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DOCUMENT RESUME ED 056 228 VT 014 205 TITLE The Secretary's Regional Conferences on Vocational Education, New York. Summary, 1971. INsTITUTION Office of Education (DHEw), Washington, D.C. PUB DATE 71 NOTE 69p.; Report of a Region II Conference (New Ycrk, N.Y., May 12-13, 1971) EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Career Education; *Career Planning; Conference Report-3; Elementary School Curriculvm; High School Curriculum; Interagency cooperation; *Program Effectiveness; Program Evaluation; *Program Improvement; Program Planning; School Industry Relationship; *Student Needs; Vocational Education IDENTIFIERS Region 2 ABSTRACT This Region II conference called by the secretary of Health, Education, and Welfare, brought together 350 participants from New York, New Jersey, Puerto Rico, and the Virgin Islands to discuss how career education needs of youth and adults and the needs of the economy are being met, to determine the role of vocational education in the process, and to identify methods of redirecting education in the 1970's so that secondary students will be prepared for immediate employment or further education. Some concerns resulting from the 2-day conference were: (1) The educational system must be relevant to the needs of all persons in our society, (2) The educational system which presently carries an assortment of labels should be one system, all leading to one goal titled career education, (3) The educational system cannot function satisfactorily until the professional educator seeks the cooperation, advice, and support of people from industry and labors (4) The educational system must provide ways of teaching people the dignity of work, and (5) The educational system must be changed or modified, particularly in the early years. Summaries of conference activities are included. Other regional conference reports are available as VT 013 385-103 387, VT 014 206-VT 014 210 and TT 014 228 in this issue (S8) U,S, DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT POINTS OF VIEW OR OPIN, 'IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY amARTMENT OF HEALTH, EDUCATION, AND WELFARE GFFICE OF EDUCATION REGION II REPCRT OF THE SECRETART'S REGIONAL CONFERENCE ON VOCATIONAL EDUCATION NEW NEW YORKER HOTEL . NEW YORK, Na. NAT 12 13i 1971 DEPARTMENT OF HEALTH. EDUCAT'ON. AND VVELFARE REGION II FEDERAL BUILDING 26 FEDERAL PLAZA NEW YORK, NEW YORK 10007 OFFICE OF EDUCATION Honorable Elliot P. Richardson Secretary of Health, Education, and Welfare Washington, D.C. 20201 Dear Mr. Secretary: The report of the Regional Conference on Vocational Education held in New York City, May 12-13, 1971, i$ enclosed. We have attempted to portray an accurate summary of the opinions and recommendations expressed by the 350 conferees from Region II regarding Vocational Education. The career educational needs of youth and adults and the needs of the economy were considered in relation to the direction or re- direction of Vie educational system, especially for Vocational Education in the 1970's. It is expected that future modification to vocational educat on will be aficected by this report. Sincerely, Robert A. Crummel Regional Commissioner (Acting) Encl. Report, Region IIIs Voc Ed Conf Letter of Tra smittal Introduo.tion Acknowledgments Purpose Delegation of Authority Participants Conference Format -. Discussion Guide TABLE OF_CONTENTS An Overview 2 2 11 Quotations and/or Statements by Objectives 25 Summary - Views of Conference Participants 27 Summary of Small Group Dinellesions 28 Appendices Summary of Questionnaires - Appendix I 38 Guide for Small Group Discussions -Appendix II 49 Conference Program Appendix III 52 List of P.rticipants APPend x IV 55 INTRODUCTION BERNICE L. BERNSTEIN REGIONAL DIRECTOR - HEW - REGION II It is a privilege and an hmor to we1com3 so distinguished a group as you mho have come together here. We meet in the second of a nation- wide series of conferences on the program heretofore known as Vocational Education. Hopefully as Dr. Marland lreges, it will move towards becoming, not Vocational Education, but Career Education; Career Education for every student in our Public Education System. You hst2e been invited to participate in this conference because there is general recognition of need for improvement in this educational area. With the help of people like you throughout tha United States, our Secretary, The Honorable Elliot Richardson, and our Commissioner of Education, Dr. Sidney Narland, respond to the specific direction of the President, that there be developed recommendations for The President's National Program for Education. May I therefore express to each of you, Secretary Richardson's appreciation for your being here to share with us your thoughts and recommendations about a most significant role of our Public Education System. Any effort to develop a legislative program at the national level must begin with an analyeis of the current situation and its problems. We know that 8 out of every 10 students currently in our high schools will not go on to and complete college with a baccalaureate degree. We know that only 2 out of those 8 who leave our high schools are prepared for immediate employment with a salable skill in the job market. Dr. Marlene, urges, as a national goal, an option to each student courses to prepare him for further atudy or to prepare him for immediate employment. Do yoa agree on such a national goal? If soy what mould such replication require? What should be the Federal role? What would you urge as changes in existing programs at our national level? I expect that everyone in this roam shares the view that our PUbli,, Education System is one of the most.valuable institutions that our country possesses, shares a sense of uneasiness about inadequately thought through or tested, changes in response to widespread attacks. As a nation, our important choices among educational goals should be the result of social values expressed through widespread understanding of the problems to be solved. In our couplex society, social commitment is a most important ingredient. How do we achieve that widespread understanding and social commitment? It can and will be achieved only with the dedicated efforts of people like you who are assembled here. 11 Introduction - Bernice L. Bernstein This is a working meeting. It is the Secretary's hope that working in small greups, you will focus directly with ie another, on the needed actions and'processes that cAn make effective and meaningful the courses and choice of educational paths that our secondary educational system can and should provide to each student whose life it touches, so that in fact, we can achieve, in the 70's, a meaningful career education program for all students. Your recommendations from this conference will be reported to Dr. Marland and our Secretary. If, in addition, any one would like to submit any information or suggestions in written form, we will welcome them. Please give us your comments on the forms that have been provided. With your input and that of our distinguished colleagues who have joined us from our national office, I know that this will be a very productive meeting. Thank you, each of you, for giving of your time and thoughts here today. Thank yaq too, for permitting se to extend to each of you, a very warm greeting on behalf of our entire Regional Office Organization. -1- ACKNO/112DGMENT3 In order for the planning process to serve as a tool to improve the educational syttem, concerned persona representing w 7'le variety of interests as well as aegments of society must contribute knowledge and information to key planners. Region II of the United States Office of Education deeply appreciates the contributions of every person who attended the Secretary's Regional Conference on Vocational Education. It is virtually Impossible to list the many individuala along with their specific contributions to the Conference Objectives. Although each person has our heartfelt thanks special appreciation is expressed to the speakers, reactor panelists, group diecussion leaders and group recorders whose names appear in the Conference Program (Appendix II). INTRODUCTION PURPOSE: In order to help meet the needs of people and the soonagy in the 701s, up-dated information is needed from persons who have the intimate know/edge of both the strengths and weaknesses of the present system of vocational-technical educatOn. The existing reporting system does not provide the data required as well as provide answer, to questions raised about vocational education by the Administration. It 48s felt that most of the answers could be obtained br calling ten Regional Conferences d signed to bring together .aowledgeable and concerned people to discuss how the career education needs of youth and adults could be met and to determine the role that vocational education is playing in this process. Also, to identify methods of redirecting education in the 1970's in order to prepare every person leaving school for immediate employment or further education. DELEOATION or AUTHORITr On January 4, 1971, the Secretary of HEW asked the US Commissioner of Education to conduct a conference on vocational education in each of the ten Regions of HEW. The responsibility for planning the conference was delegated to the Bureau of Adult, Vocational and Technical Education, with final authority for conducting the conferen es further delegated to the respective Re ional Commissioners of Education. PARTTCIPANTS: Approximately eleven hundred invitations wero sent to persons from the four States of Region II. The list included employers, political leaders, public and private school educators, post-secondary and higher education personnel, administrators of all levels ci education, corporate executives, community action groups, labor leaders students, professional organisation represent7tives, local, State and national advisory committees, boards of education and legislators. It will be noted that the list of participants (Appendix II), indicates 354 or - . more persons registered for the Conference, further that a good mix of people from many walks of life attended. The small group sessions, while well attended, produced on.ly about one-third the number of opinionaires as there were persons attending. However, copious notes taken by the group recorders indicate that lively free discussion took place during these sessions. CONFERENCE FORMAT: Considerable effort was'made to eecure highly qualified speakers and reactor panelists to address the COnference. It will be noted that the epeakers included businesses executives from a varietyof industries, a labor leader, an eduOator alld:402 sc The reactor panelists for each panel represented education, industry, community group's and labor. A wide variety of community leaders and business people were Gecured to lead the small discussion groupe. The group recorders were drawn fram State Vocational Education staffs and local school officials. A brief resume of the qualificatione of key persons follows: JACK BALINSKY: Education - Uhiversity of Notre Dame, BA, 1967, Summa cum NUNTWRrabi Wilson School, Princeton Uhivel :Lty, MPA, 1969. Work Experience - Administrative Assistant to the Director, Trenton Model Cities Agency; Director, Children's Program, Huatington Family Center Syracuse, Nem York; Mayor's Youth Coordinator, Syracuse, New York; member of Model Cities Advisory Board, Syracuse, New York. RICHARD_ D. BAWCOM: Manager Field Training, S.H. Kress and Company, NYC; diidiara the thiversity of Alabama; five years experience in Retail Store; four years in personnel division of Kress - a chain of 325 stores operating in 31 states. Member of the National Advisory Board of the Distributive Education Clubs of America. HANK BOARDMAN: Community Relations Manager -Western nectric Company, KearnY, New Jereay; Personnel Work - 34 years backgr^=d in Hawthorne Studies; Past President Urban League of Easex County; Past Vice President Cranford Board of Education; Governor Cahill's Task Force on Problems of Children and Youth; Delegate to White House Conference cm Children and Youth; Vice Chairman, Essex County Technical Careers Center Council; Educational Chairmau, Newark's Business & Industrial Coordinating Council; member Newark Board of Education Curriculum Advisory Committee; on Board of Newark's Concentrated Employment Program Tesm COPE, Child Service Association, Cranford Mayor's Human Relations Council; Urban Housing and Development Corp; Hudson County. Community College 8tu4v Community; formerly on Board of Interracial Council for Business Opportunities. FRANK CANNIZZARO: Trustee and Business Representative of Local 210 ---liTeanWrliFiraar of National Advisory Coundll on Vocational Education, appointed by President Nixon in 1971; member of the AdvisorY NanPower Panel, New York State Department of Labor for Long Island; member of the Advisory Board of the Vocational Education and EXtensdon Board of Nassau Countr; 1965-1969 member of the Econamic Opportmoity Commiasion of Nassau County. LOUIS CENCI: Executive Secretary of the Advisory Council for Occupational Educarion. Worked as an electrician in the ship building division ef Bethlhem steel Company, Electrical inspector for the Bakelite Corporation and Naintanance Foreman fc.;* the Ford Motor Company, Appointed to his present position by the Board of Education on February 21, 1966. Has been a toacher of Electrical installation, Attendance Coordinator, Guidance Counselor, Television Teacher and Acting Administrative Assistant at MCIee Vocational and Technical High School. H. has been a teacher trainer for both the Board of Education and New York State Department of Education since 1956. He mas appointed to the New York State Advisory Council for Occupational Education by Governor Nelson Rockfeller on April 2, 1969 for a three year term and served as its first chairman. MAURO A. CHECCHIO: Assistant to the Corporate Vice President, Johnson and Johnpon. Graduate of State University of Iowa, B.S. Degree - Commerce; attended Rutgers - The State University (NJ) and New York University towards Masters Degree; Graduate of Advanced Management School, American Management Association, Nem York. Campaign manager for Florence P. Dwyer, 12th Congres- sional District; served on Nixon Campaign Committee, served on Cahill Gubernatorial Campaign Committee; Vice Chairman of New Jersey State Finance Committee, Assistant to Republican State Chairman, served as Assistant State Campaign Manager 1967; Election of total Legislattre; Former Mayor of Scotch Plains, New