Bulletin 70E-9

*. iL. Leeman
State Dept. of Education
201 Knott Building
Tallahassee, Florida

ANNUAL DESCRIPTIVE REPORT OF THE
FLORIDA STATE BOARD FOR
VOCATIONAL EDUCATION
JULY 1, 1963 JUNE 30, 1964

Division of Vocational, Technical, and Adult Education
THE STATE DEPARTMENT OF EDUCATION
Thomas D. Bailey, Superintendent
Tallahassee, Florida

August, 1964

VOCATIONAL AND TECHNICAL EDUCATION

Bulletin 70E-9

August, 1964

ANNUAL DESCRIPTIVE REPORT

OF

THE FLORIDA

STATE BOARD FOR VOCATIONAL EDUCATION

JULY 1, 1963 JUNE 30, 1964

STATE BOARD FOR VOCATIONAL EDUCATION

Hon. Farris Bryant, Governor, President of the Board

Hon. Tom Adams, Secretary of State

Hon. James Kynes, Attorney General

Hon. J. Edwin Larson, State Treasurer

Hon. Thomas D. Bailey, State Superintendent of Public Instruction,
Secretary, and Executive Officer of the Board

3/ &dC 7 7 ?

,.*/c J 2

STATE OF FLORIDA

DEPARTMENT OF EDUCATION
'HOMAS D. BAILEY TALLAHASS E E
SUPERINTENDENT
August, 1964

Honorable Thomas D. Bailey
Executive Officer
State Board for Vocational Education
Tallahassee, Florida

Dear Superintendent Bailey:

Attached is the Annual Descriptive Report of the Florida State
Board for Vocational Education for the period beginning July 1,
1963, and ending June 30, 1964.

This bulletin, submitted for approval and transmittal to the
United States Office of Education, highlights the activities
of the vocational services as requested by the Assistant
Commissioner for Vocational Education, Office of Education,
United States Department of Health, Education, and Welfare,
Washington, D. C.

The first section of the composite report covers the activities
of the State Director's Office in administering and directing
the state programs of vocational and technical education.
Section two reviews the status of the respective programs and
describes significant developments of the year. Also included
is the financial and statistical report.

Respectfully submitted,

Walter kR. Williams, Jr., Dire or
Vocational, Technical, and Ad t
Education

WRW:R

Enclosure

BETTER SCHOOLS BUILD
A STRONGER AMERICA

ANNUAL DESCRIPTIVE REPORT OF THE FLORIDA STATE
BOARD FOR VOCATIONAL EDUCATION

June 30, 1964

STATE ADMINISTRATION AND DIRECTION OF
PROGRAMS OF VOCATIONAL AND TECHNICAL EDUCATION

SECTION I

Thomas D. Bailey, Executive Officer and Secretary
Walter R. Williams, Jr., State Director

STATE ADMINISTRATION AND DIRECTION OF PROGRAMS OF VOCATIONAL
AND TECHNICAL EDUCATION

A. Program Objectives

The following major goals were established for achievement during the past fis-
cal year by the Division of Vocational, Technical, and Adult Education:

1. Cooperation in the comprehensive state-wide study of vocational-technical
education being conducted to determine the adequacy of current training pro-
grams and facilities and the costs and innovations required to meet projected
needs

2. Continued studies of local programs of vocational and technical education
and emphasis upon local initiative in data collection and program evaluation

3. Expansion of training opportunities and programs under the Manpower Develop-
ment and Training Act

4. Development and adoption of a common format permitting uniform pupil and
financial reporting and accounting by the respective vocational and technical
education services and electronic processing of data

5. Employment of a teacher trainer for technical education, and continued de-
centralization in the vocational education teacher-training program.

In November, 1963, the voters of Florida approved a proposed amendment to
article XII of the State Constitution providing for the issuance and sale of
revenue certificates to finance construction of higher education and junior
college facilities and facilities needed to improve and extend vocational and
technical education services in the state.

To find answers to certain basic questions concerning current and projected pro-
gram needs, the State Cabinet, serving as the State Board of Education, employed
the private research firm Associated Consultants in Education, Inc., to conduct
a comprehensive study of vocational and technical education in the state.
Dr. Doak S. Campbell, former president of Florida State University and a member
of the firm, was chosen to direct the study.

In general, the purposes of the survey as established by the study director and
approved by the State Board of Education and the study advisory committee are
as follows:

(1) To review and analyze present programs and facilities for vocational-
technical education at all instructional levels, and to determine their
adequacy for meeting present and potential educational and training
needs

(2) To study the pattern of relationships of the various public educational
agencies and institutions offering vocational-technical education at
the respective instructional levels

(3) To analyze the occupational structure of the state for purposes of de-
termining current and prospective employment needs and opportunities

(4) To analyze population concentration and distribution in the state by
age, income, and mobility, and the implications of these character-
istics for the possible location of facilities for vocational-technical
education

(5) To analyze the student guidance program with particular reference to
provisions for vocational guidance for in-school youth, out-of-school
youth, and adults

(6) To project an over-all, state-wide program of vocational-technical edu-
cation appropriate to the present and prospective needs of Florida.

A full report of the results of the study, together with recommendations,
is to be presented for approval and adoption to the Governor and the State
Board no later than December 15 of this year. This report is to contain the
details of a state-wide plan, including the nature of programs, criteria for
the location of facilities, cost estimates for financing the program, and
recommendations concerning needed legislation.

A study of vocational and related education in Polk County by divisional
staff members of the State Department of Education included suggestions and
recommendations for revisions in the administrative structure and program
offerings to help the county meet issues and challenges which it is confront-
ing. Assistance was also provided to Orange County in conducting a local
survey of employment needs and opportunities to validate existing course
offerings and determine if new training areas are needed.

A booklet, Fact Finding in Vocational Education, was developed to help local
school personnel in organizing and conducting community occupational surveys.
Copies have been distributed throughout the state and to other states and
foreign countries as well

Training projects ranging in length from two weeks to one year were approved
for eight metropolitan counties during the past fiscal year under the Man-
power Development and Training Act. Entry or upgrading training was provided
in 16 occupational fields, exclusive of special youth projects, but most was
concentrated in the clerical field, automotive mechanics, auto service
station attendant training, and cookery. Training opportunities were pro-
vided for 2611 persons, 740 of whom were in special youth projects in Miami
and Tampa.

A common format has been developed permitting uniform financial and student
reporting using electronic data processing procedures. In addition, a form
has been standardized for local use in requesting units from any division
of the State Department of Education for supporting eleventh and twelfth
month programs.

A teacher trainer was appointed to the staff of the University of Florida
(Gainesville) to develop the training program for potential and inservice
technical education teachers. This continues the policy of decentralizing
teacher training in the respective vocational and technical education
services. Approved preservice teacher training in Home Economics and Indus-
trial Education, for example, is provided by Florida State University. The
University of Florida prepares teachers of Vocational Agriculture and will
provide the professional education courses required for certification of
Technical Education teachers in addition to updated content courses which
they may need to secure employment. The University of South Florida (Tampa)
is responsible for teacher training in Distributive Education. It is also
anticipated that preservice teacher training in Vocational Business will be
offered at Florida Atlantic University (Boca Raton) beginning in the 1965-
66 fiscal year. Preservice training for Negro teachers of Home Economics,
Industrial Education, and Vocational Agriculture is offered on the campus
of Florida A & M University (Tallahassee).

Numerous program goals of the respective vocational-technical services were
realized. An effective leadership-training program in vocational agriculture
is being conducted jointly through classroom experiences and FFA and NFA
activities. Pilot programs in placement for farm experience operated in
several counties. It is anticipated that more will be added to give youth
with limited facilities the practical experience needed for gainful
employment.

A pilot preparatory program in distributive education is being offered in
the predominantly Negro schools of Jacksonville this summer. Students will
spend a total of 180 hours with a qualified instructor and will enter co-
operative programs during the coming school year. The two experimental
junior high school programs were very successful and another will be added
next year. Four junior colleges added mid-management programs in distri-
butive education with five more to be introduced next year.

In home economics education, a resource unit in Housing was cooperatively
developed and evaluated through classroom use. It is currently being re-
fined preparatory to developing a teaching guide. Planning is also in
progress for the joint preparation and testing of curricular materials in
Child Development.

A state-wide survey of the need for technicians in Florida industries was
completed during the year. More than 1800 industrial firms employing 10
or more workers participated in the study, identifying a need for over
8,000 additional technical personnel by 1967 in the various technician em-
ployment categories. This information will be used in assessing current
programs and in projecting program emphases.

The addition of a staff member as Curriculum Specialist for Practical Nurse
Education has greatly improved the inservice teacher-training program in
the practical nurse phase of Health Occupations Education. This person
works locally with teachers in all phases of curriculum planning and de-
velopment. She will also teach summer session courses, furnishing a
service which could be provided in no other way.

B. Program Development

1. Impact of Program Upon Socioeconomic and Other Conditions

Reference was made above to the survey of current and projected employment
need for technicians and the use to be made of the data in planning further
program development. Plans are also being made in industrial education to
revise certain courses such as radio and television servicing, watchmaking,
and aircraft mechanics. More emphasis is to be placed upon mechanical and
machine drafting, and more training in air conditioning and refrigeration
will be provided.

Distributive education is continuing its major contribution in meeting the
socioeconomic needs of the state's citizens. For example, since 1950 the
proportion of sales workers in Florida's labor force has jumped 73 percent.
This rate is approximately three times the national average. Further, more
men in the state are employed in selling than in any other single job or
occupation. The proportion is approximately one in six of the total male
labor force. Training opportunities provided in high school, post-high
school, and adult programs in distribution are also being supplemented by
classes offered under provisions of the MDTA program.

Employment opportunities for Negroes in distributive occupations continued
to grow. To improve the handling of placements, a three-week workshop was
conducted this summer on the campus of Florida A & M University for coordi-
nators in predominantly Negro schools. A total of 28 participated in planning
a comprehensive program of inservice training. It is anticipated that three
new programs will be introduced in predominantly Negro high schools during
the coming year.

At the time of the last business census in Florida, approximately 15,000
retail businesses were selling products principally from agriculture and
forestry. In addition, approximately 375,000 people were employed in farm-
ing or agribusiness, accounting for about 40 percent of the state's total
employment. Although it is not anticipated that agribusiness programs will
be introduced during the 1964-65 school year, planning will continue in
combining the technologies of agriculture and distribution to make them
available to youth and adults at the opening of the 1965 school term.

2. Effects of State Legislation Upon the Respective Vocational Programs

The State Legislature did not meet during the past fiscal year. In the last
regular session, however, funds appropriated for the respective vocational
services during the current biennium were approximately equal to those of
the last biennium except for an increase for vocational agriculture and a
"freeze" during the second year of the biennium on distributive, coopera-
tive, and business education units. The "freeze" limits state support for
that service during the 1964-65 fiscal year to the amount allocated for
1963-64. Any program expansion in distributive, cooperative, and business
education during the coming fiscal year, therefore, will be supported en-
tirely with local funds.

3. Developing a Total Manpower Approach Relating Vocational Education to Total
Community Needs

Relating the respective vocational services to community manpower needs has
been accomplished locally by some communities. For example, surveys of man-
power needs were made in Polk and Orange counties in efforts to validate
current offerings and identify new directions for program development. In
addition, the State Employment Service has continued to supply local infor-
mation emphasizing the need for training workers in distributive occupations.
Employment service personnel have also worked closely with divisional repre-
sentatives in identifying employment opportunities and in establishing needed
training programs of varying duration under MDTA.

As part of the study of vocational-technical education, the head of the
Bureau of Economic and Business Research of the University of Florida has
been requested by the State Employment Service to develop and submit to
Washington for approval and joint funding by the Office of Manpower, Auto-
mation, and Training; the Bureau of Employment Security; and the Department
of Health, Education, and Welfare; a pilot project designed to provide con-
tinuing information on state-wide employment trends and needs in a number
of selected occupations. It is hoped that the project will furnish guide-
lines and experience of value in establishing a much more comprehensive
state-wide inventory of employment needs and opportunities on a continuing
basis in a much larger number of occupations. It is anticipated, as well,
that this information will be collected and updated periodically by counties
so that vocational-technical education personnel will have a ready reference
to the current status of the labor market and to portents of change. It is
hoped that, once established, such an inventory will prove a valuable tool in
adjusting courses and programs to changing needs. But without the support of
Morse-Perkins funds, it is feared that the mechanism cannot be established or
maintained.

