BD 131 201

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.DOCUMENT RESUME

95. CE 007, 736

TITLE- Bumanjesource Development: Technical Education'sChallenge. Proceedings of the Annual-National Clinicon Technical'Education (12th, spokaue, Washington,March 26728, 1975). . -

INSTITUTION Washington State Community Coll. District 17,Spokane. -

&SPONS-4AGENCY American Technical Education Association,'Inc.,Delmar, N..Y.; American VocatiOnal Association,Washington, D.C.; Office of Edncation 1DHEW)Washington, D,C.

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PUB DATE 75._NOTE 62p.

EDRS PRICE MF-$0.83 HC-$3.50 PluS Postage.DESCRIPTORS Career Education; Conterence Reports; Development;

, *Educational Planning; *Educational Responsibility;Futures (of Socijety); Health Education; *HumanResources; *Manpower peVelopment; Maflpower,Needs;SPeeches;.State of :the Art Reviews; *TechnicalEducation; Technolog; Workshops

IDENTIEIERS .Washington

ABSTRACTSpeeches and discussions are transcribed in this

report, which also inclddes a listing'of the Americat.Technical,Education Association (ATEA) committeesmembers, exhibitors; officers,.and directory of speakets. Speeches covered "Human Resource -

.DeveloPment" by Gene Rutledge;.The Impact of Technical Eancaticlu on'Economic -DevelopmentJtke Mississippi Story" by Len F.'Epps;"Economics of Allied Health Education" by Ralph C.,.Kuhli; "ManpowerImplida-tions of Environmental ProtectiOn" by William F. Hagan;"Manpower Needs f'br EnVironmental ProtectionWater" by Ed Foss;"MangOwer_Needs for Nuclear Energy" by B. Saterlee;.and "Technical'Eduon_72.=-SA:ate of the Art" by 'Arthur A. Binnie. Discussion areasc:overed.educatipnal facilities planning, metricConversidn and ,

tehnical eilucation, CETA--implications for.technicaI education,training minorities in technical education, industry baSed careereducatiOn, devel6ping manpower for nucjear technOl&gy, facultydev-ment in technical education, growth areas inmedical services,th %T. to identify-human resources,.technical,eduCatlon-in tb,e

of;Washington, -and marketing.technicaI ecIncati,on;.(TA)

0 ********************************************************************J ,

Documents acquired by E.RIC indlude,many infotmal unpublished "*

! materials not availaifle from.other ources. ERIC,makes every effort *':.1e to obtai.n. the best.copy available. Nevertheless', items,of maTginal -*

.* reprod.ucibility are often encountered and,this affects the quality.* of the'micrOfiche and hardcopy rep"toductions ERIC makesavailable */

* via the ERIC Document Reprodugtion Service (EDRS). EDRS is not ** responsible.for the qua,l.ity of the orrginal-dOcumentwReproductions ** suppiled by EDRS are,the best that can be made from the original.

N'z

-Res ouvce Develor,leri'+: Cliatkoje_

RROCLEDINGSO'F .THE

TWELFTH ANNUAL

NATIONAL CLINIC ON TECHNICAL EDUCATION

Sponsored by

American Technical Educatio Association

and

\ .

U. Office of'Education

and

.American Vocational Associ*ioh-TechpicalDivision /

hos,;(1 by

7Washi'ngton State- Commubity College District 17

and.

Washington State Coordinating Council for- Occupafional Education

DAVENPORT,HOTEL

"SPOI.ANE, WASHINGTON

A,

March .26-28, 1975.

U S DEPARTMENT OF REAL TH.EDUCATION& WELFARENATIONAL INSTITUTE OF

EDUCATIONC

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGqNIZATION ORIGIN-ACING IT POINTS OF'VTE44LOR OPIN'IONSS-TATED DO NOT NECESSARILY RERRE-

. SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

ATEA NATIONAL PLANNING'COMMITTEE

WALTER BROOKING, HONORARY CHAIRMANU.S. Office of EducatibnWashington, D.C.

GEORGE MEHALLIS,.CHAIRMANMiami-Dade Community CollegeMiami, Florida

MARY ELLIS, ATEA PRESIDENTTechnical'Education Research Crnter 'Washing ton D .0 . .