Jersey; Township Committeeman (nine years), Municipal District Committeeman. Served on various local and State wide community and social projects such as minorities, transportation, planning air facilities., etc. Previously Presonnel Director, General Plant Manager, Director of Marketing, Assistant to President. DR. MADELINE COUTANT: Associate Curriculum Development - Nem York State Education Department. Director, Pilot Project in Education for Ford Feunda- tion, Columbia University; Science Service of Washington, DC. Executive Director, Neighborhood Youth Corps of Otsego County, Inc, Oneonta, New York. ALLEN H. FISHKEN: Background in Engineering (Guggenheim School of Aeronautics 193E)=-TS.S..Guidance, Doctoral work in Counselling Psychology - Teacher of trade and technical subjects - supervisor of trade and technical education - now charged with responsibility for developing new and innovative programa and coordination of occupational skills programs for the City of New York, including Federal programs. -6- STEPHEN F. FREEDMAN: Director of Vocational, Adult and Continuing Education, City of Eaat eteaege2 New JerseY; Administrative Assictant to the Superintendent of Schools, East Orange Public Schools. Previously: City Director of Distributive Edueation, East Orange, NJ. A.A.S. from Rockland Community College, Suffern, New York; B.S. - State University of New York at Albany, Albany, NY; M.S. - State University of New York at Albany, Albany, NY; Advance work at:Western Michigan University, Trenton State College, Montclair State College, Rutger's University. CLARENCE EGRAY: Since January 1, 1970, Gray has been Vice-President, Personnel for the Carborundum Company. In this position he provides the leadership role for the Corporation in the areas 02 organization development, managerial selection and development, education and training, compensation and wage administration, recruitment and placement, safety and security and labor relations. For the previous fourteen years, Mr. Gray has,been associated with the General Electric Company working in the field of Employee Relations with special onphasis on Business Organization, Business Plannteg, Manpowe- Planning, Manager Selection and Manager Development. His experience has included most phases of Personnel Management dealing with technical, office, and managerial personnel. Holds ab undergraduate degree in Liberal Arts, major in Political Science and Education, followed by graduate work in Political Science at the University of Michigan. In 1952, an MBA degree, with major in Personne3 Mnagement, was completed at Ohio State University. Previous3,7: Officer - American Vocational Association; North Atlantic Regional Vice-President of the National Association of Distributive Education Teachers (NADET). Currently: New Jersey State NADET Representative; Member of the National DeHall of Fame; previously a Distributive Education student at Spring Valley Senior High School "1960"; DECA State Winner 1960 (Sales Demo); as a teacher-coordinator students won: 4 first places, 5 second places, 6 third places in State DECA competition within a three year period; representative - Mayor's Office, East Orange, NJ; candidate for Councilman - East Orange, NJ; member Model Cities Manpower Advisory Board. LEE HAMILTON: Presently Vice7President, and manager of the Education Department, National Association of Manufacturers. Mr. Hamilton, Working with the NAM's Education Committee, has the staff responsibility for formulating and tmplementing the Association's policy statements on education issues. In addition, he has developed economic education programs and audio- visual teaching aids for schools and business firms. He is a member ef Beta Gamma Sigma, the business honors fraternity. He is a past preeident of the New. York Regional Council for Industry-Education Cooperation; former chairman of-Economic Education Committee of the International Administrative Management Society, 'and vice-president of the National Community Resources Workshop Association. He serves on the board of directors of the Clergy Economic Education Foundation, an organisation active in thirty States- a former editor of DATELIWEi a monthly publication whiCh prevents viewpoints Cif business IdAder1Vgn a wide range of socio-economic topics. AL4 THOMAS S. HARVEY: Currant Assignment: Speeal Assignment -- Management Development Division, J.C. Penney Cceparly, Inc. Responsibilities: Develop and administer Corporate Employment and MaLagement Manpower; utilization activtties: Executive Search, Internal Search and Placment, College Recruiting and Relations, Management Trainee and Technical Employment (non college graduate). B.A. - University of Michigan, 1961. Organizations: National Advisory Board - DECA, Natienal Retail Management Association - Careers in Retailing; several college placement associations (5); other business experience: State Farm Insuranee Company and Ford Motor Company; various positions: i.e., employment, management development training, appraisal and testing, aid to higher education. CLIVE KRYGAR, Jr: Currently, Director-Principal, Essex County Technical Careers Center. Prior to this, he was the Supervising Manpower Development Specialist for the State of New Jersey for the US Department of Labor. He has been a training director in private industrr, an executive director with the Urban League, a Rehabilitation coanselor and occupational therapist. Holds a Masters Degree from Rutgers Univereity and a B.S. Degree from New York Universitr. AUBREi C. LEWIS: Assistant Vice-President, Career Development, F.14. Woolworth 55iTZW-WW-Yark. Education: University of Notre Dame, B.S. in Education, 1954, FBI Academy 1962, Cornell University, Advisor to Faculty Retailing 1968. An elected officer of the company (April 1, 1970). Mr. Lewis was recruited by this national retailing chain as a result of his outstanding record of leader- ship axhibited 88 a Federal Bureau of Investigation Agent, as an athletic coach, and through his involvement in community affairs. He was representative and was promoted to Assistant Vice-President in January 1970. Mr. Lewis is primarily responsible for the institution, coordination and implementation of the Compagyls College Recruiting Program. He directs, assists and guides eight (8) Regional Management Training Directors in the College Recruiting Program. Teacher and Head Coach for Football and Track. Mr. Lewis was the first Black to serve as a Head Football Coach in the State of New Jersey at a major high school. The subjects he taught included English, Biology and General Sciences as well as Physical Education. Mr. Lewis waa chairman of the 1969 National Ekeeutive Fund-Raising Drive for the United Negro College Fund Drive. with the rvaponsibility of chairing a national conference eaa personally.contacting corporate executives, pointing out a need ter greater educational involvement on the part of young Blacks and how big business can help. . 13 SIDNEY PLATT: Founder and Principal of Eli Whitney Vocational High School, Brooklyn, NY since its founding in 1950. Has taught on all levels of the school system, including elementary, junior high school and senior high school. Preeident of Vocational High School Principals Association, 1965-67, 1969-. President of Association of Vocational Educators of New York State. President and co-founder of VocatLonal Educators Association of City of New York, 1969-- President of Williamsburg-Greenpoint Community and Health Council, 1958-1965. Member of Board of Directors and Recording Secretary, New York League for the Hard of Hearing. Graduate of Townsend Harrie Hall and City College. Also attended Teachers College and New York University. Served, and serving, as lecturer at City College, New York University and on the New York State Education Department Teacher Training Program. Member of American Vocational Association; of Secondary School Principals; National Council of Local Administrators of Vocational and Practical Arts; Aseociation Greenpoint Chamber of Commerce; Lions Club of Greenpoint; Kappa Delta Pi. JAMES T. PYLE: Director, Aviation Development Council. A veteran of 37 years IR-aviation, was named director of the Aviation Development Council in August, l964. ACD represents the aviation community in the New York-Nem Jersey metro- politan area in liaison with community les4ere, with particular reference to matters involving major airports in the area. Mr. Pyle began his aviation career in 1935 with Pan American Airways. He is a qualified pilot with approx- imately. 13,000 hours in single and multi-engined aircraft including jets. He held a number of executive positions in commercial aviation before joining the. Civil Aeronautics Administration in 1956. He was Administrator of the CAA from 1956 to 1958 and Deputy Administrator of the Federal Aviation Agency from 1959 to 1961. Before joining ADC, Mr. Pyle was a vice president of General Precision Inc. LEE REISER: Executive Assistant, Corn Products Corporation International, Inc., Evglewocia Cliffs, New Jersey. Prior Position: Corporate Director - Personnel and Industrial Relations. Relevant Emperiences: Member of the NAM/HEW Vocational Educational Audit Parele for New York State and Denver, Colorado in 1970. Varked positions of training responsibility in the DS Naval Reserve and CPC International over a period of 25 years. JAMES W. RILEY: Senior Economist, MERCK& Co., Inc., Rahww, New Jersey. Mr. Riley is responsible for econanic research and develops short- and long-run forecasts as well as special foreign and domestic economic studies. During the last four years, he has made economio studies in India, Thailand, Brazil, Argentina, Perm, England, and Canada; he is Chairman of the Education Committee of the New Jersey Manufacturers' Association and a member of the Executive Committee, New Jersey Council for Economic Education. He is also a member of the Board of Directors of the Union County Chamber of Commerce and its President-elect for 1971-72; he was Manager of Tex and Economic Research, New York Stock Exchange before joining Merck in 1965, and before that Assistant Dean, School of Business, University of Buffalo. Mx. Riley is a member of the American Economic Association, Anerican-Finance Association of Business Economists. He is a graduate of the University of Buffalo. -9- MICHAEL RUSSO: chief, program Services Division - Vocational-Technical i,ducation, ViTashington, DC; B.S. - Fitchborgh Teacher; Masters - University of Vermont; Journeyman machinist, certified Architect, Shop Instructor (H.S.) Area Coordinator (BOCES). 3 years - Instructor, Architectural Engtneering, University of Vermont; 5 years - State Supervisor of T & I - Vermont. LEO SHAPIRO: United Fedoration of Teachers Local 2 American Federation of Teache AFL-CIO, Vice-President for Vocational High Schools. Teaching exper- ience: 8 years; Business experiences 34 years (varied); Academic background: B.S. - C.C.N.Y. 1929, M.A. - N.Y.U. 1968; NYC Toaching License-Radio & T.V. Mechanics NYS Permanent Certificate - Vocational Director, 'Sin:ea-visor, or Principal. ROBERT S. SECKENDORF: Assistant Commissioner for Occupational Education, New York State Education Department, is a native of New York City. He was graduated in January 1944, from Brooklyn Technical High 8chool and entered the School of Education at New York University. Following two years of service in the Navy, he returned to New York University and completed his B.S. in Education in 1949. He received his Master of Arts degree in 1951 and was awarded the Doctor of Education degree in 1960 from New York University. Dr. Seckendorf began teaching in New York City in 1910 and continued in that school district until he joined the New York State Education Department in 1957 as a Supervisor of Industrial Arts Education. In 1963, he was appointed Chief, Bureau of Vocational Curriculum Development and Industrial Teacher Training. The following year he was assigned responsibility to develop plans for a statewide aystem of area vocational education programs as a prime phase of implementing the provisions of the Vocational Education Amt of 1963. He was appointed Director, Division of Occupational Education Supervision in 1965 and continued in that assignment until his appointment as Assistant Commissioner in October, 1966. JEROME R. SEHULZTER: Assistant Commissioner for Manpower, NJ Dept. of Labor & Industry, in charge of Vocational Rehabilitation, Training & Employment Service. Graduate - Montclair State College; Member - Nj Advisory Council an Vocational Education. Veteran of 9 years on a Local Board of Education. MERCEDES I. VERCHER: Aesistant Director, Tachnical Education, San Juan, PuertO Rico. Educational Background: Bachelor o Science in Education, major in Home Econ0Mics, University of Puerto Rico, 35 credits in professional courses in Vocational Industrial Education, University of Puerto Rico- Certificate of Teacher of Vocational Industrial Education Master in Arts, m:jor in Vocational Industrial Education. Other Training: Le:dershlp conference in Vocational Industrial Education, University of Purdue, Indiana; Sominar on Human Relations (Sensitivity' Training), Loboe Island, Puerto Rico; Institute on Planning of Facilities and Ee-ipment for Vocational Programs, University of Coloradess. Fort Collins. Professional Experience: 7isiting teacher in a Second Unit school in Arecibo, Puerto Rico- Needlework Teacher, Arecibo High School; Dressmaking teacher, vocational schools of Caguas and Arecibo. 