Even if established, however, an employment inventory will not eliminate the
need for intensive continuing local study of county and regional labor markets
in specific occupational fields to guide in local and multi-county program
planning.

4. Expansion of Vocational Preparatory Programs

High school preparatory programs increased in number during the past year.
In vocational agriculture, for example, eight new departments were opened,
bringing the total for the state to 212. In home economics, a total of 18
new junior and senior high school vocational programs were established.
Seven new high school cooperative education programs were also introduced,
contributing to the one-third jump in secondary distributive education
enrollments.

Increased interest in high school industrial education preparatory programs
was demonstrated by the establishment of new courses in air conditioning
and refrigeration, automotive mechanics, commercial art, cosmetology, draft-
ing, electronics, gasoline engine mechanics, machine shop, printing, ..

and television service, and sheet metal work. In numbers, secondary enroll-
ments climbed from 5851 to 7682 during the past fiscal year, an increase of
nearly one-third.

Among the post-secondary preparatory training programs in industrial educa-
tion showing considerable enrollment growth were air conditioning and
refrigeration, aviation mechanics, cosmetology, Diesel mechanics, drafting,
garment making, machine shop, and upholstery. Type C programs, on the other
hand, declined slightly, probably reflecting the influence of MDTA programs.
Two new practical nursing preparatory programs were introduced as was a
surgical technician program, while an institutional nurse's aide program
was operated under MDTA.

Enrollment capacity in the two new technical education centers was reached
during the first month of operation, resulting in plans for expanding these
facilities during the coming year. Adult preparatory and supplementary en-
rollments in distributive education climbed approximately 45 percent, while
home economics courses for adults were introduced in seven counties.

Constant effort is being made to relate high school preparatory programs
as closely as possible to the regular academic high school program.
Vocational survey reports, for example, continue to emphasize that voca-
tional offerings do not constitute distinct curricula. Instead, they
broaden and enrich educational opportunities for high school youth.

Without experimentation, however, preparatory programs may become rigid and
fall short of meeting training needs. To avoid this danger, pilot programs
are conducted to try out new ways of extending vocational services.

In vocational agriculture, for example, experimentation is continuing with
the use of new training agencies in providing diverse occupational experi-
ences for students with limited farming facilities. An experimental program
to aid in determining the extent to which instruction in electronic data
processing should be offered in the high school is being conducted jointly
by Miami Central High School and Miami-Dade Junior College. In distributive
education, a successful retailing program for high school dropouts was
established in Orlando. It is also planned to organize a program in service
station management for dropouts during the coming year.

Additional staff, however, will be necessary to meet certain other pressing
preparatory training needs. Efforts are being made to identify occupations
in which home economics skills and knowledge are needed for gainful employ-
ment. There is need to determine job requirements in agribusiness and
agriculturally-related occupations. Responsibilities of many technicians
and other industrial and service workers are changing rapidly. In develop-
ing realistic training programs, training need must be established, job
responsibilities determined, and current instructional material prepared.
This will be most satisfactorily accomplished by qualified specialists who
can obtain the needed information and also supervise others in acquiring,
developing, and using it.

5. Enrollment Status of the Respective Vocational Programs

Total vocational enrollments showed a net growth of 34,700 students, an in-
crease of 22.8 percent over the preceding year. There was almost no change
in the number of vocational agriculture students, but enrollment in home
economics rose by more than 17,000.

High school enrollments in technical education declined, but jumped markedly
in post-high school preparatory and supplementary programs. Enrollment grew
in all phases of industrial education except for Type C preparatory training,
the net gain registering an increase of almost 19 percent over last year.
Enrollment in high school and adult programs of distributive education also
showed pronounced growth, while practical nursing and health related occu-
pations recorded modest gains.

C. Plans for Fiscal Year 1965

1. Effect of Proposed Plans Upon Vocational Education in the State

The direction which vocational education in the state will take during the
next several years will largely depend upon recommendations of the study
committee and implementing legislation.

It is anticipated that an area structure will be recommended to meet the
vocational-technical education needs of youth and adults, particularly in
less densely-populated counties offering only marginal training opportunities.
Many of these counties have declining populations because employment oppor-
tunities are restricted. Yet, they contain a high proportion of non-
productive youth of school age who need a variety of educational opportunities
which the counties cannot afford to provide. Recommendations concerning ways
of meeting this need and of financing expansion of vocational-technical edu-
cational opportunities are two of the major challenges confronting the
committee and the legislature.

2. Anticipated Changes in the Program of Study

Planning is in progress in industrial education to revise a number of courses
to better reflect new industrial developments, current manpower needs, and
the varied industrial training requirements of youth and adults. It is also
anticipated that a graduate program in distributive education will be estab-
lished at the University of South Florida and that several high schools will
introduce pre-employment preparatory distributive education classes during
the year.

In home economics, experimental units in Child Development are to be pre-
pared, while emphasis is to be placed upon the need for training in a variety
of agricultural occupations at all levels of the vocational agriculture
program.

With the appointment of a teacher trainer in technical education to the
staff of the University of Florida, professional courses for inservice

personnel will be offered at various centers each trimester. In addition,
results of the survey on the need for technicians will be used in assessing
current technician-training programs and in revising program emphases.

3. Evaluative Studies to be Undertaken

The state-wide study of vocational-technical education will be completed no
later than December 15 of the coming year. At that time the final report
will be presented to the Governor and State Board of Education for adoption
and implementation. The report will also be presented to various legislative
committees concerned with vocational-technical education. It will be used
in revising existing legislation affecting vocational education and in de-
veloping new legislation needed to implement approved recommendations.

A study of vocational and related education in Palm Beach County is to be
made at the request of the County Superintendent. Originally scheduled for
the past year, this survey was delayed by a combination of unforseen circum-
stances. However, existing programs are to be reviewed to identify outstand-
ing strengths and deficiencies, and recommendations will be made to assist
county school authorities in adjusting the program and operational structure
to changing training needs and manpower requirements.

Other county or multi-county evaluative studies will be made if this service
is requested, and assistance will also be given in conducting local occu-
pational surveys.

4. Placement Studies

The annual follow-up survey of graduates of All-Day vocational agriculture
programs will again be carried on. It is also anticipated that a modified
study of cooperative education graduates will be conducted.

D. Additional Significant Information

1. Some Effects of Vocational Education Upon the Employment of Minority Groups

Increasing employment opportunities for Negroes favorably affected job
placement in distributive education, approximately one-third of the Negro
students in these programs being placed in distributive jobs. Three new
programs in predominantly Negro high schools are to be opened during the
current year. The recent workshop for inservice Negro coordinators was
designed to improve the handling of job placements as well as to assist in
other areas of program organization.

2. Contribution of Vocational Education to the Alleviation of Persistent
Unemployment

Courses providing training opportunities for over 2600 persons were estab-
lished under the Manpower Development and Training Program in eight
metropolitan counties. Classes were organized leading to employment as
clerical workers and business machine operators, assemblers, sales

personnel, nurses' aides, automotive mechanics, cooks, alterationists and
seamstresses, appliance servicemen, and waiters and waitresses, among others.
All of the trainees, ranging in age from 16 to approximately 65, were un-
employed, and an estimated 75 percent obtained jobs upon completing their
training.

3. Vocational Activities of Aid to Low Income Groups

Training opportunities in vocational education are available to persons of
any economic level wishing to take advantage of them. It is recognized,
however, that social-psychological barriers frequently combine with frus-
tration and apathy, lack of information, and educational deficiencies to
deter many individuals with low incomes from entering existing training
programs.

The Assistant Director of Vocational Agriculture is a member of the steering
committee of the Rural Areas Development program. Many agriculture teachers
are also members of local rural development advisory committees. It appears
that one of the greatest needs in depressed rural areas continues to be an
intensive study to determine current farm employment demands and off-the-
farm agriculturally-related job opportunities together with the educational
requirements of each.

4. Vocational Program Developments in Junior Colleges

Programs in mid-management training were introduced during the year at the
following junior colleges: Gulf Coast (Panama City), Brevard (Cocoa),
Edison (Ft. Myers), and Palm Beach (West Palm Beach). In addition to these
two-year programs, it is anticipated that adult offerings in the distributive
field will be expanded as a part of the total junior college program.

Post-high school vocational agriculture curricula have been developed for the
Polk County Junior College. Among the areas in which course sequences will
be offered are terminal vocational agriculture and training for agriculturally-
related occupations and agricultural technicians.

A data processing preparatory curriculum was introduced in Brevard, Broward
County, Palm Beach, and St. John's River junior colleges, while air condi-
tioning and refrigeration began at Brevard and Miami-Dade junior colleges.
Central Florida and Indian River junior colleges started electronic tech-
nician programs, and Manatee Junior College and Pensacola Junior College
introduced industrial management training. In addition, programs for train-
ing mathematics aides, and drafting and design technicians were started at
Gulf Coast Junior College, Architectural Technology and Graphic Arts and
Science began at Miami-Dade Junior College, and instrumentation at Pensacola
Junior College.

5. Area Vocational and Technical School Developments

Progress in the development of area vocational-technical centers was de-
scribed above together with some of the problems confronting the st::1
committee.

Technical education enrollments at the Mid-Florida Technical Institute
(Orlando) and the Pinellas County Technical Institute (St. Petersburg) have
reached maximum capacity; plans for expanding these facilities during the
coming year have been approved. A new site has been selected for the new
Lewis Lively Vocational-Technical Center (Tallahassee) to be constructed
with funds raised through a bond issue by the voters of Leon County.
Educational specifications for the new institution are currently being de-
veloped by the faculty and staff.

The State Legislature has authorized the establishmentof area vocational-
technical education centers, and the voters of the state have approved a
bond issue which makes funds available for the construction of certain edu-
cational facilities, including such centers. Further development of
vocational-technical education now awaits the final report of the study
committee and legislative implementation of the recommendations.

-ANNUAL DESCRIPTIVE REPORT OF THE FLORIDA STATE
BOARD FOR VOCATIONAL EDUCATION

JUNE 30, 1964

VOCATIONAL AGRICULTURE
Harry E. Wood, State Supervisor

DISTRIBUTIVE EDUCATION
Rex C. Toothman, State Supervisor

HOME ECONOMICS
Frances Champion, State Supervisor

INDUSTRIAL EDUCATION
Thurman J. Bailey, State Supervisor

PRACTICAL NURSE EDUCATION AND OTHER HEALTH OCCUPATIONS
Helen E. Shearston, R. N., State Consultant

TECHNICAL EDUCATION
Thomas W. Strickland, State Supervisor

SECTION II

Thomas D. Bailey, Executive Officer and Secretary
Walter R. Williams, Jr., State Director

STATUS AND DEVELOPMENT OF VOCATIONAL AGRICULTURE

A. Curpifit Supervis6ry, Services at the State I-vel

1. Workshops and Inservice Programs

Following is a table illustrating representative types of workshops and
inservice training conferences conducted and/or attended during the year.
Included is information concerning the type of program, the purpose for
which it was held, its duration, and the number of people served.

Number
Rela

Piumose

1hen
Held

Daration

Types of People
:'Served

Annual Vocational ror professional and_ 270 white & Negro
Agrioultural Teachers 2 technical improvement July, 4j days teachers, .pro-
Conference of. inservice teaches 1963 each gram. guest
and visitors

CQy-acetylene 4 To teah WIlding JaTlyt 46 Ag. ,Teaohers
Welding Clinic Auguast, 1 day
1963 a6h

Meat Marketing 1 Cooprating with August, 2 days 19 Ag. Teachers
Clinic Swift6 & Compay 1963

Farm management 2 To improve instruc- Augusj,. 2 days 27 Ag, Teachers
linti tion '.1963- each

Stmall..Gas Engine Improve farm mehah- June, 1 day 71 Ag. Teachers
Maintenance & 4 hics instruction 1964 each.
Repair Clinic

U. S, Standards of 5 Grading and market- July, 1 day 16 Ag, Teachers
Tobacco- Workshop ihg trends 1963 each 278 farmerss

District & Group
Conferences

3
District
Meetings
S33
qroup.
Meetings

Follow-up state
conference; prepare
for new school year

September-
October,
1963
January
1964

1 day
each
1 day
each

441 Teachers,
principals,
superintendents,
directors, and
coordinators

Co-op Workshops 7 Acquaint Leaders, 60 individuals
and Meetings with teachers, and farmers
RAD & ARA with benefits avail- May, 1 day
able to low income : 1964 gah
families

Name of
'Mp"gcmena

HNtmber
Held

Purnase

When
Held IDuration

Types of People
Served

RAD State Regular periodic Juy,. 200 individuals
Committee 2 meetings to review 1963 3 hours
Meetings progress of counties Jaumary, each
1964

State FFA & 1 LEeot officers; 4 days 900 individuals
NFA Conventions 1 Awards to contest each 150 individuals
winners; June,
State Farmer awards; 1963
Committee meetings;
_ Program of Work

State Staff
Conference

Platform ceremonies;
judging contests and
exhibits

Annual meeting to
plan for current
fiscal year

February,
1964

5,000 individuals
(boys, tea-
chers, etc.)