ODIN STUTRUD, .ATEA EXECUTIVE DIRECTORNorth Dakot-.. Sta-te School of Science

'Wahpeton, North Dakota

RICHARD B. HALVORSON , CHAIRMANLocal Planning CommitteeWashington State Community College District.17Spokane, Washington

ALVIN B . DANIF.LSON, CO-CHAIRMANWashington Stte Community'College District 17Spokane, Washington

F. LEIGH HALES, CO-CHAIRMANWashington State Community College District 17Spokane, Washington

HARRY BIGELOWArgonne National LaboratoryArgonne,' IllinoisARTHUB BINNIECoorditiating Council for Octcupational -Education01yr:1/Dia, Washington ,

V"

JIM BLUECoordinating' Council for Occupational Educationolympia. 'ashington

COL . RICH/kRD CULBiRTStON.Community Qollege of the Air ForceRandolph AFB, Texas

LEON HARDISONState TechniCal Institute at MemphisMemphis, Tennessee

SAM KERR-Department oLHealth, Educfttion and .1"elfarej RegionSeattle. Washington

SARAH PATTERSONWashington State Commv.nity College Dthtrict 17Spokane, Washingion

.

ROLAND L. ROYCentral Washington Sta-te,CollegeEllensburg, Washington-

-TAKE SALLEYColumbia Technical Education.CenterWest Columbia , South CarolinaGEORGE M . SHAWUtah State Un,i'versityLogan, Utah

JACK TOMPKINSTeXas State TeChnical InstrituteWaco, Texas

CHARLES O. WHITEHEADState Technical Institute at MemphisMemphis, Tennessee

LOCAL PLANNING COMMITTEE

RICHARD Bt. HALVORSON, CHAIRMAN. Director, Governmental Affairs.

Washington State Community.College District 17Spolane, Washington

ALtIN B. DANIELSON, CO-CHAIRMANAdminisfratikre Assistant for instructionWashington State,Community Collee Dfsfrict 17Spokane; Washington

F. LEIGH HALES, CO-CHAIRMANSpecial Programs Supervisor,Washington Stte Coinunity College District 17Spokane, Wa.hington

. 7

1

CLINIC OPERATIONS

SARAH PATTL-RSONOffice of Goverpmenta). ffairWashington State Community College D :strict 17Spokane, Washington'

DONNA CLARK_. Office of Special Progrprris

Washington State Cornrriurillty College District 17Spokane,Washington

MEDIA RELATIONS

5

JANE A. \.7.OHNSON, COORDINATOROffice of Public InformationWashington State Community College District 17Spokane, Washington

COMMUNICATIONS

JOHN'M. THOMPSON, DIRECTORLearning ResourcesSpokane Falls CommunitySpokane, Washington,

JERRY P . CUMMINGAudio-Visual DepartlentSpokane-Community CollegeSpokane, Washington.

,

A. B. DICK COMPANYSpokane, Washington

ALLCRAFT TOOL AND SUPPLY CO.. IN.4t,Fullerton, California

AMF.RICAN SE.RVICJI COMPANYMarysville, Washington '

AMENCAN TECHNICAL' SOCIETY -Chicago, Illinois ,

.4,

- BRUNING DIVISION OF PyM Cp,RPORATIONSeattl, Washington

CON7EMPORARY'INT5qCTION

CUMMINGS PUBLISHING COMPANY, INC,Menlo Park, Cafifornia

. ,

'ThMAP PUBLISHERSAlbSiffrT New. York

5

ç.

GUI;IT PROGRAM

BrTTY ;F. HAMMOVI5. cnORDINA'FoRWomen's Acti,:ities.and PrOM'TITTISSpokane Fihls Comniunity ColleQeSpokane, Washington

SHIRLEY A. MICHAELS-EN, COORDINATORWomen's ProgramsSpokane Comrhunity CollegeSpokane, Washington

PROMOTION

SANDR A "PAXSON', SPECIAL PROJFCTS DIRECTORCiffic,:of Governmental .Affa.irs .

