document resume - ericdocument resume ed 0u7 098 vt 012 322 title man-education-work conferences....

DOCUMENT RESUME

ED 0u7 098 VT 012 322

TITLE Man-Education-Work Conferences.TNSTITUTION Wisconsin Pniv., Madison. Center for Studies in

Vocational and Technical Education.PUB DATE Feb 70NOT'' 83p.

EDRS PRICE ERRS Price 117-80.65 HC-$3.29DESCRIPTORS Conference Reports, Disadvantaged Groups,

Educational Administration, Educational Finance,Educational Programs, Federal legislation, GeneralEducation, Interagency Coordination, ManpowerDevelopment, *Program Coordination, *Public Support,*School Industry Relationship, *School Role,*vocational Education

IDENTIFIERS Vocational Education Act of 1968

ABSTRACTThe Advisory Council on Vocational Education in 1o68

issued a report on program implementation and goal achievement invocational education. Six regional conferences and a summaryconference were held in the fall of 1968 to evaluate that report anddetermine its implications for governmelt action. A broad goal ofthese conferences was to increase public understanding of vocationaleducation and its objectives. The conferences generally agreed thatvocational education needs more power and money, and that itsrelationships with industry, general education, and other trainingprograms for the disadvantaged should be strengthened. This report isa partial selection and summary of ideas and proposals of the sevenconferences. Many of the issues which confronted the conferees remainunsolved in spite of the passage of the Vocational Education Act of1968. (BH)

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MANEDUCATIONWORK

CONFERENCES

CENTER FOR STUDIES IN VOCATIONAL AND TECHNICAL EDUCATION

THE UNIVERSITY OF WISCONSIN

Madison, Wisconsin

U.S. DEPARTMENT Of NI ALAN. AO ATIONI WELFARE

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TABLE OF CONTENTS

Page

INTRODUCTION

CONFERENCE PROGRAM ix

PROCEEDINGS OF REGIONAL CONFERENCES

Atlanta, Georgia 1

Chicago, Illinois 6Dallas, Texas 11Fort Collins, Colorado 16New Brunswick, New Jersey 23San Francisco, California 27

SUMMARY CONFERENCE, MADISON, WISCONSIN 33

CONCLUDING OBSERVATIONS 36

APPENDIXES

List of Participants 39Bibliography 76

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INTRODUCTION

The Advisory Council on Vocational Education was established by theSecretary of Health, Education, and Welfare in 1966, in response to the direc-tive in the Vocational Education Act of 1963 that such a Council was to be or-ganized "to review the administration and status of vocational education pro-grams conducted under the Vocational Education Act of 1963 and other Acts andto make recommendations for improvenna:t of vocational education. " In 1968the Council issued its report, Vocational Education: The Bridge Between Manand His Work, a thorough and far-reaching analysis of program implementationand goal achievement in the area of vocational education.

The Advisory Council's report stimulated discussion throughout the country.In order to evaluate and develop an understanding of it, the Center for Studiesin Vocational and Technical Education of the University of Wisconsin, with thecooperation of the American Vocational Associatim and the financial support ofthe Ford Foundation, proposed a series of regional conferences to be held dur-ing the fall of 1968. The stated aims of the conferences were to increasepublic understanding of vocational education and its objectives (as expressedin the Council's Report and proposed legislation); to get evaluation of theCouncil Report and proposed legislation from cross-sections of educators andinterested citizen groups; to consider the implications for action at federal,state, and local levels; and to provide a format for similar conferences, pos-sibly to be held under state, city, or regional auspices.

These conferences, known as A Citizens Conference on Man EducationWork. were held at six regional locations with a final summary conference atMadison, Wisconsin. Regional conferences were held inAtlanta, Georgia; Dallas, Texas; Chicago, Illinois; Fort Collins, Colorado;San Francisco, California; and New Brunswick, New Jersey.

In order to facilitate organization, an individual who was involved in theprograms and problems of vocational education was selected as the regionalcoordinator for each meeting. In Atlanta, Dr. Aleene Cross of the Universityof Georgia was in charge; in Chicago, Dr. Jacob Stern of the University ofIllinois; in Dallas, Dr. James R. D. Eddy of the University of Texas; in FortCollins, Dr. Milton Larson of Colorado State University; in New Brunswick,Dr. Albert Pauttler at Rutgers University; in San Francisco, Dr. ChesterSwanson of the University of California; and for the final conference in Madi-son, Dr. J. Kenneth Little and Dr. Gerald Somers of the Center for Studies inVocational and Technical Education of the University of Wisconsin.

A general format was suggested for each of the conferences. Because theAdvisory Council Report was the focal point of the meetings, members of theCouncil were invited to take part and to deliver the opening messages. Atleast two Council members participated in each conference. The original Ad-visory Council was comprised of: Melvin L. Ballow, Director; George Champion,Assistant Director; Martin Essex, Chairman; Rupert N. Evans, James T. Harris,Malcolm G. Hunt, John W. Letson, Garth L. Mangum, Lela O'Toole, CharlesW. Patrick, Otto Pragan, Leonard H. Rosenberg, C. Vannoy Stewert,and DonM. Thomas. The remainder of the program was arranged to allow conferenceparticipants to respond with questions in both discussion and in small groups.There was to be opportunity for panel discussions, formal delivery of papers,question and answer periods, and informal discussion of issues. From thisgeneral format, each regional coordinator was to work out a series of specificissues as the guiding point for speakers and participants.

This plan necessitated a good deal of coordination among the regionalchairmen, and their efforts were to culminate in a summary conference inMadison. As the final conference, it was conceived as a smaller meeting com-posed mainly of leaders from the regional conferences who would concentrate onpresenting a synthesis of the results of the various meetings and the implica-tions to be c''-awn from them. The Centel' for Studies in Vocational and TechnicalEducation provided each regional coordinator with as much technical and admin-istrative assistance as was needed for a smooth running conference. An observerfrom the Center was on hand at each conference to assist the local chairman inlast minute details and operation.

The seven conferences took place in September and October of 1968, eachlasting two days. By this means, men and women throughout the country wouldbe giving their full attention to the pertinent issues facing vocational education.The following report is an attempt to summarize the results of the conferences.It is not a reproduction of the talks and papers heard at each meeting, but,rather, a partial selection and summary of ideas and proposals. Of necessity,some important ideas brought out in group discussion are not included. How-ever, it is hoped that this report will give a clear indication of the flavor ofeach conference and touch on the most significant issues and recommendationscovered by the discussions.

Although some time has elapsed since tie conferences were held, it isfelt that this summary of the proceedings is still highly relevant for the currentproblems facing vocational education. In spite of the passage of the VocationalEducation Act of 1968, many of the issues which have long confronted vocationaleducatorsand which absorbed the confereesremain unsolved.

The Center's Director wishes to acknowledge the support of The FordFoundation and the cooperation of The American Vocational Association andmembers of The Advisory Council on Vocational Education. Their assistance,as well as that of the regional coordinators and participants, contributed to the

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conferences' success. We are grateful to Howard Gelman who prepared theseconference proceedings with the assistance of Barbara Dennis, utilizing ma-terials prepared by the regional coordinators and Professor Merle Strong, Uni-versity of Wisconsin.

February, 1970.

CONFERENCE PROGRAM

Each conference program varied in format but contained the following essentialelements:

1. "A Discussion of the 1968 Report of the National Advisory Council onVocational Eduation"

Two members of the Advisory Council

2. Reactions to the Report

1. A vocational educator2. An educator from another field

3. Discussion of the Report: Concerns Issues, Problems andRecommendations

Small group discussions of key issues by participants

4. A summary and synthesis of small group discussions

1. A panel of small group leaders2. A general discussion by all participants

5. A challengeVocational Education and the Future

A prominent spokesman from busir.ess, labor, government, industry,or other interested citizen group

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PROCEEDINGS OF REGIONAL CONFERENCES

ATLANTA. Georgia, Sept. 30 - Oct. 1, 1968

Dr. Aleene Cross, A. V. A. Vice-President: Home Economics, and Head ofHome Economics Education at the University of Georgia, was the regional co-ordinator of the meeting which was held at the Dinkler-Plaza Hotel in Atlantaon September 30 and October 1, 1968. The program included:

WELCOME: Dr. George Mulling

A DISCUSSION OF THE 1968 REPORT OF THE NATIONAL ADVISORY COUNCILON VOCATIONAL EDUCATION: Dr. John Letson

REACTION: Dr. James E. Bottoms

A CITIZEN'S VIEWPOINT ON THE CHALLENGE TO VOCATIONALEDUCATION: Judge Curtis Tillman

A REVIEW OF THE AMENDMENTS TO THE VOCATIONAL EDUCATION ACT OF1963: Dr. Merle E. Strong

REACTION: Dr. George L. O'Kelley, Jr.

SUMMARY: Mr. R. E. Childers

Nine states and a number of interest areas were represented by the 54people at this gathering:

ATTENDANCE BY STATE:

Georgia 23 Alabama 3

Florida 9 South Carolina 2Tennessee 7 Mississippi 1

Virginia 4 Kentucky 1

North Carolina 4 TOTAL 54

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ATTENDANCE aY FIELD OF INTEREST:

Vocational Administrators and Supervisors (local and state) 29Educators 9

Principals and Directors of Technical Schools 6Other Educational Supervisors and Administrators 3

Vocational Guidance 2

Organized Labor J.

Regional Office of Education 1

Georgia Vocational Association 1

Research Coordinating Unit Members 1

Business 1

"A Discussion of the 1968 Report of the National Advisory Council on VocationalEducation"

Dr. John LetsonSuperintendent of Public SchoolsAtlanta, Georgia

Mr. Letson felt that the Advisory Council was concerned with the urgentnecessity of rethinking the approach to vocational education. Among the un-solved problems confronting the Council was the plight of school dropouts,the disappearance of Job opportunities for the uneducated, and the wideninggap betweeu the trained and the untrained. The Council gave much considera-tion to the line dividing general and vocational education. There is a realiza-tion that vocational courses are becoming more sophisticated and demand thesame kinds of ability and intelligence as college preparation courses. Youngpeople must be guided in the direction that best fit their temperaments, needs,and desires. One of the recommendations of the Council was that all vocationaleducation be put under a single act. The inflexibility in the present acts needsto be eliminated. State plans were discussed as a part of the federal govern-ment approach and it was felt that many states were using the plars as ameans of resisting change rather than as an instrument for change. It wasrecommended that state plans become a contract between the state and federalgovernment for greater coordination. Mr. Letson said that the schools musttake responsibility for guiding the individual.

"A Citizen's Viewpoint of the Challenge to Vocational Education"

Curtis Tillman, JudgeDe Kalb Juvenile CourtDecatur, Georgia

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In speaking of our crime problem, Judge Tillman stated that "crime strikesone out of every five families in the United States. " Even more shocking isthe fact that out of ''every three arrests in the country, one was under the ageof 21" and in 1966-67, ''arrests for people from 10 to 17 went up 75 percent. "While he spoke of the delinquent child in Georgia, because he had figures forthat state, he ventured that the same conditions would hold for other states.In summarizing his figures, he noted that the average delinquent coming beforea juvenile court has both parents living, with neither one having attained morethan a ninth grade education. Fifty percent of these children had poor gradesin school, while the same percentage said they could not adjust and eitherdropped out or were expelled. He also noted that, from his experience, eightof every ten juveniles committed to training schools in the United States havean 10 so low that they cannot perform in conventional schools. His dilemmaas a judge is what to do with a child who cannot be placed into a relevanteducational program, and he asked why there is not a place for this child invocational education. He felt that parents must be convinced that not everychild is college material and that vocational programs can meet their needs,and he suggested that better public relations and more effective counselingwere needed to bring these ideas across.

" Review of the Amendments to the Vocational Act of 1963"

Dr. Merle E. StrongProfessor of Educational AdministrationUniversity of Wisconsin

Dr. Strong first presented a review of Congressional reaction to the Coun-cil's report, and the positive support given to it. He then outlined the govern-ment's role over the past fifty years. In terms of federal spending, there hasbeen an ircrease from p7, 500, 000 following the Smith-Hughes Act in 1917 toover P75, 000, 000 with the 1963 Act. The 1963 Act represented a contradictionbetween the level of funding and the mission as spelled out in the Act's pref-ace: "So that all persons of all ages and all communities in the state shallhave ready access to vocational educational training or retraining which is ofhigh quality, which is realistic in light of actual or anticipated opportunitiesfor gainful employment, which is suited to their needs, interests, and abilityto benefit from such training. " The Advisory Council had to decide whether toevaluate the program in terms of its objective as set forth in the Act or interms of realistic expectations, taking into consideration the limited funding.Dr. Strong pointed out that when the new Act is evaluated five years hence,the same problems may exist. Finally, he discussed the provisions of thecompromise bill that were known at that time.

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Summary of Group Discussions

I. How Are Advisory Council,- best organized and utilized in vocationaleducation programs ?

A representative group is needed in an advisory council. It was suggestedthat members should be selected from the groups which are to be served, withone-third being selected from disadvantaged groups. Criteria for selectionshould be established by the state administration of vocational educationwithin the framework of the Vocational Education Act. Definite qualificationsfor the chairman of the council should be established and specific terms ofoffice should be set.

Two types of advisory councils are needed: ci councils and craftcouncils. The functions of advisory councils should be clearly indicated withtheir major purpose being to advise, not administer. The recommendations ofthe council should be considered before policies are formulated, as the councilcan be an excellent source of pertinent information for policy makers.

To function efficiently, the council needs a paid full-time staff, headedby a coordinator with executive and vocational education experience. Meet-ings of the council should be called when there is a specific problem to con-sider. Facilities, equipment, data, materials, and other resources must beavailable. It was felt that advisory councils were needed at the local, state,regional, and nation...;

II. How should Vocational educators be trained?

Provisions should be made for teacher education institutes, for fellow-ships, leaves of alylence, internships, and exchange of personnel between in-dustry, education, And government, and education for administrators andteachers in vocational-technical education, similar to those made availablefor scientific and professional personnel by the National Defense EducationAct and programs of the National Science Foundation.

The conferees emphasized that provisions tr: training vocational educa-tion personnel through these types of activities is imperative. Local teacherinstitutes should not be excluded, but a new and added emphasis should beplaced on institutes for those in positions of responsibility for program leader-ship.

III. Should a specific part of the funds provided in the Higher Education Actof 1965 be allocated to needy students who are interested in enteringvocational and technical education programs?

The conference members felt that a specific amount was not necessary, butthat overall funds are needed. The Vocational Education Act of 1968 will author-

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ize additional (but still not adequate) funds through the work-study provision ofthe bill. It is necessary to reconsider the method of accreditation of post-secondary schools of less than baccalaureate level so that students can qualifyfor support under the Higher Education Act of 1965. It was felt that funding, whichhas been different each year, should be stabilized for more efficient administrationIV. What should be the nature and objectives of programs of pilot studies, research,

and development, and experimental programs in vocational and technical edu-cation?Three types of research were discussed: problem-centered research, action re-

search designed to apply and test our new knowledge, and basic research. Thefollowing types of research areas were suggested: use of new media and materials;curriculum development; public relations; cost-benefit analysis; cooperative pro-grams; guidance and counseling; and programs for the disadvantaged.

V. What should be the role of (a) the federal office, (b) the state board,(c) colleges and universities, and (d) area and local schools?The Federal Office. There is a need to follow the recommendations of the Na-

tional Advisory Council on Vocational Education. An effort should be made to worktoward a better understanding of the role of the federal office. It was pointed outthat the federal office has been passive because of circumstances rather thanchoice. Vocational and technical people must be placed in the federal office atpolicy-making levels and in great enough numbers to provide effective leadership.

The State Board. It is responsible for the administration of individual stateprograms. New legislation establishes new national policies and directions re-lating to the people to be served and the nature of programs needed. In the ad-ministration of programs, state boards must show initiative and imagination inmeeting peoples' needs and must respond to the priority needs as reflected bynational policy established in the proposed legislation and the recommendationsof the Advisory Council. It is important to strengthen lines of communicationbetween state boards and federal and local vocational administrators.

