Annual report, 1979

Georgia A dvisory Council on Vocational Education
Tenth Annual Report 1979
eceived
APR 03 1995 DOCUMENTS
----------=====--JGA lIBRARIE~

Table of Contents
Letter of Transmittal Recommendation Summar of Job kill Committee Career Guidance Conference State Plan Committee Summar of Public Meeting Evaluation Committee Unresolved Is ue Georgia Employment and Training Council (G ETC) State Occupational Information Coordinating Committee (SOICC) 197 -79 Council Members and Staff

2 3 4 6 II 14 16 18 18 19 20-21

Mr. Aaron Cook Chairman
Mrs. Filomena Mullis Vice Chairperson
Mr. George R. Bagley Mr. William Baisley Mr. James O. Bohanan Mr. Ralph Broadwater Mrs. Ellen Coody Dr. Kay Crouch Mr. Johnny Hamilton Mr. John R. Hawkins Mr. J. Homer Hefner Mrs. Nellie Hoenes Mrs. RO.!le Hulsc) Mr. Etie Jones Dr. Howard Jordan Mr. Larry Little Mrs. Betsy D. Moultrie Mr. Richard C. Owens Mr. L. L. Phillips Mr. Richard Shinhoster Mr. Roy L. Simmons Dr. Margaret M. Sullivan Dr. John W. Teel Mr. Earl H. Thurmond Mr. Jimmy H. Timmons Mr. Howard Weeks Mrs. Lynda Weissman Dr. George Whatley Mr. Robert L. White Jr. Mr. Penn Worden

STATE OF GEORGIA ADVISORY COUNCIL ON VOCATIONAL EDUCATION
July 11, 1979

Mr. Harlt:y F. Davidson Jr. Executivt: Director 55 Marietta Street Suite 1424 Allanca. Georgia JOJOJ (404) 656-2674

Mr. Roy A. Hendricks, Chairman State Board of Education State Office Building Atlanta, Georgia 30334
Dear Mr. Hendricks:
It is a pleasure to submit this Tenth Annual Report of the Georgia Advisory Council on Vocational Education as required under Public Law 94-482, Section 105. This report documents and summarizes the Advisory Council's activities for FY 1979.
The Council continued to place emphasis on job skills and increased its activities in the career guidance area. As a followup to the Employers' Impact Conference of last year, another such meeting of employers, school counselors and council members was held, the results of which are described in this report.
Planning was the Council's other main focus for the year. Significant accomplishments in this area are also outlined in this report.
This year, as in the past, has proven to be a very rewarding experience for each Council member in working with the State Board of Education to improve the quality of delivery of vocational education to the citizens of Georgia. The Advisory Council believes that positive action on the recommendations of this report will benefit vocational education in the State of Georgia.
a::~~. Aaron Cook, Jr. Chairman
sg

2

Recommendations
A a result of the Advi ory Council's work during 1978-79, the following recommendations are su bmitted:
Special emphasis be placed upon training women in non-traditional roles;
Positive action be taken by the State Board of Education relative to energy education;
Emphasis be given to the continuing replacement of obsolete equipment in all vocational programs;
An improved delivery system for counseling, guidance, career information and job placement be developed by the State Board of Education;
A more effective and applicable certification process for career guidance counselors be developed"
Career guidance centers be established in all the comprehensive high schools;
Vocational programs be geared to the needs of industry through improved communications with the business community;
Local advisory councils be used more effectively and the minutes of their meetings be provided to the Division of Vocational Education in the State Department.
3
JI