+ p I

August,
1963

3 days

staff members,
teacher
trainers, Dr.
E. W. Garris,
and Dean
Marvin Brooker

State Staff 1 To discuss with Dr. October, All members
Conference Garr implications of 1963 1 day of state
new Vocational Edu- staff
cation Bill

Vocational Agri-
culture and Agri-
culture Extension
Staffs

Florida Association,
Soil & Water Con-
servation District
Supervisors

Annual joint meeting
to discuss problems
and plan cooperative
activities

18th annual meeting
with formal program
and youth public
speaking contest

January,
1964

August,
1963

1/2 day

- 1*

2* days

Staff members
of both groups,
fostering
better working
relationships

250 District super-
visors, techni-
oians, guests,
friends, and
co-workers

County Agents' 1 Annual conference at September, 1 day 300 Agriculture
Conference I University of Florida 1963 extension
workers

Production Credit
Meeting

North Florida Pro-
duction Credit
Association Ueeting

October,
1963

1/2 day

I I A

300 people
Ag. teachers,
Future Farmers,
businessmen,
ag. extension
workers, and
local members

Name of
CnfrParano

FTA and
NFA Day at.
State Fair

Name of
Conference

Number I
Held I

Puro se

When
Held

Duration

Types of People
Served

Florida To attend and also F.C.A.
Cattleman's 1 inspect facilities Ootober, 2 days members,
Association Con- of Cherry Plaza 1903 Ag. ex-
vention Hotel for 1964 Ag. tension
Teachers Conference workers, ag.
business &
allied in-
dustry
personnel

F.V.A.T.A. 2 To plan for attend- F,V.A.T,A.
Officers' Meeting anoe and partici- October, Officers',
pation in NVATA and 1963 1 1/2 day district
AVA Maroh meeting to March, I directors;
plan program for 1964 1 day and staff
state conference members

State School Super- 1 19th Annual Confer- Novmber, 3 days Approxi-
visors' Conference enoe Program (State 1963 mately 300
Supervisor on pro- school
gram) personnel

In addition, the supervisory staff attended various other meetings con-
cerned with the professional growth and improvement of agriculture
teachers such as county preschool planning workshops.

Consultative assistance was given'to county school officials, secondary
school administrators, and citizens advisory committees in improving the
vocational agriculture program. The staff members assisted in evaluating
vocational agriculture departifintt"hroughout the state and served on
evaluation committees for Accreditation and Plat Survey committees.

2. Use of Consultants

Among the types of special consultants providing assistance in carrying
on the above workshops and inservice training programs were representatives
of the respective colleges of agriculture of the University of Florida and
Florida A & M University, the Agricultural Extension Service, the General
Extension Service, Research Commodity Specialists, the State Department
of Agriculture, Farmers Home Administration, the Soil Conservation Service,
the Florida Forest Service, the Florida Rural Electrification Administra-
tion, electric power companies, and wood using industries. The agri-
cultural representatives of four Florida power companies have been very
active in granting incentive awards for outstanding accomplishments in
farm electrification instruction.

3. Participation in Other State or Local Conferences, Workshops, or Programs

The table below identifies additional state and local conferences, work-
shops, and programs in which the supervisory staff participated actively.

Type of Program

Sponsor

Attendance

Youth Programs for Vocational Florida Fruit and.Vegetable 1,000
Agriculture Students Growers Association

National Seminar on Agri- National Center, Ohio State 85
cultural Education University, U. S. Office of
Education

Livestock Meeting Florida Bankers Association 350

Southern Regional Conference Houston, Texas 180
of Agricultural Education
Workers

State Conference for Farm and Florida Agricultural Ex- 350
Home Demonstration Agents tension Service

Operation D A R E College of Agriculture 2,500
University of Florida

Other meetings in which the supervisory staff members participated were
those of the Feeder Pig Sales Committee, Graded Steer Sales, the Florida
Federation of Fairs, the Rural Area Development Program Committee, the
Beef Cattle and Swine Field Day Committee, State Fair Committee, and the
Florida Hog Cholera Eradication Program Committee.

4. Publications

The following publications were reviewed, endorsed, and distributed
through the state supervisor's office.

a. Mimeographed copy of "Summary of Former Vo-Ag Students Now
Attending College"

b. "Summary of Adult Vocational Agriculture; Adult and Young Farmer
Classes taught by white teachers, 1962-63 and 1963-64" (Mimeo-
graphed copy)

c. "Guide on Practices in Vegetable Production," taken from the
County Agent's Handbook (Bulletin)

d. "Standards for Supervisory Practice Program in Vocational Agri-
culture, September, 1963" (Bulletin)

e. "Summary of Annual State Conference for Teachers of Vocational
Agriculture, July 8-12, 1963" (Bulletin)

f. The "Monthly Agricultural Newsletter" continues to go to each
teacher in the state.

5. Cooperation with other State Department of Education Services:

Representative areas of cooperation between the state supervisory staff
and other services and personnel in the State Department of Education
continues in the same areas as described in the 1963 Annual Descriptive
Report of the Florida State Board for Vocational Education except that
instead of participating in a guidance program, staff personnel took
part in the State and Local Directors Conference and established guide-
lines for Developing Programs in Agriculture (H.R. 4955). These guide-
lines will be distributed and discussed during the September, 1964 confer-
ence series.

6. Adequacy of Facilities

a. Teacher-training institutions

The need for additional facilities, staff, office space, and secre-
tarial assistance identified in the 1963 Annual Descriptive Report
continues pressing. The office space situation at the University
of Florida, however, may soon be relieved. At their 1963 annual
conference, the teachers of vocational agriculture requested that
a subject-matter specialist and a research specialist be added to.
the staff.

In an effort to partially meet this need, the following reassign-
ments in staff responsibilities were made, effective October 1, 1963:

(a) One full-time area supervisor relinquished one-half of his
responsibility for supervision and assumed half-time responsi-
bility as a subject-matter specialist

(b) The Program Specialist assumed half-time responsibility for
area supervision and will continue to devote one half-time
to his earlier responsibilities.

In addition, the Associate Teacher-Trainer in Vocational Agriculture at
the University of Florida assumed supervisory responsibility for approxi-
mately 12 teachers whose departments were used as internship training
centers.

b. Secondary school departments

Some improvement has been made in existing facilities, and new
facilities have been constructed as indicated in the following
summary of planning and construction:

Plans for additional classrooms and workshops ........... 4

Additional classrooms under construction ................ 1

Vocational agriculture buildings remodeled .............. 3

New vocational agriculture buildings under construction 1

New vocational agriculture buildings completed .......... 11

New vocational agriculture buildings planned ............ 2

Barns constructed on school farm ........................ 1

The improvements made last year are considered very satsifactory.
This progress emphasizes the continuing interest of local school
administrators in vocational agriculture.

B. Program Status at the State Level

1. Instructional programs and related activities

A concerted effort is being made in the state to improve the quality of
education in all classes and at all levels. Vocational agriculture is
a vital part of this effort.

To assist in the upgrading process, each area supervisor of vocational
agriculture evaluates some phase of the teacher's program during each
visitation. Following is a report of the staff's Program of Work sum-
marizing levels of accomplishment on those phases emphasized for im-
provement during the year.

Item Rating

1. a. Use of a course of study and teaching calendar based on
the needs of students ................ ........ ........... 88

b. Use of adequate teaching plans for each unit of instruc-
tion or job taught ....................................... 86 %

c. Filing of references using State Department Bulletin
72-F-3 as a guide ........................... ............. 75 %

Item Rating

2. a. Identification or listing of jobs in farm management ....... 73 %

b. Teaching students to recognize problems and make decisions 82

c. Assisting students in making long-range plans .............. 81

d. Instruction in budgeting, marketing; and record keeping .... 85

e. Selection and use of local data and community resources .... 82

3. a. Use of a student visitation chart .......................... 12 %

b. Use of opportunities for training through placement for
experiences in agriculture .............................. 81

c. Finding new kinds of supervised practice experiences ....... 82 %

4. Use of land laboratory for
a. (1) Applications of teaching.. ............ ......... 8 1%

(2) Demonstration of improved practices ................. 80%

(3) Introduction of new varieties ........................ 62 %

(4) Introduction of new enterprises ...................... 57 %

b. Supplementing students' supervised practice programs ....... 67 %

c. Teaching students to make good managerial decisions ........ 74 %

5. a. Use of farm shop daily ..................................... 75 %

b. Keeping tools and equipment properly stored and in good
working condition ............... **... ............. 81 %

c. Providing all possible safety devices ...................... 86 %

6. Budgeting work time wisely .................. o....... .......... 82 %

7. Making surveys or studies to determine opportunities for
gainful employment in agriculture ............................... 61 %

8. Use of a formally organized local advisory committee ..........,. 40 o

9. Developing production goals in cooperation with students and
approved practices for the important agricultural enterprises
in the school area .......... ...... ... .. ....* **** ............. 7 o

Item Kating

10. Guiding students into selecting agricultural education
as a career ............................ .............**** **. 77 %

11. Improving communications through:
a. Civic club programs ...........................*..*..**... 58 %

b. Television and/or radio programs ........................ 41%

c. Newspaper articles ..........................*.......* 74

d. Letters of appreciation to supporters of the agricultural
education program written by teachers and/or students .... 65

Every effort has been made by the supervisory staff and teachers to keep
courses of study current so that they reflect new trends and developments
in agriculture and agribusiness. Farm management was emphasized in the
1963 annual conference and the need for training in agricultural occupa-
tions will be stressed in the 1964 conference.

University personnel, soil conservationists, Farmers Home Administration
supervisors, tax assessors, Social Security Administration representa-
tives, Agricultural Extension Service personnel, county health depart-
ment personnel, farm machinery and tractor dealers, State Department of
Agriculture personnel, and representatives of the Florida Bankers Associ-
ation were invited by agriculture teachers to appear before their in-
school and out-of-school classes to serve as consultants on various pro-
grams. Representatives of a welding supply company furnished welder's
supplies and provided technical assistance for teachers conducting acety-
lene welding courses.

Pilot programs in the area of placement for farm experience were operat-
ing in Lafayette County (special adult unit), Suwannee County (related
agricultural occupations), and Osceola County (farm mechanics). In
addition to the program operating in Alachua County the previous year,
an ornamental horticulture pilot program was introduced. It is antici-
pated that more pilot programs will be initiated as experience is gained
with this procedure for giving students with limited facilities the
practical experience needed to prepare them for gainful employment in
agricultural occupations.

School farms, land laboratory plots, and school forests remain effective
devices for providing practical experience. A 20-acre school farm is
operated in connection with four vocational agriculture departments in
Miami to show what can be done on a small acreage through careful plan-
ning. Each student has an opportunity to own and operate a small business
enterprise on this farm in the area of ornamental horticulture, poultry,
beef cattle, or vegetable production. Twenty (20) acres of additional
land was purchased in Escambia County to be used as a laboratory plot
adjacent to one school. A home fruit orchard was established in Madison
County for demonstration purposes.

A long-term lease on 175 acres of land by the General Service Adminis-
tration has been given to vocational agriculture departments in Alachua
County for exclusive use by agricultural education programs in the
Gainesville City schools.

Over the past years, the "hub" of vocational agriculture has been the
supervised farming program of students living on farms. This still
holds true but, it is believed, new conditions have created a need for
more emphasis on experiences provided under circumstances described
above.

Two hundred and thirty-eight (238) active chapters of FFA and NFA are in
operation, each with a written program of work. These organizations are
considered as tools for vitalizing the instructional program. Incentive
awards such as those made by feed companies and the State Department of
Agriculture for outstanding exhibitors at various fairs are provided to
stimulate interest in a wide variety of programs ranging from leader-
ship activities to livestock raising, crop growing,- and farm mechaniza-
tion.

Industrial organizations, such as the St. Regis and International Paper
companies, have stimulated interest in forestry activities through long-
term leases of 20 to 40 and 60 acres of forest land respectively to cer-
tain FFA chapters, and livestock and soil specialists provided their
services in conducting demonstrations and contests for FFA members.