Washington tate .6:ornroun:ty College District 17Spokane;-Washington

GRAPHIC DESIGN

BEVERLY A . cALICOAT, GRAPHIC ILLUSTRATOROffice of Public InformationWashington"State Community College-list`rict 17Spokane, Washington,

CINDY SEIPPOffice of Special,Pl'ograms

,Washington State Community College District 17Spokane. Washington

4.'

DISIlAY DESIGN

CHARLF.5 R. ROiO'RUCKArt.DepartmentSpokane Falls' Con, aunitySpokane-, Washington

EXHIBITORS

THE. ELECTRIFIC.ATIONNev, York; New York!. \

JON B. JOLLY , INC.Seattle, Washingt,in

LIQUID AIR', INC. \Spokane, Washington

College

COUNCII,

,

McGRAW-HILL BOOK COMpANYNew York, New York

'PRENTICE-HALL, INC.Englewood Cliffs, Nev,,..kr'Sy '

SCHOOL FUTURESLake 0,,sirego., Of-egda

SCOTT-ENGINZERING SCIENCE,Pompano Weach,.Florida

SUN ELECTRIC

TEKTRONICSSeattle, Washington

XF.ROX cop, ORATIPN-Spokane, Wainton

.1

3t5.

I

,

OFFICERS

ODIN C. STUTRUD'Executive DirectorNo-th Dakota State Sohool of ScienceWahpeton, Dakota

WILLIAM PENNI:CERExecutive Director EmeritusDelmar , Ni-y; York _

MARY ELLISPresidentWashington, D.C.

T FON B. HARDISMVice-President

' Memphis, Tennessee (

HARRY-President ElectArgonne, Illinois

J. L. TOMPKINSPast PresidentWaco, Texas

1974-75 TRUSTEES

r_Jack Lt Tckft-,pkinsVice Presid_entTexas State Technical InstituteWaco, Texas

Maic..y Ellis, Director .

Washington OfficeTechniCal 'Education Research Centel:Washington, D.c.

,Harry Bi?felowExe,cutive .AssistantArgonne National Laboratot'yArgonne,

Fiscd Brinkman.resident

Los Angeles Tra&-Tech Collegerots Angeles, Califorr'cia

Clyde Hail, Chairman' iDivision of Technical Studies

avannah State, CollegeSavannah, Georgia

Anna A .Center for Vocational & TechAical

EducationOs.

Ohio S4te UnLyersityColumlAs, Ohio,

., Wilson M. Serenson8ent

UtaA Technical,Provo., Utah

Z . .

Leon HardisonDiv. -Head, Retateil StudiesState Tech,nical Ins-tituteMem his, Tennessee

,.

College

l7

;

,

)

`.!elaallis'? DirectorTechnical-Vocational Studies'Miami-D,ide Community CollegeMiami, Flordia

Ruth E. ! "-licliaasC:onsultant

Pontia, Michigan

Georre ParkinsonDirector EmeritusMilwaukee Ai:6a Technical CollegeMilwaukee, nsconsin

Donald Phillips, Assoc. ProfessorTechnical Teacher EducationOklahoma State Uni...ersityStillwater, Oklahoma

Hubert D: Rei'd, DeanOccupational EducationMacomb Community CollegeWarren, Michigan

Rojartd Roy, Teacher-EdutatorVocational-TechnicalCentral ','ashington State CollegeEllenslaurt;, Washington

Anita SmithHealth Occupations'Div. ChairmanWeStern Wisconsin Technical,

Institute'LaCrosse Wisconsin

Jimmie Styles, Vice ChancellorResearch and DevelopnientTarrantCountyJuntor College

DistrictFort Worth, Texast

Fred Thornton, Jr.Supervisor, Mechanical TrainingTennessee Eastman CompanyKingsport, Tennesee.

Richard N.'CulbertsonChief, Liaison, DivisionCrmunity College of the Air

- 'Force ,

Ran'ciolph AFB, Texas

Barbara WaiterChairman, Horne)Fc. DivisionWetern Wisconsin Technital

InstituteLaCrosse, Wiscon,sin

"Arnold Metz, DeanVpcationarTechnical Education

Cla0,County CommunityColl eget

Port Huren, Michigan-

Roger'Associate Professor'}sTilliam Rainey Harper College.P1Tatine, Illinois '

t

(

Arnold Potthast, ,ChiefTrade and IndustryWisconsin Board of Voc. Tech.