Summary of Job Skills Committee
La t year' report made brief reference to an Employer' Impact Conference. The conference was held too late to permit a full report which resulted in a upplemental report being pu blished at a later date.
The conference, which wa held on May 11 and 12, 1978, grew out of a concern on the part of the Council as to the adequacy of the kill training being received by those attending the state's ocational-technical school, a a e sed by the employer of these graduate.
The Employers' Impact Conference wa preceded by an appearance before the Council of a small group of employers from diverse indu tries and from different section of the tate. These employers provided invaluable guidance a to what the Council should look for in the greater busines community in order to a certain the information desired.
Over 100 employer attended the conference and enthu iastically participated in the mall group work hop which followed a general e ion de igned to prepare the conferee, a well as Council member, for the working e ion to follow. Both the Governor and Lt. Governor actively participated. Business organization, including chamber of commerce, helped to defray ome of the conference co t .
Recorder were as igned to all conference se ions and a complete report wa published, which wa mailed to all employer in attendance.
The Council later approved the Job Skills Committee's recommendations that employers be provided progress reports concerning matters in which they had expre sed concern. Preliminary to the first report, the conference finding and the Council' reaction to the e findings were pre ented to the State Board of Education, after which meetings were held with the tate Superintendent of Schools and the Associate Superintendent for Vocational Education. The e school officials outlined plan and objective de igned to addre s many of the concerns expre sed by the employers.
A indicated in the original conference report, employer who had hired graduate of the state' ocational educational y tem expre sed more concern and di played more eriou re er ation about thing other than the degree of pecific kills learned in the various schools. They made the point, in dramatic fashion, in all work hops, that the problem most bothersome to them included attitudes toward work, willingness to accept supervision, dependability, the desire to be on time-all the time-work without close supervision, remain with the employer long enough to become producti e member of the work force and to ju tify the cost of completing the training begun by the ocational-technical chool . Thi additional on-the-job training was hampered, according to many employers, by the employees' inability to read and to understand what had been read, due to a lack of experience in following written in truction ,as well as a lack of ability to write when that was a job requirement.
nother activity of the Job Skills Committee throughout the year ha been to make pre entation to the Secretary of Health, Ed ucation and Welfare concerning federal funding for the vocational education system in view of the ri ing cost of training, new equipment
4

needed and other matters affecting the schools' ability to meet the growing needs of business and industry as they change and expand and a new and more sophisticated skills are needed.
In this connection, the members of the state' congre sional delegation have been briefed on the activities of the Council and their assistance has been requested and received in such matters.
The findings of the 1978 Employers' I mpact Conference led to the Council's decision to conduct still another employers' meeting on Career Guidance. The Career Guidance Conference summary is presented in detail in the next section.
Employers in one of everal workshops.
5

Career Guidance Conference
The Georgia Advisory Council on Vocational Education, in keeping with its commitment to vocational education, sponsored a Career Guidance Conference to highlight one of the major problems that educators and business leaders face today-are students ready for employment once they have completed their training in the state schools? The business leaders are saying," 0." In an effort, then, to bridge this communication gap, the Advisory Council felt that if representatives of these two groups were brought together to discuss issues that are seriously preventing our young adults from securingjobs within the state, this type of positive exchange would promote better relations between the education and business communities.
This year's Career Guidance Conference was an outgrowth of an Employers' Impact Conference held last year in Atlanta, Georgia. Businessmen, statewide, let it be known that our young adults were not receiving the quality of career guidance in schools needed to prepare them for the "real world of work." The main purpose of this conference, held in Macon on April 19, 1979, was to promote better communications between the persons responsible for career guidance at the secondary school level and representatives from business and industry. This one-day conference brought together guidance counselors, cou nselor ed ucators, state and local Department of Ed ucation officials, school administrators, teachers and busines leaders from across the state.
The Advi ory Council believes that its objective was accomplished at this conference in that business leaders let the career guidance counselors know what they expect from students entering the labor market and the counselors, in turn, were able to voice their concerns regarding the attitude of business leaders towards the educational process. In addition, the Council felt that this conference was a significant step forward in promoting better relations between the business community and educators so that gainful employment may become a reality for students enrolled in the state's educational system.
Georgia State Representative Joe Frank Harris, Chairman of the House Appropriations Committee, delivered the keynote address. He told the audience that ... "Vocational Education is one of the best kept secrets that we havein the State of Georgia. Many people are unaware of the prominence that our vocational system has among the other states. We are recognized as one of the top three programs in the United States. One of the reasons that we have risen to this prominence is the State Board of Education has provided the proper leadership and the proper direction, along with many other interested people that have contributed time and efforts over the years. Just recently, the State Board of Education instituted a Management Information System (M IS). With this system, based on a five-year program, it should evaluate the students, laboratories, classrooms, and teachers. This sy tem will also give an accurate cost of the equipment and programs, along with the evaluation of the placement of students. With this information in hand, the succes can be properly evaluated."
Representative Harris also pointed out that ... "The three greatest problems that affect vocational education in Georgia today are: (1) lack of funds; (2) recruiting and training teachers; and (3) inadequate teacher salaries." In addition, he stated ... "Educators and students need to realize that free enterprise and profit are not bad words. Student need to understand when they are employed that the employer expects something in return for the
6