This year, 191 FFA members qualified to receive the State Farmer Degree,
a figure within a few percentage points of the 2 percent permitted by
the FFA Constitutuion. The total labor income earned by the applicants
from their supervised farming programs was $507,282.51. The full quota
of 10 Young Farmers is being recommended for the American Farmer Degree.

Fifty-one (51) NFA members received the Modern Farmer Degree and one was
recommended for the Superior Farmer Degree.

During the past fiscal year, 212 vocational agriculture departments 8
over the proceeding year were staffed by 252 teachers. Total in-school
enrollment was 14,256. The enrollment for Adult Farmer and Young Farmer
classes was 1,161 and 367 respectively.

2. Preservice and Ihservice Teacher Recruitment, Education, and Supervision

Following are the principal procedures and devices used by the state uni-
versities in recruiting potential teachers of vocational agriculture:

a. Assistance in the development of a brochure to be used by the
College of Agriculture in student recruitment

b. Work with several junior college deans to help them better
understand the needs of junior college students who plan to
major in agricultural education at a university

c. Attendance by the staff at several high school counseling and
career days

d. Construction of an exhibit on careers and opportunities in agri-
culture which was displayed for a total of approximately eight
weeks at six agricultural fairs

e. Participation in the College of Agriculture Career Day program
at the University of Florida

f. Maintenance of an active collegiate FFA chapter

g. Development of an exhibit displayed on the University of Florida
campus during National FFA Week and preparation of a four-minute
radio tape broadcast by five stations in the state

h. Participation by staff members of the University of Florida Vo-
cational Agriculture Department in FFA subdistrict, district,
area, and state meetings and conventions.

The preservice teacher-training program was reorganized last year through
joint efforts of the colleges of agriculture and education of the Uni-
versity of Florida. The changes will become effective at the beginning
of the 1964-65 academic year. Internship will be continuous for eight
weeks instead of extending over two trimesters on a one day per week
basis. In addition, prior to internship, students will have an obser-
vation period in a local department equivalent in length to one day per
week for one trimester conducted as part of an organized course. Several
departmental courses have also been revised to incorporate.new information
and research affecting teacher education.

A total of 19 individuals completed their preparation as teachers of vo-
cational agriculture at the University of Florida and Florida A & M
University. Of this number 13 have accepted teaching positions, 3 are
enrolled in graduate school, 1 has entered military service, 1 is em-
ployed as County Agent, and 1 is unemployed.

One Saturday each trimester is reserved for counseling inservice teachers
who need assistance in planning their graduate programs.- Prior to the
last academic year, only five graduate courses for inservice teachers
were offered. All of these were campus courses. During the past year,
however, the number was increased to eight with the addition of three.
off-campus courses, making graduate work available to inservice teachers
who had been handicapped by commuting problems. A total of 159 were
enrolled in all inservice courses during the past year.

The subject-matter specialist developed approximately 36 teaching plans
and is also preparing a handbook to assist agriculture teachers who are
planning to participate in Florida State Fair Activities, while a member
of the farm mechanics staff is developing a handbook designed to help
teachers organize and operate a farm mechanics shop.

Another activity of value to inservice teachers and their students was
the organization of a livestock and dairy judging school at the Uni-
versity of Florida by the agricultural teacher training staff in which
instruction was provided by staff members of the Animal Science and
Dairy Science departments of the university.

A number of clinics and workshops were held for inservice teachers.
Typical was the workshop on "The Effective Use of Course of Study and
Teaching Plans" and the workshop to revise the state course of study for
the in-school program so that it accurately reflects the changing needs
of agriculture in the state and nation. In addition, during the small
group conferences staff members presented tips on "Planning for More
Effective Teaching" in which proper use of the teaching plan was
emphasized.

3. Research and Studies

Teacher-training staff members at the University of Florida participated
in a major study and reorganization of the College of Agriculture in-
volving curricular offerings and departmental organization. The new
courses and the revision and recombination of existing offerings will
strengthen the technical preparation of both preservice and inservice
teachers. In addition, the name "Institute of Food and Agricultural
Science" was approved and adopted as the designation for the College of
Agriculture, the Agricultural Experiment Stations, and the Cooperative
Agricultural Extension Service at the University of Florida.

Limited research was conducted by the agricultural teacher-training
staff of the University of Florida to determine needed revisions in the
course of study. Consultants from various departments in the College of
Agriculture, the Extension Service, and the Florida Council for Farmer
Cooperatives assisted in reviewing and suggesting course content in
technical agriculture and agriculture business during a three-week work-
shop on course revision.

One topic for a doctoral dissertation was approved by the candidate's com-
mittee at the University of Florida. It will trace the development and
evaluate the current status of in-school, young-farmer, and adult-farmer
programs and provide an analysis of factors which appeared to influence
the course of program development over the years.

In the following table, the status of more than 53,700 former all-day
students is indicated, based upon follow-up records dating back to the
time each vocational agriculture department was established.

White Negro Total

1. Number at home with definite allowance ..... 1,041 832 1,873

2. Number of farm laborers with specific
wages (at home) ................................ 526 729 1,255

3. Number of farm laborers with specific
wages (away from home) ..................... 861 771 1,632
4. Number at home with income from one or
more enterprises ........................... 797 534 1,331

5. Number partners in a farm business
(at home) .................................. 1,321 237 1,558
6. Number partners in a farm business
(away from home) ............. ............. 357 123 480

7. Number renting and operating a farm ........ 490 168 658
8. Number owning and operating a farm ......... 1,552 175 1,727

9. Number managing farm of another party ...... 390 114 504
10. Number in other farming status .............. 1,574 975 2,549
11. Number in occupations related to farming ... 4,462 1,475 5,937
12. Number in occupations not related to
farming .................................... 17,474 2,020 19,494

13. Number deceased ........................... 1,011 160 1,171
14. Number moved out of the community and
not accounted for ......................... 4,743 599 5,342

15. Number now in agricultural college ......... 426 277 703
16. Number now in all other colleges and
other institutions ......................... 1,458 611 2,069

17. Number (not included in 14. above)
impossible to account for ................... 4,829 602 5,431
18. Total former students ...................... 43,312 10,402 53,714
19. Number of new cases this year .............. 2,047 812 2,859

Although almost one-third of those who could be accounted for are
engaged in farming, and another 15 percent are employed in closely
allied jobs, to better determine current farm and off-the-farm employ-
ment opportunities in the agriculturally related occupations and the edu-
cational requirements for each, a complete survey of the state by counties
or school attendance areas should be made. Closely related to this pro-
ject, and in a sense growing out of it, is the need to provide assistance
to agriculture teachers in developing teaching plans and reference ma-
terials on current agriculture-related employment opportunities of im-
portance to Florida youth.

C. Additional Significant Information and Materials

1. Adequacy of Staff

As indicated in the 1963 Descriptive Report, full-time research, junior
college, and subject-matter specialists are still needed.

2. Adjustment of the Program to Social, Economic, and Other Conditions

Phenomenal growth in the State's agriculture has played a major role in
Florida's increasing prosperity. In the past 15 years Florida's agri-
cultural income has increased at a rate 4 times that in the United States
as a whole bringing the state to 13th position in cash receipts from
farm marketing. Florida ranks-second behind North Carolina in South-
eastern States. In cash receipts from crops alone Florida is outranked
by only 5 states.

In 1964 cash receipts from the sale of farm products will top the billion
dollar mark. Preliminary estimates for the period January through May,
1964 place cash receipts at $642 million, $148 million or 30 percent more
than in January-May last year. High prices for the limited supplies of
citrus and heavier production of sugarcane are primary factors. Through
May, 1964 receipts for crops were $543.6 million compared to $397.6 mil-
lion a year ago. Sales of livestock and products were $98.8 million
through May, 1964, up slightly from $96.5 million in the same period in
1963.

Cash receipts from sales of Florida farm products reached a record $887.7
million in 1963, according to the U. S. Department of Agriculture. In-
come was up about 3 percent over 1962 in spite of heavy crop losses
from the disastrous freeze of December, 1962.

Citrus prices rose sharply in 1963 almost offsetting the reduction in
production from the freeze and its after effects. Receipts for grape-
fruit, dominated by sales from the undamaged Indian River area, reached
a record $61.9 million compared to $37.3 million in 1962. Orange re-
ceipts were down 13 percent to $222.8 million last year. Tangerines and
limes were up modestly, but tangelos dropped a fraction.

Sugarcane tonnage was up sharply and this crop returned growers nearly
$40 million, almost double 1962. Cattlemen marketed large numbers of
both cattle and calves boosting these cash receipts to a record $83 mil-
lion, nearly one-fourth above 1962. Other increases in income in 1963
were recorded for sweet corn, potatoes, tomatoes, corn for grain, cotton,
peanuts, soybeans, avocados, strawberries, tung nuts, nursery products,
milk and eggs.

Cash received for cabbage and celery was down sharply in 1963 as prices
returned to more normal levels following the unusual highs in the 1961-
62 season. Income from cucumbers, escarole, tobacco, forest products,
broilers and hogs was also lower in 1963 than the year earlier.

STATUS AND DEVELOPMENT OF DISTRIBUTIVE EDUCATION PROGRAMS

A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

The annual inservice training conference for high school distributive
education coordinators was held August 4-8, 1963. A total of 163 coordi-
nators and guests were registered. In addition to this conference, other
conferences planned at the state level for educational personnel included:

A luncheon for secondary school principals', July 18, 1963,
sponsored by Sears Roebuck and Company with 151 guests present

A banquet for Negro secondary school principals, June 14, 1964,
sponsored by Sears Roebuck and Company with 60 guests present

A one-day conference for adult distributive education coordinators
at which 20 were present

A luncheon for DE coordinators at the DECA conference,
March 21, 1964, at which 50 were present

A two-day distributive education conference for junior college
personnel attended by 40 individuals

A coordinators' luncheon at FEA with 35 present

A three-week workshop at Florida A & M University
having 28 participants.

2. Use of Consultants and Advisory Committee

Some of the resource persons used in various inservice and other confer-
ence programs were:

Dr. Ralph Mason Mr. Clarence N. Walker,
University of Illinois Consultant
Urbana, Illinois The Coca-Cola Company
Atlanta, Georgia
Mr. L. T. White
Washington, D. C. Mr. Donovan Armstrong
United States Office of
Mr. Henry Richards Education
Florida Industrial Commission Washington, D. C.
Tallahassee, Florida
Mr. Harold Milby
Mr. Clyde Ware Small Business Administration
Sears Roebuck Foundation Atlanta, Georgia
Atlanta, Georgia

Mr. Richard Almarode Mr. Frances P. Auger
Hospitality Education Associated Credit Bureaus
Florida State University of America
Tallahassee, Florida Orlando, Florida

Mr. John Bullis Mr. J. C. Lynd
J. C. Penney Company Winn-Dixie Company
New York, N. Y. Jacksonville, Florida

Mr. Andrew Farrissey
Montgomery Ward Company
St. Petersburg, Florida

Another 37 businessmen and educators participated in the Florida DECA
Conference as contest judges.

The Distributive Education Advisory Committee did not function effectively
this past year because no funds were available for meetings. It is hoped
that the committee can be reactivated next year.

3. Participation in Other State or Local Conferences, Workshops, or Programs

Other state or local conferences in which the supervisors participated
were the Florida Hotel-Motel Association meeting, the Florida Retail
Federation meeting, the Florida Business Education Conference attended
by 200 individuals, and the Junior College Facilities Conference at
which 125 were present. The state supervisor was a speaker at the last
two conferences.

4. Publications

A new guide is being developed for use in organizing high school prepara-
tory classes in distributive education. A conference report on the junior
college conference for distributive education has also been prepared for
publication.

5. Cooperation With Other State Department of Education Services

Members of the staff continued to work very closely with other State
Department of Education personnel in the areas of curriculum, accredi-
tation, guidance, textbook selection and adoption, library and audio-
visual services, and data processing systems. Some specific accomplish-
ments include final adoption of the certification requirements for
distributive education teachers, supervisors, and administrators; final
revision of a new publication for use by library assistants training in
cooperative programs; adoption of new textbooks for use in distributive
education classes; and additional work on accreditation standards per-
formed in cooperation with accreditation personnel.

