Agenda '95

AGENDA'95
Participating Agencies:
State Board of Education State Board of Technical and Adult Education Board of Regents of the University System of Georgia Governor's Employment and Training Council
Coordinated by:
Georgia Council on Vocational Education September, 1990

..........................................................................................................................................~~!..y.g~~~~

................................................................................................................~AGENtjA95

TABLE OF CONTENTS

I. Executive

5

Summary

II. Introduction and

9

Purpose

III. Needs of the Geor-

11

gia Workforce

IV. Desired Student

15

Outcomes

V. Desired System

21

Characteristics

VI. Action

23

Commitments

Appendices

A. Agreement of

25

Support

B. Process for the

27

Development of

AGENDA '95

C. AGENDA '95

29

Committee

D. Bibliography

31

3

..........................................................................................................................................S...6...,..."...(...]...N...3....~..."...

...................................................................................................................AGEN"tj;r..95
I. EXECUTIVE SUMMARY
AGENDA '95 reflects the combined efforts of the State Board of Education, the State Board of Technical and Adult Education, the Board of Regents of the University System of Georgia, and the Governor's Council on Employment and Training and has been coordinated by the Georgia Council on Vocational Education. These organizations recognize that a gap exists between workplace needs and workforce capabilities and that the public providers of education and training should prepare potential employees who have well-developed communication skills, reasoning and problem-solving skills, personal management skills, the ability to obtain and use information, the ability to continue to learn, and the ability to work as a team member. Based on this knowledge, AGENDA '95 was developed. This document outlines specific desired student outcomes for Georgia, organized in five broad categories:
General Knowledge Base Communication and Information-gathering Skills Personal Development Skills Employability Skills Technical Skills AGENDA '95 also recognizes that a new focus needs to be placed on a total vocational-technical service delivery system that will include all four agencies. This must be a student-centered system with the following five characteristics:
A system-wide understanding for the need to encourage "lifelong learning" for all Georgia citizens;
Ease of entry and exit along the continuum of services; A system that provides an up-to-date education
through high quality personnel and state-of-the-art equipment; Learning styles geared to individual students; and Use of alternate settings and a variety of experiences for education and training. To accomplish these desired student outcomes and to obtain a
5

AGENDA;9S

.

student-centered delivery system, this report concludes by listing action commitments each agency will pursue, either individually or collectively, including the following.
The desired student outcomes will be disseminated to administrators, instructors and others involved in developing the program content ofvocational-technical education programs and the incorporation of the desired student outcomes into programs will be encouraged.
Strategies for encouraging implementation of the desired student outcomes will be identified by each agency.
Curriculum guides revised or developed and recommended by the Department of Education for secondary vocational education programs will be designed to produce the desired student outcomes identified in this report.
Program standards and program guides for the Georgia Department ofTechnical and Adult Education will be reviewed and revised as necessary to incorporate desired student outcomes which are not already included.
Assessment for the desired student outcomes will be developed by each agency with outside confirmation, with the exception of Regents, where such assessment will be encouraged at the institutional level. (For example, the warranty program of the Department of Technical and Adult Education may serve as part of the assessment for that agency.) Such assessment will be coordinated with the other agencies in order to minimize time and cost of such measurement.
Mechanisms to recognize desired student outcomes already achieved at prior levels of education and training by a student will be identified by each agency, with the exception of Regents, where such mechanisms will be encouraged at the institutional level.
A joint, cooperative effort among agencies will be undertaken to coordinate the delivery of the desired stu-

6

......................................................................................................................AGEiii"OAsis
dent outcomes referred to in items one and two above. The desired student outcomes will periodically (at
least every five years) be validated and updated through a statewide survey of Georgia employers and educators which is coordinated by the Georgia Council on Vocational Education. All agencies will pursue proper and adequate funding to achieve the goals of AGENDA '95.
7

.......................................................................................................................................... ~~!..~N.~.P.~