15 -10- Professional Organizations: Teachers Association of Puerto Rico, National Educational Association (NEA), American Vocational Association (AVA), Epsilon Pi Tau, American None Economics Association, American Technical Education Association, Alumni Association of the Univereity of Puerto Rico; Civic Organizations: Altrusa Club, Children's Hospital Association, Eta Gamma Delta Sorority. DR. ROBERT M. WORTHINGTON: Robert Melviniriforthington is Assistant Commissioner 7traTaTUrzCaliarector of Vocational-Technical Education in the State of New Jersey, being appointed to that position in January, 1965. Dr. Worthington previously served as professor and Chairman of the Department of Industrial Education and Technology at Trenton State College. He has taught at the Junior and Senior High School at Purdue University and in the Department of Industrial Education at the University of Minnesota. Dr. Worthington is the author of numerous articles in professional and technical journals and served as the Editor of THE JOURNAL OF INDUSTRIAL TECHNICAL TEACHER EDUCATION. He iS the past President and an honorary life member of the National Association of Industrial Technical Teacher Educators. He was Secretary of the National Industrial Arts Policy and Planning Committee for six years and served as Chairman of the Council on Teacher Education oZ the American Vocational Association and as Chairman of United States Office of Education, Panel of Consultants on Vocational-Technical Educatinn Professiors Development. Be was a member of the President's National Advisory Council on Vocational Education for two years and is a recognized leader in the field of Vocational Education throughout the United States. DISCUSSION GUIDE: In order to be reasonably certain the purpose of the Conference would not get lost in _1-1e speeched and in the discussion groups, objectives were developed by the US Office of Education. Using these objectives, a discussion guide was provided. It should be pointed out that it was not the intent nor was it the practice to limit the discussions. In fact, the small group discussion leaders reported that encouragement for open discussion was not necessary because virtually all of the partl.,2ipants were most anxious to make their views known in the following akeas: 1. To assess the extent to which the present program of education meets thm career education needs of youth and adults in the communiV. 2. To assess the extent to which the present total program of education meets the needs of the economy. To determine the role of vocational education in meeting career needs of youth and adults and of the economy. To suggest means by which the existing educational system can be proved in efficiencgr and effectivenese, to insure the preparation of every person leaving schoOl for either employm, or further-education. ' To identify the areas of improvement in the total educational system for.which vocational education should be responsible. AN OVERVIEW: There were several points brou ht to light by this Conferenee-that came through loud and clear. Moreover, these same points appeared to have been reiterated in ea;12 speaker's remarks, in the reactor panelists' omments in the reports from mall discuseion groups, and in side remarks made during the breake. These issues or pointe are outlined as follows: 1. The educational system including vocational education must be relevant to the needs of all persons in our society. 2. The educational system which presently carries an assortment of labels, - vocational education - occupational education - career education-, should be one system of education, on all levels, all leading to one goal with one title -- career education. The educational system cannot function satisfactorily until the professional educator seeks the cooperation, advice and support of people from industry and labor. 4. The educational system must provide ways of teaching people the dignity of work. 5. The educational system must be changed or modified, in the early years to: Provide career orientation and/or education age for all children. particularly an early Provide a revamped curricula which will eliminate greatly reduce the need for remedial education. and/or Provide a curriculum that will make it possible for all students to receive occupational preparation for at least an entry level job on graduation from high school, as well as preparation for higher education. d. Provide opportunities for dropouts from high school to return to the classroom without any stigma of failure. It mus be:.obvloue that thee pointe or issues coincide with the five objectives of the Conference. The degree of unanimity of all the speakers, reactor panelists, and participanta can be gleaned from thie sampling of anotationet .13- Dr.. Robert Seckendorf said, "Widespread dissatisfaction with the educational system among students, parents, and the community at large, and educators themselves has led to pressure for rethinking of educational aims and methods, to make them more 'relevan o students who live in the mid-20th century and will live in the 21st century. One way to make educational programs more relevant is to eliminate arbitrary distinctions between school-life and life in the greater community, to allow students to explore and test themselves in the world outside the classroom walls. As schools and communities became more open to one another, some form of occupational education must became an integral part of the curriculum for all students. An occupational education system capable of serving all students will need to be broadly conceived as part of a redesigned total educational system which has as one of its major purposes preparation for earning a living. Since students will not only be preparing for jobs which exist or are emerging but for jobs of the future, whose nature cannot always be foreseen, occupa- tional education will need to place increased emphasis on developing general learning as well as specific skills. More than ever before, it must function as a means for learning to u e the arts and sciences in real life sitaations, and as a source of and =UN, tioh for other forms of learning, rather than substitute for them.- Speaking to virtually the same point Mr. Frank Cannlzzaro stated: "Our educational Iiistem is geared to serve a college-bound mdnority. Thus, it neglects the real ndeds of most of its students The consequences ar ,alarMing! Has t of ouit- young pedple are being prepared for a world theywill never see. Their educatlf.is irrelevant to the demand and opportunities of 14- the world of work. This is a tragic, thoughtless discrimination against those who will serve society as craftsmen or technicians. It means that millions of our young people are struggling to prepare for mistaken goals. It is an outrage on the working men and women of our nation. Ve in the trade union movement have said that every child has a right to an education, and in that, we as a nation have succeeded. We have provided an education of aorta to every child. But the time has come to go much, much further. The time has come to say that every child has a right to relevant education; an education fitted to hie needs and abilities and aspirations; an education designed to discover and nourish his unique potential and, most important, an education that is a pathway to an appropriate and satisfying vocation." Speaking to the same issue of relevancy but from different vantage point, Mr. Leroy F. Reisor, Jr. stated: "The labor force in the seventies on a world basis will continue behind the population curve, and that element of our population available to do work will continue short of the total needs. Where in the past, agriculture has seen the greatest growth in the labor force in the immediate future occupations service will gain considerably. What am saying there very sunp3y ia that on a world basis manpower remains an important consideration. At present, the population is growing in the neighborhood of 1.9% per year, and the labor force is projec ad to increase in the period 1970 to 1980 fram approximately 1.6% per year to 1.8% per year. rmli, is not difficult to measure when lae stop to think that all the people ./11 enter the labor force during this time have already been born and -15- the influence of World War II and the Depression limited the ability of parents to raise larger families. A higher percentage of young people in advanced study and early retirement schemes have reduced the total available to do work. - So I would make as my first point the responsibility to reshape the profile of the manpower pool in the future. We continue to develop our education system for college studies when only one quarter of the work done in the United States employs fully the college trained. To improve the balance in the manpower force we must change the make- up and the image of vocational education. This, I believe, must be a joint responsibility of the Federal and State offices of education. - - - I an suggesting that no half-way measure, minor modification of the budget, or improvement in the classroom will do it! It will require a major shake-up in the entire educational system. You might start by eliminating the name 'vocational' rather than just talking about it! Next we shouldyeshape the elementary and secondary program makeup to do two things: First, to expose the elementary school student to the full scope of education while finding a way to measure aptitudes and assist in students' long range goals. Second, to include in the scope of secondary education, that element we refer to as vocational education a multitude of programs that are not now present. There are a number of subjects which can be developed such as computer operation and programming, dental technology, theory of flight (aviation), meteorology; those subjects which have a growing ne-ed in the makeup of manpower which can be explored earlier in life and in same of these a college education is not necessarY. -16- What I am suggesting here is that you consider changes in the makeup of the educational system that will really give you people in vocational educa- tion the flow of students (the right students) you need, to bring education costs and the balance in the manpower profile in line. What I am suggesting here is not as far out as it may seem. It is a simple fact that total education is not meeting the needs of the individual or economi as a whole. We need not debate long to agree that the craftsman is in short supply even in the face of very respectable wage earning abilities. Further, I am certain that 've could also find the college education wanting for many. have outlined only three points: One - The labor force needs in our world demand a new balance and I believe give great support to your effort to maximize education. The change in the manpower profile will require an increase in the flow of students to vocational education. This can not happen without a change in image! Three - The laws for child labor -- both State and. Federal -- must be reviewed for possible restriction to your programs." Reacting to the key-note speakers, Mr. Clarence E. Gray pointed out these three problems: 1. The attitude of the child toward vocational education. 2. The present programs do not reach all of the children of all ages. 3. The inequity of present funding - such as $4 for remedial education as compared to $1 for preventative education and $14 for higher education as compared to $1 for vocational educationt Related to this issue, Mr. Leo Shapiro commented that: "We have t change our ideas about vocational education. I have heard a great deal of educational change, but I think it haa been over-emphasized. I think people hay change. 2. -17- Mary of the young people question why employment is necessary. We have directed our thinking and speeches to the effect that employment is necessary. We must change that attitude. We have programs of education coming out of our ears. The real problem is not how to teach, but, how to learn. We have to develop these children's highest potential. This Is the problem we have to direct ourselves to! I would like to repeat and emphasize, we have many intelligent ideas, but, our problem is how we can make these people learn. The way to help people learn to read is by reading. Ycu can't learn to read with teachers unless you want to read. - - - The youngster is not born with desires - desires are encouraged by his surroundings. When a youngster says he wants to be an Airline Pilot and hasn't the capacity we feel something is wrong. We feel the children should be given a screen test. They should then be directed in fields which hold their potential." Quoting Mr. Cannizzaro again, 'We are spending far more to reduce the pool of unemployed than we are to reduce the tragic daily flow of people into that pool. Our educational system must be altered immediately to prevent a continuation of our past mistakes - Vocational education in America has been stifled by an attitude which dismisses vocational education as something for the misfit, the disciplinary problam, or the dull child. Vocational education is necessary - but always for someone else's children. This attitude is shared by businessmen, labor leaders, parents and students. We are all guilty. We have promoted the idea that the only good education is an education capped by four years of college. This idea, transmitted by our values, our aspirations and our silent support is why schools fail with too many students. The attitude infects school districts, which concentrate on collegespopeasteirand watered-down general courses in recklese 23 disregard of the fact that, for more than half our young people, high school is still the only transition to the world of work. It infects students, who themselves fall victim to thie national yearning for educational prestige. 'this attitude must change. Fewer than 20% of job opportunities require a four year college degree. While every child must be educated to his highest potential, that height is not measured by the color of his shirt collar. Skilled craftsmen and technologists can earn as much as school superintendents, only the arrogant will feel that the buttoned-down collar is more worthy than the rolled-up sleeves. Most of our young people leave school vocationally illiterate - ." Speaking to the Career Educational Needs of Adults, Mr. James W. Riley said: "The ability of the US work force to switch jobs and occupations while upgradtng talents in the process, is an unheralded success story. In short, the almost revolutionary change that has taken place in the labor market these past two decades with relatively little unemployment consequences is something the US and particularly the educational system can be justly proud. If one takes a closer look at those unemployed over the recent past, two facts stand out: First, while the overall rate of unemployment has declined modestly over the last 20 years, the rate of unemployment for young adults (16 - 19 years of age) has grown by about a quarter. The rate for -gdults over 20 years of age has declined modestly. Second, over the 1965-1969 period the unemployment rate of those 16 - 21 years of age is 3/4's higher for dropouts - those not completing high school - than for those that graduated from high school. Note also that the g 24 -19-- participation rate in the labor force - those young adults looking for work - is much lower for the dropouts than the high school graduates. And even more disturbing, while the participation rate for high school graduates is climbing over this period, the participation in the labor forc.e by dropouts is falling. Thus it is probably safe to assume tha-(1 the true or real unemployment among dropouts is significantly higher than usually shown and is growing. 