6. Adequacy of Facilities

Facilities of the new teacher education department at the University of
South Florida are adequate. Staff personnel have been consulted in plan-
ning the new School of Education building at that institution with regard
to special facilities for the distributive education classrooms. Included
will be a model classroom for use by the laboratory classes. It is hoped
that some financial assistance may be made available for equipping this
room. Several grants have also been made to counties for the purchase of
instructional equipment to be used in high school and adult classrooms.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

Seven new high school cooperative programs were established during the
past fiscal year, contributing to the substantial jump in enrollment from
677 to 906 for an increase of approximately one-third. In addition to
the enrollment in reimburseable distributive education programs, an
additional 915 students were trained in distributive occupations through
non-reimburseable DOT programs.

The enrollment in adult preparatory and supplementary classes this year
totaled 18,988 an increase of approximately 45 percent over last year.
Another 284 were enrolled in the new junior college mid-management pro-
grams. Five additional programs will be added next year.

A new retailing program for high school dropouts returning to school was
conducted at the adult high school in Orlando. The program was success-
ful, and it is planned next year to organize an additional program in
service station management for this group. A cooperative wholesaling
program was extended for another year at Edgewater High School, Orlando,
and national publicity was obtained in the national wholesaling publi-
cation Jobber Topics. Two experimental junior high school cooperative
programs for over-age youth were successful and two additional programs
are planned.

The Florida Association of EECA continues to follow a pattern of con-
sistent growth and development. Two additional contest programs were
added, and sponsorship by interested business organizations continues to
support the contest program. This year's Leadership Conference was par-
ticularly outstanding, involving more than 50 outside resource people.

2. Preservice and Inservice Teacher Education and Supervision

Because of the development of the teacher education program at the Uni-
versity of South Florida, the problem of recruitment and placement of
teachers has been minimized. During the past year, a total of 46 per-
sons were enrolled in the organization and coordination courses at the

University of South Florida, while another 21 were enrolled in the special
methods offering. An additional 11 undergraduate students took the course
in distributive education programs and three others satisfactorily com-
pleted their high school internship. In addition, the teacher-educator-
directed an orientation session for new coordinators at the annual plan-
ning conference and conducted two sessions in adult distributive edu-
cation teacher training, each of which was attended by 20 students. He
also consulted individually with many of the teachers and participated
in other conferences to assist with instructional problems.

Additional courses were offered by visiting instructors at Florida State
University, and a special workshop was conducted at Florida A & M Uni-
versity to prepare 28 coordinators in predominately Negro schools to a
better job in distributive education.

3. Research and Studies

The area of research looms as the greatest single vacuum. There are,
however, three new developments which it is believed will be helpful in
future planning with regard to research. These are the initiation of a
graduate program at the University of South Florida, the addition of
distributive education state staff personnel to assist in planning re-
search, and the addition of another research person to the Vocational
Program Services staff to provide leadership in research activities.

4. Joint Activities

The Distributive Education Section continued to cooperate with other vo-
cational services, groups, organizations, and advisory committees.
Groundwork has been laid to implement programs utilizing the technology
of both agriculture and business in the fall of 1965.

5. Program Interpretation and Promotion

In addition to participation in meetings of professional organizations,
members of the staff addressed groups such as chambers of commerce,
hotel-motel associations, and retail merchants associations. A new
brochure emphasizing junior college programs in mid-management training
is planned for next year.

C. Additional Significant Information and Materials

Progress continues to be made in the use of data processing equipment
in distributive education enrollment and financial accounting and re-
porting. The additional financial assistance which the Morse-Perkins
Act will provide will permit further staffing which it is believed will
be adequate to meet the leadership challenges and responsibilities
looming large in distributive education.

STATUS AND DEVELOPMENT OF HOME ECONOMICS EDUCATION

A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

Six hundred home economics teachers attended the annual two-day state
conferences held in October, 1963. The theme was, "Increased Emphasis
on Important Areas for Present-Day Living." Discussion topics included
Curriculum Development in Secondary Schools, Presentation of the Home
Economics State Adopted Textbooks, Curriculum Materials in the Area of
Housing, and Child Development. One speaker concentrated particular
attention upon the terms "generalizations," "concepts," "values," and
"structure," distinguishing between them but emphasizing their inter-
relatedness.

During the 19th Annual Supervisors Conference, the Home Economics group
had as its consultant Miss Rua Van Horn, Manpower Utilization Officer,
Manpower Development and Training Program, Department of Health, Edu-
cation and Welfare. The topic for discussion was, "Training for Home
and Community Services." Realizing that some training for wage-earning
occupations would involve cooperation with other vocational services,
the County Supervisors of Home Economics invited the Local Directors of
Vocational, Technical, and Adult Education to meet with them.

During the year, 66 group meetings were held for teachers in 24 counties
to improve the home economics program. Continued emphasis was given to
the area of Management and Family Economics with the result that one
staff member has been invited to participate in four state conferences
on economics education.

2. Use of Consultants

Additional consultants whose services were used at the above conferences
and workshops were Dr. Karl Openshaw, Associate Secretary, Association
for Supervision and Curriculum Development, National Education Associ-
ation; and selected local supervisors of home economics, Florida State
Department of Education personnel, and university personnel from Florida
State University, the University of Florida, and East Texas State College.

3. Participation in Other State or Local Conferences, Workshops, or Programs

The staff attended 20 pre-school conferences, participating in the general
program and also working specifically with the home economics teachers.

4. Publications

The following materials were prepared, assembled, or distributed to
home economics teachers and supervisors during the year:

The Florida Future Homemaker a magazine prepared and edited by
the Executive Secretary of the Florida Association, Future Homemakers
of America

Guide for Chapter Presidents a booklet prepared by the FHA
State President

FHA releases prepared by officers and district advisers

Flash a magazine prepared and edited by the NHA State Adviser

Curriculum material in the area of housing was prepared jointly by a
staff member, a county supervisor of home economics, and selected home
economics teachers with Dr. Mary Lee Hurt, U. S. Office of Education,
serving as consultant. The material was used and evaluated by a group
of teachers recommended by the three area supervisors. A workshop is
being held this summer to further refine these materials preparatory
to developing a teaching guide in Housing.

In addition, planning is in progress for joint development of curricular
materials in the area of Child Development by another staff member and a
select committee of teachers.

5- Cooperation with Other State Department of Education Services

Equipment and books were made available by the curriculum librarian,
and charts, posters, slides, transparencies, and other materials were
prepared by the departmental graphics specialist.

One staff member has been invited to participate in a state-wide cur-
riculum study in economics education. Two staff members served on
school plant survey teams which evaluated facilities in selected schools
in Hillsborough and Leon counties and also as members of vocational
survey teams in Polk, Manatee, Bay, Leon, Columbia, and Gulf counties.

6. Adequacy of Facilities

Home economics facilities in the secondary schools are very good. Staff
members assisted in the planning of eight new departments and the remodel-
ing of seven.

B. Program Status at the State and Local Level

1. Instructional Programs and Related Activities

A total of 18 new junior and senior high school vocational programs were
established during the past year. In addition, Collier, Hardee, Hendry,
Lee, Leon, Manatee, and Pasco counties introduced adult programs.

Following is a summary of current data concerning schools, instructional
personnel, and secondary and'adult enrollments.

Aspect of Program Total

Number of Schools (Vocational) 416

Number of Schools (Non-vocational) 140

Number of High School Teachers (Vocatiodal) 665

Number of High School Teachers (Non-vocational) 305

Number of Pupils (Vocational) 67,484

Number of Pupils (Non-vocational) 47,198

Number of Adult Teachers 277

Number of Adult Enrolled 28,155

The 1964 State FHA Convention had as its theme "Steps Toward Success."
A total of 154 local chapters contributed actively to the success of
the convention. Each carried out its responsibility with originality
and thoroughness. Plans are currently being developed for a special
convention in 1965 to commemorate the 20th anniversary of FHA's founding.

The theme of the NHA State Convention was, "Family Relations A Key
To Unity." The purpose was to help members understand what constitutes
good family life and to discuss ways in which they as individuals may
influence future homes.

Most high school programs have FHA or NHA chapters. Following is a
summary of their membership and activities for the year:

Activities FHA NHA

Number of Chapters 322 124

Number of Members 16,172 5,821

Number of District Meetings 9 9

Activities FHA NHA

Number Attending State
Convention 1,000 319

Number Attending National
Convention 41 28

Number of Magazine Issues 2 1

Number of County Councils 17 2

Number of Executive Council
Meetings 4 3

Number of Scholarships Awarded 6 2

Number of Degrees Awarded 39 2

Number of Honor Roll Chapters 42 ,,

2. Preservice and Inservice Teacher Education and Supervision

The two institutions in the state approved for training teachers in vo-
cational home economics are Florida State University and Florida A & M
University.

All interns were placed in centers having vocational home economics pro-
grams and active chapters of FHA or NHA. They managed classroom and
laboratory activities, worked with student and departmental reports,
guided home projects and home practice, made home visitations, worked
with FHA or NHA chapters, and attended district and annual meetings of
the respective associations. In addition, they participated in adult
classes where there was opportunity and entered into a variety of com-
munity activities.

Forty-five students majoring in Home Economics Education completed the
requirements for graduation during the 1963-64 academic year at Florida
State University. In addition, a number of special students enrolled in
courses primarily to fulfill certification requirements. The Florida
Institute for Continuing University Studies was also used to provide in-
service training for teachers in certain counties.

3. Research and Studies

Reference was made above to the development of curricular materials in
Housing and Home Furnishings and their use experimentally by selected
teachers preparatory to developing a curriculum guide in this area of
instruction.

,An orientation meeting and workshop for all participants in the study was
held in Pensacola, October 10-15. Included were the County Supervisor of
Home Economics for Escambia County, the State Supervisor of Home Economics
for that area, teacher educators from Florida State.and Florida A & M uni-
versities, selected teachers of home economics in Escambia County who were
to assist in writing the courses of study for both semester and compre-
hensive courses, and the teachers and county supervisors who were to ex-
periment in the use of the materials. The latter represented selected
counties from each of the two remaining supervisory areas. Teachers
from each of these counties were invited jointly by the state supervisor
of the area and the respective county supervisors to participate.
Dr. Hurt and Dr. James Montgomery, Professor, Home and Family Life,
Florida State University were consultants for the workshop.

Procedures for conducting the study were developed and the importance of
teaching Housing rather than Interior Decoration was stressed. Areas of
major emphasis and the objectives to be accomplished under each were es-
tablished. Existing pre- and post-tests covering portions of the tenta-
tive material were also critically analyzed.

After the workshop, the supervisor for Escambia County, the area super-
visor, and cooperating teachers in Escambia County prepared the courses
of study including generalizations, learning experiences, evaluative pro-
cedures, and an extensive bibliography.

A second workshop was held in Pensacola from June 22 to July 3 to revise
the material in light of suggestions received from participating teachers
and to get it in a form to be distributed as "Work Material" to all
teachers. It was attended by 11 teachers, one home economics coordf-
nator, two county supervisors, and one area supervisor. Personnel from
Florida State University and the University of Florida served as con-
sultants together with the State Executive Secretary of FHA.

4. Joint Activities

FHA has cooperated with many groups during the year. Included are
Florida chapters of the Future Farmers of America, Distributive Edu-
cation Clubs of Florida, Cooperative Education Clubs of Florida, Southern
Safety Conference, the Governor's Youth Advisory Council, the Florida
Federation of Fairs, Florida Farm Bureau, the Florida Field Service
Interagency Nutrition Committee, and the Home Economics Education Depart-
ment of Florida State University.

5. Program Interpretation and Promotion

The Sears Roebuck Foundation again sponsored the project, "Telling and
Selling the Home Economics Story." The FHA chapters were urged to correct
the conventional "stitching-stirring" concept by including displays,
bulletin board materials, skits, films, filmstrips, and talks by FHA
members in their public relations functions.

Articles about the home economics program also appeared in Supervisors'
Notes, Noted, Mocking Bird, issues of the Florida Future Homemaker maga-
zine, Flash, the Florida School Bulletin, and various newspapers having
local and state-wide circulation.

C. Additional Significant Information and Materials

1. Adequacy of Staff

Assistance is urgently needed in identifying types of jobs for which
training in home economics provides preparation, in determining job
responsibilities, and in developing training programs leading to employ-
ment in such occupations.

2. New or Proposed Legislation

The number of Minimum Foundation Program units for home economics was in-
creased by the recent State Legislature, making possible the expansion
of both high school and adult programs.

3. Program Effectiveness as Reported by Teachers

Child Development

An interesting and successful project introduced for the first time in
one county this school year was that of a playschool in connection with
the semester Child Development courses.