............................................................................................................AGENtjA'9S
II. INTRODUCTION AND PURPOSE
AGENDA '95 represents a consensus among the public providers ofvocational-technical education and training in Georgia to support development of a vocational-technical education system to meet the needs of employers and students in the 1990's and beyond. These needs have been viewed from the perspective of the current workforce as well as the workforce of the future (1995 and beyond into the 2000's). The realization that these changes in the workforce are occurring at a dramatic rate creates a sense of urgency to implement change in the vocational-technical education system as quickly as possible in order to best prepare the future workforce. Students who are currently in high school or postsecondary programs represent most of the first entrants for this new workforce, making the immediacy of these changes all the more important. Georgia must continue to move toward a coordinated educational system that is working together cooperatively and effectively to ensure that a higher percentage of Georgia's students complete their education and that they are fully prepared to be productive members of the workforce.
Toward this end, the State Board of Education, the State Board of Technical and Adult Education, the Board of Regents of the University System of Georgia, and the Governor's Council on Employment and Training participated in this effort, with the Georgia Council on Vocational Education coordinating the project.
This document will first provide an overview of what the future will demand of the workforce and what changes are already taking place that will affect what the worker needs in preparation for the workplace. From the identified needs of the workforce will come the second focus of the document -- desired student outcomes that should be incorporated into the vocational-technical education system of Georgia. The end product of implementing these desired student outcomes will be the availability in Georgia of individuals who are well-rounded, employable citizens for the 1990's and beyond.
To achieve these outcomes, the overall vocational-technical education delivery system must have a student-centered focus. Five characteristics of such a student-centered delivery system
9

AGENDA..;9s ..

.

are identified in the third part of the document. The participating agencies recognize that a major purpose ofa student-centered system is to allow the student as much ease as possible in accomplishing personal goals. These characteristics will encourage the students' progress toward successful employment.
Finally, there is a recognition that the vocational-technical education system must be upgraded in order to teach or measure effectively all these desired student outcomes. Therefore, action commitments are included which address incorporation of these desired student outcomes into the vocational-technical education system.

10

...............................................................................................................AGeiij"OA'95
ill. NEEDS OF THE GEORGIA WORKFORCE
A quality workforce is essential if this State is to remain attractive to new and expanding industry as well as retain existing businesses. The State of Georgia is projected to out-pace both the nation and the southeast region in rate of growth in population, the labor market, and Gross State Product. The resulting changes in the workplace in Georgia are expected to parallel the kind of changes predicted for the nation as a whole, but perhaps with even greater intensity.
Rapid changes are occurring in the workplace which require a more well-rounded employee who is not only technically competent but who also possesses more broad-based skills and who is adaptable to more situations. Changes in the workplace which have caused this need for a much wider range of competencies and skills than before and for a broader preparation for the worker include the shift from a manufacturing to service economy, rapid changes in technology, and the broader focus on the international market.
According to a report on Georgia's workforce needs prepared for the Georgia Council on Vocational Education, the total number of jobs in Georgia will increase by about one-third between 1985 and 2000. Nine out of ten of these new jobs will be found in service industries. The result will be that one of every three employees in Georgia will work in service industries (including business, health, and education), a major shift from the goodsproducing manufacturing sector. The emphasis will switch from a need for personnel with low-level skills to personnel with middle-level skills who have been educated to fill a broad range of jobs.
Service industries tend to have relatively large numbers of jobs which typically involve routine tasks and which often involve the direct use of technological devices. In addition, manufacturing companies are needing more broad-based skills as they make technological upgrades in their operations. The "new specialist" will be required to deal with wholeness, interrelatedness and connections rather than with isolated parts. The Tesult will be that jobs will require a broader range ofskills, not only at higher levels
11