Aduh Ea.Madir,on, WisConsin

REGIONAL REFRESENTATIVcS

Atlantic'Regicn

James S. Smith, SpecialistVocational-Technical Division,Marylarid State Department of

.5ducationBaltimore, Maryland

Central Region

Arnold E. Metz, DeanEducatin

St. Clair County- Community'College

i-Rort Huron, Michig'an

New England Region

Joseph Salvatore, -ChairmanPepartment of Engineering Tech-

noiogyRhode Island Jvinior CollegeWarwick, Rhode Island

North estern Region

Dr. Roland L. Roy, Ins,kruc:toryocational;Jechnical EducationCentral Washington StOe CollegeEllensburg,

P.

P.a.c.ific Region

David 0. Taxi-s, AdministratorCareer 'EducationLos Angeles.County Supt. of

Schools Officeney, California

plains Region

Bill E. Walker, Depl. Head-Dra.fting and resignWestern Tova'TechSioux City, Iowa

Southeastern Region

Dr. Ed KurthiNuburn UniversityAuburn, 'Alabama

Southwestern Region

R. Billings 11

Geileral kfanager of InstructionTexas,State Technical InstituteWaco, Texas

7)

1

1

Canadian Region

J. W. Oswald, Tethnical DirectorWestland Secondary SchoolNiagara South Board of EducationNiagara Falls'. Ontario Canada

Bertram F. AddySt. Stephen, EGG 3A0Canada ,

,.

DIRECTORY OP SPEAKERS

John L. Baird, CoordinatorEnergy PolicyU.S. Office of EducalionWashington, D.C.(Speech not available for ptiblica-tion)Arthur A. Biflinie, DirectorCoordinating Council for Occupational EducationOlympia, '.'.'ashingtpn

James L. Blue, DirectorVocatic,1nal

- Vocaticinal-Curriculum Management CenterOlympia, 1,"ashig'tcfr,

(Speech not available for publication),Bob Briley, Public Affairs Director

;"- KHO Television/ Spokane, -','ashington

Dr . P.obert Brown, C'iairmanXuclear Technology PrograMsTexa; State Technical'Institute,..'Waco, Texas

Powland Bond (Eetired)`Edticational ReporterSpokane Daily ChronicleSpokane, I'.7a1.1-riiiigton

Cal Dupree, Pr/gram Assistant- Native American F.ducatIon nd Comrriunity Affairs

State Board for Community College Educationnlyrnpth, IVashington

Ben F. EppsCoordinator of Industeial Train,ingState Department of Educ.ation.-

( Jackson, Mississippi , 6

Ed Foss, ChairmanMarine DivisioneCape F'ear Technical 'instituteWilmington, North Carolina

....

r.: BeVerly Funk, Instructor .

BusineSs and Office EducationI Spokane Community College

Spokane,..Washington ..

.(Speech noip.vailable f.or publica'tion).....Z: John Gldilii"

StateTq'Chnical Institute0Merrin isk.1 Memphi.4.4 Zennessee

,Dr.. ,enneth Gu-clgel, M.n.,,Directcsr.

. Fam..il.y Medicine SpokaneSp kan'e, Washington,WhIdam F. HaganNational Program DerS,elopment OfficerOffice of Education and Manpower planning

'U.S. F;nv ir man ent'al Rrotection AgencyWashington, D.C.

Vern Hammer', Departrhent ChAirmanSanitary Engirieering%University. of ,Wash ing tonSeattle', Washington

-

Wendell P. rr el l , Associate DeanOccupational Education5eatzIe C'entral Community CollegeSeattle, wasington

Dr. .,,,Alberta Hill, ProfessorDeprement of EducationWashington State University,Pullman, I'.Tashington

Barry Hill, ChairManBusiness DepartinentSpokane Community CollegeSpokane, Washington

Dr. Jarnes L. HOerner, Assistant ProfessorVirginia Polytechnic Institute and State Unive,rsityBlacksburg, Virginia

Dan Hull, Project OfficerTechnical Education Research CentersTexas State Technical InstituteWaco, Texas

B,ernard KrockoverArmed Forces Vocational Testing GroupPandolph'Air Force BaseUniversal- Ciy, Texas .

