The author records his observations about how the Carl D. Perkins Vocational Education Act developed and about the American Vocational Association's presence in the federal scene. (CT)

Reviews three roles of the federal government that are accepted as essential tasks of federal leadership: (1) leadership in the process of democratization, (2) employment, and (3) readiness to rely on vocational education in periods of emergency. Suggests improving vocational education by rethinking the federal role. (LRA)

Triton College, River Grove, IL, has responded to the impact of advanced technologies and to a changing society by (1) modifying and upgrading programs, (2) developing new programs, and (3) developing programs for displaced workers. (JOW)

Describes a Wisconsin model for evaluating secondary vocational education programs. The model steps include a self-evaluation, a team site visit, and an implementation phase. (CT)

The authors suggest that it will take a new dimension of teamwork under the Perkins Act to meet the challenges of the coming decade. Vocational education can be improved, they say, by close collaboration among the new state councils on vocational education, the state boards, the newly required technical committee, and a host of other groups. (CT)

Vocational education services are not used by Black Americans because these services are still perceived by the Black population as representing education for people who cannot achieve in other areas. Vocational educators have shown a lack of concern for altering this image among Blacks. (LRA)

Recognizes that the need for vocational education improvement was partially satisfied through legislative mandate. Suggests that states should be given more authority to determine how goals, objectives, and activities will be accomplished. (JOW)

Reviews vocational education's role in private-sector retraining programs, reducing unemployment, attracting new industries, and developing human resources. Briefly discusses recent federal initiatives toward economic development and their relationship to vocational education. (LRA)

Excerpts of the NIE Vocational Education Study are presented. Areas covered include federal goals, distributing funds, special needs students, sex equity, improving planning, extending and improving programs, strengthening evaluations, and options for change. (CT)

Describes how Black Americans were involved in vocational education during slavery, the types of jobs that Blacks have traditionally been trained for, selected events that have shaped the status of Blacks in vocational education, and why many Blacks have difficulty accepting vocational education today. (LRA)

The effectiveness with which vocational education programs respond to the objectives set for them will ultimately be determined by the adequacy of vocational education funding. Present systems of vocational education financing (both federal and state) do not generally ensure the adequate funding of vocational education. (LRA)

Reviews eleven conditions that are prerequisite for career guidance improvement to take place. Five of these conditions are (1) an expanded concept of career guidance, (2) comprehensive development programs, (3) more career guidance centers, (4) a focus on adults, and (5) equity for all. (LRA)

Many postsecondary technical education programs are facing obsolescence and need more than another course or piece of equipment to be effective. Educational institutions must restructure their programs, redesign their laboratories, and retrain their faculty. The business and industrial community is the direct beneficiary of a strong vocational…

Justifies continued categorical funding for home economics and consumer education by noting the improvement in programs and the number of persons served. (JOW)

Identifies issues that Congress and the general public will very likely be concerned with in considering future vocational education legislation and discusses issues the American Vocational Association basic state grant study team have identified within the basic state grant program. (LRA)