.........................................................................................................................................................................
AGENDA '95
of ''basic skills" but also in terms of personal judgment and technical dimensions. Jobs are being modified and redefined in terms of content and skill requirements as indicated by the collapsing of job titles listed for Georgia. Some of the job responsibilities once associated only with professional levels have been redefined as mid-level jobs. For instance, the number of persons in paralegal occupations, Georgia's fastest growing occupational area, is expected to double by the end of the century. The wide use of computers and telecommunications devices blurs many of the traditional distinctions between professional and support staff, also.
Technology is changing so rapidly that a labor area which has a high volume of jobs available today may have a significantly reduced demand tomorrow. This was the case for the skill area of computer programmers. Because of the change from the dominance in the workplace of the mainframe computer to the personal computers that use prepackaged software, there is no longer the need for programmers in the numbers that were needed even five years ago. With these rapid changes comes a stronger demand on employees to continue their learning experiences to avoid technical obsolescence. Additionally, the technological content of manuals is more demanding as the level of technology increases. Therefore, even entry-level workers need a good grasp of communications and computational skills.
The shift to an international focus in both import and export markets has created a competitive situation in labor where the U.S. worker now competes with workers around the world. Very routinized, low-skilled work can readily be obtained from thirdworld countries where wages are low; therefore, many American companies are no longer willing to pay minimum wage and above for such work unless it is a part of a broader assignment. In addition, Japan and some European countries have such highly trained workers that the quality of goods produced becomes a decided competitive advantage. Georgia is heavily involved in international trade so Georgia workers, too, must be prepared with a broader range of skills.
With these rapid changes, the types of skills needed in the work environment must include those that would make individuals effective in almost any setting. A recent report of the National
12

................................................................................................................AGEN'tjii.;gS
Center for Research in Vocational Education contains a list of desired competencies developed by employers. These competencies included skills typically associated with formal education, such as communication, reasoning, problem solving, obtaining and using information, and the ability to continue learning. These employers, however, also included the following abilities needed specifically for the workplace: the willingness to take initiative and perform independently; the ability to cooperate and work in groups; competence in planning and evaluating one's own work and the work of others; an understanding of how to work with persons from different backgrounds and cultures; and the ability to make decisions. Another employer survey cited in this same report showed that employers placed the highest priority on personal management skills, including self-control, honesty and integrity, pride in one's work, and respect for others. That same group assigned second priority to academic skills and third priority to team work skills.
Other studies have indicated a decreasing need for manual skills but a significantly increasing need for a higher level of skill proficiency in the basic skills areas, especially in communications and mathematics. The definition of "basic skills" is changing to include such areas as critical thinking, problem solving, and computer literacy. A heightened awareness of global markets and international competition is also becoming increasingly important.
All these factors combine to create the need for workers with a broad set of competencies that can be called forth in a variety of situations.The next section of the report will focus on the student competencies that should be incorporated into students' education and training in order for them to be prepared to take a productive place in the workforce in the 1990's and beyond.
13

..........................................................................................................................................S...6......."....a...N....3...~...."....

..................................................................................................................AGEN"tjA9fi"
IV. DESIRED STUDENT OUTCOMES
The agencies involved in AGENDA '95 recognize that each vocational-technical student, regardless of individual goals, will need a core of academic skills to prepare him or her for employment and continued learning and training. The Georgia Quality Basic Education (QBE) Act requires the State Board of Education to establish competencies that each student is expected to master prior to completion of school. Seventy-six competencies, ranging from the broad areas of basic academic skills (such as reading, writing, and other communications skills as well as reasoning, problem solving, and computational skills) to specific curricular areas (such as literature, science, social studies, foreign language, fine arts, health, physical fitness, and career and vocational education), have been adopted by the State Board of Education and incorporated into the K-12 curriculum. While these QBE competencies are wholeheartedly endorsed, AGENDA '95 identifies other specific desired student outcomes which will enable a vocational-technical student to pursue both an entry-level position in the Georgia workforce and further education and training. Such skills are identified in five broad categories:
General Knowledge Base Communication and Information-gathering Skills Personal Development Skills Employability Skills Technical Skills Desired student outcomes are applicable to all levels ofvocational-technical education and training. The sophistication and expertise required in each desired outcome, however, may vary with the level at which the program is directed.
1. GENERAL KNOWLEDGE BASE
Computation Skills: The ability to add, subtract, multiply and divide whole numbers, fractions, decimals and percentages; also the ability to use proportions, roots, powers, algebra, geometry, trigonometry and basic statistics, as applied to real problems.
15

AGENDA;9S......

..