job that is provided. Competition and freedom to compete are the foundation of our economy. Jobs produce pride. Pride produce incentives and production. All of these together produce a trong economy and a strong America. Vocational education and skilled jobs are important."
Dr. orman C. Gysbers, Professor, Department of Counseling and Personnel Services, University of Missouri-Columbia, wa the guest consultant for the conference. His subject was "Remodeling Your Program While You Are In It." Dr. Gysbers stated that ... "The is ue that faces us is how do we make this transition from the traditional ancillary services concept of guidance to that of a comprehensive developmental program-a program which is an equal partner with other programs in education. My analysis of the issue suggests there are at least seven step required."
He further stated that ... "Before these step are identified and described, several caveats are nece sary. Using a step-by-step approach suggests that one activity follows another in linear fashion. Thi is not the case since many acti ities in each of the steps must be carried on concurrently. Also by describing guidance program development and implementation this way, it conveys to some that it is a simple ta k requiring little time and few resource. Thi is not true. While substantial work can be accomplished during the fir t year what is needed is at least three year with the nece ary resources available to insure uccessful implementation. Finally, the brief descriptions of acti itie in each of the steps do not do justice to the complexitie involved in program planning, implementation, and e aluation.
Representative Joe Frank Harris (left), Guest Consultant, Dr. orman Gysbers (center),
and Council Member Homer Hefner (right). 7

Conferees listen intently.
The following steps for setting up a comprehen ive developmental program were suggested by Dr. Gysbers: (1) decide what you want to change' (2) form work group; (3) assess the current program; (4) select a program model; (5) compare current program with program model; (6) establish a transition timetable; and (7) evaluate the effectiveness of the new program.
Dr. Gysbers offered these final points for consideration ... "Making the transition from guidance as ancillary services to guidance as a comprehensive, developmental program is not easy, automatic or rapid. It involves changing the behavior patterns of students, parents, staff, the community and counselors. A number of factors to be considered for successful transition to take place are identified as follows:
1. All staff members are involved.
2. All staff members are committed to the common objective-total and integrated development of individual students.
3. The administration is committed to the comprehensive approach and is willing to negotiate current activities that do not contribute to priority outcome and supporting staff members' abandonment of such activities in favor of those that do contribute to priority outcomes.
4. All staff members see the comprehensive systematic counseling and guidance program as a function of the total staff, rather than the exclusive responsibility of the counselors. 8