Ralph C. Kuhli, DirectorDepartment of.Allied Medical.Profissions and ServicesAmerican Medical AssociationChicago, Illinois

Viola Levitt, Dire'CtorHealth OccupationsPrince George's CommutM CollegeLargo, Maryland

Dean McCorkle, CETA Representative.S . Department of Labor

Region XSeattle, Washington

Johii 4N.("IcGoughWallCer, McGolIgh, Foltz and LyerlaSpoltrev Washington

7,

Coordilinazror:Electronics Technology

Harper'College,.PNatine, Illinois .

. -

Ouiia Norris, Chairmt.nDetpartrrent of BiomediCal.Engineering Teghtaology

.M9nroe Comrcurty Cop egeRochester, i\l')N York ,

..t-

James Pie4--c}; .

Associate Dean of InstructionI..o.ne Community Colleg4PP,itigene, Oregon' v.

Gordon J.--RoAers -. '.----..' c

Engin,cering Adrnin strative Mya,er' VestinAhoiese Han orcj t '

R,ichland, W shington

q

2.

Poland RoyCentral Washington State CollegeEllensburg, Washington

Dr. GenePutledge,-,Fxecutive Diroctnr.Offic.e of Nuclear Energy DevelopmentIdaho Falls, Idaho

Fateriee, Managt-r1\iuclear Energy Relation:4 DepartmentGenera: FlectriC. CompanySan .I.ose, California

I','alter Schaar, General \lanarlerKSP'S Teletvision

4 Spokane, W-ashington

Etiward S. SinlerNIanphwer Coordinator officertilepaytrient of Pealth. 7(-11atien and WelareRegi.Tho.NSeattle, Wash in5ton

Bruce '7alkenWalker, \IcOough,Foltz and 1.yrrlaSpokane, Washington

Dr. VirginiaJuanita Pigh SchoolKirkland, Washington

F-ank Wirgr -

Coordinating Council for Occupational r ducat ionOlympia , Washington

Neil Uhlman, DirectorTethnical Education ClearinghouseCounCil on PIigher FAucationOlympia, Washington

7.

04:

Ladies and Gentlemen::

I am very pleased lo havebeen invited'to address'the annualmeeting of the American TechnicalEducation National Clinic. Mybackground is in energy research,development and production, especially the nuclear discipline,and:in recent years the-Aeother.-mai, solar and hydrogen fields.Therefore, I am especially pleased'to be. with you since I shall notbe doing w'hat is .a common s:inarriong many speakers: narn0y,-talking}o themselves.

3

There has never been a tir.leNvhen it has more importantfor the energy community, cer-tainly the reucl;ear commUnity, toestablish a corhmunication withll people, not just those of their

own household.

First off,.I would like tO goback a_couple of hundred yearsago. At that time tie Ihdiansprobibly sat in council inthilsvicinity, Even Lewis and Clarkhad not-completed their'famousjoi.p-ney ot.ith of here until.a fewyears later in1,804-0-6.

It might be interesting tonote that it is quite possible thata whit6 man was in tl-Is ar;ea'acoupte of'hundred years ago, be-cause if you read your historybooks you will find that.LewisuncovereV, the fact that a whiteman did live with a tribe of I,nd-ians east of ileTe in 1806. Lewisdidn't get toimeeethis white manbecausehe and the Indians man- \.aged to get into a little fracus and .

Lewis felt that it waA wise to put

Dr. Gene Rutledge

Human Resource Development

as many miles between his partyand theIndians as possi)ole asquickly as,possible. Lewis and'his party hightailed it OUt ofthere covering 100 milesin oneday on horseback. :he-next day-carnpwide-there;were acute casesof saddl6 góres.

Now let us move to a time pelz-iod only 100 years ago. You willfind tBat in Spokane, January of1875, H.T. Cov&ley opened the

, first_ school in thiF, area in hisborne and,had six pupils.' Thiswas the start'of the fOrrnal clevd--opm.ent of -human resources inthis town.