Computer Awareness: The knowledge of fundamental uses and functions of the computer and exposure to general types of software.
Scientific and Environmental Concepts: The ability to distinguish between scientific evidence and personal opinion. Levels of knowledge should enable the student to understand the theory and practice of scientific inquiry, societal values, and environmental concepts or issues related to a specific occupation.
Understanding ofEntrepreneurship and the Free Enterprise System and International Competition: The ability to express an understanding of the basic concepts of economics, entrepreneurship, marketing and the fundamental tenets of a free enterprise system and the impact of international competition and the global economy on business.
Concepts of Technology: The ability to express an understanding of the concepts that underlie technological systems and their influence on the lives of individuals in the work setting and at home.
2. COMMUNICATION AND INFORMATION-GArnERING SKILLS
Communication Skills: The ability to send and receive clear verbal and nonverbal messages, including the appropriate use of vocabulary and language skills in verbal expression.
Written Communication: The ability to organize thoughts and express oneself clearly in writing, using grammar and vocabulary in a manner appropriate for a given audience or purpose.

16

.....................................................................................................................AGEN"[jJf'95
Reading Comprehension: The ability to read and comprehend written materials appropriate to the occupational discipline and program level.
Communication with Charts, Graphs, and Displays: The ability to interpret and prepare numeric and graphic symbols for transmitting information consistent with job responsibilities.
3. PERSONAL DEVELOPMENT SKILLS Positive Self-Concept: The ability to exhibit pride in one's self, work and achievements and a belief in one's potential.
Adaptability Skills: The ability to adapt and to accommodate on-going change, consistent with job responsibilities and life changes.
"Learning to Learn" Skills: The knowledge and skills needed to learn effectively and to continue learning throughout life.
Initiative: The ability to begin a plan or task and to follow through to completion with little or no supervision.
Problem-solving Skills: The ability to identify and systematically analyze problems and propose realistic solutions. Problem-solving skills include critical thinking skills such as inductive and deductive reasoning to arrive at conclusions.
Creative Thinking Skills: The ability to conceptualize and present new, novel and innovative ideas.
17

AGENOA;9S

.

Interpersonal Relations Skills: The ability to accommodate the diversity of others in relation to the performance of school activities and assignments or to one's job.
Skills in Balancing Commitments: The ability to prioritize and integrate appropriately day-to-day and long-term personal and work commitments.
Negotiation Skills: The ability to reach agreement with others through discussion, suggestions, compromise, and consensus-building.
4. EMPLOYABILITY SKILLS
Career and Education Planning Skills: The knowledge of sources of information about occupations and the ability to develop a career plan, determine desired employment positions, and facilitate job progression.
Job Application/Resume Preparation Skills: The ability to communicate job skills effectively through job applications and resumes.
Interviewing Skills: An understanding of the purpose and the process of an interview in order to project a positive image of one's knowledge and ability to perform in a given job and to obtain information regarding the job requirements sufficient to make a job selection decision.
Work-Related Values: The ability to demonstrate consistently the following behaviors:
a. Dependabilitywhich includes reliability in work performance
18

.............................................................................................................................AGEN"[SA:i9S
and attendance requirements.
b. Punctuality including timely arrival and departure consistent with the job requirements.
c. Respect for the organizational role of individuals in positions of authority.
d. Positive attitude which is exhibited by a sense ofpride in work, commitment to quality and excellence and willing and cooperative behavior.
e. Personal hygiene and appearance that is appropriate for the job requirements.
f. Successful on-the-job task completion of the work or the product required for the job by the set deadline.
g. Planning for career growth and development by showing a willingness to seek further job skill training.
Understanding ofRole within the Organization:
The ability to express an understanding ofhow one's position contributes to the achievement of the overall objectives and goals of the organization and an understanding of the employer's expectations.
5. TECHNICAL SKILLS
Awareness of ComputerApplications in a Specific Occupation: The ability to express an understanding of basic computer applications related to a specific occupation and program level. For example, use ofprogrammable logic controllers for electrical and electromechanical programs; wordprocessing, spreadsheets and database management systems for business education programs; environmental control units for heating and air conditioning programs; computerized engine analyzers and controls for automotive repair programs, and computer-aided drafting (CAD) for drafting programs.
19

AGENDA'j9s..