Representative Joe Frank Harri (left), Council Member Ellen Coody (center), and Council Member Homer Hefner (right).
5. Coun elor are willing to give up such "security blankets" a writing lengthy reports on their contacts with students or seeing students individually on matters better addres ed in a group.
6. Counselors are interested in acquiring new competencie .
7. Staff development activities which help staff members acquire competencies needed for successful implementation of a comprehensive program are provided.
8. Time is made for planning and designing the program and the evaluation, with all interested groups participating (student, parents, teachers, counselors, admini trators, community).
9. Program developer design an incremental transition which Ignores the need for continuing many current activities."
The luncheon speech was gi en by Dr. Bryan T. Gray from the United State Office of Education, Wa hington, D.C. H is remarks were centered around an executive summary of a report written by Dr. Edwin Herr, Professor at Pennsylvania State University. Dr. Gray pointed out that ... "One of the conclusions from this hi torical summary is guidance and
9

counseling consist of applied proce es which have implications for both the development of human capital and personal development. This reality is a source both of vulnerability and of promise; vulnerability in the sense that many of the problems encountered by the chool counselors are of long duration and difficult of resolution; promise in the sense that the school is a caring, humane place which has regard for individual purpo e among all students. "
The conferees were divided into small groups to discuss the following topic: Clarification of the Role of the Counselor, Counselor Competence, The State Board of Education, The Disadvantaged and Handicapped Individuals, Sex Role Stereotyping, and Community Involvement. Council members conducted and recorded the major concern as well as the recommendations of each group. These data were compiled and distributed a a separate report to all participants and appropriate tate officials. Some of the recommendation from this conference are reflected elsewhere in this report.
Participant at Career Guidance Conference
10

State Plan Committee
Pu blic La 94-482 Title II (The Vocational Education mendment of 1976), increa ed the empha is placed on planning and e aluation. The Act encouraged the State Board of Education to invol e intere ted agencies, council and groups in the planning proces . In order to meet thi mandate, the Advi or Council identified major i ue and need in vocational education within the tate, re iewed the Five-Year State Plan and the Accounta bility Report.
The State Plan Committee reviewed the recommendations made by the Advisory Council during the past five year. Is ue of continuing concern were identified a :
I. the present system of governance and coordination of the tate's postsecondary vocational-technical institution;
2. the effectivene of the job placement program and the level of support for guidance and counseling;
3. the certifi ation and alar for ocational instructor;
4. the ad i abilit of allo ing the State Department of Education to contract for ed ucational ervice;
5. the er ice for handicapped and di ad antaged individual and the facilitie for the handicapped'
6. the commitment to program for the displaced homemaker and the elimination of ex bia and tereotyping;
7. the encouragement and support needed to the local ad vi ory board; and
8. the need for equipment replacement, repair and updating.
The State Plan Committee felt that ome progre has been made relative to ome of the continuing recommendations. Howe er, it appeared that the committee needed to re iew the proce the State Board of Education and Georgia Ad i ory Council u ed in revie ing and participating in the development of the State Plan. The following problem found in the current re iew proce were related to the timeline u ed b the planning participant:
I. In order to prepare their budget for pre entation to the Legi lature, the State Board of Education and the ociate State uperintendent for Vocational Education mu t begin to e tablish their prioritie for an gi en fi cal ear approximatel fourteen month before the beginning of that year.
2. The tate Advi ory Council, Agenc Planning Council, and others required by federal law to participate in the State Plan, hi torically, begin their proce s approximately eight month prior to the beginning of the fi cal year- months after many decision as to funding priorities must be made. II

3. The members of the Georgia State Legislature basically decide the education budget approximately five months prior to the beginning of the fiscal year. There is little flexibility in the plan past this point, yet the Ad i ory Council, Agency Planning Council and others continue to di cus for everal month which items should be funded for a rapidly approaching fi cal year.
4. Local admini trator ubmit annual requests approximatel three month priorto the beginning of the fi cal year. By thi time, most of the deci ion regarding funding have already been made.
The State Plan Committee believed that the problems inherent in such a proce s could ea ily be een. The re ult of planning after the fact appears to be that in some area the State Plan re embles a compliance document rather than an actual planning document which pro ides for the optimum use of funds.
The State Plan Committee revi ed their planning proced ure to aile iate ome of the pro blem a ociated with this ti meli ne. The mem bers agreed that they would react to the 1980 State Plan, yet empha ize the planning and the budget related to the 1981 Annual State Plan. The Committee, in fulfilling this dual program, defined its 1978-79 objectives as the following:
A. Program: 1980
I. Identif and de cri be current ocational is ue in the State.
2. Review the previous recommendation of the Georgia Advisory Council on Vocational Education.
3. Review the progress and response of the State Board of Education to these recommendations.
4. Re iew the 1980 State Plan.
5. Compare the progress of the State and the curent needs of Georgia relative to the 1980 State Plan.
6. Review the 1978 Accountability Report.
B. Program: 1981
I. Re iew the proposed 1981 Budget for Vocational Education.
2. Sugge t improvements if nece sary.
3. Develop a 1979-80 State Plan Committee work plan.
12

