Assessing Vocational Education Research and Development (1976) / Chapter Skim
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5 Administration of the Vocational Education R&D Program
5 Administration of the Vocational Education R&D Program
Pages 44-82
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From page 44... ...
Office of Education, the two national R&D centers, the National Advisory Council on Vocational Education, USOE regional offices, the National Network for Curriculum Coordination in Vocational and Technical Education, state education agencies, state research coordinating units (RCUS) , and State Advisory Councils.
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From page 45... ...
and Welfare plays the major role in the administration of the vocational education R&D program. It is responsible for overall planning, including coordination of Part I and of the federal shares of Parts C and D, and for setting priorities.
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From page 46... ...
Division of Comprehensive and Vocational Research 1969-1971: National Center for Educational Research and Development Division of Comprehensive and Vocational Research and Bureau of Adult, Vocational and Technical Education Division of Vocational and Technical Education 1972-1973 Bureau of Adult, Vocational and Technical Education Division of Vocational and Technical Education 19.74 1975t Bureau of Occupational and Adult Education Division of Vocational Education Research Bureau of Occupational and Adult Education Division of Research and Demonstration _ * This change is mostly a change in the title of a group.
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From page 47... ...
ES '70 (Educational System for the 70's) and career education are notable examples of attempts to initiate long-range planning, and both are also examples of the use of vocational education research funds for purposes that extend well beyond the goals of the authorizing legislation.
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From page 48... ...
In addition, in fiscal 1972 and 1973, Parts C, D, and I were all oriented towards research, development, and demonstrations that would increase the knowledge base for career education. There is no evidence that a national dialogue for planning involving a representative segment of the vocational education community or its RED sub-community occurred during the years 1964 to 1974.
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From page 49... ...
In fiscal 1972 and 1973 at the direction of Commissioner Marland, the Deputy Commissioner specified that vocational monies were to be spent for career education; thus he redirected money that could have been used to support program categories that were more specifically implied by the vocational education legislation. The identification of particular priorities is partly dependent on the composition of the ad hoc groups that are convened during Phase I
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From page 50... ...
Stronger and continuing national leadership in policy development is needed. Awarding Grants and Contracts Announcements The availability of funds and priorities for the federal halves of Parts C and D are announced in the Federal Register, which is sent to all state departments of education, RCUS, and others and is available nationally.
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From page 51... ...
These often are not peer reviews (reviews by other vocational education researchers) like those often used in social science, physical science, and medical research.
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From page 53... ...
In fiscal 1972 and 1973, all federal share Part C funds went to SEAS to support career education and experimental, developmental, and demonstration projects. Since the state half of Part C funds is awarded directly to SEAS, there has been extensive state control over research funds; in fiscal 1972 and fiscal 1973, SEAS received all Part C funds.
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From page 54... ...
Private organizations, individuals, state departments other than education, unknown or unclassifiable agencies. Part D Because of the nature of the Part D program, the majority of the grants are made to local education agencies.
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From page 55... ...
TABLE 8 Section 4 (c) and Federal Share Part C Project Directors by Sex Fiscal Year Males Females Total N Section 4 (c)
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From page 56... ...
(In fiscal 1972 and 1973, career education projects funded under Part C were required to have third-party evaluations.) Instead, USOE has awarded contracts to three groups- Development Associates, Inc., Project Baseline, and this Committee to perform post hoc evaluations of the Parts C, D, and I programs.
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From page 57... ...
However, USOE does not routinely require that researchers and developers carefully consider the appropriate means of disseminating the results of R&D efforts before a project is completed. (The National Network for Curriculum Coordination and the state RCUS were established partly to aid in dissemination of R&D projects.
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From page 58... ...
to inform constituency groups of issues that may affect vocational education; (2) to assist federal agencies in working with others in policy development; and (3)
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From page 59... ...
One is the ERIC Clearinghouse in Career Education (ERIC/CICE) , supported by Central ERIC at NIE; the other is AIM/ARM, supported by USOE.
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From page 60... ...
Central ERIC had drastically curtailed information analysis at clearinghouses and discontinued support for local clearinghouse collections. ERIC/CICE has not developed a comprehensive information resource system for vocational education even though it has received increased funding from NIE in recent years.
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From page 61... ...
In addition to the bimonthly publication, AIM/ARM products include (Magisos 1975~: Annual indexes to AIM/ARM Computer search tapes, including summaries of at least 16,000 documents. Microfiche of research documents and products Information searches for the sponsor Interpretative papers Consultation with affiliates in the linked information dissemination network Repackaged indexes to instructional materials Pilot testing of state information dissemination services Training workshops for information specialists Development of a guide to operating information dissemination systems and a guide to existent information resources User training and development of user training materials.
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From page 62... ...