.

Knowledge of Proper Use and Care of Equipment, Instruments, Tools and Materials: The ability to use equipment and tools properly and safely and to read instruments and make measurements; the ability to select appropriate materials; and the ability to maintain or care for the equipment (such as routine oiling, replacement of parts, etc.).
Knowledge ofRelevant Federal and State Laws and Regulations of a Specific Occupation: An awareness oflicenses or certificateswhich should be obtained, health and safety regulations, special equipment, and supervision required for certain tasks. For example, a knowledge of the storage and disposal of hazardous waste in various occupations, such as disposing of syringes in a health occupation and used oil in an automotive shop.
Specific Technical Skills ofthe Occupation: The ability to perform skills and competencies appropriate to the occupation. For example, a specific technical skill for the occupation of automotive technician would be the ability to use an engine analyzer to diagnose engine problems.
Process Skills - Organizational Context: An understanding ofoccupational procedures (in relation to both equipment and work flow) and of how these procedures contribute to the achievement of overall organizational goals.

20

................................................................................................................AGEN"i:jA..9S
v. DESIRED SYSTEM CHARACfERISTICS
To achieve these desired student outcomes, the focus of the total vocational-technical education delivery system in Georgia must be student-centered. The five characteristics discussed below each represent a feature of such a system.
First, there is a need for a system-wide attitude of "lifelong learning." In order to support lifelong learning, the vocational-technical education delivery system will need to be supportive of both traditional and non-traditional students. Non-traditional students, in particular, will have unique circumstances that will need to be dealt with in an open and creative environment.
Second, a student in Georgia should be able to enter the vocational-technical education system and exit with an education that will enable entrance into either postsecondary education and training or entry-level work, fully prepared to participate without remediation of any kind.
Third, every student in Georgia, both secondary and postsecondary, has the right to expect and receive the most up-to-date education from high quality teachers and instructors who are prepared to meet the needs of students and train them for the year 2000. Likewise, facilities, equipment, materials and curriculum used for education and training should be state-of-theart so that students will be properly prepared to enter the workforce.
Fourth, varied learning styles of students should be taken into consideration in the delivery of vocational-technical education. Students with unique needs required for learning should be viewed individually.
Fifth, alternate settings for learning which use a variety of experiences should be explored including on-site work experience, apprenticeships, and cooperative work programs as well as instruction through telecommunications and home television.
21

.......................................................................................................................................... ~~!..~.9N.~.9.Y.

.................................................................................................................AGENDAgs
VI. ACfION COMMITMENTS
There is an increasing awareness of the need for all four agencies involved to work together cooperatively to enhance the total vocational-technical education delivery system so that it results in the desired student outcomes. There is a recognition that some changes must be made and that some existing commitments must be continued. Each agency has somewhat different missions, a different governance structure and different resources available; therefore, how each agency will address the implementation of the desired student outcomes and desired system characteristics will vary as appropriate. Nevertheless, each agency endorses the desired student outcomes and is committed to the following implementation concepts:
1. The desired student outcomes will be disseminated to administrators, instructors and others involved in developing the program content of vocational-technical education programs and the incorporation of the desired student outcomes into programs will be encouraged.
2. Strategies for encouraging implementation of the desired student outcomes will be identified by each agency.
3. Curriculum guides revised or developed and recommended by the Department of Education for secondary vocational education programs will be designed to produce the desired student outcomes identified in this report.
4. Program standards and program guides for the Georgia Department of Technical and Adult Education will be reviewed and revised as necessary to incorporate desired student outcomes which are not already included.
5. Assessment for the desired student outcomes will be developed by each agency with outside agency confirmation, with the exception of Regents, where such assessment will be encouraged at the institutional level. (For example, the warranty program of the Department of Technical and Adult Education may serve as part of the assessment for that agency.) Such assessment will be coordinated with the other agen-
23

AGENDA;9s....