The Advisory Council held five public hearings and identified issues and concerns in vocational education. The State Plan Committee reviewed these issues and concerns and interacted with the Office of Vocational Education. During this year's planning activities there were ten meetings with the representative of the Office of Vocational Education. These meetings were held in conjunction with the regularly scheduled meetings of the State Plan Committee. In addition, the Advisory Council representative to the State Planning Agency met four times to examine in detail the component parts of the plan.
RECOMME DATIONS:
1. SEX EQU ITY-The $50,000 federal minImum allocated for this office will be insufficient when compared to the magnitude of the task to be accomplished. The committee recommends that additional federal funds (and/ or a state supplement) be given to this office.
2. SU PPORT SERVICES FOR WOME -Special emphasis is needed for training women in non-traditional roles and the committee recommends that some federal monies be allocated for this purpose.
3. E ERGY EDUCATIO -In view of the coming trends in energy, it is obvious that positive action must be taken on energy education. The committee believes that if Georgia is to prepare for incoming industry and maintain its position as a leader in the field of vocational education, provisions must be made for specific funding of an energy education program.
4. EQUIPME T REPLACEME T-The committee commends the efforts of the Office of Vocational Education in allocating approximately 1.7 million dollars for equipment replacement. However the need for updated equipment is very great and the committee encourages greater support for this area.
5. COU SELl GAD JOB PLACEME T-The committee urges the State Board of Education to increase its efforts in providing an improved delivery system for counseling, career information and job placement.
The State Plan Committee of the Georgia Advisory Council wishes to express appreciation for the cooperation extended by the State Board of Education. Through this cooperative spirit the mandate of Pu blic Law 94-482 will result in a responsive state service plan.
13

Summary of Public Meetings
The Georgia Ad i ory Council on Vocational Education held five public meeting to solicit input from organizations, agencie , busine ses and individual members of the community. The e meetings, required by Public Law 94-482, were de igned to obtain opinion on arious a pect of vocational education in the State of Georgia. The State Department of Ed ucation al 0 held two separate hearings during the 1978-79 year.
The meetings were cheduled during late 1978 and were located throughout Georgia: Waycro , Swain boro, Alban, Jone boro and Dalton. The location of the meeting allowed the Council to recei e input that wa related to tatewide concern as well a local interest. The locations of both the Advi ory Council's meeting and the State Department'
hearings as shown on Figure I. These locations indicate the comprehensive planning u ed to
obtain a ariet of input.
A ummary of the topics of intere t included go ernance, certification, financial upport, capital outlay funds, program duplication, articulation, ex bia and ex role stereotyping and
alary. pecific program concern were refiected in discus ion related to program such as pecial need for the handicapped and the di ad antaged, indu trial arts, carpet technology and urgical technology. One concern wa related to the tate' transition to the metric ystem and the time which is being planned to implement uch a system. Another concern was related to the vocational graduates' lack of preparation in the use of hazardous materials.
The governance of the tate' po t econdar ocational in titution wa the topic of greate t intere t. The di cu ion centered around the report of the Georgia Educational I mprovement Council. This report, which de cribed se eral alternative governance structure initiated much di cus ion at Waycros ,Swain boro, Albany and Jonesboro. The concept of de eloping a third board wa contro ersial and there wa not a con ensu for a olution among the participants.
The clas ification of those who are handicapped and di advantaged wa of orne concern. I 0, the interpretation of federal guidelines at the local Ie el wa difficult. peaker at Waycro and Albany olicited help from the State Department in interpretation and application of Public Law 94-142.
There wa a recognized need for the continuing coordination of the growth and expansion of the area technical chool and the de elopment of ocationall oriented program in the state' junior college. Duplication of program of tud rna in the future re ult in competition among the estate upported in titutions.
Concern wa expre ed regarding the relati el low salarie paid to qualified teaching per onnel. It was pointed out that the ocational-technical in titution mu t compete with bu ine s for qualified in tructional per onnel.
The Dalton and Swainsboro meeting included di cu ion concerning the growing hortage of Indu trial rt teacher in the State. Concern wa expre ed forthe alarie paid to the e teacher.
14