The teacher interested the classes and parents of pre-school age children
in starting a playschool so that the students might have actual experi-
ences in working with the pre-school child. A total of ten children
participated. They were equally divided by sex and ranged in age from
three to five years. Various types of activities were planned including
finger painting, games, and play with toys such as building blocks.

Detailed planning was done of the children's activities and for the
clean-up and put-away period. The students had three main responsibili-
ties. These were preparation and clean-up, working with the children,
and observation. One-third of the class had each responsibility each
class period the children were present. The responsibilities were rotated
by class periods so that all students gained experience in each area.

The playschool, which met every other day, was held in one of the science
laboratories or classrooms because this was the only space available
(fortunately the room included a sink!). On alternate days, when the
children were not present, the class period was devoted to a discussion
and evaluation of the learning experiences in which the students had par-
ticipated.

Clothing and Textiles

A senior class in clothing wanted to gain experience in sewing for
persons other than themselves. Some students knew that they had a chance
of continuing their education and wanted to gain experience in fitting
other figure types. Others hoped to earn a livelihood in this manner.
Most selected persons from their communities or families for which to
construct a garment. Upon completion of the garments, some persons came
by the sewing lab for fitting while others were fitted in the presence
of the instructor during home visits. As a result of this experience,
many of the students gained valuable information which will benefit them
in their future careers.

Food and Nutrition

Students had several lessons that introduced them to experimental cookery.
One lesson was on pie crusts. Different shortening such as lard, butter,
margarine and Wesson Oil were used for making pastry. Students were as-
signed to do pastry using different shortenings. The different pastries
were labeled with symbols and the students rated them for flakiness,
tenderness, and flavor, enabling them to study the effects of different
types of shortenings.

Home Management and Family Economics

Field trips and community resource people proved invaluable assets to
this area of teaching. Excellent films were available in all areas. The
teacher purchased enough of Vance Packard's The Hidden Persuaders and
The Status Seekers to loan each student a copy for the required outside
reading. These books became family property, so to speak, as the students
had to wait for their parents to finish reading them! This course, more
than any other, seems to result in family discussion.

Health, Home Safety and Home Care of the Sick

One eighth grade was unfortunate enough to have several students with
bedridden grandparents while one student had an epileptic brother. Upon
learning of this situation, the class spent the entire period construct-
ing various items that would make the sick more comfortable and the work
easier for those who had to perform it. Among the items made and painted
were disposable trash containers, backrests, and bed tray holders. These
were presented to the students who had illness in their homes. Along
with the construction experience, the class gained a wealth of satis-
faction in doing something to aid others.

Housing

Members of a semester class in Housing and Home Furnishings made a com-
munity housing survey. Results of the survey were compiled to give a
clearer picture of housing conditions. This class went on several field

trips to study styles of architecture and to observe landscaping patterns.
In addition, several excellent reference books were purchased to add to
those available in the department.

Personal, Family and Social Relationships

Learning to face their own problems, why each person is an individual,
setting one's own standards, getting along with others, the values of
friendships, qualities desirable in a friend, having a sincere interest
in others, and boy-girl relationships were some of the important topics
covered in this course. Much emphasis was placed on family relation-
ships, the meaning of home, consideration of family members, how to solve
family differences, and learning to give and take.

D. Supplementary Information (Human Interest Story)

"We have lived in our new home for four years, but had never landscaped
along the east wall or back of the house. That is the reason I selected
this as my Home Project, in addition to the fact that I enjoy working
outside and I wanted to do something different from what I was learning
to do in the classroom during my Home Economics period.

"Because our soil is sandy, I used peat moss, along with compost, mixed
equally with the soil for each individual plant. I have the responsi-
bility of keeping these plants watered when it doesn't rain so my pro-
ject continues.

"If you will refer to the snapshots, I will begin the description of the
plants I used beginning at the left and proceeding to the right. At the
left corner of the solid wall, I used Nandina in a large clump that was
moved from another area of our yard. I needed height there. For vari-
ation in height, next to the Nandina I used the Ilex Vomitoria Nana
(dwarf Yaupon). It is a thick foliage,, low growing plant and can be
kept trimmed, if needed. Next to this, under the low window, I used
Green Gold Sinenses. The stem and leaf of this plant are small and grow
very informally and gracefully, which will give a soft and pleasing view
from the window. For variety in color, between each of these Sinenses,
and in front of them slightly, I placed a small double white Serrissa.
The foliage of this plant is very dark green, with a tiny double white
blossom during the spring, which gives a beautiful variety of color,
used with relation to the Sinenses.

"Along the next wall span you will see a louvred covering over the air-
conditioning pump. In order to make this look better I tried to 'frame'
it. I used on either side an Ilex Sempervirens (Boxwood). In front of
the louvres I used Liriope. This is a 'border grass' which will not
grow tall enough to prevent the circulation of air to the pump. In
order to make this area interesting, I have placed a potted palm with a
small Roman figure next to it on top of the louvred covering over the
pump.

"Along the balance of this solid wall, up to the next window, I used
Nandina in the background with a Buxux Japonica (Boxwood) between and in
front of the Nandina for interest in foliage and leaf coloring. I have
used exactly the same arrangement under the other two windows as I de-
scribed previously, and the same arrangement on the solid wall between
the two windows as I did by the air-conditioning pump. On the corner I
used the Ilex Vomitoria Nana (dwarf Yaupon) and Nandina to be in balance
with the first corner I described.

"For a mulch I used dry pine straw to help hold the moisture and it
doesn't scatter during windy weather.

"On the north end of our house we had to build a retaining wall of
concrete block to eliminate a water problem during heavy rains. I
painted this wall for a part of my home project also.

"I had no difficulties with this project; it was fun from the time I
started until it was completed.

"I have shown this new landscape work to our relatives and friends as
they come to see us, and all have been very complimentary. Being on the
back of the house, it would not be observed unless I deliberately showed
it to them, and of course, I am delighted to do so.

"I spent approximately sixteen hours painting our retaining wall, and
from the time we started selecting plants for our landscape project until
it was finished, I spent approximately fifty hours, making a total of
sixty-six hours on the entire project.

"I have attached an invoice from the local nursery showing cost of the
plants as $77.24. I had a $16.00 labor bill for help in preparing the
soil and planting. The length of the east wall of our home which I
landscaped is sixty-two feet.

"I have attached snapshots of the wall before and after the landscaping
was done. Also one showing the retaining wall that I painted.

"I believe you can see the results of my project by referring to the
snapshots. It is beautiful and my family and I are really proud of it."

STATUS AND DEVELOPMENT OF VOCATIONAL INDUSTRIAL (TRADES AND INDUSTRY) PROGRAMS

A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

In the following table the principal workshops and inservice programs
conducted in trade and industrial education are shown. Included is
information identifying the course or conference, its purpose, duration,
and the number and type of participants.

Type of Conference

Pupo5 se

When IEeld

Thramtion

Number
Partc'ipnated

(1) To discuss and resolve
problems of mutual con-
TEC Club Faculty aern in the operation of Septebmer 2 days 25 Faoulty
Advisors Workshop local TEC Club chapters 1963 advisors of
2 To plan year s activities local school
S To orient new advisors TEC Cluba

Stui~ problems related
tos
l() Local administration 80 Local admin-
Administrators and 2) Supervision of instrue-. September, 2 days istrators,
Supervisors Confer- tion 1963 supervisors
enae 3 Reporting procedures and ooordi-
SProposed legislation nators
5 Program promotion and
development

Study problems related to 38 Selected
Administrators and promoting and developing Qotober, 2 days local admin-
Supervisors Confer- programs for minority 1963 istrators and
enoe groups supervisors

raphasis placed upon:
R.E.C. Managers I) Human relations 34 R.E.C.
and Supervisors 2) Job supervision March, '3 days managers
Conference 3 Cooperative management 1964 and superin-
SSafety tendents

Diasussion topioa
Motor Fleet inoludeds 71 Trucking
Supervisory Il() Diver selection March, 3 days companies'
Training Course 2) Transporting hazardous 1964 fleet
materials supervisors
(3) Governmental regulations
(4) Acident prevention

TyDe of Conference

Pureose

Ihe l
TI Men Hold

,Duration

Number
Participated

Workshop covered

law Enforcement j2 reaching materials May, 2 weeks 15 Law
Instructors (3 Zquipment cheok 1964 enforcement
Workshop 4 Chemical tests for instructors
intoxication

Discussion ofs
Coimeroial Cooking and Instructional materials 10 Cooking and
making Instructors 2 Student selection May, 3 days baking
Leadership Conference 3 CurrioalZm 1964 instructors
4 Job .~acement

Emphasis placed upon: 75 Apprentioe-
Apprenticeship 11 Student selection ship
Related Instructors 2 Testing May, 1 day instructors
Institute 3 Teaching methods 1964 and coordi-
4 Visual aids, etoo nators

bphasis placed upon
(1) Attitudes and habits of 60 Supervisors
the driver of trans-
Sohool Transportation (2) Determining responsibility June, 5 days portation
Supervisory Conference for school bus aooidents 1964 and chief
(3) Statio electricity mechanics
(4) Trouble shooting

2. Use of Consultants and Advisory Committees

Consultants were used extensively in the above workshops and conferences.
Among these were:

Mr. W. E. Allen, Secretary-Treasurer, Florida Federated Labor
Council, AFL-CIO

Mr. Sidney C. Bigham, Director, Florida Department of Apprenticeship

Mr. Robert F. Borkenstein, Professor, University of Indiana

Mr. Charles F. Booth, Attorney-at-Law, Daytona Beach

Dr. Edward Cestaric, M. D., University of Florida

Mrs. Claudia Collins, Certification Specialist, Florida State
Department of Education

Dr. Charles R. Crumpton, State Supervisor for M.D.T.A.,
State Department of Education

Mr. D. P. Culp, Consultant, Alabama College

Mr. L. S. Dasher, State Supervisor, Bureau of Apprenticeship
and Training

Dr. Clinita A. Ford, Professor, Florida A-& M University

Mr. Worrell Gaiter, Teacher-Trainer, Florida A,& M University:

Dr. E. K. Hankin, Professor, Florida State University

Mr. H. S. Jenkins, Teacher-Trainer, Florida A.& M University

Mr. C. E. Morris, Secretary, Carpenters State Joint Apprenticeship
Committee

Mr. Warren A. Seeley, Regional Representative, M.D.T.A., U. S.
Office of Education

Mr. M. S. Thomas, Director, Vocational-Technical Institute,
Florida A. M. University

Mr. Walter Wray, Teacher-Trainer, Florida State University

State advisory committees in trade and industrial education, apprentice-
ship training, R.E.A. job and safety training, peace officer training,
commercial vehicle driver training, supervisory and foremanship training,
and health occupations were utilized during the year to assist the staff
in planning, developing, promoting, and operating the trade and industrial
education program and its affiliates.

3. Participation in Other State or Local Conferences, Workshops, or Programs

The state supervisor, as ex-officio member, attended and participated in
all meetings of the Florida Apprenticeship Council during the year. In
addition, he served as consultant and moderator at the annual Florida
State Apprenticeship Conference attended by over 150 management and labor
representatives interested in apprenticeship. He also spoke at numerous
civic group meetings and commencement exercises.

The coordinator of instructional problems served as consultant and par-
ticipated in two executive board meetings and the state convention of
the Florida Federation of TEC Clubs, while the head itinerant teacher-
trainer at Florida A. and M. UAiversity served as state advisor of the
Industrial Education Clubs of Florida.

The state and area supervisors attended and participated in the American
Vocational Association Convention in Atlantic City and the National
Clinic on Trade and Industrial Education in Chicago, Illinois.

4. Publications

The following materials were developed, duplicated, and distributed to
local personnel during the year. Copies of each have been forwarded to
the U. S. Office of Education.

a. Directory of Industrial Education Schools and Classes, 1963-64

b. Data Processing Code Numbers for Industrial Education
Reporting Purposes (Revised Edition)

c. Policies and Suggested Procedures for TEC Clubs and the Florida
Federation of TEC Clubs

d. Industrial Education Newsletter (9 releases)

All other materials involving industrial education were compiled and
distributed by the Divisional Services Office, Division of Vocational,
Technical, and Adult Education.

5. Cooperation With Other State Department of Education Services

Assistance was provided by the Audio-Visual Education Department of
the Florida Institute for Continuing University Studies and by the
State Department of Education Film Library in booking and distributing
various training aids to local teachers. The Certification Section of
the State Department of Education processed certification requests of all
industrial education personnel, and the General Adult Education Section,
Division of Vocational, Technical, and Adult Education, reviewed selected
industrial education course outlines pending their approval for veterans'
training.

