enrollment in practical nurse extension courses has tended to stabilize at a figure somewhat in excess of 400 students annually. Part of the enrollment decline from previous years is due to the elimination of nurses' aide training and part to the decreasing number of active PN's who have not taken refresher courses. At present, extension work is offered in many of the same counties annually. Hence, the same groups are benefiting from a variety of types of supplementary training while nurses in other counties are not being reached. Extent of Programs and Factors Hindering Expansion Sixteen counties, containing over three-fourths (77.2%) of the state's population, provided programs of practical nurse education in 1960. Half that number, with half (49.6%) of the population, had both preparatory and extension programs. Six of the remainder had only preparatory courses and two provided only extension training. Preparatory programs were available in counties containing two-thirds of the people and extension courses in those with over six in ten of the population. One of the difficulties involved in the further extension of practical nurse training opportunities is population distribution. Although three-fourths of the counties are without training facilities, they contain approximately one-fourth of the population. Hence, it is difficult in these counties to find hospitals which are conveniently located and which are large enough to provide adequate training facilities. EXTENSION & PREPARATORY PROGRAMS PREPARATORY PROGRAMS ONLY HlilllhlII EXTENSION PROGRAMS ONLY COUNTIES PROVIDING PRACTICAL NURSE EDUCATION, 1959-1960 *vIgS 61'' NO* N"I"N Ad" A At present, two training programs are being administered by junior colleges, but the courses do not carry college credit. Experiments are under way in two rural areas. In one, an itinerant teacher provides hospital instruction and supervision in two small hospitals. When the instructor is not present, students are under the supervision of a staff member of the respective hospitals. In the other, students affiliate with a large hospital in another city to gain experience not available in the smaller institution. Unit Allocation The number of units allocated to practical nurse education has, of course, increased as the program has grown. The greatest number have been allotted for preparatory training, but at least one each year has been used for the support of extension courses. In 1951, a total of four units was assigned. A year later the number had more than tripled, and in 1953 it reached fifteen. In 1954, a total of twenty was used and the figure had almost doubled by 1960 when thirty-nine were assigned. Publicly-supported programs of practical nurse education developed during the past decade. The three preparatory programs operating in 1950 have grown to twenty-one in fourteen counties containing two-thirds of the state's population. Preparatory enrollment is four times that of 1951 and extension courses are providing supplementary training for active licensed practical nurses, but population growth and retirement from the vocation are taxing the supply of licensed personnel. 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