Colleges and Universities. These institutions have not accepted their respon-sibility for providing adequately trained personnel for vocational and technicaleducation. Inadequate funding and lack of priority have been at least partiallyresponsible. Additional teacher educators are needed who can respond effec-tively to both pre-service and in-service needs. Colleges and universities.should also provide for the vocational needs of the broad range of people,

Area and Local Schools. The ultimate responsibility for development andimplementation of programs rests at the local level. Local school administra-tors must become more responsive to needs at all levels, but particularly tothose of the disadvantaged. For the development of optimum programs, thelocal administrators should strive to make more effective use of all resourcesavailablecommunity, state, university, and federal.

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CHICAGO: Oct. 11-12. 1968

The Sheraton-Chicago Hotel was the setting for this regional conferenceheld on October 11 and 12, 1968, Jr, Chicago. Dr. Jacob Stern, AssociateProfessor of Vocational and Techrical Education at the University of Illinois,was the local coordinator. The program consisted of:

WELCOME: Dr. Jacob Stern

CHALLENGE TO CONFERENCE PARTICIPANTS: Mr. Sherwood Dees

OCCUPATIONAL EDUCATION IN RESPONSE TO SOCIAL IMPERATIVES:Dr. Garth Mangum

A VOCATIONAL EDUCATOR'S VIEW OF EDUCATION FOR THE WORLD OFWORK: Dr. Lawrence Borosage

ORGANIZED LABOR'S VIEW OF VOCATIONAL EDUCATION: Mr. Nelson JackEdwards

INDUSTRY'S ROLE IN VOCATIONAL EDUCATION: Mr. Max Covert

REPORT ON THE AMENDMENT TO THE VOCATIONAL EDUCATION ACT:Mr. John Jennings

The conference was attended by 115 people from seven states whovarious interests in the vocational education field.


Illinois 52 Missouri 9Wisconsin 11 Michigan 5

Indiana 9 Ohio 1

Iowa 9 Other 19TOTAL 115

ATTENDANCE BY AREA OF INTEREST:

College and University Personnel 29State Administrators 24Local Administrators and Personnel 22Representatives of Federal Offices 10Technical College Administrators and Personnel 10Business 9Professional Associations 6Organized Labor 5

Chambers of Commerce 2

sentedrepre-

"Occupational Education in Response to Social Imperatives"

Dr. Garth Mangum, Co-DirectorCenter for Manpower Policy StudiesGeorge Washington University

Dr. Mangum began the proceedings with an overview of the Report of theAdvisory Council. In considering the strengths and weaknesses of the 1963Vocational Education Act, the Advisory Council formulated some general pointsof criticism. According to Dr. Mangum, the Council viewed the 1963 Act tobe a landmark as a declaration of purpose, but not in accomplishments. Amajor criticism was its failure to ask for detailed data and to define adequatemethods of reporting. Although the legislation set admirable objectives, ithad not tied funds to specific objectives. The Council also defined weaknessesin existing programs of vocational education, such as failure to increase enroll-ments; emphasis on training for static occupational needs, not emerging needs;failure to do long-range planning; and failure to innovate. Dr. Mangum thenoutlined the concepts upon which education for employability must be based.The major point, as expressed by the Council, was that vocational educationis not a separate discipline within education, but it is a basic objective ofall education and must be a basic element in each person's education. It istherefore necessary to find a better means of integrating academic education,skill training, and work experience. Other ideas outlined were: programs foryouth must prepare them for change; programs for adults must be universallyavailable and must emphasize coping with change; and finally, the worth andfreedom of the individual in society must be protected. Dr. Mangum concludedby emphasizing that the 1968 amendments to the 1963 Vocational Education Actshould help provide redirection and incentive to educate more' realistically forthe world of work.

"IN. Vocational Educator's View of Education for the World of Work"

Dr. Lawrence Borosage, ProfessorVocational-Technical EducationMichigan State University

In his speech, Dr. Borosage called for a realignment of commitments onthe part of those involved in vocational education. His first point was thatvocational-technical educators must be committed to a new synthe3is thathas resulted from change in the job economychange due to technological,economic, and social advancement. Educators must reflect these changes inpublic policy. Some areas he cited were utilization of the labor force throughtraining programs, maintenance of high level of employment and better organ-ization of the labor market. A second commitment posed by Dr. Borosage wasthat vocational-technical education must be supported wherever it exists andbe available to every man. He cited prejudice, fear, and lack of social

consciousness as reasons why industries had done little in the past to removeunderemployment and why they had retained their own underskilled. Hepointed out that new agencies such as the Office of Economic Opportunity,Headstart, and Upward Bound bring innovative ideas into the system and openequal opportunity. The third commitment for educators was the developmentof a more sophisticated level of planning and accountability. It was shownthat the 1968 amendments attempt a new approach to planning by providingfunding incentives for developing and increasing enrollments. Dr. Borosagealso stated that following through on these commitments would help to providea new economic life for the individual, lessen the tensions of the less fortu-nate, and prov4ide for participation of all in the world of work.

"Organized Labor's View of Vocational Education"

Mr. Nelson Jack EdwardsExecutive Board Member at Largeinternational Union United Auto Workers

After discussing the historical foundations and changing base of our econ-omy, the speaker indicated what he considered a major weakness in our presentsystem of education. He pointed out that educational institutions are sendingindividuals into the labor market with diplomas although they do not have theskills or the education to secure a job. It is sometimes easier for a Negro tobecome an M.D. than to get into a job at a technical or higher skill level.Emergency programs would not solve this problem. He stated that we havethe ability to educate, that educational systems have done a good job, butthat they have not educated in enough areas. "If we are to make decent humanbeings out of everyone, we ought not deny them this education."

"Industry's Role in Vocational Education"

Mr. Max Covert, DirectorDivision of Industrial TechnologyMacomb County Community College

Industry is not necessarily interested in training personnel through theirown training programs. According to Mr. Covert, they are anxious to workwith colleges and universities to develop programs to meet their industrial -related training needs and have not done so yet only because learning centershave not fully coped with changing technologies. He then suggested someideas that educators might consider in serving industrial training needs. Im-proved ways of presenting teaching material means that educators must becomefamiliar with present training methods used in industry. Also, because of in-creased cost in course development within educational institutions, it isnecessary for colleges to work together on curricula and to exchange training

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concepts. Mr. Covert also pointed out that there would have to be an inter-change among personnel in industry and education, with each workinl andteaching in the other area. Finally, he called for the application of businesstechniques in education. Management tools and procedures, if implemented,would facilitate a new link between education and industry.

"Report on the Amendments to the 1963 Vocational Education Act"

Mr. John JenningsLegal CounselSub-Committee on Education

Mr. Jennings spoke of the need for the Amendments to the 1963 Act andpointed out that they had two main purposes: first, to provide vocational edu-cation for all, and second, to provide vocational education for the disadvan-taged. It was recognized that funds had to be directed more efficiently to bothareas. There were many other considerations in making the amendments, suchas: educating guidance counselors, creating advisory councils, funding re-search coordinating units. Funds were also specifically directed to such newprograms as curriculum development, vocational education in local areas, andteacher education. The amendment also provides funds for the collection anddissemination of more information about programs. Mr. Jennings stated thatCongress had recognized the need and responded, and it was now up to thepeople to initiate and implement the programs.

The following discussion questions were assigned at this meeting:

1. Where should workers be trained for employment? (a) role of schools,(b) role of on-the-job training, (c) role of apprenticeship training,(d) role of cooperative work-study programs.

2. How should costs of occupational training be shared? (a) by students,(b) by employers, (c) by the public.

3. What provisions should be made for the development and encouragementof exemplary programs designed (a) to serve disadvantaged persons,(b) to provide preparation in "families of occupations," (c) to developeffective job counselling and placement services, (e) to improvevocational-technical curriculum?

4. To what extent should the objective of ,vocational education be able to(a) meet the needs of the labor market, (b) meet the needs of the indi-vidual?

5. What are the most important instruments to effect desirable chorale ?

6. What provisions should be made for the reimbursement of employerswho participate in cooperative work-study programs?


Informal groups discussed these questions and other issues in vocationaleducation. A wide variety of recommendations were made in the various groupreports. The following is a brief list of the results:

Successful programs and proposals for the future programs should be madeknown at the local level.

Gearing instruction and programs to the needs of the individual is a primeobjective.

Humanities must be included in vocational education programs.

The dignity of labor and work must be tciught.

Teachers should have occupational skins.

State Boards of Vocational Education must provide adequate funds anddynamic leadership.

Vocational education should have enough diversification and be of broadenough scope to increase the individual's cl-oice of occupational opportunity.

Vocational education needs more equitable funding at all levels.

All agencies should be involved in a total coordinating effort.

Programs of teacher education should include exchange programs forteachers and personnel in business.

The recruitment of qualified instructors in vocational education needs moreemphasis.

Teacher certification of instructors in vocational education must be morerealistic.

In-service education programs for instructors must be designed to updatetheir competence in subject matter areas.

An arrangement for providing an exchange of ideas among states should bedevised.

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Summary of panel Response to Group Reports

Dr. Elizabeth Simpson, University of Illinois

Dr. Simpson listed three priorities. At the national level, a theory of vo-cational education needs to be developed. At the state level, leadership toprovide direction is the top priority. And curriculum development needs to beemphasized at the local level.

Mr. Max Covert, Macomb County Community College

A basic problem is the lack of knowledge on the part. of parents and guid-ance counselors of the information relevant to vocational education. Manytimes they do not know of the Job opportunities available, or of the vocationaleducation programs open to them.

Mr. Nelson Jack Edwards, United Automobile Workers

Mr. Edwards responded by stating that the federal government should pro-vide a master plan for vocational education, and that state standardization canoften be a cause for weak programs.

Dr. Borosage, Michigan State University

In confronting the question of teacher education, Dr. Borosag agreed thatwork experience was necessary, but '.3 did not believe that a per 3n who hadonly such experience, however lengthy, could be incorporated as d fully quali-fied educator. He proposed that teacher education could be done on the job,and that part-time instructors from industry would be useful.

DALLAS, Sept. 26-27. 1968

Dr. James R. D. Eddy, Dean Emeritus of the University of Texas, was theregional coordinator for this conference. It was held on September 26 and 27,1968, at the Baker Hotel in Dallas with the following program:

WELCOME: Mr. James Bond and Mr. John Guemple

THE NATIONAL ADVISORY COUNCIL REPORTS:

THE GENERAL OVERVIEW: Dr. Charles W. Patrick

FOR WOMEN'S WORK: Dr. 1.1a O'Toole

FOR AGRICULTURE: Dr. C. Vannoy Stewart

THE CHALLENGE: Dr. J. Earl Williams

FEDERAL LEGISLATION TO IMPLEMENT THE REPORT:Dr. Leon P. Minear

Over five states were represented at the conference as shown in the followinglisting:


Arkansas 14 Texas 95Louisiana 15 Other 4New Mexico 5 TOTAL 143Oklahoma 10

At least a day and a half of the meeting time was deloted to small group dis-cussions and the delivery of a group report.

"The National Advisory Council Reports: The General Overview"

Dr. Charles W. PatrickPresident, San Diego State CollegeSan Diego, California

Dr. Patrick first oiltlined the major problems the Council tried to deal within its recommendations. He spoke of a serious difficulty that faced the com-mittee in making its report. There was almost a complete inability to securethe statistical information on what had been accomplished under the VocationalEducation Act of 1963. Because of insufficient information, committee membersconducted their own search '.or data, contacting over 150 groups and organiza-tions all over the country. The difficulty this posed was that much of the evi-dence was subjective and had to be weighed carefully. He hoped this problemwould be solved when future legislation is evaluated.

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"The National Advisory Council Reports: Women's Work"

Dr. Lela O'TooleDean, Division of Home EconomicsOklahoma State UniversityStillwater, Oklahoma

Dr. O'Toole spoke of the need to give careful attention to the role ofwomen in vocational education. She discussed this subject in terms of thechanging life patterns of women and girls, and the need for many women tocontribute to the family income. The report, she said, recognized the twoaspects of home economicshomemaking and gainful employmentthat are im-portant to women. She noted that homemaking contributes to the employabilityskills of women in many different areas. The report's recommendations in thearea of counseling and guidance would do much to facilitate aid to womenthrough vocational education.

"The National Advisory Council Reports: Agriculture"

Dr. C. Vannoy StewertHead Teacher TrainerSam Houston State CollegeHuntsville, Texas

Dr. Stewert related the Council's attitude to education in agriculture andthe need to include it in the fn- mework of vocational education. He then dis-cussed specific recommendations, such as the work-study program which hefelt should be made permanent and should be available at both the secondaryand post-secondary level. On financial recommendations, he noted that fundswould be distributed to states in a way that will encourage increased enrollmentand improved performance. The Council decided early that a new basis shouldbe developed for the distribution of funds to states, and that money should bemade available to provide for the salaries of federal staff. Finally, he saidthat an acceptance of the responsibility for Job placement and follow-up byschools would provide information on what happens to students. This in turnwould influence the development of programs and make them more relevant.

"The Challenge"

Dr. J. Earl WilliamsDirector, Institute of Human ResourcesUniversity of HoustonHouston, Texas

Dr. Williams felt that the Council Report, in effect, said it is time to

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increase the range of vocational education courses. He saw the other objec-tives as attempts to meet the needs of the hardcore unemployed and otters. Hethen reviewed the approach of different groups to vocational education. Often,the economist has considered labor as something inanimate; workers were seenas exactly the same, endowed with the same skills. Not until the manpowercrisis of the 1950's and 1960's did the economist see labor in terms of humanresources. This error was reflected in other areas. As late as World War II,most major corporations were more concerned with their physical resourcesthan with their human resources. He went on to discuss the peculiar problemsof employment faced in the South, such as: its rural background, its relianceon cheap labor, and its low per capita outlay for education. If an industrialskill-oriented program had been available in the South over the last twentyyears, he speculated, it would have made a great difference in employmentopportunities there today.

"Federal Legislation to Implement the Report"

Dr. Leon P. MinearDirector of Vocational EducationU. S. Office of EducationWashington, D. C.

Dr. Minear spoke specifically of the financial application that would comefrom the 1968 amendments. He indicated that 10 percent of the appropriationwas set aside for research, and half of this money would not be spent throughthe federal office, as was presently the case, but through State Boards forVocational Education. Another aspect of the bill authorizes 10 million forcurriculum development. This money will be used to contract with universitiesand others for course development. The bill also provides Z5 million for resi-dential schools, with money to go directly to the states. A new area of as-sistance is in home economics, with funds for consumer aspects of homeeconomics as well as home economics for job training. He felt that the newbill would present opportunities to experiment with a new concept, the career-centered curriculumcurricula that are relevant to today's technologicalsociety.


I. Should some type of occupational preparation be part of the educationalexperience of all youth? If so, what kind, and at what level in the edu-cational system?

All agreed that a program of occupational information should begin probablyat the sixth grade level, with occupational counseling being emphasized at thejunior high school level. Exploratory courses, introducing the student to some

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of the skill:; and knowledge required in various occupations, was consideredimportant at this level. On the secondary level, the student should be allowedto participate in courses designed to develop skill and the application of re-lated or technical information. It was generally agreed that the courses shouldbe broad, possibly "occupational clusters, " at the lower levels in secondaryschool and becoming more specific in the last year or two. On the post-secondary level all courses of training for entrance into occupations should bequite specific and designed to provide entry skills arid knowledge. Most ofthe participants emphasized the definite need for using advisory committeesat this level. All these programs would require close relations between theschool and business.

It was agreed that on the post-high school level programs encompassingbasic education skills and short-term vocational skills should be providedwith close cooperation between industry, public employment services andother governmental agencies, and the school.

II. How can occupational information be best acquired and utilized?

It was felt that in part the use of advisory committees would be helpfuland that communication between parents, students, industry, and the employ-ment services should be more effective. Efforts should be made at the elemen-tary school level to have informal occupational discussion between parents andstudents. Organized programs of occupation& information should begin injunior high school and should have more emphasis placed upon them, alongwith group occupational counseling at this level and individual counselingstarting at the secondary level.

The need to "stress the dignity of work" was also discussed. A closerrelationship with industry and other groups in developing information about the"world of work" and how it fits Into society, was called for.

III. How shall vocational education be defined? (a) Should it include all pro-grams of training and retraining designed to further the employability ofindividuals as skilled or semiskilled or as technicians? (b) Should itinclude occupational counseling as well as job training? At the elementaryschool level? (c) Should it include placement services and follow-upactivities?