1 conclude from these data that: 1. The educational system has done a rather remarkable overall job in preparing our population for the adult World of Work. The young adult who completes high school while temporrrily facing relatively high unemployment is generally fitted into tne workaday world in a short period. The young adults who drop out face not only immediate high anempleyment bbt are probably designated to off and on again w rk opportunities for their entire lives. Since no law has yet been written that can compel a student to learn or practically speaking to even attend class, it seems to me the compulsory education laws are meaningless -- if not harmful -- and ought to be abandoned. An educational system that sets as a goal 100% education of its population i n t only doomed to failure but to high costs and low overall quality. Absolute perfection is unobtainable. -14e ought to accept as a given fact that the present school systems will have dropouts all along the school life period whether in 11th grade 8th grade or 5th grade. Once this is accepted it becomes necessary but significantly easier to establish what I'd call "Retrievable systems". These systems are educational opportunities that are at once both part of the current educational scene and outside the educational strincture. The part that is within the educational system requires recognition of education as a life cycle condition and not something that forces into specific pigeon- 4, Ca 4F1. 26 holes by age or class standing. It requires opening the schools - or some part of them - to the population when it is convenient for them and not when it is convenient for administrators and t achers. The part of the Retrievable system outside the school system recognizes that education must go where the action is. It means abandoning the idea that education takes place within four walls of a designated building. Education must move to the store fronts, the reaction areas, the local clubs, the work areas - whether in offices, factories, the hotel the fields or the shore; It must not only take to the airwaves of T.V. - public educational and cable - and radio but to the movie house and on the road in trailers and trucks and probably even to the fairs and rock festivals. In short, education must be recognized as a product that must be sold and to some quite rigorously. And it must be a saleable produce which in terms of the economist means the consumer must feel he is getting his monies worth. And this selling goes beyond the current method of the hard sell to parents and teachers and must get the product distributed in a time, place and form convenient to the dropout. To sum up this, eection the education community must back off from the idea that it can "educate" 100% of its population. In so doing it must develop a Retrievable system that provides second, third and maybe tenth opportunities to gain ap education and/or upgrade earlier education experiences. This brings us - or at least me - logically to my third point: the relevancy of education. -If one limits relevancy to the ability to earn a living, the answer is obvious that our education system has been relevant for the vast majority. Yet as noted earlier, there is a'sizable minority who find making a living a very difficult proposition. For this group - or at least some of them - the education available to them or taken advantage a of has been irrelevant. Yet some of this group are designed to find getting along in life difficult no matter what steps are taken in education - - - For the group who finds education as currently packaged irrelevant - in terms of making a living - I offer the Retrievable aystem. Being much more individualized, it should bridge the relevancy gap. In this sense, the problem is not so much a realignment of the entire education system - although continued evolution in education is always encouraged as it is a matter of techniques. - If the formalized system of general education is wasted on some, it should be revamped or replaced. In short, education should be pliable so as to meet the needs and abilities of different students. But to talk in terms of replacing or restructurlig the entire education system is really offering nothing - the system is so large and so complex, headway can be made only by dealing at the margin"." Among his comments regarding the issues Mr. Jerome Sehulster said: "I believe a lot of the training (education) should be related .1.o employment. I am in favor of change or correction. - At best the public school system can and will do only a small part. Only 20% of the workers need a college education. Only 40% need technical education because it is provided on the job by the employer. Another question is, in what fields should training be given? Our Department of Labor (New Jersey) is working with the Department of Education to establish training programs and guidance for students. We require a much broader view of employment needs.' - There will always be a need for remedial education programs for dropouts for they need the education." -22- One speaker mentioned the youth club known as DECCA in cennection with distributive education. Mr. Richard Sawa= commented that this program was highly successful in motivating young people to study and work. One of the youth organization representatives requested that: 1. The vocational youth organizations contirm( to be developed, expanded and coordinated with the instructional programs of their respective occupational area. 2. These youth organizations become "an integral part of the instructional program" not only in theory and definition, but more importantly, in reality and practice. 3. These organizations remain seoarate and distinct in order to better serve the instructional program of which they are a part. Michael Russo, serving more or less as an anchor man for th conference made the following factual statemente. Quoting Mr. Russo, "- - Public vocational education provides more skilled workers for the civilian labor force than all other Federally aided employment preparation programs combined. Vocational education upgrades the job skills of more workers than any other governm nt program. Yet the Federal investment in vocational education is just over $25 per enrollee. The support of the program is verified by State and local governments which -nmest $5.00 to every $1.00 of Federal money for vocational education. Although this program assists millions of persons eaah year, it is not meeting the needs of all the people. Few of the 36 million elementary school children are exposed to career orientation and exploration. The vast majority of high school youth never have the opportunity to enter a vocational skills program. Few of the 750,000 high school dropouts have a saleable job skill. -23- Because we have not invested more in the preparation of our youth for work, me are faced with an increasing number of remedial manpower training and government, works programs. It is time to make a concerted effort to move our system of public education to a career development and education systnm for all persons in all communities of the land.0 Mr. Russo summed up the opinIons of all the participants of the confer- ence when he said the objectivesof vocational career development are: 1. To provide every young person y o completes high school with a salable skill and assured entry to further education or training. 2. To provide those students who leave high school before graduating with a salable skill and re-entry opportunities into education or training. To provide career orientation starting in kindergarten and guidance counseling, and placement services to all students at all levels of education to assist them in career choices in making job changes. To assure every person the opportunity to obtain career-related skills throughout life, within.or outside of schools, with . employers assuming a greater role. To emphasize and enlarge post-secondary and adult vocational and technical education programs, including pre-technical programs for the academically handicapped, so that a much higher proportion of specific skills training will occur at the post-secondary level. 6. To assure that every individual is prepared by education, regardless of curriculum, to lead a productive and self-fulfilling life. In attempting to assess the Vocational Education Goals, Mr. Russo said we all seem to agree that: 1. Vocational education must become a part of the educational experience of all people. 2. Vocational education must be responsive to the nation's present and future needs. Private schools and private industry must be an integral of career education. , Vocational educatj.o4is the principal element of a relevant education program4452: 29 S. Leader hip development to effect education is essential. In his discussion of a Career Education Model, Mr. Russo gave a number of points related to the model: 1. Career education will replace general education. 2. Vocational education will give priority to special target groups. Career education will begin in the elementary grades and continue through life. Specific skill training will be available for all who ch ose it at the secondary, post-secondary, and adult levels. 5. Vocational education will make a greater impact at the post- secondary level. 6. Job placement and follow-up will be a continuing school function. 7. Leadership development for vocational personnel and teacher preparation and upgrading will be required. Effective and continuous evaluation is required. -25- At the risk of bikIng somewhat redundant a number of points were mentioned by speaker, reactors and participants in general discussion which relates to specific objectives. Quotations and/or statements by bjectives follow: Ob ective Numberl: Mr. Checcio said, "I have an appreciation for the need for relevancy. I'd like to know from what point do you start when everything is said and done? I think what guidance teachers have to be taught is that learning a skill ts not failure. In terms of relevancy, it ia relevant to have these programs. We have to begin turning on the students. I am trying to turn on the people around me. I am not turned off by the people who rebel, but, you have to find some other way of going about it: You have to aek yourself what are you going to achieve? Needs today are terribly complicated. If we don't have some reception to the needs we see it is not good. At one time we wanted to employ some ex-cons, but, it was not accepted by the local people. I think we are sending kids to college who shouldn't be going to college. To what extent does he think some good, broad and better eceonomics getting introduced in school curriculum can go so that children have some idea of getting up in the morning, punching a time card, etc. I think there has to be a reversal in the area of the world of work. We are deriding the world of work. We don't emphasize the good of work. I know many kids that will graduate, but, will not have taken skills necessary for the world of work." Objective Number 2: Dr. Worthington stated that industry and business can help us to evaluate vocational education programs particularly in relation to where the weaknesses are. Also, by supplying schools with up-to-date information as to what is needed. Mrs. Veroher pointed out that we have to change our educational system in relation to students as well as industry's needs. Many drop-outs and others who apply for Technical Schools find they have not been oriented and prepared in their respective high schools. Students should be acqpainted with the industrial world and know what it.expects of them. Objective Number 3: Mr. John Bawcom suggested ways to deal with these youth groupe. The point of view of the youth involved must be considered because some may not want to take or receive skill preparation. Ths attitude of the students and staff must be .thought of in relation to vocational education. Guidance counselors must be knowledgeable about industry, job requirements as well as college programs. eitm 31 -26- Speaking in relation to the same objective, Hr. Bawcom said that we must do a better job of communicating with youngsters. The teachers of distrib- .,:tive education are very helpful in opening the lines of communication. Mr. Bawcam considered vocational education on the secondary level very important because it is preparing young people tor a useful place in society. Vocational education is also a tremendous asset in educating the disadvantaged. Objeictive_Number 4: Mr. Clyde Krygar pointed out that there was a great need for a comprehensive manpower study to show 'Ahat will be needed lu the next five years. Further, that industry seems turned off on this topic. Mr. Kgygar went on to say that he felt a new education gystem should be more flexible than the present one, particularly in length of courses, starting dates and the qualification of students entering the courses. 212jectiv_e Number 5: Mr. Lee Hamilton expressed the view that there was a low demand for the products of the high school at present because many students do not have salable skills. If junior colleges are able to develop skUltraining, we should be sure that they are not duplicating the programs of occupational education offered on the secondary level. Mr. Hamilton said he felt post- secondary vocational education is a mirage. One important part of secondary vocational education is that young people can achieve some independence at an early age. I think it is a mistake to put all our eggs in the post-secondary vocational education basket. -27- SUMMARY - VIEWS CONFERENCE PART CIPANTS It is inter sting to note where a maj rity of the respondents to this section of the questionnaire placed their emphasi nearly two-thirds feel that vocational education is preparation for work as well as for further education. Seventy-three percent have taken vocational education at either the high hcol or four year college level. Eighty-three percent indicated that their communities offering vocational education have a job :lacement service. Eighty-five percent wanted their children to have both vocational and college preparatory subjects. Eighty-seven percent supported spending more money for vocational education in their community with a majority looking toward the federal government for the increase, with state, local and private industry increasing their financial support in the order listed. It should be neted that only two persons felt a tuition increase was in order. Eighty-five percent of the persons responding indicated that vocational education was available in their community, with most of the programs in the high school and more than sixty percent offer evening adult programs. Of the ninety-one persons responding eighty-nine advised or participated in deciding what educational courses should be offered in schools. It should be noted that only twenty-two of the eighty-nine people advising were educators; the rest were parents, employers school hoard members, .or students. Only one person objected to introducing the world of work in elementary schools, while virtually all other persons participating in the conference indicated that this activity was essential to and should beccrne a vital part of the total educational curriculum. See appendix for numeri tales of this questionnaire. 