· Curriculum needs, as a basis for planning: to establish and maintain a system for determining curriculum needs in vocational-technical education and reporting conclusions to the field. ~ Coordination: to coordinate activities in curriculum development dissemination and utilization with the aim of avoiding unwarranted duplication, enhancing quality of effort, increasing the transportability of curriculum materials, and improving the acceptance and use of curriculum materials.
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From page 63... ...
STATE ORGANIZATIONS On the state level, institutions involved in the vocational education R&D program are concerned primarily with the states' share of Parts C and D funds. These institutions are the SEAS (which may be called state education agencies or state departments of education)
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From page 64... ...
In some states, the RCUS play a large part in conducting research; in other states, research funds are awarded to individuals, local education agencies, and other organizations that conduct Part C research. In addition, RCUS have the potential to form a national network and link the national, state, and local levels of the R&D program.
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From page 65... ...
In all but one of the ten states visited, final reports are required of every project and some of these reports are eventually included in the ERIC dissemination system. Most of the RCUS have ERIC collections with computer retrieval systems, and microfiche is available upon request.
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From page 66... ...
The plans are submitted to USOE and must be approved before a state can receive any money under the 1968 Amendments. In addition to their involvement with the states' share of Parts C and D, state departments of vocational education review and approve proposals from local education agencies for federal Part C awards.
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From page 67... ...
Functioning autonomously, the councils are responsible for evaluating the effectiveness of state and local vocational education programs in terms of the goals and objectives outlined in the state plans. Recommendations for change resulting from state evaluations, contained in annual evaluation reports, are sent to the National Advisory Council on Vocational Education, USOE, the particular state board of vocational education, and other state agencies.
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From page 68... ...
68 ASSESSING VOCATIONAL EDUCATION RESEARCH AND DEVELOPMENT and on-going work to avoid duplication and to benefit by existent knowledge. Among these groups the need is for collection and processing of materials accessible and available on a continuing stable basis.
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From page 69... ...
Unexpected results from demonstration and curriculum development should be further studied by researchers. Results from research, development, and demonstration projects should be considered in setting priorities for R&D and should be used in the training of vocational education personnel.
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From page 70... ...
Recommendation The Committee recommends to Congress, the Secretary of HEW, and the Commissioner of Education that the research, demonstration, and curriculum development parts of the vocational education R&D program (Parts C, D, and I) continue to be administratively located within the Bureau of Occupational and Adult Education in USOE in order to help ensure stability of planning and to facilitate coordination of research with program operations.
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From page 71... ...
In many states there appears to be no formal procedure for setting priorities. Recommendation A systematic, open, cumulative, and data-based process should be initiated by the Commissioner of Education for identifying national priorities for vocational education R&D and by the state directors of vocational education for identifying state priorities.
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From page 72... ...
Only a few states follow procurement policies that permit open competition in response to state priorities determined through open procedures. Recommendation A broad mix of announcements and funding procedures should be used by the Commissioner of Education and the state directors of vocational education.
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From page 73... ...
All REPS and announcements of research opportunities should state that women and minorities as well as others are encouraged to apply. In addition, for the purpose of ascertaining trends in the participation of various population subgroups in vocational education research activities, the Commissioner and the state directors should keep annual status reports on the percentage of R&D project directors who are members of various population subgroups.
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From page 74... ...
1 J ~ Rae ~ ~ =~- 1tl~l1CL~lll~llt 1lllullllatlon systems ~ 1 1 1 ~ _ _ snoula also be encouraged by state directors of vocational education. An important function of a management information system for R&D would be to provide a systematic means for collecting information on the needs of vocational educators.
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From page 75... ...
Curriculum Centers Conclusion The National Network for Curriculum Coordination in Vocational and Technical Education funded by Part I has received less than adequate federal financial support for its intended activities. It is a regional effort, but the only regional financial support that is available comes through voluntary cooperation of groups of states; in only rare instances have groups of states contributed the necessary finances.
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From page 76... ...
improving techniques for curriculum development, and (6) discouraging unnecessary duplication in curriculum development.
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From page 77... ...
However, the development of a comprehensive information resource system linked to a dissemination network has not received adequate support from Central ERIC. The work of ERIC/CICE and MM/A~ have not been sufficiently integrated and, taken together, have only partly met the needs of vocational education personnel.
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From page 78... ...
The vocational education information resource system should cooperate with Central ERIC, ERIC contractors, other information systems, and the vocational education community to overcome the persistent technical problems related to copyrighted, nonprint, and poor print materials. Some provision should also be made for establishing a system for maintaining and disseminating audiovisual materials.
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From page 79... ...
Periodically, selected SEAS, local education agencies, universities, or professional organizations should be funded to demonstrate dissemination strategies, to assist with dissemination and utilization of specific products, and to conduct research on dissemination and utilization. User training programs involving R&D personnel, administrators, and educators designed to improve the flow of information from the resource system to the practice community should be conducted.
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