The groups were unanimous in accepting the definition for vocational edu-cation as given in the Advisory Council's Report:

Vocational Education is all of those aspects of educationalexperience which help a person to discover his talents, torelate them to the world of work, to choose in occupation,and to refine his talents and use them successfully in em-ployment. (page 21, 1)

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Two phases of vocational programs were pointed out as weak: occupationalcounseling and placement, and follow-up programs. It was felt that all pro-grams under category (a) should be included. Under (b), the groups did notaccept the idea of job training on the elementary school level, and referred tothe ideas on occupational counseling in question II. There was agreement onthe need for vocational education to accept responsibility for placement andfollow-up. Also there were recommendations that greater efforts be made tocooperate with the public placement services in this area.

FORT COLLINS. Colorado, Oct. 3-4, 1968

This regional conference was held on the campus of Colorado State Uni-versity in Fort Collins on October 3-4, 1968. Milton E. Larson, Professor ofVocational Education, was the regional coordinator and the following programwas presented:

GREETING: Dr. William E. Morgan

FOUNDATIONS FOR VOCATIONAL EDUCATION: Dr. Melvin L. Barlow

EDUCATIONAL PROGRAMS TO COPE WITH MANPOWER PROBLEMS:Dr. Rupert N. Evans

BRIDGING: YESTERDAY, TODAY, AND TOMORROW IN VOCATIONALEDUCATION: Dr. Byrl R. Shoemaker

INDUSTRY AND BUSINESS BRIDGING THE GAPS IN THE PREPARATION OFYOUTH: Mr. Samuel M. Burt

CHARGE TO DISCUSSION GROUPS: Dr. Milton E. Larson

FkANQUET TOASTMASTER: Dr. Marvin Linson

DEVELOPMENT AND USE OF HUMAN CAPITAL: Dr. A. Ray Chamberlain

LUNCHEON TOASTMASTER: Dr. Duane L. Blake

THE ROAD AHEAD FOR VOCATIONAL EDUCATION: Mr. John Jennings

Two films, "Where the Action Is, " prcduced under contract for the Divisionof Vocational-Technical Education, U Office of Education, and "The Future,"

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produced by the Colorado State Board for Community Colleges and OccupationalEducation, were shown and discussed.

Participants at the conference came from an eight-state area and repre-sented numerous fields which have an interest and a role in vocational educa-tion. The following summary shows the attendance breakdown from the con-ference:


Colorado 103 North Dakota 8

Wyoming 32 Utah 7

Kansas 17 Montana 6South Dakota 12 Not identified 14Nebraska 10 TOTAL 209

ATTENDANCE BY FIELD OF INTEREST:

Vocational Administrators and Supervisors (state and local) 99Other Educational Administrators and Supervisors 25Vocational Teacher Trainers 18Guidance Counselors 10Vocational Teachers 9Other Teachers and General Educators 9Vocational Graduate Students 8

Research Coordinating Unit Directors 4Members of State Boards of Vocational Education 4Members of Department of Health, Education, and Welfare,

Regional Office of EducationOrganized Labor 4College Presidents 3

Local School Board Members 2

Business and Industry 2

Other Government Officials 2

State Legislators 1

President of League of Women Voters 1

President of PTA 1

Others (not designated) 2

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"Foundations for Vocational Education"

Dr. Melvin L. BarlowProfessor of Education, University of California, Los AngelesDirector, Division of Vocational EducationUniversity of California

Dr. Barlow gave a brief history of the development of vocational educa-tion in this century, touching on the significant turning points in interpretingthe principles behind such education. He singled out Senator Carroll S. Page'sfight for legislation which led to the Smith-Hughes Bill of 1917, and pointedto the George-Deen Act of 1936, the George-Btu-den Act of 1946, and the Voca-tional Education Act of 1963 as other significant turning points in the area ofvocational education.

Dr. Barlow also indicated that "great changes have occurred . . . in thepast five to ten years. _However, when we examine the nature of this changewe see that all we have done is to adapt the program more effectively to na-tional social and economic requirements, and perhaps to ease the administra-tive complexity of the program . . But we haven't changed the basicprinciples. " The speaker pointed out that vocational education has soundfoundations and could help build stability into the social e, nd economic fabricof the nation. "The very nature of the foundation elements provides that onoccasion we must review cur directionreinterpret the principles in the lightof social and economic needs."

"Educational Programs to Cope with Manpower Problems"

Dr. Rupert N. EvansDean, College of EducationUniversity of Illinois

Dr. Evans discussed four changes he thought needed to be made in thepresent structure of vocational-technical education, and attempted to showwhat their impact would be on local programs. First, he called for a changein the philosophy, putting the emphasis on the development of the individualinstead of on meeting the needs of the employer. Along with this is a changein the proportion of youth and adults who have an opportunity to receive soundvocational and technical education. The difficulty here is in getting the rightpeople into the appropriate area of education, and Dr. Evans singled out thehigh school "general curriculum" as failing to give direction to students. Healso said that change in the recruitment and education of teachers and admin-istrators was needed. Finally, the means of evaluation and research need tobe updated to provide long-term measurement, Dr. Evans listed some of thechanges that would result from implementing his suggestions, such as a trendtoward large, comprehensive high schools; vocational instruction starting with

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early childhood; change in counseling services with greater emphasis on em-ployment; and a rescheduling of the academic year to provide a mon: realisticflow of students into employment. He concluded with a call for the continua-tion of vocational education programs within the Office of Education as ameans of insuring their interdependence and unity.

"Industry and Business Bridging the Gaps in the Preparation of Youth"

Mr. Samuel M. BurtSenior Project OfficerW. E. Upjohn Institute for Employment ResearchWashington, D. C.

Mr. Burt began by reviewing the findings of a panel study conducted bythe Office of Education which disclosed that cooperation between business andindustry took place primarily through informal relationships. Achieving coopera-tion through the more formal industry-education advisory committee was foundto be a myth, although both parties recognized the value of such groups. Thespeaker said that most educators have not done an adequate job in organizing,guiding and staffing these committees, and a large number of industry peoplehave become dissatisfied with vocational education because of it. He thenoffered suggestions for a smooth working committee procedure that wouldstimulate cooperatim. As important steps he listed, providing a continuousflow of information on specific programs and problems, choosing the right manfor chairman, giving committee members recognition for their work, involvingindustry representatives and companies. Mr. Burt pointed out that "for thefirst time in the history of federal legislation for vocational education, theresponsibilities and functions of state advisory councils are set forth in con-siderable detail" in the Amendments to the 1963 Act. He then cited a nation-wide study which showed a strong relationship between the use of advisorycommittees and increased job placement and called for a more efficient use ofthis technique.

"Bridging: Yesterday, Today, and Tomorrow in Vocational Education"

Dr. Byrl R. ShoemakerOhio State Director, Vocational EducationColumbus, Ohio

"In looking at . . . yesterday, the entrance of the 191E act and on up tothe 1963 act, the emphasis was upon the need for preparation of skilled workersto build our economy. Today the present legislation has d totally differentthrust for us . . . . Tomorrow I would predict a . . . technological societyrequiring a person for every job and a Job for every person." With these open-ing remarks, Dr. Shoemaker spoke of the need for programs for "all ability

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levels, all age levels, and all sections of the country. It is a service fortotal youth. He saw the program of tomorrow as one that starts at the ?.le-mentary level and begins by giving the student a respect for work. It continueswith a work orientation program in early junior high school and develops into abroad program in technical and vocational training in depth. In discussing thecosts of training 80 percent of the high school youth in vocational fields,Dr. Shoemaker recognized it was high but, in the long run such expenditureswould prove more efficient.

"Development and Use of Human Capital"

Dr. A. R. ChamberlainExecutive Vice-PresidentColorado State University

Dr. Chamberlain began his remarks by commenting on the new importancevocational and technical education could assume in our society. It is due, inpart, to the inadequacy of the concept given wide vogue in the 1950's thateveryone should have a college or university degree. "Now . . . many realizethat large numbers of students in secondary schools and in colleges and uni-versities need a vocational program, not an academic degree. " He went on tosay that vocational education groups are not using modern management tech-niques in decision making. The problem is that current and future communica-tion is extremely rapid while the machinery of decision making becomes in-creasingly slower. He pointed out that "young people with excessive data attheir disposal because of too good communication" are far ahead of our abilityto make decisions that will change their educational opportunities. He furtherstated that industry, labor, and government must realize that "in education,and in particular in the teaching of a skill, no amount of technology offsetsnecessary salary increase . . . . Inherent in education is the fact that youmust use a different yardstick in budget analysis than used in labor, manage-ment, and government."

"The Road Ahead for Vocational Education"

Mr. John JenningsLegal Counsel, Sub-Committee on EducationWashington, D. C.

After pointing out that the Vocational Education Act of 1968 ratifies theconference's conclusions, Mr. Jennings expressed the hope that each personattending the conference would put these conclusions into practice. An indi-cation of the interest in vocational education was the twenty-six days of Con-gressional hearings on the subject. On the positive'side, Congress concludedthat vocational education was in a healthy state, with students getting jobs

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and a dollar investment that is the best of any instructional program. How-ever, they also observed that many areas are not moving fast enougl , or notmeeting the training needs of those with special problems, and sometimes notrea .1:ing enough peopil. It was also shown that only one dollar is spent onvocational education for every three dollars spent on higher education. Thespeaker then discussed the changes he thought would result from the newamendments. Greater emphasis would be placed upon making training oppor-tunities available to everyone; states will be required to consider the localfinancial situation, the quality of programs, and the number of disadvantagedyouth in distributing funds; 15 percent of each state's funds will be earmarkedfor education of disadvantaged youth; each state must have an advisory councilto make recommendations relative to program planning and state administration;the National Advisory Council will be permanent; and with new money available,specific programs will soon go into effect.

"Conference Summary and Evaluation"

Mr. Malcolm H. HuntColorado State Board of Education

After summarizing and discussing the various reports, Mr. Hunt madeseveral comments on the recommendations of the Advisory Council. He calledfor permanent and advanced funding; vocational curriculum development; per-manent financing of work-study programs; and an emphasis on guidance coun-seling in early school years. He pointed out that 75 to 80 percent of theCouncil's recommendations have: been included in the Amendments to the 1963Act.


Three questions were assigned at this conference. The questions and thegroup reaction to them are summarized below.

T. Should funds and permanent authority be provided to develop and operatenew and expanded programs and services Fpecifically designed for personswho have academic, social, economic, or other handicaps?

The consensus on this question was that funds and permanent authorityshould be provided, The group recommended that each state have "permanent"personnel assigned to operate such programs. Federal legislation and fundsare needed to make possible the establishment of new state programs, but vo-cational educators must play a major role in developing this area.

It was felt that dependable budgeting and evaluations were needed andthat appropriations should be general rather than specific. Efforts should be

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made to coordinate federal programs. Special teacher training courses, con-taining philosophy as well as methodolog?r, are needed. New cuiriculum ma-terials need to be developed, and industry must become involved in these pro-grams through participation in such activities as the advisory committee.

II. Should permanent authority be provided for work-study and work-experienceprograms? In secondary schools? In programs of post-secondary schoolsrelated to vocational-technical education?

The great majority of those present felt that permanent authority should beestablished. Along with permanent authority comes permanent funding. Theyalso felt that these ex.ieriences should be closely tied to the training programand should be part of both secondary and post-secondary education. Such pro-grams urgently need to be expanded.

Employers should be reimbursed for uausual costs involved in training andsupervision. Child labor laws and insurance regulations should be studied witha thought to enabling more complete utilization of work-study programs and co-operative work stations. Careful study of all aspects of these programs shouldbe continued.

What provisions should be made for vocational homemaking education?

It was felt that homemaking has been helping to meet the needs of specificgroups and that these programs should be expanded to meet the needs of thefuture.

Homemaking courses can help solve family living problems and should bemade available to both boys and girls. It was felt that "useful homemaking"should be only 25 percent of the program end that the words "occupations orwomen" should be substituted for homemaking. Useful homemaking should bedropped at the junior high school level and strengthened at the senior highschool level, stressing that part of the course which is needed to obtain gain-ful employment. At the post-secondary level "useful" and "gainful" home-making should be separated. These programs have to be kept up-to-date andneed to embrace all areasfoods, clothing, housing, money management,family living, child guidance, etc.

It was felt that support should be pro-sided for family-centered homemakingprograms. Maintenance of funds is necessary to continue preparation for vo-cations in the home; this should be separete from those funds providing "gain-ful employment" homemaking programsnew monies should be provided forthese. Funds to improve teacher educatiol are also needed.

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NEW BRUNSWICK, New Jersey. Sept. 30 - Oct. 1, 1968

The New Brunswick regional Man-Education-Work conference was held onSeptember 30 and October 1, 1968, at the Brunswick Inn. Coordinator for thismeeting was Dr. Albert Pautler, Assistant Professor in the Department of Voca-tional-Technical Education, Rutgers University. The program consisted of:

WELCOME: Dr. Mason Gross and Dr. Robert Worthington

THE PAST, PRESENT, AND FUTURE OF VOCATIONAL-TECHNICALEDUCATION: Dr. Gerald Leighbody

A DISCUSSION OF THE 1968 REPORT OF THE NATIONAL ADVISORY COUNCILCOMMISSION ON VOCATIONAL EDUCATION: Mr. Leonard H.Rosenberg

THE CHAIRMAN OF THE NATIONAL ADVISORY COUNCIL ON VOCATIONALEDUCATION SPEAKS: Dr. Martin Essex

VOCATIONAL EDUCATION AROUND THE WORLD: Mr. Marvin Feldman

The conference was attended by a variety of educators and private citizensfrom the eastern United States.

LIST OF ATTENDEES:

Connecticut 4 Pennsylvania 4Delaware 10 Washington, D. C. 3

Maryland 6 Other 3

New York 4 TOTAL 111New Jersey 77

"The Past, Present, and Future of Vocational-Technical Education"

Dr. Gerald LeighbodyState University of New YorkBuffalo, New York

In briefly recounting the past of vocational education, Dr. Leighbodydescribed the early legislation as not only establishing vocational instructionbut also determining its character, format, and philosophy in a way that didnot change for almost fifty years. For example, because the Smith-Hughes Actof 1917 stated that instruction must be of "less than college grade, " allcourses of education were limited to high school students until 1963. In effect,the 1963 Act abandoned the ea; ier concept of occupation-oriented instruction

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and substituted a concentration on the people enrolled in a program. But,while the 1963 Act had shown a new approach to vocational education, the Re-port of the Advisory Council expressed a guarded optimism. Essentially, prac-tical application of these changed attitudes had not been demonstrated. Inspeaking of future change, he said "the first priority is not buildings or equip-mentit is program redirection and curriculum revision." He went on to empha-size that vocational education must be integrated with the total educationstructure, and that this was an often-repeated point in the Council Report.Pressures by some leaders for creating separate vocational schools should beresisted, and the comprehensive high school is a more fitting answer to totaleducation. He also called for a more open attitude toward leadership andhoped that professional personnel from other disciplines would be given admin-istrative positions in vocational programs.

"A Discussion of the 1968 Report of the National Advisory Commission on Vo-cational Education"

Mr. Leonard RosenbergPresident, Chesapeake Life Insurance CompanyBaltimore, Maryland

Mr. Rosenberg discussed in detail specific recommendations of the AdvisoryCouncil Report and commented that one item he had hoped would be included wasa public relations program. He wanted some method for taking the findings ofthe Councilthe material on exemplary programs and new curricula, etc. andhaving it disseminated to people involved in the field. While the public rela-tions campaign was not included, he felt these conferences could serve thatpurpose. He also noted that while educators stressed the importance of thestudent's desires and needs, it is equally important to know the labor needs ofindustry. In fact, the two questions are so intertwined that they are difficult toseparate. A comprehensive guidance and counseling program with greater co-ordination between industry and schools is needed.

"The Chairman of the National Advisory Council on Vocational Education Speaks"

Dr. Martin EssexState Superintendent of Public InstructionState Department of EducationColumbus, Ohio

Several proposals were offered by Dr. Essex to accelerate growth and openopportunities in American business. He said, "in designing an organization forvoc,tional education, we must think of serving the masses . . . . The selec-tive -levy approach will not do thr job . . . It will not serve the Americanneed for Job preparation." It means serving all sections of the population. In

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his own state of Ohio, it was fourd that programs for rural sections were neededas much as those for the inner city. He also spoke of "a third kind o: schoolfor America"the composite school. It would have elements of a comprehen-sive high school or secondary school, and also a strong component of vocationaleducation. He outlined- some of the advances other countries have made, suchas the opportunities for evening school training in the USSR. But, potential inthis country is growing faster and education is reaching more people than everbefore. The problem, as he saw it, was to keep pace with the growing com-plexity of our society and the problems we face because of it.

