STATE DEPARTMENT
OF EDUCATION
7^" 4sTv
S376' S 9 State Superintendent
37f.009759
F 636.4 TALLAHASSEE, FLORIDA
no.7oa,3
C.2
BULLETIN 70D-3
OCTOBER, 1966
BY THE
DIVISION OF
ADULT AND
VOCATIONAL
RESEARCH...
U.S. DEPARTMENT of
HEALTH, EDUCATION,
and WELFARE
0*
UNIVERSITY
OF FLORIDA
LIBRARIES
FOREWORD
Enclosed is a list of proposals approved and funded by the
Division of Adult and Vocational Research, U. S. Department of Health,
Education, and Welfare.
A majority of the projects were funded from appropriations
under Section 4(c) of the Vocational Education Act of 1963. Fourteen
of the projects were funded under other legislative authorities.
The project numbers are:
5-0096 5-8458
5-0112 5-1826
5-0116 5-8371
5-0145 5-8465
5-0152 6-8075
5-0157 6-8162
5-1312 6-8191
The following five types of projects were funded:
1. Research
2. Training
3. Experimental, development, and pilot
4. Research centers
5. Research Coordinating Units
Each project, according to stated objectives, has been assigned
a priority area from the following-list developed by the DAVR.
1. Program Evaluation
2. Curriculum Experimentation
3. Personal and Social Significance
of Work
4. Personnel Recruitment and Development
5. Program Organization and Administration
37 5. 0 7$5 Page 2
V4- -7o0-3
6. Adult and Continuing Education
7. Occupational Information and Career
Choice
8. Miscellaneous
The Division (DAVR) supports a broad spectrum of research
and development programs designed to help present and prospective
members of the labor force acquire the basic knowledge, skills, and
personal characteristics necessary to insure continuing and satisfying
working careers. The vocational research and development responsi-
bilities of the Division are focused on strengthening vocational educa-
tion capabilities at all levels below that of the baccalaureate degree.
Special emphasis is directed to the needs of young people from families
with low incomes who have academic, socioeconomic, or other handicaps
which prevent them from succeeding in regular vocational education
programs.
To carry out the purposes of the Division's research and develop-
ment program, DAVR has been organized into three branches: The
Employment Opportunities Branch, the Human Resources Branch, and the
Educational Resources Development Branch.
Project applications received by the DAVR are reviewed and
assigned one of the following classifications for disposition by the
appropriate branch.
EO- Employment Opportunities
HRD- Human Resources Development
ERD- Educational Resources Development
A complete statement of the nature of each branch proceeds the
project descriptions.
Each project description includes the following information:
1. Project number
2. Contract number
Page 3
3. Institution and principal investigators)
4. Title
5. Type
6. Priority area
7. Grant period
8. Total project duration (months)
9. Federal funds requested
If more detailed information is desired on projects listed,
please contact directly the project investigator. An examination
of the descriptions may indicate, for persons interested in research,
the scope of projects needing study and investigation in Vocational,
Technical, and Adult Education.
K. M. Eaddy
L. A. Sims
Page 4
EO- EMPLOYMENT OPPORTUNITIES
The Employment Opportunities Branch concentrates on those Division
programs which relate to economic and occupational informationneeded to plan,
administer, and evaluate programs of adult and vocational education, to facil-
itate students' career choices, and to ease transitions from school to work
and from job to job. Emphasis is given to improved techniques for communi-
cating such information to different age groups and to persons with varying
backgrounds, interests, and abilities. The Branch invites research which
examines the range and kind of available occupational opportunities, identi*
fies job or skill clusters to which adult and vocational education can be
directed, estimates future occupational supply and demand, and assesses the
personal and technical coppetenci'es and aptitudes required for successful
entrance and advancement in a constantly changing work situation. The Employ-
ment Opportunities Branch also stimulates comparative cost-benefit studies of
different methods for developing occupational skills-- institutional, mili-
tary, industrial, and on-the-job training. These studies should include an
analysis of employment and income effects, fiscal and administrative relation-
ships, and other social and economic factors affecting the character, extent,
1
and efficiency of public and private programs.
1
Information is taken from a revised draft of the Guidelines for the
Division of Adult and Vocational Research, U.S. Department of Health, Education,
and Welfare, Office of Education, Bureau of Research.
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HRD- HUMAN RESOURCES BRANCH
The Human Resources Branch focuses on the person preparing for or
involved in the world of work. The relationship between a student's back-
ground, his family, his abilities and aptitudes, his motivations and aspira-
tions, and his performance in school andcon the job should be considered
carefully. Similar factors must be weighed in terms of adult participation
in learning activities. Although emphasis is placed on basic research, de-
velopmental projects which will contribute to more effective educational pro-
grams for the noncollege bound student and for adults are invited. The efforts
of a variety of behavioral scientists, such as sociologists and psychologists,
as well as vocational educators and adult educators, must be utilized in
1
studying human resources development.
1
Information is taken from a revised draft of the Guidelines for the
Division of Adult and Vocational Research, U.S. Department of Health, Education,
and Welfare, Office of Education, Bureau of Research.
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ERD- EDUCATIONAL RESOURCES DEVELOPMENT
The EdAcational Resources Development Branch concerns itself with the
improvement of existing vocational programs and the development of new
programs and the personnel to run them. This Branch stresses research, ex-
perimental, developmental, and pilot programs and evaluates their success ini
the fields of curriculum development, instructional media and methods, organi-
zation, administration, teacher education, and facilities. The identification,
selection, and preparation of administrative and research personnel needed to
plan and conduct the programs are also emphasized.1
Information is taken from a revised draft of the Guidelines for the
Division of Adult and Vocational Research, U.S. Department of Health, Education,
and Welfare, Office of Education, Bureau of Research.
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