33 -28- SUMMARY OF SMALL GROUP DISCUSSIONS The discussion leader had a set of guidelines (see Appendix) made available to stimulate discussions, in addition to the set of questionnaires each participant was asked to complete. to mentioned earlier, the small groups had in general, free wheeling discussions which brought out many divergent points of view not necessarily responding to a specific objective. The major points from the recorder's reports follow, together with summaries of the questionnaires as related to the objectites. The numerical summaries are included in the appendix of this report. -29- Objective Numb 1: To assess the axterit to which the present program of education me ts the Career education needs of Youth and adults in the community. Seventy-eight pereent of the ninety-one persons who responded to this questionnaire thought that few students looking for work have a job skill by the time they leave school. They indica-ed that the present school curricula does not provide adequate career orientation or occupational preparation for entry level jobs. Fifty-three percent felt that one-half of the students were prepared for higher education as compared to thirty' percent who felt that most students are prepared for higher education. In the area of adult education sixty-six percent indicated that the school system provided programs for re-entering the work-force, fifty-three percent felt retraining programs were adequate, and sixty-two percent indicated that advancement courses were offered. More than sixty percent of the respondents indicated that occupational education was provided for minorities, school dropouts, and handicapped persons. -30- The following conclusions seemed to have universal acceptance in all discussion groups: 1. Some leadership must be taken by The Secretary of HEW, The US Commissioner of Educat,.on, and Chief State School officers to give Career education a bop priority. Moreover, educational philosophies and statements must constantly reiterat- Career Education Philosophy. 2. Full and additional funding of the Vocational Education Act is essential. The entire system o1: 3ducc.tion must be radically changed to become relevant to today's needs using an interdisciplinary approach. Public elementary and secondary education should provide a foundation for learning to live and earning a living. It should provide students with a basic academic education along with a general understanding of the world of work, as well as specific occupational skill for those who need it and can benefit from it. S. Funding to post-secondary and higher education institutions :Is unbalanced for the technical or occupational career areas. Most of the funds are given to liberal arts areas. 6. A strong feeling was indicated that all so-oalled "general curriculums" in high school be eliminated. It prepares a student for nothing. 7. Better follow-up studies of students should be made, however, there seemed to be general agreement that most vocational students were employed in their field of training. Guidance counselors in general, do not know enough about occupations and occupational education to propeely guide a student in this direction. 9. In the past, many vocational educators were reluctant to provide vocutional programs for all students. 10. Many parents werenaluctant to permit their children to enroll in the vocational-occupational currtculum and encouraged college preparatory programs even though the students were not interested in college. 11. A lack of flexibility in school curriculum limits a student's options to explore various occupations; once a choice is made the student is locked in for the duration of his high school career. -31- Oblectiv umber 2: To assess the extent to which the preent total program of education meets the needs of the economy. Approximately one-third of the eighty-one respondents indicated that the training programs were directed toward community job demands, one-third felt that one-half of the programs were directed toward community job demands, and one-thlird felt that few programs were community job oriented. The group was also equally divided as to the extent major employers hire persons prepared by community schools. Seventy-five percent of the respondents felt that few schools were responsive in providing new trainthg programs requested by employers. Sixty percent indicated that few educational programs have active employer participation in curriculum development. Additional views on this objective reported by the group recorders follows- 1. Many industrial leaders want specific occupational training only. Most educators feel that programs must be broad enough so that students' future is not limited. In 1966 US Commissioner of Education Harold Howe told superintendents to take voeaticoal education fram the bottom of the pile and put it on the top, 3. More cooperation is needed between labor, education and industry to a) Improve the image of vocational education. b) Identify a delivery system to guide students into the work force. c) Provide motivating programa which do not necessarily stress craft-type skill traiuing but should teach the dignity of work. d) Agree on a Career Development Program as suggested by Commissioner Mhrland. 4. A consensus from the group recorders indicated that: a) Eighty percent of the jobs do not require a college degree. b) Many vocational students are over trained for entry level jobs. c) Highly trained students, are often bored with the low level eni-,ry jobs available tb them. 37 -32- The cluster concept for occupstional education should be expanded in place of narrow specific preparation. Extensive research on job trends and employer needs should be done to determine curriculums. Occupational education for obsolete jobs causes irreparable harm to the involved students. Obacctive Number 3. To determine the role of vocational education in meeting Career needs of youth and adults and of the economy. It appears that a majority of the persons responding to this questionnaire agreed in a positive way because: 1. Seventy-five percent indicated that most high school students should. enroll in vocational education courses. 2. Eiphty-three percent indicated that public schools should coordinate their resources with those of private schools and business and industry to insure that preparation for employment or further education be relevant. Ninety-four percent indicated that a job placement program should be available to persons leaving school. Ninety-nine percent indicated that most high school students diould have vocational counseling. The group reports indicate substantial agreement on the following ints: 1. Union apprenticeship councils should be active on advisory committees related to respective trade education so that proper recognition will be given to vocational graduates as they seek employment In a trade. Expand cooperative education, to insure that a job will be available whan the training is completed. Recruit more minority groups into vocational programs. Modigy those labor laws that prohibit some young people from working on jobs which are now prohibited by law. The preparation of guidance counselor should include vocational or career education in addition to the usual preparation for counseling into higher education. 6. Career education should begin in the early years of the elementary education program and continue through the 12th year of secondary education. There should be better representation of industry ancklabor on school boards to provide better information on career education. 8. ay the year 2000, two'percent of the population will produce the goods and services for 100 percent of the people. Hence, it is estimated that retraining will be needed approximately six times in the working life -time of an individual. Objective Number_14: suggest mri -35- by which the existing educational systam can be Improved in efficiency and effectiveness to insure the preparation of every person leaving school for either employment or further education. The response to the questionnaire show that: 1. Ninety-four percent of the eighty persons responding indicated that general education should be integrated into vocational education. Twenty percent indicated that contracts with private schools would help prepare persons for enployment. Sixty-five percent felt that incentives should be given to private industry to help them prepare people for employment or further education. I. Thirty-nine percent felt that multi-media instructional materials should be developed for use in the home to prepare every person for employment or further education. Poul,F-two percent indicated that the school year should be extended to twelve months. 6. Only fourteen percent favored a voucher system by which parents could purchase instructional services. The small group reports indicate the need for: 1. Providing methods to accomodate the more diversified needs of present day students. 2. Vocational educators and academic educators joining together in providing a comprehensive educational system. Restructuring the funding system to provide more funds for a 1411 balanced curricula which would eliminate the need for remedial program . Determining methods of making cooperative programs more attractive to industry. Some employers think of the program as a cheap source of labor, while others consider it too expensive. This type of program does provide the best media for introducing the student (youth or Adult) to what an occupation is all about. 5. Find ways to reduce the pressure on guidance personnel to direct student to college oriented program. 6. Require educators and particularly counselors to have an appreciable understanding of the wor of. work. If Career education is to be 41 -36- effective, we must have knowledgeable people in the schools, This is not to say that youngsters should make a final choice of an occupation at an early age, but to make available to them an aboundance of information to enZie them to make an intelligent choice of a future occupation. -37= Objective_Number 5: To identify areas of improvement in the total educational system for which vocational education should be responsible. Over eighty percent of the seventy-nine responding to this questionnaire indicated that vocational education should be responsible for: 1. Orientation to the world of work. 2. Work-study experience throughout junior and senior high school. Assuring every student a marketable skill. Vocational counseling for all students. 5. Securing educational credit for work experience. 6. Vocational exploration to facilitate an Intelligent occupational choice. 7. Occupational preparatIon retraining and upgrading of adults. It is notable that seventy-three percent of the respondents felt that vocational education should be responsible for the occupational preparation of post-secondary students while less that fifty percent felt that 3ducational credit for home stuidy and appreciation of ethnic cultures was a responsibility of vocational education. 8- APPENDIX I SUMMARY - VIEWS OF CONTERENCE PARTICIPANTS This document was used to assure that each participant had a chance t express his opinion about the educational systea in his community. Ninety-seven persons responded as follows: 1. Which of the following statements Most accurately describe vocational education? 5 It has value for only the non-dollege bound student 43 It has value for every student 6 Emphasis in vocational education is on manual skills It has the status of academic education Vocational education is preparation for work i well as further education 2. Have you ever taken courses in vocational education? 70 Yes At what level? 11 Grade school 44 High school 8 Two year college 314 Four year college If you did not take courses, why not? 11 They were not available Not interested 12 Preferred to take other 3 Advised not to courses Grades not high enough =1.1.11=lm Other, specify L, Do the schools offering vocational programs in your community also have a job placement service? 68 Yes 22 No Do you want your children to take Vocational education 3 both vocational and college preparatory subjects college preparatory subjects 11 does not apply -39- 6. Would you 6upport th nding in your community' 85 money come from of more money for Yes 5 No. vocational education If yes) should increased 5 Federal governmen 25 Private industry 36 State government 2 Tuition 28 Local government 27 All of above Other, specify 7. Are there programs of vocational education available in your community? 82 Yes 5 No. If yes, at which of the levels listed below are Vocational education programs provided? 26 Junior high school 79 High schools 37 Junior college Other, specify 62 EVening Adult Program 22_ Industrial Plant Schools 22 College 8. Have you ever advised or participated in deciding what educatIonal courses should be offered in schools? 68 Yes 19 No. If yes, did you participate as a 15 Parent _ 15 Employer 22 Other, specify Student 11 School Board Member Educators 9. Should there be greater emphasis on introducing the world of work in elementary school? 89 les I No 10. Have you ever visited a vocational school? 89 Yes 8 11. Check the category which most accurately describes your interest a this conference. 21 Employer Employee 65 Educator Unemployed 5 Student 3 Other, specigy Legislatorl_County.Government State Advisoxy Council -4o- SUMMARY °.F PP1121LEILLEEPELLL21_22ERESE22/: To assess the extent to which the present prograr of education meets the career education needs of youth and adults in the community. 1-a. To what extent does the present school system in your community provide services for 3tudents entering the world of work immediately upon leaving school? 4 most students looking for work have a job skill by the time they leave school. _17 About one-half of the students looking for work have a skill hy the time they leave school. 