"Vocational Education Mound the World"

Mr. lvIa rvin FeldmanEducation DirectorThe Ford FoundationNew York, New York

According to Mr. Feldman, three major efforts are beginning to take shapethat will restructure and renew education. "The first deals with the expansionof educational opportunities, particularly for the children and adults of minor-ity groups. The second seeks to maximize the effectiveness of educationalefforts by tailoring them to the individual. The third is an attempt to improveeducational techniques, especially teaching procedures." He added thatcomprehensive education will be the result of these efforts, and it will providequality education for all. The idea of comprehensive education is not merelyto fit vocational education into the existing system but to make it the principalfeature of a new system. The plan would mean an extensive redesign of thesecondary school curriculum. He described the new plan, which has had ex-perimental use, as taking place on all levels. It is designed to make voca-tional-technical education more relevant to the needs of a modern technologicalsociety; and to end the traditional separation between vocational and academiceducation. The speaker noted that, "a basic fault of our present theory andpractice of education . . . is the idea that vocational education not only standsapart from humanistic study but is also a dull body of specific, technical factsand manipulative functions, and that only." In terms of self - fulfillment andhuman productivity, vocational education can easily be seen as an extensionof liberal study. Finally, he commented on the new role of the teacher in vo-cational training: The academic-vocational gap will close when teachers ofall subjects . . . come to appreciate the genuine values that can be derivedboth from vocational and academic education and from first-hand acquaintancewith the world of their students."

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The following issues were presented in group meetings.

I. To what extent should vocational and technical education be organizedand administered separately from general education programs?

There should be no administrative or organizational separation betweenwhat is referred to in the question as vocational-technical programs and gen-eral education. It was generally agreed that vocational-technical educationand general education had a common purpose: to provide American youth andadults with the necessary skills to function intelligently and effectively insociety. There was common accord that the organizational plan for such acombination should be left to local decision makers who know the needs ofthe community. It was also felt that an inflexible organizational or adminis-trative plan should not be designed.

How can education for work become more visible as an objective of schooland college programs?

It was suggested that a systematic approach to the world of occupationsis needed, and orientation should begin on a general basis in the early schoolyears. Some effort should be made to find an acceptable synonym for the word"vocational," as it appears to have a negative connotation. The entire publicrelations program, as several speakers suggested, should be strengthened.A wider exchange of staff and ideas between industry and education shouldalso be attempted. A final suggestion was that the school day of six hoursbe lengthened and quota limits in some vocational programs be removed.

III. How can counseling and placement activities best serve the objectivesof vocational-technical education?

Tl e participants felt that counsellors should be more actively engaged inhelping students to understand their aptitudes in developing their abilitiesand interests. The student needs to be cognizant of alternatives available tohim at any stage of the educational process. He should also be er.couragedto consider and understand the consequences of his decisions. Guidance mustbegin early and continue throughout the school years.

Classroom teachers should also be involved in the process of guidance,and they, as the first line of contact with the student, should be aware of workopportunities and options and the educational requirements for each. Student-counsellor ratios must be reduced and group counseling programs should beexplored. It was also felt that not enough attention is given to the role ofwomen as workers. The feature that was stressed was that guidance and coun-seling should be a continuing program emphasizing exposure, experience, andexploration.

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SAN FRANCISCO, Oct. 4-5, 1968

The San Francisco regional conference was held at the Sheraton-PalaceHotel on October 4 and 5, 1968. Dr. J. Chester Swanson, Director of Studiesin Vocational-Technical Education, University of California, was the regionalcoordinator for this meeting. The program for the two-day meeting consisted of:

CONFERENCE OBJECTIVES, CONFERENCE MECHANICS: Dr. J. ChesterSwanson

REPORT OF THE NATIONAL STUDY OF VOCATIONAL-TECHNICALEDUCATION 1968: Dr. Garth Mangum

RECOMMENDATIONS OF THE ADVISORY COUNCIL: Dr. Charles Patrick

CONSIDERATION OF DISCUSSION ISSUE 1: HOW CAN A STATE ORGANIZEFOR EFFECTIVE VOCATIONAL- TECHNICAL EDUCATION SERVICES?Mr. Wesley P. Smith

DISCUSSION ISSUE 2: HOW CAN VOCATIONAL EDUCATION EFFECTIVELYSERVE YOUTH AND ADULTS FROM OUR TROUBLED URBAN CENTERS?Mr. Kent Bennion

DISCUSSION ISSUE 3: WHAT SHOULD BE THE NATURE OF THE CURRICULUMIN VOCATIONAL-TECHNICAL EDUCATION FOR HIGH SCHOOL YOUTH?Dr. J. Kenneth Little

Conference participants came from an eight state area. The following is alist of attendance by geographical area and professional interest.


Alaska 1 Nevada 20Arizona 7 Oregon 7

California 64 Washington 4

Hawaii 7 Other 3

Idaho 3 TOTAL 116

ATTENDANCE BY FIELD OF INTEREST:

Educational Administrator, General 10Vocational Education Administrator 42State Department Staff 23Local School Staff 22College, University, Junior College 16Other Educators 7

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State Boarc: Member 3

State or Local Advisory Committee Member 7

Other State Agency 7

Legislator 1

Business or Industry 16Organized Labor 7

Others (not designated) 4

"Report of the National Study of Vocational Technical Education 1968"

Dr. Garth MangumDirector, Center for Manpower Policy StudiesGeorge Washington University

Dr. Mangum reviewed the status of vocational education since the pass-age of the 1963 Act stating that the Advisory Council felt that the right objec-tives had been prescribed and additional funds made available, but the legis-lation did not coordinate the two efficiently. He then presented ideas that theCouncil thought should be the basis for future programs. It was no longerpossible, they decided, to compartmentalize education into general, academic,and vocational components. At any level it must be preparation for a success-ful working career. "Everyone who is prepared to participate in the labormarket of today must be prepared in such a way that he can be readily adapt-able to . . . change,, " It was also felt that while an individual musthave a salable skill, he should also do work that will bring him the greatesttotal satisfaction. This means that the individual should have some degree ofchoice open to him. Dr. Mangum closed by saying he felt the Report was un-usual because all of the m °mbers of the Advisory Council were in agreementwith the recommendations.

"Recommendations of the Advisory Council"

Dr. Charles PatrickAssociate Superintendent of Schools

for Post-High School EducationSan Diego, Californfa

Dr. Patrick began his discussion by providing four group headings for theAdvisory Council recommendations.

1. Recommendations for federal reorganization finance reporting.2. Recommendations on local aspectsthe increasing flexibility,

autonomy, and efficiency of state administration,3. Recommendations under specific limitations or earmarking of

funds.

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4. Recommendations concerning the direct use of funds by theUSOE.

He then discussed each group, attempting to give his view of why therecommendations were made and an interpretation of their function. Under thefirst group, he said that the Council suggestions were an attempt to securefederal financing and status that would provide adequate leadership, staffing,and reporting on the federal level. The basic purpose of the recommendationsin the second group was to encourage varied types of research and the dissem-ination of the results to vocational programs without duplicating studies andprojects across the country. The goals of the other recommendations weregiven as attempts to double or triple enrollments in vocational education withinthe next three to four years, to establish a feedback system on everyone wholeaves school with a skill, and to have more effective state, regional, andlocal planning.

The remainder of the program was devoted to a series of panel and smallgroup discussions on specific issues. The issue was proposed at a generalsession where it was briefly discussed by a speaker, who later presided overa general panel review of the topic.

"Issue How Can a State Organize for Effective Vocational-Technical Educa-tion Services ?"

Mr. Wesley P. Smith, presidingDirector of Vocational EducationState of California

The speaker focused upon vocational ucation responsibilities of statepersonnel, and on those activities out..71e the public .s related to voca-tional-technical education. The questions posed inch ..ed: What should bethe role of state agencies? What organization patterns should be derived forthe administration and supervision of vocational education at the state level?What should be the relationship between the state director of vocational educa-tion and the state board that is responsible for policy? Finally, what kinds ofschools can best provide effective vocational programs?

Issue I: Discussion

The nature of the new legislation demands a reappraisal of the state-levelorganization for the adminit,tration and development of vocational educationservices within each state. The development of additional services, the ex-pansion of present services, and the evaluation of present and new programscannot be accomplished by the present personnel only, and probably noteffectively through the present organizational structure.

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Leadership at the state level must recognize the fact that many vocationalprograms are not realistically "geared" to the skill needs of the labo marketand do not effectively serve the youth and adults who pursue these programs.There should be single agencies at the federal and state levels through whichall federal funds flow, from which leadership may be expected and in whichaccountability may be centered.

The present trend toward proliferation of administrative boards for educa-tion within a state creates severe problems in articulation, equitable dis-tribution of services, and accountability for results. Each state should havea state director of vocational education at the state level who reports directlyto the state board for vocational education or its executive officer.

The state division of vocational education should accept a responsibilityfer and develop effective means for the evaluation of programs, the provisionof adequate labor market information, development of instructional materials,and placement services through state agencies. Leadership within the statedepartment should provide for effective communication and cooperation withbusiness, labor and government agencies.

"Issue II: How Can Vocational Education Effectively Serve Youth and Adultsfrom our Troubled Urban Centers?"

Mr. Kent Bennion, presidingRegional Director, Vocational and Adult EducationU. S. Office of Education

The issue was on those youth and adults living in urban areas who are notable to develop the skills, knowledge, or attitudes to secure and hold signifi-cant Jobs. Insufficient motivation often prevents them from using availabletraining opportunities, and those who do use them find traditional educationand social institutions ineffective. New programs, such as MDTA, Job CorpsTraining Canters, and Occupational Skills Centers of the 0E0, have tried toserve them more efficiently. The questions posed at this session were: Towhat extent have traditional programs been effective in urban areas? Whatare the unique needs of these areas? Should business and industry subsidizeand participate in programs? Should states establish departments of educationand manpower development?

Issue II: Discussion

The fact that so mi....1y youth drop out of the public schools before gradua-tion-4, 000 each year reported from one metropolitan area represented at thisconferenceindicates that our schools 3 not a success experience for manyyouths. Many youth in urban areas will hot be served by traditional programs

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because of unique home conditions, lack of motivation, and unhappy expe-riences in elementary or high school. Communication is a major prol lem.

The business sector, organized labor, racial agencies and other govern-ment agencies must work closely with educational leaders in order to improvevocational education in our cities. Business is very willing and able to accepta much greater responsibility. Educational leadership must take more activesteps to use these and other resources for manpower development. Initial jobplacement, some follow-up on the initial job, the development of attitudes,and an understanding of the conditions and responsibilities of a worker mustbe given special attention for these youth.

"Issue What Should be the Nature of the Curriculum in Vocational-Technical Education for High School Youth?"

Dr. J. Kenneth Little, presidingCo-Director, Center for Studies in Vocational

and Technical EducationUniversity of Wisconsin

Changing conditions in labor market requirements, secondary school at-tendance, and availability of post secondary school instruction called for re-view of vocational programs. The final discussion dealt mainly with this topic.Because 30 percent of the youth in the nation do not graduate from high school,and less than 50 percent who do graduate continue in any post-secondary schoolinstruction program, new approaches to vocational curriculum with traditionalschools are necessary. The experimental program, An Educational System forthe '70's emphasized the need for relevancy in educationthrough occupa-tionally oriented curricula. The questions posed were: To what extent shouldthe objective of secondary school vocational education be for the labor marketand to what extent for the individual? What are the advantages and disadvan-tages of providing the high school vocational education in a comprehensiveversus a specialized vocational high school?

Issue III: Discussion

Secondary schools in general have not provided an effective program foreducating youth for employment. The comprehensive high school, which hasbeen hailed as a proud achievement, exists far more in the verbiage of litera-ture than as an actual educational service. Some vocational high schoolshave served their students effectivelywhich is evidence that such schoolscan and have been successful. However, many vocational high schools havebeen forced to succumb because they have been loaded with incompetentstudents or students with the kind of social or personal attributes which havegiven these schools an unsavory reputation. The area vocational school pro-gram is an attempt to gain the advantages without the disadvantages of the

88

specialized vocational high school. Continuing evaluation will be necessaryto learn whether the area vocational school is viable. The high school r rogramshoula be carefully reviewed and pilot programs extensively developed. Onesuch program, ES '70, an Educational System for the 70's, sponsored by theU. S. Office of Education, has as its objective the promotion of creative andunique curricula and instructional methods aimed toward improving attitudes,skills and motivation for success in getting and holding a job.

The basic foundation for vocational education should be laid in the earlyelementary school grades, followed by pre-vocational activities in the juniorhigh school curriculum. Integration of academic and vocational instructionalactivities should be developed. Articulation must be made more effective be-tween the high school and the community, and the post-secondary school vo-cational programs and job training within business and industry.

State divisions of Vocational education must assume greater responsibilityfor providing basic Information about employment opportunities, developing oc-cupations, and specific job descriptions upon which vocational programs mustbe built.

32

SUMMARY CONFERENCE, MADISON, WISCONSIN

This final summary conference was organized by Dr. Gerald Somers andDr. J. Kenneth Little, Co-Directors of the Center for Studies in Vocational andTechnical Education. It was held on October 17 and 18, 1968 on the Universityof Wisconsin campus and was attended by the regional conference directorsand members of the Advisory Council, as well as guests from the Madisoncampus. The following program was presented:

WELCOME: Dr. H. Edwin Young

OBJECTIVE AND PROCEDURES: Dr. Gerald Somers

PREPARING FOR WORK IN THE 1970's: Mr. Grant Venn

EDUCATING A NEW LABOR FORCE: Mr. Stanley Ruttenberg

CONFERENCE SUMMARY: Dr. J. Kenneth Little

A considerable amount of time during the two-day session was devoted toconference reports delivered by various regional directors and responses frommembers of the Advisory Council. An open group discussion was held at theconclusion of the program during which all of the participants exchanged ideas.

"Preparing for Work in the 1970's"

Mr. Grant VennAssociate CommissionerU. S. Office of EducationDepartment of Health, Education, and Welfare

After commenting that the Education Act of 1968 follows closely the AdvisoryCouncil Report, Mr. Venn devoted the remainder of his speech to an analysis ofthe provisions of the new bill. In tarms of funding, the bill authorizes $3.2billion over the next four years with $675 million on a permanent basis ana a1970 appropriation of $910 million. Essentially it deals with two generalareas: development of human resources and alleviation of critical manpowershortages. The improved financial appropriation will providc aid to the dis-advantaged, direct aid to the states for post-secondary programs, $50 million

33es

to home economics programs, 025 million to work-study programs, and 010million for curriculum development. Thus, the Congress followed the AdvisoryCouncil recommendations with special attention to financial appropriation.

"Educating a New Labor Force"

Mr. Stanley H. RuttenbergAssistant Secretary of LaborU. S. Department of Labor

Mr. Ruttenberg noted that the approach of the Department of Labor in settingup such programs as Neighborhood Youth Corps, Manpower, and ConcentratedEmployment Program, is essentially a snort -run solution to basic problems.At the same time this approach is different from that of vocational educatorssince the Department looks at the problems from the point of view of the un-employed man rather than the student. But, in spite of these differences inapproach, he felt vocational educators could learn from these job training ex-periences. He then spoke of the skill centers set up under the ConcentratedEmployment Program where the hard-core disadvantaged are provided with basiceducation, counseling, and stimulation and motivation in an effort to keep themwithin the economic structure. Mr. Ruttenberg felt that the skill centers needto be incorporated into a system that provides greater opportunities for thedisadvantaged along with a program of evaluation. It must be recognized thatmany people will not sit in classrooms; they will only accept jobs. Therefore,he pointed out, some of the work in all aspects of training must be done bythe employer. Ha saw a major obstacle in the fact that funding is "authorizedby separate pieces of legislation appropriated to different departments of gov-ernment . . . . " He felt that either appropriation should be handled by oneagency or there should be voluntary cooperation among all agencies. In clos-ing, he called for a re-evaluation of training and guidance programs in orderto make the best use of the new legislation.