6. Adequacy of Facilities

Facilities for teacher-training such as classrooms and instructional
equipment and materials are adequate.

Instructional areas in industrial education courses are generally adequate,
but some facilities, particularly shops, are housed in temporary quarters
or in renovated buildings not originally designed for skill instruction.
This creates some problems, but can be expected in a rapidly growing pro-
gram where available capital outlay funds must be widely extended to
serve all educational needs. Continuous efforts are being made to correct
such situations.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

Increased interest in high school preparatory programs was demonstrated
by the establishment of several new high school courses in air-condition-
ing and refrigeration, automotive mechanics, commercial art, cosmetology,
drafting, electronics, gasoline engine mechanics, machine shop, printing,
radio and television service, and sheet metal work. New programs were
started at Eau Gallie High School; Fort Lauderdale Northeast High School;
Jacksonville Englewood, Parker, Paxton, Ribault, and Stanton high schools;
Kathleen High School; Lake Wales High School; and Satellite Beach High
School.

Post-secondary preparatory programs showing marked increases in enroll-
ments and offerings were air-conditioning and refrigeration, aviation
mechanics, cosmetology, diesel mechanics, drafting, electronics mechanics
and assembly, garment making, machine shop, television studio production,
and upholstery. Smaller increases were noted in automobile and
fender repair, automotive mechanics, cabinet making and millwork, com-
mercial art, electric motor and generator mechanics, radio communications,
and matchmaking.

Type C preparatory training programs for adults showed a slight decrease
in enrollment, probably resulting from growth in the Manpower Develop-
ment and Training Act programs. Certain evening trade extension courses
such as air-conditioning and refrigeration, commercial'cooking and baking,
cosmetology, custodial service and building maintenance, drafting, elec-
tronic mechanics and assembly, industrial electronics, radio communications,
and water and sewage plant operation gained substantially while normal
growth was experienced in commercial cooking and baking, commercial
vehicle driver training, electric motor and generator mechanics, law
enforcement, radio and television service, and welding.

Curriculum revision was a joint function of the Divisional Services
Office, Division of Vocational, Technical, and Adult Education, and the
Lindsey Hopkins Education Center in Miami. Several course outlines were
either developed or revised.

Business machine mechanics, machine quality control, and water and sewage
plant operation were new programs introduced during the fiscal year.

Official industrial education youth organizations in Florida are the
Florida Federation of Trade Education Clubs (TEC Clubs) and the Florida
Federation of Industrial Education Clubs. The former is limited to trade
and industrial education students; the latter also includes technical
education and industrial arts pupils. Both organizations held state
conventions and executive board meetings during the year. The Florida
Federation of Industrial Education Clubs held a state-wide skill and theory

contest and sent selected students to the national contests at Tuskegee
Institute and to the Chrysler Corporation's Plymouth Trouble-shooting
Contest in Detroit where Blake High School of Tampa finished second among
the 48 states participating.

The State Department of Education conducted two workshops during the year
for faculty sponsors of local clubs.

2. Preservice and Inservice Teacher Education and Supervision

Industrial education teacher training services are fairly adequate. At
present one part-time and five full-time teacher trainers are attached
to the staffs of Florida A & M University, Florida State University, and
the University of Miami.

College credit extension courses were held in 18 centers by itinerant
teacher trainers from Florida A & M University, Florida State University,
and the University of Miami. In addition, the State Department of Edu-
cation conducted non-credit teacher apprenticeships in four counties.
Summer school sessions were held at Florida A & M University and Florida
State University. The General Motors Corporation offered a course for
teachers of automotive mechanics at its training center in Jacksonville
and a similar institute for electronics teachers was conducted by the
Philco Corporation at Daytona Beach.

The State Coordinator of Instructional Problems is primarily responsible
for non-credit inservice teacher training. The teacher self-evaluation
instrument, developed three years ago, was introduced in a number of new
centers, and follow-up studies were continued to determine its effec-
tiveness.

More on-the-job, inservice teacher training of a non-credit, non-scheduled
type will be provided in close conjunction with local supervision of in-
struction. Institutional teacher training will continue to be largely a
campus and extension credit program for securing and upgrading teaching
certificates and granting baccalaureate and graduate degrees. These
courses will be offered by the above three institutions approved to train
industrial education personnel.

3. Research and Studies

Research and surveys involving vocational industrial education were
conducted by the Divisional Services Office and are described in Section I
of this report. Staff members, however, cooperated with the other vo-
cational services in evaluative studies of individual school and county
vocational education programs.

4. Joint Activities

Particular mention should be made of the close association maintained
with the Bureau of Apprenticeship and Training, Division of Corrections,
Florida Apprenticeship Council, Florida Department of'Apprenticeship,
Florida Development Commission, Florida Industrial Commission, Florida
State Dental Society, Florida State Employment Service, State Board of
Beauty Culture, State Board of Nursing, Surplus Property Administration,
Veterans Administration, and Vocational Rehabilitation Division.

Staff members also worked with the State Council of Carpenters, AFL-CIO,
in completing and distributing state-wide apprenticeship related instruc-
tion course outlines, and with various local labor organizations in
conducting labor-management institutes.

5. Program Interpretation and Promotion

Much of the public information program was handled by the Divisional
Services Office, but periodically staff members provided lay persons,
management and labor, legislators, and local school personnel with
newsletters, national or regional publicity, brochures and pamphlets,
reports of pertinent studies, and national and state thinking on problems
and issues in vocational education. The film "Trade and Industrial.
Education in Florida" was again widely used during the year.

C. Additional Significant Information and Materials

1. Adequacy of Staff

The current staff appeared to be adequate in terms .f past program
financial support. However, the new emphasis upon trade and industrial
education provided by the Vocational Act of 1963 will require additional
personnel. It is planned to employ three area supervisors of instruction
to work directly with teachers in improving instruction.

2. Adjustment of the Program to Social, Economic, and Other Conditions

Plans are being developed to revise some existing curricula so that more
people may benefit from the training provided.

The changes envisioned will take into consideration:

a. The changing needs of industry produced by new tech-
nologies, new machines, new materials, and new processes

b. Changing manpower needs growing out of automation, shifts
in the age components of the labor force, and growing
demand for professional and technical personnel

c. The changing needs of individuals resulting from unemployment,
aging, educational deficiencies, and physical and mental
disabilities.

It is anticipated, for example, that radio and television service courses
will continue to be broadened to include training in basic and advanced
electronics. Less emphasis is to be placed upon architectural drafting
and more upon mechanical and.machine drafting. Watchmaking will expand
to instrument repair and more attention will be directed to industrial
electricity in the training of electricians. Training in tool and die
making will be encouraged where machine shop facilities exist.

Aircraft mechanics trainees will receive more instruction and experience
in overhauling jet engines and in aircraft sheet metal work and less in
cloth fabrication. More training in air-conditioning and refrigeration
will be provided.

The effects of changing curricula upon instruction will also be studied
to determine if instructional concepts and methods should be revised.

3. New or Proposed Legislation

The 1963 Florida Legislature increased the number of Minimum Foundation
Program units available during this biennium, making it possible to meet
most of the requests' for program expansion. Other legislation affecting
vocational education is referred to in detail elsewhere in this report.

STATUS AND DEVELOPMENT OF HEALTH OCCUPATIONS EDUCATION PROGRAMS

A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

A two-day conference for practical nursing teachers was held in November,
1963 to help teachers evaluate the effectiveness of current student se-
lection procedures and to explore ways of improving them. Fifty-four
teachers and three practical nursing coordinators attended representing
95% of the faculties in the state. Other participants included several
local directors of vocational education and the educational director of
the Florida State Board of Nursing.

A three-week summer session course of 45 clock hours in "Curriculum De-
velopment for Practical Nurse Education" was offered at the Florida
State University in June, 1964. The course was designed to lay a foun-
dation of principles basic to sound curriculum planning using the State
Curriculum Guide for Practical Nurse Education as a vehicle for apply-
ing those principles. Twenty-five teachers four from neighboring
states were enrolled. Eighty percent of the teachers currently em-
ployed in the practical nursing program have had this basic course which
has been taught three times by Miss Vivian Culver, R. N., The Division
of Nursing, Public Health Service, U. S. Department of Health, Education
and Welfare approved a short-term traineeship grant to assist teachers
wishing to take advantage of this educational opportunity.

A second three-week course of 45 clock hours in "Evaluation and Its Role
in Program Improvement" is also to be offered by Florida State University
later in the 1964 summer session. Twenty practical nursing teachers have
enrolled. A federal short-term traineeship grant was likewise approved
for this course by the U. S. Public Health Service.

2. Use of Consultants and Advisory Committees

Consultants have been used extensively in the development of state-wide
standards for health occupations programs.

A special committee of the Florida Dental Society met on two different
occasions with members of the staff of the State Department of Education
to assist in preparing standards for the operation of dental assisting
training programs. These standards were later presented to the State
Exeuctive Council of the Florida Dental Society and approved.

A special committee of the Florida Society of Pathologists and the Florida
Division of the American Society of Medical Technologists met with staff
members of the State Department of Education to assist in preparing
standards for the operation of Certified Laboratory Assistant training
programs. These are being completed and will be submitted to the two
organizations for their approval.

A special committee of persons representing nursing (professional and
practical), hospital and nursing home administrators, state and local
manpower development and training personnel, and state and local vo-
cational education personnel met to discuss and evaluate a nurses' aide
project conducted under the supervision of the vocational school in a
nursing home under provisions of the Manpower Development and Training
Act.

The assistance of the Florida State Nurses Association was requested in
developing guidelines for the operation of nurses' aide training under
MDTA. These guidelines were approved by the Board of Directors of this
organization in April, 1964.

At the meeting of the State Advisory Committee for Health Occupations
Education, a Policy Statement Governing the State Advisory Committee for
Health Occupations Education was discussed and approved.

3. Participation in Other State or Local Conferences, Workshops, or Programs

The State Consultant for Health Occupations Education attended and par-
ticipated in the National Clinic on Trade and Industrial Education held
in Chicago, Illinois.

She also participated in the program of the American Nurses Association
Conference of State Boards of Nursing at Atlantic City, New Jersey. The
paper presented at this conference dealt with "How One State is Working
to Develop and Improve the Quality of Practical Nurse Education." Ap-
proximately 100 people were in attendance.

4. Publications

Two articles dealing with Florida's practical nursing program were pub-
lished in nursing magazines.

The first, "A State-wide Curriculum Project in Practical Nurse Education,"
was published in the February, 1964 issue of Nursing Outlook, the offi-
cial magazine of the National League for Nursing, and was prepared by
the State Consultant for Health Occupations Education at the request of
the National League for Nursing.

The second, "A Civilian Program in a Military Setting," also appeared in
the February, 1964 issue of Nursing Outlook. The article describes how
facilities of the U. S. Naval Hospital at Pensacola were made available
to practical nursing students for clinical instruction and experience.
It was co-authored by Commander Veronica M. Bulshefski, Chief of the
Nursing Service, U. S. Naval Hospital, Pensacola, and Katherine Goldsmith,
instructor in the vocational program.

The Practical Nurse: Textbook of Nursing by Vivian Culver and
Kathryn Brownell, 6th edition, was published in May, 1964 by W. B. Saunders
Company. The text of this edition was completely rewritten by
Vivian Culver, Curriculum Specialist, State Department of Education.
However, the revision was completed prior to Miss Culver's appointment to
the state staff although the publication date was subsequent to her
appointment.

6. Adequacy of Facilities

Not all facilities for health occupations programs in the state are ade-
quate. As plans for new facilities are developed, however, it is antici-
pated that the need for enlarging and improving them will be considered
and that, in some instances, health training centers will be established
in which classrooms and equipment may be shared.

B. Program Status at the State and Local Levels

1. Instructional Program and Related Activities

Two new practical nursing preparatory programs were started in St. Johns
and Manatee counties.

The practice of paying stipends to students has all but disappeared.
Two more schools took action to discontinue the practice, leaving only
two programs in which stipends are still being paid.

During the past fiscal year, 795 new students were admitted into 40
classes while 538 individuals completed the program. However, 1 in 4
of those enrolled in the 36 classes completed during the year discon-
tinued their training before finishing the course. In addition, a total
of 461 students enrolled in practical nursing supplemental courses.