70 Few students looking for work have a job skill by the time they leave school. I-b. To what extent does the present school system in your community prepare students for further education qpon leaving high school? 31 Most students are prepared for further education by the time they leave high school. 48 About one-half of the students are prepared for further education by the time they leave high school. 12 Few students are propared for further education by the time they leave high school. 1-c. Is the present school gystem in your community prov ding adult education for: re-entering the w.)rk force retraining to remain in the work force training for advancement in the york force 60 Yes 26 No 48 Yes 32 56 Yes 27 No 1-d. Is the present school system in your community providing education in preparation for work to the following: minorities school dropouts handicapped Yes 27 No _56 51 'rep No 5 Yes 19_ No What are the strengths and weakrlsses of the present school system in mleting the career education heeds of youth and adults in your community? Some of the weaknesses listed are: 1. Program depends on federal funds. 2. Vocational program not integrated into the total education system. 3. Teachers in general lack sufficient understanding of special needs groups. Adult education teachers lack preparation in how to teach. Lack of community participation in identifying and planning for education needs. 6. Sct-ols are still geared to college bound students and too watered-down college prep work in general courses. I. Lack of adequate vocational facilities and programs. 8. A lack of general educal-ion in the basi- subjects together with a lack of good work attitudes. 9. Major concern is for academic programs. 10. Unrealistic levels of the aspiration of parents for their children. 11. A lack of strong vocational program offering. 12. No formalized job placement program for graduates. 13. Vocational dgy and evening nrograms operating at between 50% end 75% of capacity because: a. too small amount of State and Federal funds provided. b. Parents consider their children a failure if they attend vocational courses. c. Guidance counselors use vocational programs as a "dumping ground". 14. Lack of funds to provide vocational education. 15. Private vocational schools and their facilities not taken advantage of. 16. Programs too inflemible. 17. Guidance counselors are college oriented. la. Programs lack early emphasia on career orientation for younger students. 47 19. Career orientation needs to be Integrated throughout the school system. 20. All segments of the cOmmunity-business, industry, labor, and educators should be involved in setting goals, de ermining objectives, planning and evaination. 21. Not enough educating of children ae to the dignity of w(ek. 22. Little relevancy between school methods of work in industry'. Some of the atrergths listed are: 1. Concern for meeting the neeas of all childrnn especially minority groups. 2. Increased funds for vocational education. 3. Improved facilities for vocational education. 4. A greater variety of vocational subjects offered to include some of the emerging occupations. 5. Willingness to explore new ways to meet career preparation needs. 6. A large Cooperative Education Program provides excellent opportunities lor students to earn and learn as well as search out a lifetime career. 7. A good beginning career orientation program. 8. A good area center well equipped and staffed. 9. An active Advisory Council works with the vocat onal education people. 10. Mandate of new superintendent and Board of Education to teachers to exude career information. 11. A comprehensive offering is provided at an area center, well-equipped well-staffed, reasonably good local school acceptance, with a good program for the handicapped and disadvantaged students. SUMMARY OF OBJECTIVE NUMBER 2 R onses): Te assess the extent to which the present total program of education meets the needs of the economy. 2-a. To what extent is the present system of education meeting the manpower needs of the economy of your community? 27 Most training programs are directed to the job demands of the community. 21i About one-half of the training programs are directed to the job demands of the community. 31 Few training programs a -e directed to the j b demands of the community. 2-b To what extent do the major empleyers in your community hire persons trained by the schools of the community? 21_ Most employers are able to lo_late the employees they need from the local s;:hvols. 29 About one-half of the employers are able to locate the employees they need from the local schools. 32 Few employers are able to locate the employees they need from the local schools. 2-c. To what extent do the schools in your community provide trained workers for new employers moving into the community? 11 Most schools are flexible enough to provide the new training programs requested by employers. About one-half of the schools are flexible enough to provide the new training programs requested by employers. 60 Few schools are flexible enough to provide the new training programs requested by employers. To what extent do employers work with the schools to define manpower needs and to participate in developing programs to meet these needs? 19 Most educational programs have active employer participation in the development of their curriculums. 17 About one-half of the educational programs have active employer participation in the development of their curriculums. h8 Few educational programs have active employer participation in the d elopment of their curriculums. 1 49 What are the 5trengths and weaknesses f the present school system in meettng the needs of the economy in your community? Some of the strenghts indicated are: 1. Students enrolled in cooperative programs earned over $9,000,000 during 1970-71. Since many of the students resided in economically depressed areas their earnings added greatly to the purchasing power of their neighborhood. 2. Close coordination with indus gy, to meet their needs, is maintained but insufficient funds limited schools ability to keep pace with industry's growth. 3. Most graduating vocational students are ready for entry level jobs. Area vocational-technical centers are developing good active employers participating in curriculum development. Some of the weaknesses indicated are: 1. More coordination, cooperation and planning between the school system, industry and labor is needed. 2. Unions reluctant to give vocational students credit toward journeyman status. Poor vonational guidance in the junior high school bracket. Attitudes that vocational education is only for those who do not have college capability continues to be a major problem Not enough teacher understanding of the need for career education. SUMMARY OF OBJECTIVE NtNBER3 05 Respons s To determine the role of vocational education in meeting career needs of youth and adults and of the economy. 3-a. To what extent should vocational education be availAble to high school students? 64 Most high school students should enroll in vocational education courses. 20 About one-half of the high school students should enroll in vocational education courses. Few high school students should enroll in vocational education courses. 3-b. To what extent snould the public schools coordinate their resources with those of private selools and business and industry to insure preparation for employment or further education? 71 Resources should be shared among public schools, private schools, business, and industry. Public and private efforts should be coordinated only- for special groups, i.e. unemployed, handicapped, minorities, etc. Public and private resources should be kept sel_trate. 3-c. To what extent should job placement services be available to persons leaving school? Job placement services should be available for: 79_ Most students. 11 About one-half of the Students. Few students. 3-d. To what extent should vocational counseling be available to high school students? 81 Most high school students should have vocational counseling. 1 About one-half of all high school students should have vocational counseling. FSW high school students should have vocational counseling. 51. Suggest what the role of vocational education ,lould be in meeting the career needs of youth, adults and the economy. 1. It should be iA the vanguard in this area particularly by providinl exploratory opportunities in the working world through cooperative education programs. 2. Vocational education should be introduced to all students at an early age through a wide variety of experience including field trips and discussions about each vocation Vocational educators should actively seek out individuals from various industries and have them present the regoirements of entering jobs in their field. There should be maximum flexibility in the programs, so that persons may enter p ograms at almost any point in their careers, progress in them, and find employment as a result of their learnings. 5. The facilities for programs should be intimately related to the actual situation in which the student will be employed. 6. Ideally, the program in the school should phase into employment on a continuum, rather than be planned as a school segment which ends, followed by the employment segment as a separate entity. 7. Vocational counseling should be made available beginning in elementary school, continue through secondary schcf.1 on into adult life. Provide flexible curriculums designed to fit the needs and abilities of all. 9. All education should be career oriented. 10. Provide effective adult vocational education. SUMMARY OF OBJECTIVE_NUMBER 4 (8o_ Responses To suggest means by which the existing educational system can be improved in efficiency and effectiveness to insure the preparation of every person leaving pnhool fc,r either amplorMent or further education. The number indicates the number of persons who considered that the items listed below would improve the efficiency and effectiveness of the educational system. Added items r-e listed under other: 75 Integrate general and vocational education. 16 Contract with private schools to help prepare every person for employment or further education. 5' Provide incentives for private industrl to help prepare every person for employment or further education. 31 Develop multi-media instructional materials for use in the home "to prepare every person for employment or further education." 34 Expand tril% school year to 12 months. 11 Provide parents with educationgl vouchers for purchasing the instructional services desired for their children. Other: 1. Develop and strengthen Coop programs. 2. Work with industry to set up career exposure programs that mill allow students to become familiar with the skills needed, responsibilities and working conditions of various careers. 3. Community re-education. 4. Develop realistic objectives. 5. Assign financial priorities and streamline funding at the state level. 6. Provide for the slow learner. 7. Eliminate the general curriculum at the high school level. 8. Tie State aid for high schools into vocational offerings to meet the needs of epecific school populations. 9. Interchange teachers and experienced workers. -48- SUMMARY CF. OBJECTIVE NUMBER 5 79 Resionses The figures indicate the number of persons who identified the areas of improvement in the total educational system for which vocational education should be responsible. Additional items ard listed under other: 76 Orientation to the world of work. Work study experience throughout junior and senior high school. 70 Assuring every student a marketable skill. 76 Vocational counseling for all students. 62. Educational credit for work experience. 39 Educational credit home study. 71 Vocational exploration to facilitate occupational choice. 36 Appreciation of ethnic -ultures. 58 Occupational preparation of post-secondary atudents. 67 Occupational preparation, retraining, and upgl:eding of adults. Other 1. Make occupational information course mandatory for all teachers at teacher training colleges. Responsible for job placement, 3. Organize more in-servide programs. 4. Responsible for counseling, testing, and interviewing of students. 5. Orientation programs for .lementary and secondary administrators including boards of edacation in order for them to better what is being attempted in the field of career education. 54 APPENOI7 II GUIDE FOR SMALL GROUP DISCUSSION Introduction In order to realize the purpose of this Conferenceo objectives have been developed which focus on specific issues relevant to vocational- technical education. Speakers will address themselves to these issues, giving an overview of the situation and identifying possible courses of action. Panelists will then react to the presentation in order to further clarify rale issues and provide background and stimulation for group discussions. Following this, conference participants will meet in groups of twenty-five or fewer people. Groups will direct their attention to the discussion guide below. It is not the intent of the Conference to limit discussion rigidly to the scope and format of this guide. Free flowing discussion will be encouraged in groups while covering all discussion guide items to elicit comments and suggestions on the specific points listed. -so- Discussion Guide The following objectives and related discussion points have been developed to aid discussion groupa in treating issues and exploring potentia/ existing in voaational-technical education. 