.

cies in order to minimize time and cost of such measurement.
6. Mechanisms to recognize desired student outcomes already achieved at prior levels of education and training by a student will be identified by each agency, with the exception of Regents, where such mechanisms will be encouraged at the institutional level.
7. Ajoint, cooperative effort among agencies will be undertaken to coordinate the delivery of the desired student outcomes referred to in items one and two above.
8. The desired student outcomes will periodically (at least every five years) be validated and updated through a statewide survey of Georgia employers and educators which is coordinated by the Georgia Council on Vocational Education.
9. All agencies will pursue proper and adequate funding to achieve the goals of AGENDA '95.

24

.................................................................................................................AGE"iiitjA;9S
APPENDIX A AGREEMENT OF SUPPORT
We, the undersigned, are in agreement with and will actively support the concepts and commitments included in Agenda'95.
STATE BOARD OF EDUCATION
\
STATE BOARD OF TECHNICAL AND ADULT EDUCATION
BOARD OF REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA
GOVERNOR'S EMPLOYMENT AND TRAINING COUNCIL
GEORGIA COUNCIL ON VOCATIONAL EDUCATION
25

..........................................................................................................................................5...6......."....a...N....3....~...."...

.................................................................................................................AGEiiitjA..9S
AppendixB
PROCESS FOR THE DEVELOPMENT OF AGENDA'95
The process that led to the completed AGENDA '95 was achieved over twelve months and through as many meetings. It
is a concerted follow-up to An Agenda for Vocational Education:
Shared Goals for the Next Five Years which included seven issues that each agency is continuing to address through separate agency activities. It was determined in June, 1989 that the AGENDA '95 committee (see Appendix C) should continue to focus on a coordinated system of vocational education. It was decided that a set of agreed-upon desired student outcomes for the total vocational-technical education system of Georgia would be a necessary first step in this process.
AGENDA '95 is the culmination of research and a long, deliberated consensus on the identification and definition of desired student outcomes. The process included the review of national reports and reports from other states which related to student outcomes. (See bibliography in Appendix D.) This information was then compiled into a matrix that recorded all student outcomes listed in each report and an indication as to which reports included each student outcome. From this matrix, a draft of desired student outcomes for Georgia was developed. These desired student outcomes were then disseminated by the AGENDA '95 committee to a broader group of individuals, including leaders from both local- and state-level vocational-technical education as well as individuals from business and industry, for review and comment. Further revisions to the desired student outcomes were then made using the comments from this expanded group.
AGENDA '95 has been reviewed and approved by participating staff, agencyheads and governing boards and councils for each of the participating agencies.
27

..........................................................................................................................................9...6...,..."...O.....N....3....9..."...

......................................................................................................................AGE;ii"i:>:if'gs
AppendixC
AGENDA '95 COMMftTEE
The Georgia Council on Vocational Education would like to thank the staff from the following agencies for their participation in AGENDA '95.
GEORGIA COUNCIL ON VOCATIONAL EDUCATION Mrs. Nellie P. Hoenes, Executive Director Mrs. Gerry Hesse, Special Assistant STATE BOARD OF EDUCATION Mr. Billy Johnson, Assistant State Superintendent of Schools,
General and Vocational Instruction Mr. Curtis Kingsley, Director, Secondary Vocational Instruction (Alternate) Mr. Dick Grover, Director, Planning and Evaluation STATE BOARD OF TECHNICAL AND ADULT EDUCATION Mr. Bob Mabry, Deputy Commissioner Dr. Fred Kiehle, III, Coordinator of Planning (Alternate) Mrs. Shelly Recicar, Special Assistant BOARD OF REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA Dr. David Spence, Executive Vice-Chancellor Dr. David Morgan, Assistant Vice-Chancellor,
Academic Affairs GOVERNOR'S EMPLOYMENT AND TRAINING COUNCIL Mr. H. G. Weisman, Assistant Commissioner,
Department of Labor Mrs. Andrea Harper, Deputy Assistant Commissioner,
Department of Labor
29

.......................................................................................................................................... ~~!..~.q~.~.~y.