Summary of Discussion

The following is a brief summary of a panel discussion held by severalmembers of the National Advisory Council and chaired by Mr. Marvin Feldmanof The Ford Foundation.

"The Advisory Council Responds"

The Council members, in their reactions to the reports of the regionalchairmen, reiterated in detail many of the ideas and questions brought out inthe summaries. All of the participants stressed the importance of the confer-ences in clarifying the ideas and proposals the Council had formulated. At the

34

same time, a problem that was emphasized was inadequate funding, whichwould make it difficult to make changes and to get acceptance of programs fromlocal communities. But, it was recognized that one important key to change inour educational system was communication with local school boards and super-intendents. Communication with various groups was needed and had beenhelped, in party, by these conferences. They were encouraged by the reactionsto the Advisory Council Report and felt that, while it had levelled criticism atvarious agencies and people, these very agencies and people had acceptedthe criticism and expressed a willingness to change. They also noted thatwhile a single a-iency structure for handling funds was desirable, it was diffi-cult if not impossible to organize. Several participants agreed that greater em-phasis should be placed on adult training programs, and the community collegewas mentioned as a desirable area for this kind of expansion. They hoped thatthe dialogue set in motion by these conferences would continue and help stimu-late change and development in vocational education.

"Conference Summary"

Dr. I. Kenneth LittleCo-Director, Center for Studies in

Vocational-Technical EducationUniversity of Wisconsin

Dr. Little noted some of the highlights of the meetings in his evaluation.He pointed out that the Report of the Council had won general endorsement byconference participants and by Congress. The thrust toward occupational edu-cation is viewed as being as broad as the career needs of both the individualand the society he serves. He characterized the objective of this thrust as"not directly to improve vocational education as we have known it; [but] toimprove the lot of people, particularly people whose chance and choice in theoccupational world have been limited or restricted. " He noted also that theconferences raised questions on the readiness and adequacy of the establish-ment for the task in front of it. He hoped that the conferences were "the begin-ning of a series of activities in regions and states . . . that will enlarge thearena of discussion and action toward improving occupational chances . . . ."

35

42

CONCLUDING OBSERVATIONS

The pressing issues which gave rise to the series of conferences in thefall of 1968 remain essentially unresolved as we enter the decade of the 1970's.Their continuance gives evidence of their intractability. Most of these sameissues were recognized by the authors of the Vocational Education Act of 1963;the Advisory Council on Vocational Education gave them renewed recognitionand emphasis in its report of 1968. Even though the Vocational Education Actof 1968, which came into being Just at the time of the conferences reported inthese Proceedings, made a concerted effort to meet these issues head on,lack of funding and other obstacles have prevented major progress in meetingvocational education's traditional problems.

In discussing the recommendations of the Advisory Council and the provi-sions of the Vocational Education Act of 1968, experts and laymen in the re-gional conferences underscored the persistence of the long-standing problemsat the same time as they made contributions toward their resolution, In eachof the conferences the participants were asked to direct their attention tospecifically-stated issues as well as to the general status and future of voca-tional education. Although these questions were differentiated in order toavoid excessive duplication in the various regions, they fall under a few gen-eral headings:

What should be the relationship between vocational education and generaleducation at the elementary, high school, and higher educational levels?

What should be the relationship of vocational education to other programsof training and vocational assistance for the disadvantaged?

What should be the relationship of vocational education and vocationaleducators to the needs of industry, through the use of advisory committeesand other types of arrangements?

How should vocational education be structured and administered at federal,state, and local 19vels?

There was not complete agreement on the answers to these questionsamong the regional conferees or even within a particular regional conference.This 1s not surprising in that these same questions have persisted over thespan of many years. Thus, there is some hazard in attempting to summarize

36

43

the conclusions reached. However, at the risk of offending those who expressedcontrary views, the following brief summary is presented:

1. There was widespread agreement that vocational education should beintegrated with general education at the elementary, high school, and highereducational levels. The dangers of early and persistent differentiation betweengeneral academic training and vocational training were constantly emphasized;and the advantages of flexibility, derived from an integration of the educationalpaths, were reiterated throughout the regional conferences. The major problemrecognized by the conferees was that of persuading general educators to wel-come vocational education into their planning and curricula.

2. There was general agreement that the vocational education system mustplay an increasingly important role in programs for the education and training ofthe disadvantaged. However, there was much less agreement on how thiscould best be accomplished, especially in relationship to the extensive man-power programs of the U. S. Department of Labor. Some concern was expressedby vocational educators that the past decade had seen the development of adual track of vocational training for the disadvantaged, and this bifurcationwas deplored. However, there was also recognition that the dual track waslikely to persist and that every effort should be made to coordinate the variedactivities on behalf of the disadvantaged.

3. The crucial role to be played by industry in advising, planning, andenhancing vocational education was recognized in all of those conferences inwhich this topic was discussed. It was noted that attempts must be made toincrease the effectiveness of advisory committees, which in many cases werefound to be functioning inadequately. Considerable stress was given to therole of work-study programs as a device for insuring the direct participationof industry in meaningful training. Emphasis was given to an improved role forcounseling and guidance, based on the realities of the labor market. But, asin many past discussions of the relationship between vocational education andindustry, there was no full resolution of the problems associated with the ap-propriate roles for vocational education and on-the-job training. Nor was itpossible to agree on the appropriate roles to be played by vocational educa-tion and the employment service in analyzing labor market needs and in placingvocational graduates in the job market.

4. Finally, the perennial questions of the appropriate administrative struc-ture and funding arrangements for vocational education were generally answeredin the direction of granting more power and more money to the vocational system.However, the political and financial means for the accomplishment of thesegoals were not fully revealed.

Thus it is necessary to be modest in appraising the contributions madeby the regional and Madison conferences described in these proceedings. Im-portant questions were raised, and some important answers were given. There

37

was significant enlightenment in areas that have long been beset with confusionand conflict. Although few of the pressing issues were fully resolved, t'ieconferences could be construed as a useful step in the direction of their reso-lution.

38

APPENDIX A

LIST OF PARTICIPANTS

ATLANTA

Gene BottomsVocational EducationAtlanta, Georgia

Robert E. ChildersU. S. Office of EducationAtlanta, Georgia

Aleene CrossHome Economics EducationUniversity of Georgia

George MullingVocational EducationAtlanta, Georgia

G. L. O'Kelley, Jr.Division of Vocational EducationUniversity of Georgia

Harley P. AffeldtRichmond Technical CenterRichmond, Virginia

James H. Aldredge, Jr.Technical Vocational CenterPetersburg, Virginia

Joseph R. BarkleyBusiness & Distributive EducationState Department of EducationTallahassee, Florida

39

M. D. BoatwrightSwainsboro TechSwainsboro, Georgia

Fannie Lee BoydUniversity of Georgia

J. L. BranchAgricultural EducationAtlanta, Georgia

Walter A. BrothersBrick Layers Local #18Lakeland, Florida

Johnny W. BrowneVocational Technical EducationU. S. Office of EducationAtlanta, Georgia

J. G. BryantLocal ProgramsAtlanta, Georgia

Carroll B. CoakleyDepartme.:t of Distributive

EducationUniversity of Tennessee

Helen CoferBusiness and Office EducationAtlanta, Georgia

Ellen Coody -

Georgia Vocational Association

Amanda CummingsHome EconomicsAtlanta, Georgia

Odell DyerMDTAAtlanta, Georgia

K. M. EaddyFlorida Vocational RCUTallahassee, Florida

Grady L. ElmoreBirmingham, Alabama

Ralph GallingtonFlorida State University

H. Ford HayesSouth Georgia Tech & Voc'l SchoolAmericus, Georgia

Travis E. HendrenRegion VVice President NVATACleveland, North Carolina

W. M. HicksX & I EducationAtlanta, Georgia

Cecil H. JohnsonArea Vocational CentersColumbia, South Carolina

Don JohnsonLockheedGeorgia CompanyAtlanta, Georgia

Dan M. JonesChattanooga, Tennessee

James B. JordanVocational and Technical EducationPensacola, Florida

90

Bertha G. KingHome Economics Area Schools ProgramsAtlanta, Georgia

Frances KingState Supervisor of Home EconomicsAtlanta, Georgia

Edward F. KotchiBroword Junior CollegeFort Lauderdale, Florida

Mary Lynn KreauzAthens High SchoolAthens, Georgia

B. B. LertzseyMarion-Mulling Vocational SchoolMarion, South Carolina

Sale LillyHumphreyer County SchoolsBelzoni, Mississippi

W. Travis LoftenUniversity of Florida

Donald McCulleyJohnson County Vocational SchoolJohnson City, Tennessee

Russell MercerBusiness and Office EducationAtlanta, Georgia

Robert A. MullenDivision of Vocational EducationDepartment of Public InstructionRaleigh, North Caro lina

W. D. Neill, Jr.Vocational Agriculture TeacherClarkston, North Carolina

G. W. NewbauerVocational Program ServicesState Department of EducationTallahasse, Florida

Kenneth OlesonDepartment of Community CollegesRaleigh, North Carolina

Fred OtteState Department of EducationAtlanta, Georgia

Bob PardueVocational Publications and Public

InformationAtlanta, Georgia

Tray PilkentonBusiness and Office EducationAtlanta, Georgia

I. B. PittmanVocational EducationPetersburg, Virginia

Roye E. PowellArea TeacherCommerce, Georgia

Carl W. ProehlVocational Tech. & Adult EducationTallahassee, Florida

Joe L. ReedIndustrial EducationUniversity of Tennessee

To Ann SchmidtVocational Curriculum DevelopmentNashville, Tennessee

Donna SeayMDTA ProjectMontgomery, Alabama

Jerry E. ShuckVocational EducationLouisville, Kentucky

41

Joe StandridgeVocational EducationAtlanta Public SchoolsAtlanta, Georgia

Sue SumnerHome Economics EducationUniversity of Georgia

Bob ToddVocational GuidanceState Department of EducationAtlanta, Georgia

George Wiegers, Jr.Agriculture Education DepartmentUniversity of Tennessee

Charles 0. WhiteheadState Technical InstituteMemphis, Tennessee

D. P. WhittenVocational Agriculture TeacherCentre, Alabama

Bob WooldridgeAdult and Vocational EducationNorfolk, Virginia

CHICAGO

James AdamsSaginaw Board of EducationSaginaw, Michigan

Garrell A. AdlerKent Intermediate School DistrictKent, Ohio

Alwin AignerIIIit ois State Chamber of-Commerce

John W. BellDes Moines Public SchoolsDes Moines, Iowa

L. Everett BeloteFerris State CollegeBig Rapids, Michigan

Harold W. BennettPurdue University

Lawrence BenocheKankakee Federation of LaborKankakee, Illinois

Samuel C. BernsteinEmployment Security Administration

R. D. BlomgrenIllinois State University

Mrs. Norma BobbittUniversity of Illinois

Seaton A. BontaMissouri Advisory Council for

Vocational Education

E. L. BosomworthIllinois Association of Vocation

Agriculture Teachers

Albert C. BottinAmerican Savings and Loan Association

Richard C. BrickerBethlehem Steel Corporation

Lucile BroadwellChicago Board of Education

Richard I. DrownNicolet College and Technical

_ _ .

Institute

Sherwood DeesIllinois State Board for Vocational

Education and Rehabilitation

Merrill S. ButtsSoutheast Polk High School

John CavenaughEast Missouri Community Action, Inc.

Lee ChapmanState Board of Vocational Education

and Rehabilitation

Rear Admiral A. CoffinIndiana Vocational Technical College

Edward ColbertMadison Public SchoolsMadison, Wisconsin

David ColemanBudget Bureau

A. CothranTwo-Year Votec District

Melvin L. CurtisInternational Association of

Machinists

Louis DaileyState Board of Vocational Education

Richard DavidsonIndiana Votech College

David T. DuncanGovernor' s Office

W. K. DuntonSpecial School District of St. Louis

County

Paul F. EbelingKankakee Community College

4Z

49

Homer E. EdwardsHealth, Education, and WelfareVocational Education Division

Sidney A. EngIllinois State Board of Vocational


Marvin R. FieldingState Fair Community College

Orval C. FloydState Board of Votec Education

Charles Fos terMissouri State Department of

Education

John F. GredeChicago City College

Robert GriggsDanville Junior College

Millard GundlachNVATA

Bessie HackettUniversity of Illinois

Monica HafflerChicago Public Schools Practical

Nursing Program

Dr. Chester Hall, Jr.National Restaurant Association

E. Edward HarrisNorthern Illinois University

Howard M. HeiglArea Vocational, Technical and

Adult Education

Milburn K. HemmickITT Education Services

43

Paul HempUniversity of Illinois

C. E. HighlenState Director of Vocational Education

Marvin P. HillSouthern Illinois UniversityVocational Technical Institute

Herschel HughesHuman Development CorporationOffice of Economic Opportunity

Robert JeffersonWestern Illinois University

Clauston JenkinsCoordinating Committee on Higher

Education of Wisconsin

John JenningsLegal CouncilSubcommittee on Education

Dr. Blossom JohnsonIllinois State University

Stanley JohnsonIllinois State AFL-CIO

Lloyd JostadBrillion High School

Fred KagyIllinois State University

Elizabeth KerrUniversity of Iowa

Robert KiserWestern Iowa Tech Merged Vocational

Area XII

R. J. KreauserMuskego-Norway Schools

Wayne Kylc:Western Iowa Tech Merged Vocational

Area XII

Donald LeesebergWisconsin State University

Eugene LehrmannWisconsin Board of Vocational,

Technical and Adult Education

Philip LermanWisconsin Board of Vocational,

Technical and Adult Education

Miss Marion LennanChicago Public Schools Practical

Nursing Program

William L. LewisU. S. Office of Education

Marguerite LofinkState Department of Education

Alfred J. MannebachUniversity of Illinois

Robert E. MartinIndiana State Chamber of Commerce

William E. MartinFort Wayne Community Schools

Keith MattkeDavenport Community Schools

Norman MitbyMadison Area Technical CollegeMadison, Wisconsin

Edmund MorelliBay City Board of Education

Edward A. Nelson, Jr.Department of Special Education

44

Daryl E. NicholsU. S. Office of Education

John A. NorrisStaff, Indiana State AFL-CIO

Bernard M. OhmBoard of Vocational Education and

Rehabilitation

Walter ParkerIllinois State Employment Service

Beatric PatrickNorthern Illinois University

Sharlene PearlmanEducation Director

H. M. PercifieldCummins Engine Co., Inc.

J. Dale PetersMissouri State Department of

Education

Alton V. PottsIndiana Vocational Technical College

Roman PucinskiU. S. House of Representatives

D. R. PurkeyState Department of Education

Betty QuickBarrington

James RayHuman Development CorporationOffice of Economic Opportunity

Alfred ReddingState of Illinois Board of Vocational


Cecil A. ReedIowa Employment Security Commission

Howard ReedUniversity of Northern Iowa

Thomas ReevesEast Missouri Community Action, Inc.

Milton RehandIllinois Central College

Peter ReinHuman Development CorporationOffice of Economic Opportunity

B. W. RobinsonMissouri State Department of Education

Earle E. RobinsonSaginaw Board of Education

Raymond J. SacksSt. Louis Board of Education .