1. o assess the extent to which the present program of education mee.th ,he career education needs of youth and adults in the community. (Suggested type of speaker: Educator) a. orienting youth to world of work b. transition from school to work a. services for target groupe i.e. unemploye, minorities school dropouts, veterans, handicapped, etc. existing public school programa for entry and advancement in work resources outside of the public school for career education f. other 2. To assess the extent to 'which the present total program of education meets the needs of the economy. (Suggested types of speakers: Manpower expert, economist - Chamber of Commerce, Economic Development, etc.) a. manpower need b. extent to which total educational programa meet manpower needs c. identify gaps in educating people for work d., other To determine the role of vocational education in meeting career needs of youths and adults and of the economy. (Suggested type of speaker: ewployer) a. provid % \work for career edu ation provide kind of manpower needed by changing technology introduce the world of work and continuing education to elementary school children d. help to move the soli,04 and econmically disadvantaged to higher stpapdards of living throngn work -Si- e. coordinate educational programa for the employed and unemployed with other community resources C. other 4. To suggest means by which the existing educational system can be improved in efficiency and effectiveness, to insure the preparation of every perion leaving seAool for either employment or further.education. (Suggested type of speakers: vocationally trained youth or adults, private school administrator) Lntsgrate general and vocational education provide guidance to students in selecting careers and/or continuing education develop ralatioaships between schools and the communitT at large d. accept a commitment to provide every person leaving school with a salable skill To identify the areas of improvement in the total educational system for which vocational education should be responsible. (Suggested rpeaker: OE - Career Education Model) a. intensify development of post-secondary technical education programs b. provide continued upgrading and retraining programs c. intensify counseling and guidance services for career choices d. skills training e. develop programs for the disadvantaged C. other -5z- APPENDIX III SECRETARY'S REGIOUAL CONFERENCE ON VOCATIONAL EDUCATION May 12-13, 1971 New New Yorker Hotel New York, New York Department of Health, Education, and Welfare -- Office of Education Bureau of Adult, Vocational-Technical Education -- Region II New Jersey, New York, Puerto Rico, and the Virgin IslandS 8:00-9:00 AM 9:00-9:15 AM 9:15-9:30 AM 9:30-9:50 AM 9:50-10110 AM 10:10-10:30 AM 10:30-11: AM 11:00-12: Noon 12:30-2:00 PM PROGRAM Registration Opening Session Introductions Greetings' Welcome Confe ence Format Meeting the Caree and Adults Terrace Balcony Terrace Room Charles A. O'Connor, Jr. Mrs. Bernice L. Bernstein Regional Director Joseph L. Hendrick Regional Commissioner (Acting) James Pyle Education Needs of Youth Robert S. Seckendorf Business Looks at the Status of Vocational Education in Meeting the Needs of Youth and Adults Lee Reisor Reactor Panel BREAK Group Discussions Group I Group II Group III Group IV Group V Group VI Group VII Group VIII Group IX Group X LUNCH Clarence E. Gray Robertlgorthington Mario A. Checchio Madeline F. Coutant Lee Shapiro Room 811 " 812 814 ff 815 819 820 821 822 ff 823 ff 824 2:00 PM 2:01-2:20 PM 2:20-2:40 PM 2:40-3:00 PM 3:00-4:30 FM Thursday - May 13, 1971 8:50-9:00 AM 9:01-9 -0 AM 9:20-9:40 AM 10100-10 0 PM 10:30-12:00 Noon -53- GENERAL SESSION Labor Looks at In Meeting the Reactor Panel BREAK Terrace Room the Status of Vocational Education Needs of Youth and Adults Frank Cannizzaro Group Discussions Group I Group II Group III Group IV Group V Group VI Group VII Group VIII Group IX Group X GENERAL SESSION Announcements Relevancy of Education Needs of Youth Reactor Panel BREAK Group Discussions Group I Group II Group III Group IV Group V Group VI Group VII Group VIII Group IX qr9up X Henry Boardman Steve Freeman Thomas Harvey Maria Lacot Jerome Sehulster Room 811 812 814 815 819 820 "- 821 822 823 824 Terrace Room James Pyle to Meeting the Ca Aubrey Lewis Jack Belensky Lotis Cenci Alexander Fishkin Raymond Lapoff Wilburn Smith Room 811 " 812 814 815 819'. 820 821 822. 823 824 It It It 11 II EduCation -54-- 12:00-1:30 PM 1:30- 1:30-1:50 LUNCH GENERAL SESSION Terrace Room Vocational Education for the 70's Dr. Edwin Ramph 1:50-2:30 Reactor Panel John L. crown Lee Hamilton Clive Krygar Sidney Platt Robert S. Seckendorf 2:30-3:45 PM GENERAL DTSCUSSION James Pyle Chairman 3:45-4:00 PM SUKKA -55- APPENDIX IV LIST OF PARTICIPANTS SECRETARY'S REGIONAL CONFERENCE ON VOCATIONAL EDUCATION New York; New York May 12-13, 1971 PROFILE OF CONFERFIFT PARTICIPANTS Mrs. Bernice L. Bernstein, Regional Director, Department of Health, Education and Welfare, New York, New York (Region II) Mr. Charles A. O'Co -r., Director, Adult, Vocational-Technical Education, New York, NOW York (Region II) Dr. Joseph L. Hendr ck Regional Commissioner (Acting), Off ce of Education, Nell York, New York (Region II) Mr. James Pyle, Director, Aviation Development Council, Flushing, New York, New York (Region II) SPEAKERS Mr. Frank Cannizzano, Business Agent - Local 210 Int'l Brotherhood Teamste N.Y. Mr. Aubrey Lewis Vice President, F.W. Woolworth Company, New York Mr. James W. Riley, Senior Economi t - MERCK Company, Rahway, New Jersey Mr. Leroy Reisor, Jr., Director of Persunnel, Corn Products International, Englewood, New Jersey Mr. Michael Russo, Division of Vocational-Technical Education, Washington, D.C. Mr. Robert S. Seckendorf, Assistant Commissioner for Occupational Education, Albany, New York PANELISTS Mr. Jack Balinsky, Youth Coordinator, Office of The Mayor, Syracuse, New York Mr. Henry Boardman, Community Relations Manager, Western Electric Company, Inc., Kearney, New Jersey Mr. Richard D. Rawcom, Kress and Company, New Yerkr New York Mr. Louis Cenci, Executive Secretary-Advisory Board for Vocational de Extension Education, Board of Education, Brooklyn, New York Mr. Mario A. Checchio, Johnson and Johnson Cos Nell Brunswick, New Jereey Dr. Madeline F. Content Executive DirectOr, Neighborhood Youth Corporation of Otsego Coun'ty Incorporation, New York (Oneonta) -96- Panelists Mr. Alexander Fishkin, Coordinator of Federal Programs Board Education, City of New York, Brooklyn, New York Mr. Steve Freeman, East Orange, New Jersey Mrs. Clarence E. Gray, Vice President, Personnel Department, Carborundum Company, Niagara Falls, New York Mr. Lee Hamilton, National Association of Manufacturers New York Mr. Thomas Harvey, J.C. Penney Company, New York, New York Mr. Clive Krygar, Director, Essex County Career Center, East Orange, Nem Jersey Mr. Raymond Lapoff, Vice President Torjesen, Inc. , Lrooklyn, New York Mr. Sidney Platt Principal, Eli Whitney Vocational School, Brooklyn, New York Mr. Jerome Sehulster, Assistant r;ammissioner, Office of Manpower, Department of Labor Industry, Trenton, New Jersey Mr. Leo Shapiro, United Federation of Teachers, New York, New York Mr. Wilburn Smith, Jr. Department of Educating Virgin Islands Mrs. Mercedes Vercher, Assistant Secretary for Vocational-Technical Education, epartment of Education Hato Rey, Puerto Rico IP Dr. Robert M. Worthington, Assistant Commissioner, Vocational Education, Denartment of Education, Trenton, New Jersey DISCUSSION LEADERS Mr. Donald Billings, City Universi4- of New York, New York, New York Mr. J.N. Block, Assistant to Administrator, Montefiore Hospital and Misdioal Center, Bronx, New York Mr. John Burnell, Human Resources Development Institute, AFL-CIO, New York, N.Y. Mr. William DeMayo, Society of Automotive Engineers, Forest Hills, NeW York Mr. Carl E. Doyle, Flushing, New York Mr. Paul P. Gibson, Jr., Director Urban Affairs, American Airlinee, NeF York, N.Y. Mr. Ronald Kaye, &Lyman Schools, East Brunswick, New Jersey Mr. Jerome I. Leventhal Temple University, Philadelphia, Pa. -57- Discussion Leaders Miss Muriel Mahon, Employment Relations Associate Metropolitan Life Insurance Company, New York Ar. A.E. Terry, Pan American Airlines, Jamaica, New York Mr. Harold Wolchock, Business Agent Local 917, International Brotherhood of Teamsters, New York, New York Mr. Chester F. Ziola Carlton-Stuart Corporation, Long Island City, New York RECORDERS Mr. Donald Barbieri Director of Vocational Education, BOCES #2, Westchester County, Valhalla, New York Mr. Walter Billiet, Director of Vocational-Technical Schools, Department of Education, Trenton, New Jersey Mr. Thomas A. Castelli, Director of Vocational Education CES Rockland County, New York George Harrison, Director, Vocational Education, Dutchess County. BOCES, Poughkeepsie, New York Mr. Donald Hoak, Director of Vocational Education, Vocational EdUcation and Extension Board, Mineola, New York Mr. Larry Lorenzi Director, Urban Occupational Education, Newark Manpower Training Skills Center, Newark, New Jersey Mr. Irving Moskowitz, Hackensack Schools, Hackensack, New Jersey Mr. Donald Maloney, Westchester County BOCES #2, New York Mr. Henry Ikessels Division of Vocational Educatdork Central High School District Number 2, Floral Park, New York Mr. John R. Wyllie, Director, Bareau of Special Needs, Department of Education, Trenton, Nem Jersey PARTICIPANTS Alesi, Gladys E., Work Incentive Program, Board of Education, City of New York, N.Y. Alexander, Albert, Executive Director, New York City Council on Economic Education, New York, New York Alfieri, Gaetano T., New York City Community College, Brooka,Fn, New York Allee, Dennis H., Senator Jacob K. Javits, New York City, New York Allen, George, National FFA Association, Alexandria, Va. Amatangelo, Nicholas S., Philco Ford Corporation, Meshington, Pa. Amdrasko, Stephen, Essex County Vocational Schools, East Orange, New Jersey A,vnica, Michael M., Ulster County BOCES, New Paltz, New 'ark ia Page - Participants Bach, Irving E., Glassboro State College, Glassboro, New Jersey 3alinsky, John J., City of Syracuse, Syracuse, New York Barton, Rebecca, Civil Rights Specialist, Education Division, Washington, D.C. Bean, Elery H., Human Resources Center, Alberton, New York Bechtel, Raymond F., Manhattan College, Manhattan Parkway, Bronx, New York Bennett, James C., Rutgers University, New Brunswick, New Jersey Benson, Kenneth, Newark State College, Union, New Jersey Bezata, Eleanor, Sealtest Foods, New York, New York Bizlewicz, George J., Board of Education, West Orange, New Jersey Black, Bertram J., Bronx State Hogoital, Bronx, Nem York Bloch, J.14., Montefiore Hospital and Medical Center, Bronx, New York 3obrow, Samuel I., City School District of New Rochelle, New Rochelle, New York Booker, Charles F., Hud-Equal Opportunity, New York, New York Bowen, Luther, East Orange High School, East Orange, New Jersey Brach, Ronald C., SUN! at Delhi, Delhi, New York Braggins _H.A., BOCES, Onondaga County, Syracuse, New York Briscoe, David, VICA, New York, New York Briscoe, John C., New York State Advisory Council on Vocational Education, Albany New York Brossman, Donal G., New York State School Boards Association, Albany, New York Brown, Byron, Grumman Aerospace Corporation, Bethpage, New York Brown, William L., Edison Electric Institute, New York, New York Buttler, John A., New Jersey State Department of Education, Divieion of Vocational Education, Trenton, New Jersey Buxton, Alan, Bergen Community College, Paramus, Nw Jersey Byrer, Joseph D., Glassboro State College, Glassboro, New Jersey Cagnina, Robbie L., District #3, IUE-AFL-CIO, East Rutherford, New Jersey Cambridge, Henry, Local 328 SEIIU, New York, New York Carlo, Patrick, BOCES, Putnam & Westchester County, Yorktown Heights, New York Carmichael, John H., Essex County College, Newark, New Jersey Carpentier, Georges E., McGraw Hill Book Company, New York, New York Chambers, Celia IL, Cooperative Education Bureau, New York, New York Chaneles, Sol, Consultant, New York, New York Chizmadia, George R., New Jersey Rehad Commission, Labor & Industry Building, Trenton, New Jersey Clay, Kenneth R., Institutional Planning, Glassboro State College, Glassboro,N.J. Coffey, Michael P., Office of Education, Region II, New York, New York Cohen, Eli E., National Committee on Employment of Youth, New York, New York Cohn, Toby, Office of Education, Region II, New York, New York Commander, E. Rudolph, Pre-Employment Training Program, New York, New York Cook, Gary M., Special Assistant to Ander Secretary, Washington, D.C. Cooley, Martin National Association of Manufacturers, New York, New York Coughlin, Edward J., Trenton State College, Trenton, New Jersey Cooper, Samuel, Ridgefield Memorial High School, Ridgefield, New Jersey Crabtree, Myrna, Home Economics and Consumer Education, Trenton, New Jersey Crotty, John, Somerset County College, Somerville, New Jersey Cummings, Benton P., Newark State College, Union, New Jersey . Cummings, John M., Passaic County Area Vocationil Technical High School,Wayne, N.J. Cupp, Leanne t., Future Homemakers of America, Suffern, New York Davis, Raoul A., Wyandanch Cooperative College Center, Wyandanch, New York Day, Francis J., WE-MO-CO Occupational School, BOCES #2, Spencerport, New York Dayer, Donald H., BOCES, Buffalo, New York 0 St - 59- Prt1cipants Del Conte, Fred, Syracuse Mental Mech., Incorporation, Syracuse, New York Degnan, Jack, The New York Times, New York, New York Dennison, H. Lee, County of Suffolk, Long Island, NPW York Devonald, William M., Board of Education, City of New York, Newark, New Jersey Diana, Thomas E., New York City Transit Authority, Brooklyn, New York Diliberto, Joseph P., Island Drafting School, Amityville, New York Dethy, Ray C., Dean, School of Education, St. John's University, Jamaica, N.Y. Di Meglio, Michael G., I.B.M., New York, New York Dinic, Carl J., Hofstra University, Douglas Manor, Long Island, New York Doherty, Patrick, New Jersey Department of Education, Trenton, New Jersey Donaghay, Herbert C., Salem County Technical Institute, New Jersey (Pennsg ove) Drawbaugh, Charles C., Rutgers University, New Brunswick, New Jersey Duis, Harold F., MOE, Washington, D.C. Dunham, Alden E., Carnegie Corporation,of New York Edgar, Esther, Office of Education: Region II, New York, New York Ehlers, Tracy, Public Education Association, New York, New York Epps, Morris F., Superintendent of Schools, New Brunswick, New Jersey Etesse, Gerald R., Saratoga-Warren Coanty BOCES, Saratoga Springs, New York Fazio, Leonard V., I.B.M., New York City, New York Feinstein, Edward, Office of Education, Region II, New York, New York Fensterer, J.W., New York Industrial Education Center, New York, New York Ferraieli, Henry, Bronx, New York Field, Roxolana B., OE Board of Education, City of New York, East Orange, N.J. Fisher, Earle W., U.S. Department of Housing & Urban Development, New York, N.Y. Fo:man, Eli, U.S. Department of Housing & Urban Development, Equal Opportunity Division, New York, New York Frace, Larry, Nem Jersey Future Farmers of America, Pittstown, Nem Jersey Freeman, M. Herbert, Montclair State College, Montclair, Nem jersey Freund, Clifford C., Roxbury Schools, Sucasunna, New Jersey Fox, Joseph F., Diocese of Rockville Centre, Rockville Centre, New York Gambacorta, Rocco J., New Jersey Department of Education, Vocational Division, Adult Education, Trenton, New Jersey Gambino, Thomas, New Jersey Department of Education, Trenton, New Jersey Gaylor, Philip M., Kingsborough Community College, New York, New York Gillespie, Robert, New York City League of Woman Voters, Douglaston, New York