A speaker at Jonesboro stated that the earnings gap between men and women continues to grow wider and that this is especially true for black women. It was requested that the Council undertake a study to evaluate the quality of effort taken by the State of Georgia to overcome sex bias and sex role stereotyping.
Speakers at Dalton indicated an interest in developing programs in carpet technology and in surgical technology. Student loan assistance was requested for students in the surgical technology program.
FIGURE 1 DISTRIBUTION OF PUBLIC MEETINGS: 1978-1979

-Jonesboro December 12, 1978

-Swainsboro November 13, 1978 .

-Albany December II, 1978
.Tifton April 13 1979

-Waycross October 30, 1978

- Hosted by the Georgia Advisory Council on Vocational Education
Hosted by the State Board of Education, Vocational Education Division 15

Evaluation Committee
The evaluation responsibilities of the Georgia Advisory Council on Vocational Education are performed annually by a standing committee. The purpose of this committee is to continually evaluate vocational programs, services and activities described under Public Law 94-482. The 1978-79 Evaluation Committee addressed two major areas of emphasis in meeting this responsibility: (1) monitored the new evaluation procedure introduced by the State Board of Education and (2) reviewed and compiled the Tenth Annual Report of the Georgia Advisory Council.
In monitoring the new evaluation process developed by the State, the committee members were informed of the evaluation process that had been designed and the material that were to be used. The Office of Vocational Education of the State Department of Education made several presentations to the committee during the year and completely described this evaluation system that emphasizes self-evaluation by the school and includes four components stressed by Public Law 94-482.
U planning and operation processes . .. II
The six processes identified in the law include: quality and availability of instructional offerings guidance, coun eling, placement and follow-up service; capacity and condition of facilities and equipment; employer participation in cooperative programs; teacher-pupil ratios; and teacher qualifications. These processe appear to be adequately e aluated by the Georgia instrument.
results of student achievement.
Although there are provisions in some locations in the state to determine the achievement of students in ocational course by some tandard instrument, this is not accomplished with the state evaluation procedure. The committee felt that the inclusion of such a means of evaluation of the product of vocational education is needed .
U . results of student employment success . .. II
Although it is not a part of the evaluation sy tem, placement data is available through the Management Information System (M IS). The MIS procedure will require extensive modification to fulfill its intended function. Data from the M IS for the specific school i utilized in the evaluation of that school. Therefore, accurate and reliable data information is required for an effective evaluation of a local program.
results as measured by services to special populations, such as women, members of minority groups, handicapped persons and disadvantaged persons. "
The evaluation procedure being utilized is interwoven throughout this process. It checks the success of local programs meeting the needs of these special groups. While local program performance is not sufficient at this point, the State Board of Education is urged to provide leadership to attain these goals.
16