..............................................................................................................AGEiiit.iA'95
AppendixD
BmLIOGRAPHY
Bottoms, G., & Korcheck, S. A (1989). Improyjna: the Communications. Mathematics. and Science Competencies of Students Enrolled in vocational Courses. Atlanta, Georgia: Southern Regional Education Board.
Carnevale, A.P. & Gainer, L. J. (undated). The Leamina: Enterprise. Washington, D.C.: Department of Labor.
The College Board, New York. (1983). Academic Preparation for CoIlea:e. New York, New York: College Board Publications.
Colorado State Board for Community Colleges and Occupational Education. (1987). AVision of the Future: The Comprehensive State Plan for Occupational Education in Colorado. Colorado.
Division of Vocational, Adult, and Community Education, Department of Education(1989). Florida Plan for Vocational, Adult, and Community Education. 1989. Tallahassee, Florida.
Fetters, W.B., Brown, G.H. & Owings, J. A. (undated). Hi&h
School and Beyond: A National Longitudinal Study for the 1980's. Washington, D.C.: National Center for Education Statistics.
Illinois Council on Vocational Education. (1988). Dialogue with Educational Leaders: Implications for Policy. Springfield, Illinois.
Indiana Commission on Vocational and Technical Education. (1988). Education and .Jobs for Indiana's Future. Indianapolis, Indiana.
The Job Training Partnership Act Advisory Committee to the Secretary of Labor. (1989). Worldna: Capital: Coordinated Human Investment Directions for the 90's. Washington, D.C.
31

AGENDA;9S........

.

Kadamus, J. A & Daggett, W. R. (1986). New Directions for vocational Education at the Secondary Level. Columbus, Ohio: National Center for Research in Vocational Education.
National Academy of Sciences. (1984). Hip Schools and the Chanmna;Workplacei The Employers' View. Panel on Secondary School Education for the Changing Workplace. Washington, D.C.: National Academy Press.
National Advisory Council on Vocational Education. (1984). A
Nation at Work: Education and the Private Sector. Washington, D.C.: National Alliance of Business.
North Dakota Council on Vocational Education. (1989). Maximizing Potential: For High-guality Participation in the New WorkForce. Bismarck, North Dakota.
Parnell, D. (1985). The Nea;lected Majority. Washington, D.C.: Community College Press.
Puleo, N.F. & Lotto, L.S. (1985). The Unfinished Aa;enda: The Role of Vocational Education in the Hip School. Columbus, Ohio: The National Center for Research in Vocational Education.
Raizen, S. A (1989). Reformioa; Education for Work; A Comitjye Science Perspective. Berkeley, California: National Center for Research in Vocational Education.
Sherman, S. W. (1983). Education for Tomorrow's .Jobs. Washington, D.C.: National Academy Press.
Southern Growth Policies Board. (1989). Tumina; to TechnoloC; A Stratemc Plan for the Nineties. Research Triangle Park, North Carolina.
Southern Regional Education Board. (1988). Goals for Education; Challena;e 2000. Atlanta, Georgia.
State Agency Policy Advisory Committee. An Inteau=ated State Plan for Vocational Education in Washina;ton State. Washington.
32

...............................................................................................................................AGEN"fjA'9S
Texas Council on Vocational Education. (1987). Master Plan for Vocational Education in Texas. Warnat, W.I. (1988). PreparioK Workers for the 21st Centuo; Implications for Vocational-Technical Education. Washington, D.C.: U.S. Department of Education.
33

AGENDA;9!f....

.

Funding support for this study and its publication was provided as part of federal funds to the Georgia Council on Vocational Education from the Carl D. Perkins Vocational Education Act.
The Georgia Council on Vocational Education is a private sector led citizens advisory council. Members are appointed by the Governor and represent business, industry, labor, agriculture and education. The primary responsibility of the Council is to advise the Governor, the State Board of Education, the State Board of Technical and Adult Education, the Governor's Employment and Training Council, and the business community on policies and initiatives that should be undertaken to strengthen and modernize vocational-technical education.
The Georgia Council on Vocational Education does not discriminate on the basis of age, sex, race, color, religion, national origin or handicap in its education programs, activities, or employment policies.
34