Gillespie, Marianna, League of Woman Voters, Douglaston, New York Glasgow, Thomas A., Rutgers University, New Brunswick, New Jersey Goldstein, Joan, New Jersey State Health Department, Trenton, New Jersey Goliber, Paul F., Hudson Valley Community College, Trey, Neu York Goplerud, Sterling C., White Plains Board of Education, City of New York, White Plains, New York Gordon, Jerome, East Orange High School, East Orange, New York Gourdet, Alfred, Office of Education, Region II, New York, New York Greene, Paul L., White Plains Schools, White Plains, New York Griffiths, Dave, Essex County College, Newark, New Jersey Grimes, John, L.A. Wilson Technical Center, Dix Hills, New York Hall, Karen, Vocational Industrial Clubs of America, Dix Hills, New York Hall, Katharine B., Montclair State College, Upper' Montclair, New Jersey Hamburger, Martin, New York Uniiersity, New York, New York Hamer, Sara F., DHEW/OE, Washington, D.C., Bethesda, Maryland Hammond, Frank, Office of Education, Region It, liew York, NeW York Hancock, Richard S., Madison Township School System, Mhdison Township, New Jersey 05 -60- Pagtl 6 - P -ticipants Hanisch, Ronald M., Monmouth Regional High School, Shrewsbury, New Jersey Harmon, Howard L., New York Telephone Company, New York, New York Hazard, Orvis H., Rockland County BOCES, New York, New York Heal, Florence, Supervisor, Home Economics and Consumer Education Heller, Virginia, New York State Employment Service, New York, New York Henderson, Margaeet S., Salem County Technical Institute, Penns Grove, New Jerser Henderson, Peter L., William Peterson College, Haworth, New Jersey Helper, Donald E., McGraw Hill, New York, New York Henry, Irving E., Tampkins-Seneca-Tioga BOCES, Ithaca, New York Henry, William G., Ocean County Vocational School, Toms River, New Jersey Hewell, Grace, Office of Educatinn, Region II, New York, New York Hinekley, Margaret Q., Bureau of Customs, Region II, Nsw York, New York Hinkel, E.B., Personnel, New York Telephone Company, New York, New York Hirsch, Sharlene P., Human Resources Administration, New York, New York Ho, David, Chtnese Youth Council, New York, New York Hoeldtke, Ernest H., Cooperative Board, District Supt of Schools, Erie Bo., N.Y. Hogroian, Arax L., Formerly Director, P.R.Amer., Bankers Assn., New York, N.Y. Hollander, Alan L, New York Institute of Technology, Old Westbury, New York Horn, Francis H., Commission on Independent Colleges and Universities New York, N.Y. House, Elaine W., Rutgers University, New Brunswick, New Jersey Houston, Laura P., College for Woman Services, New York, New York Hunter, Clarence W., Mt. Vernon, New York Huntress, Albert M., Public Schools, Perth Amboy, New Jersey Ingling, Calvin, New Jersey Department of Education, Vocational Education Division, Trenton, New Jersey Iushewitz, Morris, New York City Central Labor Council, AFL-CIO,.New York, N.Y. James, Douglas L., Development & Training Center, New York, New York Jenness, John S., Consolidated Edison Company, New York, New York Johnson, Frank F., Rutgers University, New Brunswick, New Jersey Johnson, F. Wright, BOCES, Yorkville; New Jersey Jones, Arnold P., Office'cf Economic Opportunity, Washington, D.C. Jones, Leola W., South Nassau Communities Hospital, Oceanside, New York Joshua, Sybil, New York State Division of Employment, New York, New York Kahemann, Robert G., Jersey City State College, Jersey City, New Jersey Karten, Steven, Montdfiore Hospital, Bronx, New York Kenler, Jon, Laboratory.' Institute of Merchand, New York, New York Kievit, Mary B., Department of Vocational Education, Rutgers University, New Brunswick, New Jersey King, Vincent F., BOCES I, Suffolk County, Riverhead, New York Kitchell, Mary L., Morris County Vocational Technical, Denville, New Jersey Kleinman, Jack, New Jersey State Department drEducation, Vocational Division, Trenton, New Jersey. Klett, Richard, Office of Edueation, Region II, New York, New York Koenig, John H., Division of Vocational Education, Department of Education, Trenton, N.J. Kogan, Leo, New York, New York Kamendarek, Edwin, Herkimer County BOCES, Occupational Education Center, Mohawk, N.Y Kopf, Robert A., Division of Vocational Education, Wood-Ridge, New Jersey Kovensky, Sam, Local I-S Department Store Union CIO-AFL, New York Krenicki, Alexander J., Passaic Public Schools, Passaic, New Jersey Lamo, Vincent, Supervising Consultant, Post Secondary Vocational Technical Ed0c. Laco, Joseph I., Atlantic City Public Schools, Office of Mayor, Atlantic, N.J. Leach, Glenn C., Wagner College, Staten Island, New York eft -61- PartIcipan s Lester, Beelig, Board of Education, Deputy Superintendent, City of New York) Brooklyn, New York Levy, Daniel, United States Postal Service, New York, New York Liberman, Myron, City University of New York, New York, New York Lichtblam, Thelma S., State Attorney General's Office, Aew York, New York Lipaeh-ttz, Beverly, New York City Board of Education, District 9, City of New York, Brooklyn, New York Lipton, May, National Association for Industry-Educational Cooperation, New York Littlejohn, William P., Office of Manpower, New Jersey Department of Labor and Industry, Trenton, New Jersey Lopez, Joe, AFL-CIO Representative, New York, New York Low, Robert A., Public Education Assistant, New York, New York Luch, Linda L. J.C. Penney Co., New York, New York Lyon, Patricia T., East Orange High School, East Orange, New Jersey Lyons, Grace, South Nassau Communities Hospital, Oceanside, New York MacMahon, Miles D., Essex County College, Newark, New Jersey Maffie, William A., New York Chamber of Commerce, New York, New York Mahoney, Thomas W., TomkinseSeneca-Tioga Board of Education Service, Ithaca, N.Y. Malovany, Thomas, Tomkins-SeneCa-'2ioga BOCES, Ithaca, New York Mancuso, Ruth, Neu Jersey School Board Assistant, Trenton, New Jersey Manus, Gerald I., Associate Professor, Hofstra University, Hempstead, New York Marcus, Dorothy, Staten Island-Community College, Staten Island, New York Marcules, Morton, Division of Vocational Education, Trenton, New Jersey Masucci, Eugene, BOCES II, Suffolk County, New York Matcha, Elmira, Vocational Education PTA, Budd Lake, New Jersey Matcha, Henry, New York Congress of Parents & Teachers, Budd Lake, New Jersey Mathis, C.R., Association of Accredited Medical Laboratory School, New York, N.Y. Maybury, George, Albany, New York McCormick, John, BOCES I, Monroe County, Henrietta, New York McConnel, Helen, Glassboro State College, Glassboro, New Jersey McDaniel, Armour G., Office for Civil Rights, HEW, New York, New York McGeorge, Donald R., W.T. Grant Compagy, NeW York, New York McFadden, James J., Manpower Education Institute, New York, New York McLaurin, B.F., Bureau of Labor Services, New York, New York McNulty, Thomas, New Jersey State Department of Education, Hazlet, New Jersey McQuirk, Lois F., New York State 4-H, Cornell University, Ithaca, New York Meek, Leon, New York City Transit Authority, Brooklyn, New York Meyer, George F., New Brunswick Board of Education, New Brunswick, New Jersey Michael, Bernard, Office of Planning & Evaluation, U.S. Office of Education, Washington, D.C. Minkin, Barry H., Slant-Fin Corporation, Greenvale, New York Morse, Loyal, BOCES, Orleans-Niagara, Medina, Neu York Mortari, Joseph P., Department of Housing & Urban Development Equal Opportunity Division, New York, New York Moakwa, Daniel, SUNY at Delhi, Delhi, New York Mozenter, Paul, Vocational Division, New Jersey State Department of Education, Trenton, New Jersey Newmalk, Norma, Herbert Lehman College, New York, New York Newman, Bernard, Essex County College, Newark, New Jersey Noble, J. Kendrick, Jr., Auerbach, Pollak & Richardson, New York, New York Nories, Rebecca Ann, Staff Assistant, Port of New York Authority, New York, N.Y. Novick, Bernard Central Jersey IND-ED Council, Woodbridge, New Jersey -62- Participants 0,Horo, Amrry Ann F., West Orange Public School, West Orange, New Jersey Oliverio, Mary Ellen, Teachers College, Columbia University, New York, New York Ordile, %Joseph N., Atlantic Public Schools, Atlantic City, New York Ostrandz3r, Chester 3., Library Trustees Foundation of New York State, South Glens Falls, New York Owens, Doyle E., Jr., Cumberland County Vocational Technical Center Bridgeton, N.J. Pahl, Henry L., Capitol Region Education Council, West Hatford, Conn. Palmer, Robert, Community School District #23, Brooklyn, New York Pascuale, Gus V., Roosevelt School, Union City, New Jersey Paster, Julius, The City College, New York, New York Patterson, Stanley B., SUNY at Albany, Albany, New York Peterson, Karin, Carnegie Corporation, New York, New York Pierce, Sterling L., New York State Education Bureau of Guidance, Albany, New York Potter, W. Bruce, East Orange Board of Education, New Jersey Power, Helen 9., New York State Board of Regents, Rochester, New York Power, Kenneth T., Rochester, New York Prentice, Justus A., BOCES, West Nyack, New York Prybylowski, Leo W., Board of Education, Morristown, New Jersey Quarles, George R., City University of New York, New York, New York Radford, Eric, Assistant Dean, Fairleigh. Dickenson.University, Madison, N.J. Rapoport, Rose, Bank Street College of Education, New York, New York Reilly, Theresa M., Queens Community College, CUNY, New York, New York Rembert, John W., White Plains Pnblic School, White Plains, New York Reynold, Williams S., State University College, Buffalo, New York Richardson, Gordon K., Carrier Corporation, Syracuse, New York Riggin, William H., New York State Employment Service, New York, New York Roberts, R. Ray, U.S., Postal Service, Washington, D.C. Roberts, Marvin, New Jersey Division,Vocational Education, Pennsauken New Jersey Rodgers, Donald F., Boara of Urban Affairs, New York, New York Rollins, Metz, National Committee of Black Churchmen, New York, New York Rothman, Stanley A., Central Jersey Industry Education Council, Woodbridge, N.J. Rosen, Charles A., New Jersey Rudikoff, Benjamin, Institute for Educational Development, New York, New York Russ, George J., State Department of Education, Trenton, New Jersey Sains, Samuel, Educational Consultaot Manpower, Plainview, New York Samsel, Ruth L., Rutgers University, New Brunswick, New Jersey Schackman, Dulcie L., Public Educatiaa Association, New York, New York Schein, Philip, Staten Island Community College, Staten Island, New York Seheetz, Richard F., New Jersey State Department of Education, Trenton, N.J. Schindel, Philip W., Association of General Merchandise Chains, New York, N.Y. Schneider, Rudolph F., Steven County MGM, Hornell, New York Schuelke, Margaret E., Dairy Council of Metropolitan New York, New York Schultz, Robert P. Vocational Department Head, Plainfield High School, Plainfield, New Jersey I- I Schwabach Richard E. New York Sch001 of Medical & Dental Assistants, Forest Hills, New York Schweitzer, Charles Adata Edison Township School of Adult & Continued Education, Edison, New Jersey Sebaste, James R. City School District, Rochester New York Selcoe, Richard J., Union-College, Ddvision of Community Services, Cranford, NJ. Shaff, Gaenn, Baldwin Senior High School District AO, Baldwin, New York Shapiro, George'B., 'Woodbridge Board of Educatión,'W6adbridge, New. Jersey Shattuck, Edward A., Bureau of Trade & Technical Education, Albar -NeW York *). -63- Participants Shenker, Morton, Trenton State College, Trenton, New Jersey Sherline, Renee C., Cooperative Education Bureau, Board of Education, Brooklyn, N.Y. Shostak, Jerome M., Western Electric Fund, row York, New York Silberstein, Doris, BOCES, Adult Center, Hempstead, Nem York Sinko, Michael, Coordinator, Coop Program, Woodbridge, New Jersey Simms, H. Noble, New York City Office for Local Government, New York, N.Y. Siurano, Humberto A., Local School Distri, #23, Brooklyn, New York Silverman, Sidney, Preaident, B-3rgen Cammunity College, Paramus, New Jersey Sloan, Renee P., New York School foil Medical & Dental Assistants Forest Hills, N.Y. Smith, Eleanor, Office of Education, Region New York, New Yo;k Smith, Eugene, League of Women Voters, Norwood, Kew Jersey Smith, Maria L., League of Women Voters of New Jersey, Norwood, New Jersey Smith, Peter H., Ocean County College, Toms River, New Jersey Smith, Theodore H., HUD, New York Regional Office, Nem York, New York Smith, Wenroy, Natinnal Vocational Technical Association AVA, Saltsburg, Pa. Somers, William T., Atlantic City, New Jersey Spurlock, Emmett E., New Jersey State Education Office of Migrant Education, Trenton, New Jersey Staehle, Charlcs H., Central High School District #3, Merrick, Long Island, N.Y. Stahl, John, Offiee of Education, Region II, New York, New York Steele, Henriquec,a A., V.I. Empleyment Security Agency, Charlotte Amalie, V.I. Stein, Eugene, Staten Island Community College, Staten Island, New York Sternberg, Albert, Rider College, Trenton, Nem Jersey Stofega, Michael E., Principal, Perth AMboy High School, Perth Amboy, New JerseY Storch, Sidney J., Nassau Community College, Garden City, New York Stratton, James R., New York State Education Department, Albany, Neu York Sugden, Virginia M., Hofstra University, Hempstead, Long Island, New York Switzer, Richard M., Headmaster, Human Resources School, Albertson, Nem York Terry, Daniel, Office of Education, Region II, New York, New York Thyberg, Vera M., VICA, Dix Hills, Nem York Tilroe, Dexter, Office of Education, Region II, New York, New York Tornell, Henry E., New Jersey State Department of Education Thomas, Ellis, Director, Bureau of Vocational Technical Program Services Tunkel, Leon S., BOCES, Albany, New York Turene, Theodore J., New York State Education Department, Albany, New York Tweedy, Mary Johnson, The Brownington Foundation, New York, New York Valentin, Roy E., Woodbridge Township School Distriet, Woodbridge, New Jersey Van Benschoten, Raymond C., Montclair State College, Upper Montclair, New Jersey Vazquez, Hector I., Puerto Rican Forum, Inc., New York, New York Vories, Rebecca A., Port of NeW Ycrk Authority, New York, New York Waggoner, Joan, New York, New York Waite, John, State Board of Vocational Education, Christianatead, St. Croix, Virgin Islands Warren, James N., Board of Education, Office of Continuing Education, Brooklyn, N.Y. Wasdyhe, Raymond G., Trenton State College, Trenton, New Jersey Weber, Arnold E., Representing Mayor Nari, Camden, Nee Jersear Wellman, Janice J., Cite Planning Department, New York, New York West, Leonard J., City University of New York, Division of Teacher Edueation, N.Y. Williams, Robert, Greater New York Folding Box & Display Manufacturers Association, Hicksville, NeW Tork e, Willett, Alice.F., Sroseet, New York Wood, Susan T., Rutgers University West Caldwell Ne