A surgical technician preDaratory program nine months (1080 hours) in
length was operated for the first time by the Mary Karl Division of the
Daytona Beach Junior College. Ten students were admitted to this post-
high school program, several completed it, and all graduates were placed
immediately. The course was well accepted by both nursing and medical
staffs of the hospital in which students received experience.

One nurse's aide institutional preparatory program in which 74 aides
were trained was operated under the Manpower Development and Training
Act in St. Petersburg. The course of 180 hours (80 hours theory, 100
hours practice) was conducted by the vocational school. Experience was
provided by a nursing home under the supervision of a registered nurse
teacher employed by the public schools. The training of aides is con-
tinuing in St. Petersburg under another Manpower Development and Train-
ing Act project approved in April according to guidelines approved by
the State Nurses' Association. Several other areas in the state are
planning to offer similar programs.

Dental assistant preparatory programs were operated in four counties. Two
are post-high school programs, one is a high school program, and the last
is both a high school and an adult program. A total of 78 persons were
graduated during the year of which 64 were in adult programs and 14 in
high school programs.

Currently established dental assisting programs being conducted in
vocational-technical high schools in the eleventh and twelfth grades may
continue to operate at this level. However, all programs established in
the future will be operated as post-high school programs and meet the re-
quirements of the American Dental Association's Council on Dental Edu-
cation. The state-wide standards for dental assistant programs have been
developed with the help of the State Dental Society and approved by that
organization.

A dental laboratory technician program has continued to operate in one
county. Twenty-six students were enrolled in the day preparatory pro-
gram with 10 completing the course, while 63 were in the evening trade
extension program.

Plans are being made to start a post-high school certified laboratory
assistant program in Orlando in the fall. State standards for this pro-
gram have been developed with the help of the state societies of medical
technologists and clinical pathologists. These organizations recommended
that programs for training laboratory assistants meet the requirements
of the National Board of Certified Laboratory Assistants.

One optometric assistant preparatory course was operated in Hillsborough
County through the cooperative efforts of the Optometric Association,
the County Welfare Department, the Lions Club, and the Board of Public
Instruction. Twenty-three students were enrolled in the second class
admitted. Graduates of this program are in great demand not only in this
state but in others as well,

An optical mechanics and dispensing program has continued to operate in
one county. Twenty-eight students were enrolled in the day preparatory
program and 16 completed the course.

A day preparatory course of 960 hours in massage is offered in one county
which enables students to meet requirements specified in the Massage
Registration Act of the Florida Statutes. Upon completing the course,
students are eligible to take the examination given by the Florida Board
of Massage. During the past year, 31 students completed the course.

The state staff position, Curriculum Specialist for Practical Nurse Edu-
cation, was created on February 1, 1964. A professional nurse with grad-
uate preparation in education and many years of experience as a teacher
was appointed to fill the position. The general responsibilities of this
staff member include giving direct guidance and assistance to teachers in
all phases of curriculum planning and development. This person works with
county personnel upon the request of the local director and approval by
the Consultant for Health Occupations Education. The length of visita-
tion depends upon the assistance needed and availability of the staff
member, but has ranged from two to eight days. Direct work with faculties
in the schools combined with summer session courses taught by the same
person is definitely strengthening the teacher education program and
helping to meet the problems of new teachers who have not had preparation
for nor experience in teaching.

2. Preservice and Inservice Teacher Education and Supervision

Teachers in health occupations education had access to the same industrial
education teacher-training services as all other teachers. These in-
cluded itinerant teacher training courses, college credit extension courses
in certain centers, and non-credit inservice teacher training in a few
centers, provided by the State Coordinator of Instructional Problems.
Additional teacher education services available to practical nursing
teachers are reported under B (1) above.

3. Research and Studies

No special studies were conducted in the area of health occupations
except locally to determine the need for developing certain programs.

4. Joint Activities

In developing new health occupations programs, a very effective working
relationship has been established with the professions of medicine,
denistry, and nursing.

5. Program Interpretation and Promotion

The several committee meetings with members of the health professions
provided many opportunities for interpreting the vocational education
program as it relates to health occupations education.

C. Additional Significant Information and Materials

With the added staff member, the state staff is quite adequate for present
and future program development in the area of health occupations edu-
cation.

STATUS AND DEVELOPMENT OF TECHNICAL EDUCATION PROGRAMS

A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

Two conferences concerned with the development, organization, and
administration of technical education programs were conducted by the
Division of Vocational, Technical, and Adult Education during the past
fiscal year.

The annual fall meeting of deans and directors of post-high school techni-
cal education programs, attended by 20 persons, was held in Tallahassee,
October 10-11, 1963. Principal concerns during the two day meeting
centered about certification of instructional personnel, inservice train-
ing programs, placement and follow-up of graduates, and evaluative crite-
ria for technical education programs.

The Sixth Annual Conference on Technical Education was held in Orlando,
April 3-4, 1964. Attending the conference were approximately 200 persons
comprising the technical education instructional, supervisory and adminis-
trative staff. Among the topics considered were relationships of the
technician to the engineer, techniques for implementing technical pro-
grams, implications of numerical control for technical education, crite-
ria for evaluating technical programs, certification requirements for
technical education personnel and technician needs for Florida industries.
Conference participants included instructors and administrators of techni-
cal education, representatives from industry, university personnel, a re-
presentative from the National Aeronautics and Space Administration and
staff members of the Florida State Department of Education.

2. Use of Consultants and Advisory Committee

Consultants from the Technical Education Branch of the U. S. Office of
Education, Florida industries, the National Aeronautics and Space Admin-
istration, and the Florida State University were obtained for the two
conferences.

The State Advisory Committee for Technical Education met once with the
state staff during fiscal 1963-64 for purposes of reviewing. curriculum
materials and local requests for George-Barden Title III, technical edu-
cation funds. The single meeting was an experiment to determine whether
program affairs might be conducted effectively with only one meeting.
It appears at this time that one scheduled meeting and an additional
called meeting will be necessary to avoid prolonged delays.

3. Participation in Other State or Local Conferences, Workshops, or Programs

The technical education staff served as consultants at the Junior College
Facilities Conference in Tampa, January 23-25, 1964. Attending the

conference were approximately 125 persons including junior college admin-
istrators, university personnel and representatives from architectural
firms.

The area supervisor for technical education participated in an RCA 301
Computer System Workshop which provided an introduction to basic computer
use and programming for approximately 30 persons.

The state supervisor spoke before several civic organizations and uni-
versity classes concerning the technical education program in Florida.
The various groups ranged in size from 15 to 60 persons. The state
supervisor also participated in the Southeastern Junior College Leader-
ship Conference program at Daytona Beach, July 30-31, 1963 where he
served as a member of a panel concerned with Excellence in Technical Edu-
cation.

4. Publications

There were no new publications in technical education during the fiscal
year. However, publications in progress and expected to be completed
during the coming year include a report of a state-wide survey of techni-
cian needs for Florida industries, a facility handbook outlining space
and equipment requirements for selected technical education laboratories,
and a curriculum guide outlining appropriate instructional content for
post-high school drafting and design programs. Assisting in the plan-
ning and development of these projects are members of the State Advisory
Committee for Technical Education and sub-committees representing the
appropriate technical areas.

5. Cooperation with Other State Department of Education Services

The state supervisor worked closely with members of the Certification
Section in reviewing problems related to certification of instructional
personnel. Established procedures were revised and new procedures de-
veloped in an effort to relate certification more directly to subjects
to be taught. He also served on several committees concerned with eval-
uating and accrediting schools having vocational and technical education
programs. A film entitled, "Technical Education in Florida" together
with brochures describing the program were provided to guidance personnel.

6. Adequacy of Facilities

Although a large number of programs are still housed in unsatisfactory
buildings, considerable progress was made during the year in constructing
and equipping new technical education laboratories at Fort Lauderdale,
Orlando, and St. Petersburg. Planned for the coming year are additional
facilities for Broward, Pinellas, Orange, Leon, and Escambia counties,
each to be equipped with adequate instructional facilities.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

Three types of institutions provide technical preparatory and extension
classes. These are high schools which include technical subjects for
high school youth in the eleventh and twelfth grades, vocational
industrial-technical education centers where preparatory and supplementary
courses in several technical fields are provided, and community junior
colleges having technical divisions which offer from one to seven techni-
cal courses.

Two new technical education centers, the Mid-Florida Technical Institute
and the Pinellas County Technical Institute, have completed their first
year of operation. Both institutions contain facilities for offering
terminal technical preparatory, supplementary, and supervisory courses
specifically reflecting immediate industrial requirements in their re-
spective service areas. They will provide high school graduates an
opportunity to study technical education and will make available con-
centrated instruction in specific technical fields without the necessity
of meeting the general education requirements established for an associ-
ate degree. Technical education enrollment at these institutions reached
full capacity during the first month of operation. Plans for expanding
technical education facilities at both locations during the coming year
have been approved.

The technical education programs offered at the institutions conform to
criteria established in recommendations for technical courses meeting
the requirements for the use of Federal George-Barden Title III, techni-
cal education funds.

2. Preservice and Inservice Teacher Education and Supervision

The establishment of a teacher-training program was delayed until recently
because of difficulty in obtaining a person with the desired qualifica-
tions. Therefore, teacher education services have been limited to summer
school classes. However, a teacher trainer has been appointed to the
staff of the University of Florida and assigned responsibility for de-
veloping a technical education teacher-training program. Scheduled for
the coming year for inservice personnel are two courses in technical edu-
cation to be offered at different centers during each trimester.

Teacher training was provided by Florida A & M University, Florida State
University, and the University of Miami. Instruction consisted of a
three-week course in methods of teaching technical subjects, a three-
week course in methods of teaching transistors, and an eight-week course
in electronic data processing given at three off-campus centers.

3. Research and Studies

Completed during the past year was a state-wide survey of the need for
technicians by Florida industries. Using electronic data processing pro-
cedures, over 1800 industrial firms employing 10 or more workers were
tapped for information concerning the number of technicians currently
needed and anticipated demand over the next two-year period. This in-
formation will be used in assessing current programs and projected plans
for program emphasis.

Currently in progress and planned for completion next fall is a guide to
technical education laboratory planning and equipment selection in the
areas of drafting and design, electrical, electronic, electronic data
processing, instrumentation, civil engineering, and mechanical technology.
It is hoped that this guide will aid school personnel in planning and
developing technical laboratories and in achieving a measure of consist-
ency with respect to the quality of laboratory facilities provided.

An experimental program in electronic data processing was begun during
the past year to determine the appropriateness of this activity for high
school students. At Miami Central High School eleventh graders received
basic instruction in electronic data processing theory. In the twelfth
grade these students will receive laboratory instruction utilizing exist-
ing facilities of the Miami-Dade Junior College. It is anticipated that
this program will assist in determining the extent to which instruction
in electronic data processing should be included at the high school level.

A summer interest seminar was planned for high school seniors desiring an
orientation to technical education. Currently enrolled at North Florida'
Junior College are 18 twelfth graders who are receiving basic instruction
in civil engineering technology.

Numerous problems remain in which research is needed. Problem areas in-
clude curriculum, evaluation, guidance, instrutional facilities, student
selection, follow-up and placement of graduates. Specifically, there
appears to be a pressing need for devices for keeping technical instruc-
tion current and for selected curriculum guides for organizing instruc-
tion, guidelines for analyzing areas of technician training, guidelines
for laboratory planning and equipment selection specifically written for
technical education, and criteria for assessing technical education pro-
grams.

4. Joint Activities

The technical education staff worked closely with representatives of the
Florida Industrial Commission in assessing technician needs for Florida
industries.

Advisory committees at both the state and local levels continue to be
used in making surveys, identifying instructional areas, and selecting
laboratory equipment.

C. Additional Significant Information and Materials

1. Adjustment of the Program to Social, Economic, and Other Conditions

The 1963 Legislature authorized the establishment of two additional
junior colleges to be located in Okaloosa and Polk counties. These in-
stitutions will assist in meeting the needs of individuals and industry
by including technical education programs in their curricula.

The Technical Education Section of the Division of Vocational, Technical,
and Adult Education, staffed by a state supervisor and one area super-
visor, completed its first year of operation June 30, 1964. Supervisory
and consultant services were provided for 29 institutions-including 14
junior colleges, 10 high schools, 3 vocational-technical education
centers, and 2 technical institutes employing 160 full-time instructors
and enrolling in excess of 13,000 technical education students. The em-
ployment of an additional area supervisor has been authorized to provide
the additional consultative services required by a rapidly expanding
state-wide program of technician training.

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