Alvie M. SarchettIowa State University

Mrs. Frances SaundersU. S. Office of Education

M. Eldon SchultzU. S. Office of Education

Elizabeth W. SeigelCrane College

Robert L. SlocumMichigan Vocational Directcrs

Association

Frosby D. SmithMilwaukee Public iichools

James W. SmithState Board of Vocational Education

and Rehabilitaiion

Kendall S. SmithIndiana Vocational Techni-..lal College

Gerald G. SomersCenter for Studies in Vocational and

Technical EducationUniversity of Wisconsin

Hobart SommersU. S. Office of Education

David SouleOakland Schools

Raymond StatiderStauder, Barch and Associates

Mrs. Raymond StauderStauder, Barch and Associates

W. D. StephensMcKnight & McKnight Publishing

Company

Betty StevensonIllinois Vocational Home Economics

Teachers Association

Bob R. StewardUniversity of Missouri

Catherine StokesIllinois Nurses Association

Daniel G. SwansonDirectorArea Vocational Center

45

Gerald TappState Board of Vocational-

Technical Education

Laurence 5. VardaDickinson-Iron Intermediate School

District

Bruce WalleyStout State University

John J. Wolfe, jr.Iowa State Capitol

FORT COLLINS

Duane L. BlakeColorado State University

Milton E. LarsonColorado State University

Marvin LinsonColorado State Board for Community

Colleges and Occupational Edu-cation

William E. MorganColorado State University

Howard AccottAg-Tech ProgramDodge City, Kansas

Jack H. AdamsVocational DirectorDevils Lake, North Dakota

S. J. AliatoAssistant SuperintendentAurora, Colorado

Harold AndersonColorado State University

Harry AndersonVocational-Adult EducationDelta, Colorado

Richard AppugliseMapleton High SchoolDenver, Colorado

46

Lester R. ArnoldSecondary EducationDenver, Colorado

William A. BallState DirectorHelena, Montana

Leonard F. BalsigerAssistant SuperintendentPierre, South Dakota

Deane T. BankerCommunity Junior CollegeHutchinson, Kansas

Vernon BeckwithProprietary SchoolDenver, Colorado

L. W. BennettDirectorGreeley, Colorado

Leland A. BenzSouth Colorado State CollegePueblo, Colorado

Donald R. BlackIndustrial ArtsEllendale, North Dakota

Gene W. BlackneyVocational-Adult EducationColorado Springs, Colorado

M. A. BlakeSouth Colorado State CollegePueblo, Colorado

Clem BlangersSafety DirectorIUOESalina, Kansas

Marion L. BossDepartment of Business EducationSouth Colorado State CollegePueblo, Colorado

Edwin 0. BostromBoulder Valley Voc-Tech CenterBoulder, Colorado

Howard R. BradleyAgriculture EducationManhattan, Kansas

Wendell BragonierGraduate SchoolColorado State University

Lyle V. BrennaSouth Colorado State CollegePueblo, Colorado

Darrell BrensingVocational EducationHutchinson, Kansas

Russell K. BrittonVTE-AVLPDenver, Colorado

Dale E. BrooksDirectorNewton, Kansas

Andy BrownProvo, Utah

Dorothy BrownriggHome Economics of CVATrinidad, Colorado

Marvin W. BuckelsState Board CCOEDenver, Colorado

Harold BuckinghamNational College of BusinessRapid City, South Dakota

James BurdenGuidance ConsultantLongmont, Colorado

47

D. M. BurkhiserState CollegeChadron, Nebraska

Dale CaleFort Collins, Colorado

John L. CameronVocational-Adult EducationColorado Springs, Colorado

Brian L. CanadaState BoardDenver, Colorado

Neal F. CarrollAssistant SuperintendentRiverton, Wyoming

Leroy CavnarState Supervisor of GuidanceDenver, Colorado

Lindell R. ChurchillNebraska Vocational- Technical SchoolMilford, Nebraska

Wally ClarkState Superintendent BOEDenver, Colorado

Francis ColganProgram ManagementGreeley, Colorado

Vera CowelColorado State University

William CrainColorado State University

Lowell W. CrandallAssistant DirectorSalt Lake City, Utah

Chalmers CromerOperations ManagerRCULincoln, Nebraska

Irving CrossColorado State University

Angelo M. DaurioDistributive EducationDenver, Colorado

Leo F. DaveySuperintendentAkron, Colorado

Ralph A. DellingerArea Vocational TechnicalDodge City, Kansas

Carl N. De TempleColorado Association of Commerce

and IndustryDenver, Colorado

Harold E. DeVoreAssistant SuperintendentEnglewood, Colorado

James C. DodgeColorado State University

Bernard DuttonWestern State CollegeGunnison, Colorado

Harold DunningVocational EducationAurora, Colorado

J. Allen EhlVocational- Technical EducationBoulder, Colorado

Norman D. EhresmanDirector, RCUGrand Forks, North Dakota

48

Paul A. ElsnerCommunity CollegesDenver, Colorado

M. Dale EnsignTrusteeSchool BoardCody, Wyoming

A. G. EricksonSuperintendent of SchoolsHelena, Montana

Alvin EricksonVocational Technical EducationTrinidad, Colorado

Wendell L. EsplinSchool of Technology and Trade

EducationWeber State CollegeOgden, Utah

John T. EvansVocational SupervisorBuena Vista, Colorado

Dean EwingCanon City, Colorado

George FebingerCounselorFort Collins, Colorado

Lucile FeeHome Economics EducationDenver, Colorado

Lewis W. FinchR & D Department of EducationCheyenne, Wyoming

Royce P. FlandroEducationOrem, Utah

W. R. ForknerColorado State University

rt-

Paul FosterState SupervisorDenver, Colorado

Willard FosterState DepartmentGuidanceTopeka, Kansas

Melvin FoxhovenVocational-Adult EducationGreeley, Colorado

Helen FriezeHome Economics EducationWichita, Kansas

T. A. GantzSuperintendentFarson, Wyoming

Pauline GarrettProgram Officer, VSE-AVLPDenver, Colorado

Douglas I. GiffordState Board of Vocational EducationDenver, Colorado

Myrtle GillespieHome EconomicsCheyenne, Wyoming

Bill GlasspooleIA of Wyoming VACasper, Wyoming

R. GlennT & I Teacher EducationLakewood, Colorado

Jon GlouDawson CollegeGlendive, Montana

AI GoffrediArea Vocational SchoolGrand Junction, Colorado

49

Don E. GoodwinMDTADenver, Colorado

Carla Jean GordonHuman Factors Research LaboratoryColorado State University

Douglas GordonColorado State CollegeGreeley, Colorado

Elinor GowerDirectorHome Economics

Leonard L. GregorySuperintendent of SchoolsDouglas, Wyoming

Glenn GrosshueschSouthern State CollegeSpringfield, South Dakota

Dale GutcherGraduate StudentColorado State University

Mary HaasColorado State University

John F. HaberboschElementary and Secondary EducationDenver, Colorado

Russell G. HalesUniversity of UtahSalt Lake City, Utah

Donald E. HallGuidance DirectorFrancis, Kansas

Wallace HalversonState Supervisor B & 0Pierre, South Dakota

James 0. HansenSuperintendent of SchoolsMadison, South Dakota

Malcolm 0. HansonBismarck Junior CollegeBismarck, North Dakota

M. G. HansonWestern Nebraska V-T SchoolSidney, Nebraska

Marion HeusinkveldElectronics DepartmentSpringfield, South Dakota

Richard L. HilbornState BoardDurbin, North Dakota

Dorothy HoeseVocational Home EconomicsWorland, Wyoming

Marvin HoflundT & I and Technical EducationCheyenne, Wyoming

John D. HoladayWyoming AFL-CIOCheyenne, Wyoming

Xen S. HosierVocational and Adult EducationLakewood, Colorado

C. W. HotchkissColorado State University

James A. HortonNorth Dakota School of ScienceWahpeton, North Dakota

H. Ashley HudsonT & I, State of ColoradoDenver, Colorado

50

Steve HundsonSuperintendentLingle, Wyoming

Lee E. JohnsonbaughDirector of EducationLusk, Wyoming

Louise J. KellerColorado State CollegeGreeley, Colorado

Percy KirkState DirectorAgriculture EducationCheyenne, Wyoming

Charles A. KlineState DirectorCheyenne, Wyoming

George W. KoonIndustrial EducationHutchinson, Kansas

Paul A. KomatzTeacher EducationParsons, Kansas

William KorizekVocational EducationHelena, Montana

Pat KorpPublic Information AssistantCheyenne, Wyoming

Jim KreulzProprietary SchoolDenver, Colorado

Floyd KrubeckKearney State CollegeKearney, Nebraska

George KynclWorks Project DirectorMorgan, Colorado

John. W. LaceyProgram Officer, VTE-USOEDenver, Colorado

Stanley LancasterAgriculture EducationDenver, Colorado

Lloyd LawsonTechnical Education and Special

ServicesDenver, Colorado

George E. LewisSuperintendentRock River, Wyoming

Harold E. LewisAssistant State SuperintendentT & ITopeka, Kansas

Donald G. LindahlLake Area Voc-Tech.Watertown, South Dakota

Charles A. LindlySuperintendentRapid City, South Dakota

J. Kenneth LittleUniversity of Wisconsin

Sharon LobanGraduate StudentColorado State University

B. L. LowreySouthern Colorado State CollegePueblo, Colorado

Ruth M. LungstrumVoc -Tech CenterWichita, Kansas

Nellie McCoolArea Guidance ConsultantDenver, Colorado

51

Bernard McGowanMapleton High SchoolDenver, Colorado

Donald R. MankenbergOccupational EducationCommunity College of Denver

B. MastersonColorado State University

Philip D. MattoonVoc & Ad EducationLongmont, Colorado

Larry M. MeierTech-Voc EducationLakewood, Colorado

Mike MelonukSuperintendent of SchoolsMoorcroft, Wyoming

Richard MeltzerHuman Factors Research LaboratoryColorado State University

Betty MeskimenAdult Education-Home EconomicsDenver, Colorado

John D. MeyerAdult & Voc EducationFort Collins, Colorado

Floyd E. MichaelVoc-Tech EducationRocksprings, Wyoming

Norman 0. MikkelsonSuperintendent of SchoolsThermopolis, Wyoming

Loretta M. MillerBusiness EducationDenver, Colorado

Stephen W. MindockIndustrial EducationColorado Springs, Colorado

Ed MinnickDean of StudentsHastings, Nebraska

Weston H. MorrillCounseling CenterColorado State University

Thomas MorrisDenver, Colorado

Richard NelsonState Department of GuidanceTopeka, Kansas

Roy C. NelsonColorado State University

Mark NicholasProgram PlanningSalt Lake City, Utah

Charles A. O'Conner, Jr.Department of Health, Education and

Welfare, Region VIIIDenver, Colorado

Tames N. OdellHigh School PrincipalMeeteetse, Wyoming

William OerelineRapid City, South Dakota

Daniel OgdenColorado State University

Keiji G. OkanoB & D EducationCheyenne, Wyoming

52

E. B. OlsonState DirectorPierre, South Dakota

Joe. PalmquistDenver, Colorado

Gary D. ParkerCurtis, Nebraska

Robert L. PerryAssistant State Supervisor, BOEDenver, Colorado

Bruce C. PerrymanDirector RCUCheyenne, Wyoming

Gail J. PharesMetro State CollegeDenver, Colorado

Anthony A. PisciottaState Assistant Supervisor, T & IDenver, Colorado

Vernon PloughCommunity Junior CollegeHutchinson, Kansas

Gordon B. PyleDivision of Community CollegesGolden, Colorado

G. F. QuillerColorado State University

W. G. RafterLewistown, Montana

Robert D. ReidState Technical Service ProgramBig Rapids, Michigan

William L. RiceState MDTADenver, Colorado

59

Richard C. RichmondState Junior CollegeTrinidad, Colorado

Joseph RobertsColorado State University

Juanita RobertsColorado State University

Francis RocheDirector of Special ProgramSterling, Colorado

Merle RodebuschWestern Nebraska Vocational TechnicalSidney, Nebraska

M. J. RoperT & ICedar City, Utah

Richard W. RowlesABE & GEDCheyenne, Wyoming

Eugene R. RubyPresident, CVADenver, Coloardo

Jack RuchAgriculture EducationUniversity of Wyoming

Samuel D. SamueisonArea Guidance ConsultantGrand Junction, Colorado

Lester E. SandersKaw Area Voc-Tech SchoolTopeka, Kansas

Robert P. SchliskeState MDTACheyenne, Wyoming

Robert D. SchmittSuperintendentCortez, Colorado

Stan SelbyHewlett-Packard Co.Colorado Springs, Colorado

Larry SellendAgri-Business State DepartmentBismarck, North Dakota

John SeyfangSuperintendentCortez, Colorado

Don R. SheetsVoc-Tech EducationKansas City, Kansas

John ShyryockDiversified Occupations

Douglas SjogrenColorado State University

Herbert A. SmithColorado State Univers_cy

Leonard E. SmithSouthern Colorado State CollegePueblo, Colorado

Ernest V. SonesVocational EducationCasper, Wyoming

Eldon M. SpicerWyoming Vocational Advisory CouncilRock Springs, Wyoming

Robert W. StansburyIndustrial Arts & Vocational Educa-

tionCheyenne, Wyoming

53

co

E. F. Steichen, M. D.State LegislatorLenora, Kansas

Walter E. SteigeVoc-Tech EducationTrinidad, Colorado

James S. StinsonIndustrial Arts UNB-EBEllendale, North Dakota

Jack StoddardOtero Junior CollegeLa Junta, Colorado

James L. StonePublic WelfareMorgan, Colorado

Thomas StoneGraduate StudentColorado State University

Glen H. StrainState DivisionLincoln, Nebraska

Gerald SughrcueTeacher EducationLincoln, Nebraska

Dean P. TalaganRocky Mountain Educational LaboratoryGreeley, Colorado

Walter D. TalbotDeputy State SuperintendentSalt Lake City, Utah

Jesse W. TarwaterSheridan CollegeSheridan, Wyoming

Kimie TaziriPractical NursingFort Collins, Colorado

54

Budge ThrelkeldSouthern Colorado State CollegePueblo, Colorado

Robert W. TurnerSchool District #6Greeley, Colorado

Armin G. TruechekSchool for Deaf & BlindKiowa, Colorado

W. R. TwyfordLWV of WyomingCheyenne, Wyoming

John C. TynanSuperintendent of SchoolsSaratoga, Wyoming

George E. VarleyMcFarland Trade SchoolCoffeyville, Kansas

Jed W. WadsenVoc-Tech EducationSalt Lake City, Utah

James WallExecutive SecretaryLincoln, Nebraska

Phillip Ward, JuniorDepartment of Public InstructionHelena, Montana

Earl F. WeidmanHutchinson, Kansas

Ivan R. WilleyCollege of EducationLaramie, Wyoming

James W. WilsonAssistant Director SBCCOEDenver, Colorado

61

W. L. WoodingColorado State University

Olive F. YenterHome EconomicsDenver, Colorado

James W. YoungColorado State University

Anton ZafereoCCOE Board MemberColorado Springs, Colorado

James ZancanellaUniversity of Wyoming

Jo Elen ZgutColorado State University

Roy J. ZieglerAssistant State DirectorPierre, South Dakota

DALLAS

Gordon R. Adams, CoordinatorIron Workers J. A. C.Dallas, Texas

J. Marion Adams, AssociateCommissioner

Vocational, Technical and AdultEducation

State Department of EducationLittle Rock, Arkansas

Mrs. Frances K. AllanDallas, Texas

C. M. Allen, DirectorDivision cf Vocational Education

AdministrationTexas Education AgencyAustin, Texas

D. C. Andrew, DirectorEducational PlanningMagnolia, Arkansas

E. T. Arvin, DirectorVocational EducationMcAllen Public SchoolsMcAllen, Texas

Earl Banister, Teacher TrainerFrancis T. Nicholls CollegeThibodaux, Louisiana

Ray Barber, DirectorOccupational Research Coordinating

UnitTexas Education AgencyAustin, Texas

Lyndon Bates, Special ProjectsRepresentative

Control Data InstitutionDallas, Texas

H. D. Bearden, DirectorTexas A & M UniversityCollege Station, Texas

T. W. BeasleyInternational Brotherhood of Electrical

WorkersFort Worth, Texas

William H. Bentley, DirectorVocational EcucationHarlandale I. S. D.San Antonio, Texas

W. T. Black, Vice-PresidentNational Vocational Agricultural

Teachers' AssociationPioneer, Louisiana

Ed Boatner, State SupervisorBureau of Apprenticeship TrainingNew Cretans, Louisiana