Besides re iewing the new procedure de eloped by the Office of Vocational Education, the committee identified a ample of e aluation methods being utilized by institutions that are currentl experimenting with unique approache to the data collection process. Athens Area and Pickens Area Vocational Technical School are utilizing the information obtained to modify and improve their curricula. Other individual and unique e aluation methods may be operating throughout the State. The Evaluation Committee will continue to identify uch effort and describe the e during 1979-80.
The second focus of the Evaluation Committee was to produce the Tenth Annual Report. The Committee, with assistance from the staff con ultant, obtained reports from each 197879 committee chairperson and developed the report that is a summary of the emphasis and responsibilities of the Georgia Advisory Council on Vocational Education for the 197879 year.
I
PICKENS AREA VOCATIO AL-TECH ICAL SCHOOL 17

Unresolved Issues
The Unresolved Issues Committee represents the tudy group of the Georgia Ad isory Council on Vocational Education which review is ue that will impact on vocational education in the State. The issue of vocational governance was the major activity of the Committee for the 1978-79 year.
The Unresolved Issues Committee was a igned the task of evaluating proposal made by the Georgia Educationallmpro ement Council (GEIC). The Committee reviewed the report and observed formal presentations made by the Council. Realizing the magnitude of the effects of such a move as proposed by the G EIC, the Unresolved I sues Committee arranged for a presentation of the various models considered in the study to the full Advisory Council in March. The Advisory Council has noted orne desirable features in each of the individual proposals.
A more definitive position hould be possible for the Advisory Council with additional information to be obtained this year a this subject is being studied by arious bodies, including the Georgia General As embly.
Georgia Employment and Training Council (GETC)
The Advisory Council worked cooperatively with the Georgia Employment and Training Council in the implementation of the Comprehensive Employment and Training Act (CETA) as required by both CETA and the Vocational Education Amendments of 1976.
The Council's executive director and three council members serve on the Employment and Training Council and that Council is represented on the Advisory Council and the Divi ion of Vocational Education's Planning Council.
Funds available through both programs are more effectively used and more clients are reached through the cooperative arrangement just described. The planning process has become more meaningful, there is less duplication of services and there is greater public participation in the complete process.
There i an annual CETA report which describes in detail the arious programs administered under the provisions of the ACT which has been given wide distri bution.
18

State Occupational Information Coordinating Committee (SOICC)
The e tablishment of State Occupational Information Coordinating Committees (SOICC) was mandated by the Education Amendments of 1976 under Public Law 94-482. The purpose of the e Committees is to improve coordination and communication among member agencie and to implement an occupational information y tem meeting their common needs. The Go ernor, by an Executi e Order dated September 6, 1977, establi hed the Georgia tate Occupational Information Coordinating Committee. The dvi ory Council participates in thi proces.
-.-.. ......,
.. Vocational Education - Groll'ing \I'ith Georgia"
19

GEORGIA ADVISORY COUNCIL 1978-79 COUNCIL

Aaron Cook Chairman

Filomena Mulli Vice Chairperson

George R. Bagley

William Baisley

James O. Bohanan

Ralph Broadwater

Ellen Coody

Dr. Kathleen Crouch

Johnny Hamilton

John R. Hawkins

J. Homer Hefner

ellie Hoenes

Rose Hul ey

Elie Jones

Dr. Howard Jordan

Larry Little

Bet D. Moultrie

Richard C. Owens
20

-
L. L. Phillips

Richard Shinhoster

ON VOCATIONAL EDUCATION ,MEMBERS

Roy L. Simmons

Dr. Margaret M. Sullivan

Dr. John W. Teel

Earl H. Thurmond

Jimmy H. Timmons

Howard Weeks

(
Lynda Weissman

Dr. George Whatley

Robert L. White, Jr.

Penn Worden

STAFF MEMBERS

Harley F. Davidson, Jr. Executive Director

Charlelta B. Clark Consultant

Debbie B. Young Admini trative A Sl.

21

111111111111111~l l l l l l l l l l~ I I I I I I I ~ I111I11111

3 2108 05828 7122

l

r.