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The primary purpose of the project was to develop cost-effectiveness materials to be used in conducting locally directed secondary school vocational education program investigations. Based on a literature review, eight key elements in the cost-effectiveness system were identified and a conceptual model and data instruments for cost-effectiveness analysis for secondary vocational programs were developed. (These are published as a separate technical report.) This work resulted in an administrator's manual conceived as a self-instructional guide. (The manual is published as a separate document.) The model, data instruments, and the manual were examined by research and evaluation experts and vocational administrators. The development of the cost-effectiveness analysis model included (1) specification of program objectives, (2) identification of output indicators, (3) delineation of cost analysis, (4) presentation of mathematical formulas for computing cost-effectiveness measures, (5) presentation of five types of data instruments and forms, and (6) delineation of standard procedures for using the cost-effectiveness system. (Author/HD)

A project was conducted to develop a cost-effectiveness model and data instruments to be utilized in the management of secondary vocational programs. Based upon reviewed literature, cost effectiveness analysis was conceptualized as an analytical technique and eight key elements were identified. The model that was then developed includes four major components: Vocational program classifications, program objectives and specifications, program outputs, and costs. Based upon the four components, the model was designed to generate three kinds of cost-effectiveness measures: (1) Program effectiveness, (2) cost efficiency, and (3) cost-effectiveness ratio and/or performance ratio. Five kinds of data instruments were produced: (1) School corporation information, (2) secondary vocational instructional program data, (3) student follow-up program rating scale, (4) employers' option on vocational training of employees, and (5) vocational instructional program cost data. In addition, a standard procedure for using the model and data instruments was conceptualized as three primary activities: Planning, implementing, and utilizing. A project advisory committee and national advisory panel for the project reviewed materials developed by the project staff making conclusions and recommendations. (Author/HD)

A project was conducted to provide in-service education to meet the specific interests and needs of the highest level vocational administrators associated with secondary, post-secondary, and Division of Vocational Education agencies in Indiana. The specific objectives were (1) to examine concepts of leadership relative to administration and supervision, (2) to expand understandings of interdisciplinary concepts, (3) to formulate sophisticated approaches to planning, conducting, and evaluation, (4) to refine competencies that will allow continuous growth in administrative roles, and (5) to facilitate positive working relationships among personnel in the three agencies. Total agency representation included 29 secondary administrators, 21 post-secondary administrators, and 11 consultants from state level administrative positions. A consortium of four state universities conducted the program using funds from Education Professions Development Act (EPDA) grants and university matching funds. Outcomes and the products of the programs included (1) refined administrative competencies, (2) improved communication between secondary and post-secondary administrators, (3) improved working relationship among the four state universities providing graduate vocational technical education programs, and (4) improved management of the agencies in the vocational education delivery system. Curriculum materials were developed and research and development products were produced by individual contracted studies. A new sole state agency for administering vocational technical education has been established and a research grant to pilot test regional planning models has been secured. (Author/HD)

Trade and industrial (T & I) occupational programs require teachers who are occupationally competent. Because of this premise, all states select teachers on the basis of their occupational expertise in spite of the possible limitation of little formal education in a teacher education program. Thus, provisions are made to hire teachers from industrial settings. A substantial number of teachers enter the profession after working a number of years in industry. From the teacher's perspective, this transition from working in skilled occupations to working in public education settings constitutes an important career change. Given the age of most of these teachers, this transition frequently involves what has come to be known as a midlife career change. Understanding the decision-making processes and factors influencing these decisions provides valuable information both to prospective teachers and to their potential employers. A statewide study of 35 male trade and industrial teachers in Indiana utilized questionnaires and follow-up interviews. The research showed that the subjects' primary reasons for choosing to teach were related to personal needs--desire to work with young people, desire to have a challenge, desire to make a difference. Their decisions were often spurred by teaching experiences in industry. From these findings are drawn suggestions for recruitment, teacher selection, and the administrator's influence over the work environment. (Findings are analyzed with accompanying practical tips in a hand-out type format.) (KC)