55

62

Troy C. Bond, DirectorDallas Evening Schools SystemDallas, Texas

E. 7. Bourg, Sr.Louisiana AFL-CIOBaton Rouge, Louisiana

Sizemore Bowlan, DirectorOklahoma City Public SchoolsOklahoma City, Oklahoma

M. A. Browning, DirectorDepartment of Health, Education

and WelfareDallas, Texas

Ruth Bruner, HeadNortheast Louisiana State CollegeMonroe, Louisiana

John Bruton, SuperintendentGordon Cooper Area Vocational-

Technical S. D. 5Shawnee, Oklahoma

J. K. Burg, DirectorControl Data InstituteDallas, Texas

Lester Burkes, DirectorCollege of the MainlandTexas City, Texas

R. P. Campbell, Jr.Education Service Center, Region XIFort Worth, Texas

Louis CantorCanterbvry Sales CompanyDallas, Texas

Jesse F. CardwellDallas I. S. D.Dallas, Texas

Fairchild CarterDistributive EducationNorth Texas State UniversityDenton, Texas

R. Patrick CaseyBureau of Apprenticeship TrainingU. S. Department of LaborLittle Rock, Arkansas

James W. Cathey, DirectorGreenville Public SchoolsGreenville, Texas

John W. Chisholm, ProfessorLouisiana State UniversityBaton Rouge, Louisiana

H. E. ChitseyTarrant County Junior CollegeFort Worth, Texas

Leon Coker, DirectorPines Vocational Technical SchoolPine Bluff, Arkansas

Mrs. Stathakos S. CondosTexas Federation of Women's ClubsDallas, Texas

Jim CoxThe Dallas Times-HeraldDallas, Texas

John M. Crawford, Jr.Texas Nursing Home AssociationAustin, Texa s

C. L. Cross, DirectorCentral Area Trade SchoolNatchitoches, Louisiana

William G. CummensU. S. Office of EducationDept. of Health, Education, & WelfareDallas, Texas

56

63

Robert DarrArkansas CAMPS SecretariatLittle Rock, Arkansas

Wallace E. DavisCorpus Christi Public SchoolsCorpus Christi, Texas

B. J. Dean, DirectorGrayson County CollegeDenison, Texas

Montie De Busk, ManagerGreenville Chamber of CommerceGreenville, Texas

Lamar DeuPreeAssociation of Oilwell Servicing

ContractorsDallas, Texas

B. L. Ditto, Assistant DeanDel Mar CollegeCorpus Christi, Texas

Ben Dolan, Secretary-TreasurerInternational Union of Electrical

Workers, Dist. 10Dallas, Texas

Forrest DorseyIrving Public SchoolsIrving, Texas

Walter Douglas, ConsultantTexas Education AgencyAustin, Texas

Charles Easley, DirectorState Department of EducationLittle Rock, Arkansas

C. R. EddinsDept. of Health, Education and WelfareDallas, Texas

57

James R. D. Eddy, Dean EmeritusDivision of ExtensionUniversity of TexasAustin, Texas

David R. EnderbySan Angelo Independent School

DistrictSan Angelo, Texas

Fred ErhardBureau of Apprenticeship TrainingU. S. Department of LaborDallas, Texas

Caroll W. EubanksNicholls CollegeThibodaux, Louisiana

Q. S. FisterOilwell Supply Division, U. S. Steel

Corp.Dallas, Texas

Gordon FloryLouisiana AFL-CIOBaton Rouge, Louisiana

Clyde FordStromberg-Carlson CorporationArdmore, Oklahoma

Carrol S. Foren, State SupervisorBureau of Apprenticeship TrainingU. S. Department of LaborDallas, Texas

David J. FosterBureau of Employment SecurityDallas, Texas

James Frazier, DirectorGalveston Community CollegeGalveston, Texas

Wade FredricksonActing State Director of Vocational

EducationSanta Fe, New Mexico

Mrs. Frank GalushaEducation DepartmentTexas Federation of Women's ClubsSan Antonio, Texas

Pedro GonzalezEmployment Security CommissionAlbuquerque, New Mexico

Jake GoodellBureau of Apprenticeship TrainingU. S. Department of LaborDallas, Texas

Forest E. GriffinTyler Junior CollegeTyler, Texas

Weldon R. Griffith, ConsultantDallas I. S. D.Dallas, Texas

John R. GuempleTexas Education AgencyAustin, Texa s

Garland G. Hammerindustrial and Vocational EducationLubbock, Texas

George D. HannU. S. Office of EducationDallas, Texas

M. E. HendersonDept. of Health, Education, and

WelfareDallas, Texas

William J. HoulistonBureau of Apprenticeship TrainingU. S. Department of LaborOklahoma City, Oklahoma

James A. HowsleyEl Paso Public SchoolsEl Paso, Texas

R. H. HugginsGeneral DynamicsFort Worth, Texas

Mrs. Winnie Huskisson, ConferenceRecorder

Office of the Dean of ExtensionUniversity of TexasAustin, Texas

Denver HutsonUniversity of ArkansasFayetteville, Arkansas

James E. TeterAbilene Public SchoolsAbilene, Texas

Alice M. JohnsonPublic Health ServiceDallas, Texas

Norwood Jotho, Jr.Bureau of Apprenticeship TrainingU. S. Department of LaborNew Orleans, Louisiana

Miss jerline KennedyHome and Family Life ConsultantDallas I. S. D.Dallas, Texas

Raymond L. KerrDivision of Vocational EducationLouisiana State Department of

EducationBaton Rouge, Louisiana

Byrle KillianVocational and Technical EducationStillwater, Oklahoma

58 65

F. J. KonecnyState Department of EducationSanta Fe, New Mexico

Sam KrhovjekLing-Temco-Vought, Inc.Dallas, Texas

Mrs. L. L. LedgerTexas Congress of Parents & TeachersCopperas Cove, Texas

Robert E. Lee, ChiefCommunity Employment ProgramsLouisiana Division of Employment

SecurityBaton Rouge, Louisiana

Thelma H. LeonardLouisiana State UniversityBaton Rouge, Louisiana

Mrs. A. T. Leveridge, Jr.East Bernard, Texas

Robert M. McAbeeFort Worth Public SchoolsFort Worth, Texas

Don McCollumBoilermakers Apprenticeship CommitteeHouston, Texas

Hayden McDanielLongview Public SchoolsLongview, Texas

R. H. McKayTexas Congress of Parents & TeachersAustin, Texas

H. W. MackeyManpower Development and TrainingOffice of EducationDallas, Texas

John C. MayberryMoore Public SchoolsMoore, Oklahoma

W. H. MeischenState Association of Agriculture

TeachersAustin, Texas

C. L. MillerCorpus Christi Independent School

Dist.Corpus Christi, Texas

Leon P. MinearDivision of Vocational and Technical

EducationU. S. Office of EducationWashington, D. C.

Myra MosierState Department of EducationLittle Rock, Arkansas

Wilbur MosierArkansas School for the DeafLittle Rock, Arkansas

James OppeltMacArthur High SchoolSan Antonio, Texas

Claude OwensDallas County Junior CollegeDallas, Texas

Roy G. ParksArkansas School for the DeafLittle Rock, Arkansas

Cadar ParrIrving High SchoolIrving, Texas

M. M. PlexcoGalveston Community CollegeGalveston, Texas

59 Cc)

Lloyd PonderNatchitoches Trade SchoolNatchitoches, Louisiana

Robert L. PraterTexas Southern UniversityHouston, Texas

Pierson M. RalphGoals for DallasDallas, Texas

Alva C. Rast, Jr.Vocational and Technical CenterShreveport, Louisiana

Bob RayLing-Temco-Vought, Inc.Dallas, Texas

Allen C. RicheyIndependent Garage men's Association

of TexasAustin, Texas

Gene RobertsonSan'jacinto CollegePasadena, Texas

Paul RollinManpower AdministrationDalla s, Texas

John A. Rolloff. University of ArkansasFayetteville, Arkansas

M. J. RuleyTulsa Public Schools ,

Tulsa, Oklahoma

Ernest Rush.'Little Rock Public SchoolsLittle Rock, Arkansas

60

Joe B. RushingTarrant County Junior CollegeFort Worth, Texas

Mrs. Jerry RutleageTexas Employment CommissionAbilene, Texas

David SampsonLTV AerosystemsGreenville, Texas

W. T. SampsonBureau of Apprenticeship TrainingAlbuquerque, New Mexico

J. W. SandersIron Workers Apprenticeship ProgramsHouston, Texas

William F. SandsU. S. Office of EducationDallas, Texas

Elmer L. SchickU. S. Office of Education, Region VIIDallas, Texas

James H. SheltonU. S. Department of LaborDallas, Texas

Harry W. SearsAmerican Technical SocietyChicago, Illinois

Bill ShipleyBureau of Indian AffairsMuskogee, Oklahoma

Mrs. Carey H. Snyder .

Port Worth Board of EducationFort Worth, Texas

67

B. J. StampsN. R. Crozier Technical High SchoolDallas Independent School DistrictDallas, Texas

Hardy E. Steven 3Amarillo CollegeAmarillo, Texas

Bragg StocktonDallas Independent School Dist.Dallas, Texas

Jack StoneSouthern Oklahoma Area Vocational-

Technical CenterArdmore, Oklahoma

Carl StuartPublic SchoolsConway, Arkansas

George F. SullardsState D- partment of EducationLittle hock, Arkansas

Harold G. TateTexas AFL-CIOAustin, Texas

Darrel F. TiltonUniversity of TexasAustin, Texas

W. H. TownsendTexas Employment CommissionAustin, Texas

Green B. TrimbleFt. Worth Independent School DistrictFort Worth, Texas

B. A. TurnerTexas Southern UniversityHouston, Texas

Dean Van TreaseEl Centro CollegeDallas, Texas

Richard W. WhinfieldUniversity of WisconsinMadison, Wisconsin

J. W. Williams, Jr.Texas Electronics AssociationFort Worth, Texas

Nat WilliamsLubbock Public SchoolsLubbock, Texas

Steve WilliamsIndustrial Union Dept. AFL-CIODallas, Texas

Miss Billie ValliamsonTexas Technological CollegeLubbock, Texas

E. H. WilsonManpower Advisory Committee of

New MexicoAlbuquerque, New Mexico

NEW BRUNSWICK

Donald M. AndersonWestern Electric CompanyKearny, New. Jersey

Dorothy S. Anderson .

Center for Occupational EducationJersey City State College

Walter E. BillietDivision of Vocational EducationTrenton, New Jersey

61

68

William T. BlakeState RepresentativeWest Haven, Connecticut

Joseph C. BoberConnecticut State Labor CouncilHamden, Connecticut

Bertha H. BoldenHealth Occupations EducationWashington, D.C.

Joseph D. ByrerVocational Teacher SeminarGlassboro State College

Donald M. CarlsonGeneral Dynamics/Electro DynamicAveuel, New Jersey

Roger G. CarterGlassboro State College

Joseph N. CassellsSccpe ProjectDouglas-Woodlawn Gatehouse

Kenneth R. ClagDepartment of Industrial EducationGlassboro State College

Neal R. ClemensNew Jersey State Employment Service

Irvan ChellyVocational EducationWilmington, Delaware

3urr D. CoeMiddlesex County Vocational SchoolsNew Brunswick, New Jersey

Darrell ColeResearch AssistantRutgers 1. iversity

62

John M. CummingsArea Vocational SchoolsTrenton, New Jersey

William H. CurlottPrivate Business SchoolsAosecow, New Jersey

W. GirtixState Department of Public InstructionDover, Delaware

Charles C. DrawbaughRutgers University

Clifford W. EastonRutgers University

Morris S. FabianRutgers University

Dominic N. FornaroBa lto- Covnci 1 AF L-CIOBaltimore, Maryland

Frank FranciscoPrinceton High SchoolPrinceton, New Jersey

Joseph. J. FreeemanBureau of Employment ProgramsNJSESTrenton, New Jersey

Maxwell FrielichGraduate AssistantRutgers University

Nicholas F, FrigiolaState Department of EducationTrenton, New Jersey

Patricia GoldmanU. S. Chamber of CommerceWashington, D. C.

69

Stanley Gro 3 s manIndustrial Arts & Vocational EducationSpringfield, New Jersey

James C. HarnmonsBurlington County CollegePcmbeaton, New Jersey

Edward K. HankinTemple University

Florence I. D. HealState Department of EducationTrenton, New Jersey

H. E. HebblePublic Service Electric & Gas CompanyNewark, New Jersey

William G. HenryOcean County Vocational SchoolToms River, New Jersey

Addison S. HobbsT & I EducationWashington, D. C.

Michael HolowkaDelaware State Chamber of CommerceWilmington, Delaware

Elaine HouseEssex County CollegeNewark, New Jersey

Lloyd R. HumphreysDelaware Technical & Community

CollegeDover, Delaware

Frank F. JohnsonFort Monmouth, New Jersey

Robert G. Kalumann, Jr.Center for Occupational EducationJersey City State College

63

Jacob J. Kaufman' Institute for Research on Human

ResourcesPennsylvania State University

William B. KeeneBrandywine Springs SchoolWilmington, Delaware

Arthur H. KevorkianNew Britain Public SchoolsNew Britain, Connecticut

Robert A. KopfFreehold Regional High SchoolFreehold, New Jersey

Everett C. LattimerState Education DepartmentAlbany, New York

Gordon LawRutgers University

Robert W. LeonardAssistant SuperintendentFreehold, New Jersey

Andrew M. Lewis, Jr.Maryland State AFL-CIOBaltimore, Maryland

Emil J. LisakAdult Occupational EducationTrenton, New Jersey

Rutherford E. Lockett°Trenton State CollegeTrenton, New Jersey

Nicholas R. LoupeJoint Carpentry Apprenticeship

CommitteeUpper Marlboro, Maryland

Frederick L. LynchOverbrook Senior High SchoolLindenwold, New Jersey

William C. McNeiceSussex County Vocational-TechnicalSparta, New Jersey

Joseph G. McNeillAssociate ProfessorNorth Planfield, New Jersey

Jack MarsDepartment of BusinessTrenton, New Jersey

Frank MillerCamden County Voc-Tech SchoolsPennsauken, New Jersey

Collette MoserRutgers University

John B. MoulletteRutgers University

R. J. MuehligWestinghouse Electric CorporationEdisen, New Jersey

John NealonRutgers University

Robert H. OliverGraduate StudentRutgers University

Doyle E. Owens, Jr.Occupational CoordinatorPitman, New Jersey

J. Norman i'drrisLower Camden County Regional High

SchoolLindenwold, New Jersey

Fred PorgesMiddlesex County Voc & Tech High

SchoolNew Brunswick, New Jersey

Fred A. Ramey, Jr.Manchester Community CollegeManchester, Connecticut

Thomas B. Reed, Jr.New Jersey Department of AgricultureTrenton, New Jersey

Sin-on ReichegParamus High SchoolParamus, New Jersey

Floyd N. ReisterMonfelder State CollegeUpper Montclair, New Jersey

Charles RosenN. J. M. A.Newark, New Jersey

Mrs. Leonard RosenbergChesapeake Life Insurance CompanyBaltimore, Maryland

Albert RossettiMontclair State CollegeMontclair, New Jersey

George A. RummellKent Voc-Tech High SchoolWoodside, Delaware

Francis SatsieyResearch AssistantRutgers University

Beverly M. SavidgeRutgers University

Richard B. ScheetzSchool-Industry CooperationTrenton, New Jersey

6471

James E, SegaarState Department of EducationTrenton, New Jersey

Arthur ShackTrenton State CollegeTrenton, New Jersey

Victor L. SherrerTrenton State CollegeTrenton, New Jersey

Martin SiegelUnion County Regional High SchoolSpringfield, New Jersey

Melvin SlawikState RepresentativeNew Castle, Delaware

William G. SmithRegion VINVATA Vice PresidentEast Brunswick, New Jersey

Gerald G. SomersUniversity of Wisconsin

Barbara SpilmanVocational Administrator of

PennsylvaniaBethlehem, Pennsylvania

Arthur R. SpitzerCBS NetworkUnion, New Jersey

Cy SommerRe search AssistantRutgers University

John W. StahlU. S. Office of EducationNew York, New York

Benjamin SteinbergEducational Testing ServicePrinceton, New Jersey

Harry StephanNew Castle County Technical SchoolsWilmington, Delaware

Michael SugarmanRutgers University

John P. SuggsCherry Hill High School WestCherry Hill, New Jersey

Douglas J. TilleySussex Vocational-TechnicalGeorgetown, Delaware

Robert ToftCape May County Voc-Tech InstituteCapemay, New Jersey

Mary E. TronsueBusiness & Distributive EducationAnnapolis, Maryland

David H. TyrrellMiddlesex County CollegeEdison, New jersey

Neil R. UllmanCounty College of MorrisDover, New Jersey

Adtian Van ZwedenWayne Board of EducationWayne, New Jersey

Benjamin VerdileCamden County Voc-Tech SchoolsCamden, New Jersey

0. Emerson WallerDelmarva Power and Light CompanyWilmington, Delaware

Murry S. WeinerRutgers University

Garland D. WiggsRider CollegeTrenton, New :ersey

Aaron WilsonCheyrey State CollegeCheyrey, Pennsylvania

John C. WilsonDepartment of Public InstructionDover, Delaware

Gary WoernerCounty College of Morris

Frank J. WolffBoard of Cooperative Educational

SekvicesJericho, New York

Jenta WyattGraduate AssistantRutgers University

John WyllieComprehensive High SchoolsDivision of Vocational EducationTrenton, New Jersey

William D. YoungAtlantic Community CollegeMays Landing, New Jersey

Julian ZelenkoGraduate StudentRutgers University

SAN FRANCISCO

Ralph MatthewsDepartment of EducationJuneau, Alaska.

