THE EVOLUTION AND IMPLEMENTATION OF THE MULTI-DISTRICT AS A DELIVERY SYSTEM FOR VOCATIONAL EDUCATION IN NEBRASKA

The purpose of this study was to describe the evolution and implementation of the multi-district concept as an appropriate system for the delivery of vocational education in Nebraska. To make this determination the following questions were investigated: To what extent is multi-district programming conducted in other states and how are programs identified, financed, and legislated? What are the most commonly used criteria in establishing multi-district programs in other states? What secondary vocational programs are offered in Nebraska, how are they financed, and what are the secondary program enrollments? What are the attitudes of Nebraska school administrators and board members regarding the multi-district concept for Nebraska? What impact have pilot multi-district projects in Nebraska had on the concept for multi-district programming in Nebraska? What recent activities have impacted on providing vocational education through some type of cooperative effort in Nebraska? The review of literature indicated that multi-district programming is being carried on successfully in the majority of states, both rural and urban. The findings of the study indicated that: (1) The proportion of funding varied widely between state, federal, and local sources in most states. Area was the most commonly used descriptor for programs. Most states had legislation or statutes which created or allowed specifically for multi-district operations. (2) Geographic and demographic conditions, current and potential enrollments, evidence of need, programs of instruction, administrative and operational plans, and finance were generally accepted criteria for the development, approval, and review of program plans. (3) Over 80 percent of Nebraska high schools had insufficient enrollment to offer comprehensive vocational programs. A wide variation existed in local financial efforts to provide vocational programs, with less than two percent of the funding coming from state appropriations. (4) Nebraska administrators and board members were of the opinion that the implementation of the multi-district concept in Nebraska would be beneficial to the schools. (5) Limited cooperative venture programming had been implemented in a few areas of the state. (6) A legislative interim study of vocational education, public hearings, fiscal limitations and retrenchment, and increased student demand for vocational programs had all renewed interest in, and given visibility to, the condition of vocational education in Nebraska. Further study is warranted in areas of vocational funding and program access. The Nebraska State Board for vocational Education, the Nebraska State Plan Committee for Vocational Education, the Governor\u27s office through the Governor\u27s Task Force for Government Improvement, and the Nebraska Legislature should actively and collectively pursue the development of a cost efficient state system for providing vocational education and training