The Impact Of Vocational Education Special Projects In California Community Colleges

This book provides the reader with an overview of the evolution of career and technical education in California over the 20th century and some insight as to its strengths and weaknesses as well as the challenges it faces in the new millennium. This book delves into why career and technical education/vocational education are so important and needed in California’s public schools. Among the things it looks at are “What is vocational education?” “What are the benefits of vocational education, and in particular, to the student?” and “Why does California need vocational education?” Section one of this book discusses the historical foundation of career and technical education in California starting from the beginning of 1900 to 2000. Section two contains research on the 21st century workforce and the community college’s CTE programs and role in the economy. This book provides a forum and voice for scholars in California. It allows us to learn and understand how career and technical education was viewed at the beginning of its foundation, its curriculum, and its impact on the California labor force today. It also looks at the labor market disadvantages we are facing due to lack of proper structures in the CTE programs across the State.

Federal legislation has had a profound impact upon the vocational education provided to students with disabilities. The Carl Perkins Vocational Education Act (VEA) of 1984 was designed to assure that vocational education programs were made available to all persons. Persons who are disabled were one of six populations targeted to receive specialized funding in order to assure their accessibility. The purposes of this study were: (a) to examine the distribution patterns of VEA funds within the California community college districts, (b) to identify services for students with disabilities funded by the VEA in each college, and (c) to identify the disability groups who received these services. Survey research was the methodology that formed the basis of this study. Procedures for gathering this data included: (a) examination of the 1987-88 VEA budgets from all districts, (b) examination of Disabled Student Program and Services allocation reports for 1987-88, and (c) the development of a questionnaire. The results indicated that California community colleges utilized the majority of VEA funds for the provision of supplemental and support services. These services included basic skills instruction, vocational guidance and counseling, mobility assistance, remedial courses, interpreter services, and tutor services. Limited funds were expended for the development of separate vocational programs. Students with physical disabilities, communication disabilities, and learning disabilities received the most services. Fewer services were available for students with acquired brain injuries, developmental disabilities, psychiatric disabilities, and substance abuse difficulties. Recommendations resulting from this study were made at the federal, state, and local levels, noting the importance of federal funding and the implications for further development. This study identified services and activities provided by VEA funds and emphasized the importance of further training of staff and the need for research on the evaluation of these services.