John T. CondonArizona State Junior College BoardPhoenix, Arizona

Eugene DorrState Department of Vocational

EducationPhoenix, Arizona

David GraefGood Samaritan HospitalPhoenix, Arizona

W. J. SoltauArizona State Employment ServicePhoenix, Arizona

Sister Mary BernardineGood Shepherd School for GirlsPhoenix, Arizona

Sister EuphrasieGood Shepherd School for GirlsIhoenix, Arizona

W. J. Eden

Harmon K. HowardJoint Committee on Vocational Educa-

tionOakland, California

Priscilla SimmsWalker-Scott CompanySan Diego, California

M. L. CrawfordSan Diego State CollegeSan Diego, California

Joseph H. StephensonUCLASa, Diego, California

Robert F. De BordStockton Unified School DistrictStockton, California

66'13

James P. HermanBureau of Industrial EducationSacramento

Roy M. BellState CapitolSacramento

Roland M. 3oldt, CoordinatorProgram Development, Vocational

EducationSacramento

Donald E. Wilson, ChiefBureau of Agricultural EducationSacramento

Dr. Kenneth G. Dens leyCalifornia State Department of

EducationSacramento

Dr. William JohnstonAssistant Superintendent, Adult

EducationLos Angeles

Dr. Thomas ZuckCompton Union High School DistrictCompton, Calif.

Mr. Marion WoodsState Department of EmploymentSacra mento

David HurfordThe Sears-Roebuck FoundationLos Angeles

Otto F. WeberSan Francisco Electrical Industry

Apprenticeship & Training TrustSan Francisco

Dr. James O. PluschLong Beach Unified SchoolsLong Beach

J. Lyman GoldsmithLos Angeles School DistrictsLos Angeles

James DierkeSan Francisco Unified SchoolsSan Francisco

Lee W. RalstonLos Angeles AMIDSLos Angeles

Dr. Orville E. ThompsonUniversity of CaliforniaDavis

Lance RogersVocational Education (UC)San Francisco

Harold KinserVocational Education (UC)Albany, Calif.

C. John Van ZomerenVocational Education (UC)San Pablo, Calif.

Jams MusickUniversity of CaliforniaLos Angeles

Dr. Robert J. ThompsonFoothill CollegeLas Altos Hills, calif.

Harold Rossman42 Counties Carpenter Joint Apprentice-

ship & Training CommitteeSanta Rosa, California

Richard E. HardenInternational Association of MachinistsLong Beach, Calif.

67

A. F. CasaeSan Mateo County Restaurant and

Hotel Owners AssociationSan Mateo, Calif.

Albin J. GruhnCalifornia Labor Federation AFL-CIOSan Francisco

J. J. TordoffUnited AirlinesSan Francisco

Leland BaldwinCalifornia Community CollegesState Department of EducationSacramento

J. Wilson BilyeuContra Costa County SchoolsConccrd

C, Kent BennionVocational and Adult EducationU, S. Office of EducationSan Francisco

Joseph C. BellengerSan Jose Unified School DistrictSan Jose, Calif.

John W. DetlorSouthern Pacific CompanySan Francisco

Mr. William LongmanHeald Colleges, Inc.San Francisco

Dr. Howard BaumgartenArthur D. Little, Inc.San Francisco

Rulon Van WagenenState Department of EducationSacramentO

68

Mrs. Dorothy SchnellState Department of EducationOakland, Calif.

Dr. Sidney McGawSan Jose Junior CollegeSan Jose, Calif.

Dr. George W. EbeyManagement & Economics Research,

Inc.Palo Alto, Calif.

Ernest NeashamManagement & Economics Research,

Inc,Palo Alto

Marc W. JohnsonCalifornia State Dept. of. EmploymentSan Francisco

Karl W. KolbEducation DepartmentCalifornia State Chamber of CommerceSacramento

Dr. Lloyd E. MessersmithCalifornia Junior College AssociationSacra mento

N. V. DeggendorferSan Francisco Unified School DistrictSan Francisco

A. L. Waltz, SupervisorSan Francisco Unified School DistrictSan Francisco

Patrick LloydU. S. Office of EducationDivision of Vocational and Adult

EducationSan Francisco

Russ Journigan Grant ThayerU. S. Office of Education Sears-Roebuck FoundationDivision of Vocational and Adult Los Angeles

EducationSan Francisco Paul Holmes

State Department of FinanceBruce C. Ogden SacramentoResearch Analyst for the Assembly

Minority Jerry StunkelSacramento U. C. Student

Alex Vraciu R. H. FernnGreater San Francisco Chamber of U. C. Student

CommerceSan Francisco J. Chester Swanson

University of CaliforniaWesley P. Smith BerkeleyState Director of Vocational EducationSacramento Theodore F. Ruhig

Commission on Manpower & FullDr. John McClure EmploymentUniversity of California Honolulu, HawaiiBerkeley

David E. ThompsonGeorge Outland Commission on Manpower & FullSan Mateo School District EmploymentSan Mateo, Calif. Honolulu, Hawaii

Dr. Norvel L. SmithMerritt CollegeOakland, Calif.

James J. M. MisajonHawaii Commission on Manpower &

Full EmploymentHonolulu, Hawaii

Phyllis A. WarrenUniversity of California Emiko I. Kudo (Mrs.)Berkeley Department of Education

Honolulu, HawaiiDavid TaxisIns Angeles County SchoolsLos Angeles

Irwin TanakaDepartment of EducationHonolulu, Hawaii

Jack MichieLaney College Sam ShigetomiOakland Honolulu Community College

Honolulu, HawaiiEd RobertsCompton Union High SchoolCompton, Calif.

69

Harold C. EichelbergerBoard of Regents, University of HawaiiHonolulu, Hawaii

1'4I. 6

Dr. Thomas 0. BellUniversity of IdahoMoscow, Idaho

Dr. Kenneth LoudermilkUniversity of IdahoMoscow, Idaho

William R. SwensotiAssistant Director of Vocational

EducationBoise, Idaho

James Eard leyWe shoe County School DistrictReno, Nevada

Gerald R. ShelbyDepartment of EducationCarson City, Nevada

Norman D. GlaserAssemblymanHalleck, Nevada

Burnell LarsonSuperintendent of Public InstructionCarson City, Nevada

Carlton E. NaugleIndustrial Relations ManagerEG&G, Inc.Las Vegas

Harvey G. ThielArea Administrator, T & I EducationCarson City, Nevada

E. A. (Jack) BobayState Supervisor, T & I Edti cationCarson City, Nevada

Margriet ClevengerState Supervisor, Health Service Oc-

cupationsCarson City, Nevada

70

William E. SchultzEmployment Service AdmiristratorCarson City

Jahn R. GambleDeputy SuperintendentCarson City

Ernest M. JohnsonU. S. Gypsum CompanyEmpire, Nevada

Dr. Edwin DodsonUniversity of NevadaReno

Nelson W. OldmanSupervisor, TrainingTIMETHenderson, Nevada

William H. KelseyNevada Vocational-Technical Educa-

tion Advisory CouncilNevada

Vernon HowardState Department of EducationCarson City, Nevada

John MatsonState Department of EducationCarson City, Nevada

Edward CordiscoState Department of EducationCarson City, Nevada

Richard LundquistState Department of EducationCarson City, Nevada

Max Blackham, ChairmanVocational-Technical Education

Advisory CouncilKennecott Copper CorporationMcGill, Nevada

1

John BuntenState Department of EducationCarson City, Nevada

Dr. Melvin W. BarnesSuperintendent of SchoolsPortland, Oregon

Glenn E. RandallOregon AFL -CIOSalem, Oregon

Robert J. CaleyOregon State Council of CarpentersPortland, Oregon

Mrs. Mary T. PeaseState Vocational Education AdvisoryEugene, Oregon

Albion RingoOregon Board of EducationSalem, Oregon

James O'GaraPortland Public SchoolsPortland, Oregon

Marvin RasmussenBenson TechOregon

K. Otto LoganDepartment of EducationOlympia, Wash.

Dr. Edwin L. RumpfU. S. Office of EducationWashington, D. C.

Dr. J. Kenneth LittleUniversity of WisconsinMadison, Wisconsin

Dr. Garth MangumManpower Policy StudiesGeorge Washington UniversityWashington, D. C.

Council

Mrs. Fred A. RadkeCoordinating Council for Occupational

EducationPort Angeles, Wash.

Douglas E. SayanThe Boeing CompanySeattle, Wash.

William G. CasterlineThe Sears-Roebuck FoundationSeattle, Wash.

MADISON, WISCONSIN

Henry C. AhrnsbrakUniversity of WisconsinMadison, Wisconsin

Jack BanerdtKenosha Technical InstituteKenosha, Wisconsin

Melvin L. BarlowUCLALos Angeles, California

James BensenStout State UniversityMenomonie, Wisconsin

B. Det..1 BowlesUniversity of WisconsinMadison, Wisconsin

Larry BoyceHighland Community CollegeFreeport, Illinois

Lowell BurkettAmerican Vocational AssociationWashington, D. C.

Samuel M. BurtUpjohn Institute for Employment

ResearchWashington, D. C.

A. H. CothranADVOTECH #18Civic CenterNew Richmond, WI sconsin

Aleene CrossUniversity of GeorgiaAthens, Georgia

Harry N. DrierWisconsin Department of Public

InstructionMadison, Wisconsin

James R. D. EddyUniversity of TexasAustin, Texas

Rupert N. EvansUniversity of IllinoisUrbana, Illinois

Marvin FeldmanFord FoundationNew York, New York

jack FerverCenter for Extension Programs in Edu-

cationMadison, Wisconsin

jwome A. FieberMiddleton, Wisconsin

William R. FischerMadison, Wisconsin

7Z

Jeffrey GibbsGraduate StudentUniversity of WisconsinMadison, Wisconsin

David G. GoodmanWisconsin State UniversityWhitewater, Wisconsin

Ann GouldDepartment of CommerceWashington, D. C.

Rolland GrafKenosha Technical InstituteKenosha, Wisconsin

Francis A. GregoryU. S. Department of LaborWashington, D. C.

Clarence L. GreiberWisconsin State Board of Vocational,

Technical and Adult EducationMadison, Wisconsin

Bobbie R. GroganFrankfort, Kentucky

jamas T. Harris, Jr.New York, New York

John K. HarrisSystem Development CorporationFalls Church, Virginia

Ray F. HeinzenAssemblymanMarshfield, Wisconsin

Sidney C. High, Jr.Office of EducationWashington, D. C.

William HorvathUniversity of WiscohsinWhitefish Bay, Wisconsin

I.,

Russell j. TioslerUniversity of WisconsinMadison, Wisconsin

Lawrence B. HoytNorth Central Technical InstituteWausau, Wisconsin

R. H. HugginsGeneral DynamicsFort Worth, Texas

Malcolm G. HuntState Services BuildingDenver, Colorado

Lawrence F. HunWisconsin Power and Light CompanyMadison, Wisconsin

Gilbert J. JautzBoys' Technical High SchoolMilwaukee, Wisconsin

Clauston JenkinsCCHEMadison, Wisconsin

Maria Socorro LacotArea of Vocational and Technical

EducationHato Rey, Puerto Rico

Milton E. LarsonColorado State UniversityFort Collins, Colorado

Eugene LehrmannWisconsin Board of Vocational, Techni-

cal, and Adult EducationMadison, Wisconsin

Warren LeonardADVOTECH #18New Richmond, Wisconsin

73

Sar LevitanCenter for Manpower Policies StudyWashington, D. C.

Marcus L. LoftisWashington, D. C.

Garth MangumCenter for Manpower Policies StudyWashington, D.C.

W. D. MartinUniversity of IllinoisChampaign, Illinois

Spiro MehailUniversity of WisconsinMilwaukee, Wisconsin

Charles MeyersMassachusetts Institute of TechnologyCambridge, Mass.

William J. MichaelsStout State UniversityMenomonie, Wisconsin

Jack MichieLaney CollegeOakland, California

Richard U. MillerUniversity of WisconsinMadison, Wisconsin

Norman P. MitbyMadison Area Technical CollegeMadison, Wisconsin

Elizabeth A. MontsUniversity of WisconsinMadison, Wisconsin

Daryl E. NicholsUnited States Office of EducationChicago, Illinois

Paul M. NortonMadison, Wisconsin

A. N. O'NeillWisconsin Telephone CompanyMilwaukee, Wisconsin

Lela O'TooleOklahoma State UniversityStillwater, Oklahoma

Charles PatrickSan Diego Junior CollegeSan Diego, California

Albert J. PautlerRutgers UniversityBrunswick, New Jersey

Leroy J. PetersonUniversity of WisconsinMadison, Wisconsin

John R. PlenkeWisconsin Board of Vocational,

Technical, and Adult EducationMadison, Wisconsin

John M. PowderlyPittsburgh, Pennsylvania

Otto PlaganAFL-CIOWashington, D. C.

Samuel ProctorUniversity of WisconsinMadison, Wisconsin

Robert A. RistauWisconsin Department of Public Instruc-

tionMadison, Wisconsin

Myron RoomkinGraduateStudentUniversity of WisconsinMadison, Wisconsin

74

Leonard H. RosenbergChesapeake Life Insurance CompanyBaltimore, Maryland

Harland SamsonUniversity of WisconsinMadison, Wisconsin

Glenn SchwendimanFreeport, Illinois

Robert S. SeckendorfState Education DepartmentAlbany, New York

Laure SharpeBureau of Social Science ResearchWashington, I). C.

Jack W. SmytheWisconsin Board of Vocational,

Technical, and Adult EducationMadison, Wisconsin

Gerald G. SomersUniversity of WisconsinMadison, Wisconsin

Jacob SternUniversity of IllinoisUrbana, Illinois

C. Vannoy StewartSam Houston State CollegeHuntsville, Texas

Keith StoehrKenosha Technical InstituteKenosha, Wisconsin

Merle E. StrongUniversity of WisconsinMadison, Wisconsin

Chester SwansonUniversity of CaliforniaBerkeley

81

John B. TeepleNational Planning AssociationWashington, D. C.

Stephen S. UdvariUniversity of WisconsinMadison, Wisconsin

Bruce WalleyMenomonie, Wisconsin

F. J. WalshWisconsin State Employment ServiceMadison, Wisconsin

Kurt F. WendtUniversity of WisconsinMadison, Wisconsin

Richard W. WhinfieldUniversity of WisconsinMadison, Wisconsin

Charles 0. WhiteheadMemphis, Tennessee

John R. WrageIndustrial Management Consultants,

Inc.Madison, Wisconsin

Edwin YoungUniversity of WisconsinMadison, Wisconsin

75

82

APPENDIX B

CONFERENCE REFERENCE MATERIAL

A Nationwide Study of the Administration of Vocational-Technical Educationat the State Level. A research study of vocational technical educationat the School of Education, University of California, Berkeley, 1968.

Education and Training, Learning for 'lobs. The 1968 Report of the Secretaryof Health, Education, and Welfare to the Congress on the ManpowerDevelopment and Training Act, 0E-87020-68.

The Bridge Between Man and His Work Report of the Advisory Council onVocational Education, 1968.

The Bridge Between Man and His Work. Summary compiled by the AmericanVocational Association, 1968.

The State Plan for Vocational Education, An agreement between each state andFederal government for the use of Federal funds for vocational education.

WhaJ Makes Education Vocational? Brochure compiled by the American Vt. ca-tional Association.

1500-73

76 83

document resume - ericdocument resume ed 0u7 098 vt 012 322 title man-education-work conferences....

Documents