Today we' find that the devel-opmMi of litiman 'resources ismore important than ever Inthe energy,field,..especially, thenuclear fie ld. this developmentis extremelymportant becauseOf the complex nature of today'sproblems.

The cost ,of retro-fitting anuclear plant afterit goes criticalis higlily expensive, calling for

e a greaterclegree of engineering.iexcellence than ever b-efore. We.-must do the'ab right`the firsttime, -Only with the proper train-ing of otir human resources can

twe hope to meei this.necessarygo9..

NOw then, I would like, topoint out that our speakers"to- -morrow are goin to go into`de-tail with respec to:manpower t.

needs in the e gy.fiqld. Thesetalks tqrnorro e shall find ex-trerfre,14 inter sting: FrOiri your.program you will qtite that JohnL. Baird will speak,on "lVInpower

Needs for the National EnergyProblem." ''The Manpower Needsfor Nuclear Energy" will be givenby B.W. Saterlee and StephenByrnes-will speak on "ManpowerNeeds for Fossil Energy." I

think that these speakers will notonly be very interesting buttheir material is very timely be-cause of the energy situation inthe nation. This timing is of ex-treme importance'to every personin this room.

The President has statedrecently that he has a goal of anadditional 200 nuclear pov.,erplants by 1985 and an additional150 coal piants by 1985.

Now, if one knows themanpower requirements for one1000 mega,liatt nuclear powerplant; "it is rather easy to multiplyt`his nurnbei- .by about 200"to rough-ly estimate the manpower requiredfor all of these plants. Yop willfin,d theiconstruction and oper.atingof a power.plant requires a certainnumber of people, but for a truermanpower need you must consider .

the entire kuclearto enrichrne t to waste management,and in the c cy'cic--mining totransportation to pAliition control.

,

So here again, I urge you topay careful attdiltion to the pro-gram tomorrow because there is A

going to be an enormous need fortechnicaltpining in our futureenergy prcigram-

Now then, would like tospend a little bit of time nn con-cern that it faciag us in this na-tion--a possible nuclear morator-.

ium, and this is...the-reason I addthe

Generally_ speaking, thosewho are the most vociferous intheir stand against Uranium andcoal for electrical production andadvocate viti-,;,- tl-e next decade.simple solutions y-ind solar -geothermal arethose who havecontril3uted the least in research,development and production ofenergY.

I am promoting the "simple"solutions ;:vith vigor, but thereis no way thes.,q simple solutionscan capture 1"?-, of the nation'sElectrical Energy Productonby 1985, probably niot even ny1995.

As it stands.today, there areonly three options foriuture el-ectrical energy production inthe next 20 years: (1)'bucn coal(2) burn uranium and (3) dowithout a hell-of-a-heap. Nowif a moratorium prevents us fromgetting the 200 nuclear powerplants desired by the Presidentby 1985 that means that about200,000 rnegawatti of our energy.requirements must be taken upbyoption (1) or (3). Since thereare many problems associatedwith the coarenerg effort--mining, transportation, etc., wemay be hard pressed to meetthe Prosidcnt's goal of 150 coal-fired po;.ver plants let alone Jx-pect coal to,talie up the slack andfurnish anadditional 200,000mega-.vatts.of pcwer.

At any rate, what really willhappen is that more emphasiswill be placed upon option Number3-_-.-namely, "do without'a hell-of-a-heap." Unfortunately, I donot have quantatite answers togive you exactly Wb.at that means.I do know that.during the coalstrike." gland that several

.things occur d'that may relateto oui- situa n.

*rifjl,t industry had to gothrd day work weak.*Do estic consumers wer.6

aske heat only one room (incold February):

*Imported' candle sales soar-ed.

Geriainly the fecleral govern-,merit or someone credible mustpoint out to us.at an early dateexactly who is going to do with-:out eneygrand how much Wewill do'without if the President'

goal= are nnt met. challehges of tomorrow.

The rush of events has thrustthe energy crisis to the c.nterstagethe nation's attention isfocused thereadding a sense ofurgenc.: . Solving these problemsr.tay be the sing:t2 greatest chal-lenge of our timeand the inven-ti,:eness of man.

Development of human re-sources in all technical fleldsmug. focus on two important as-pect. in our changing society--education must not only teach itsPeople to perform the work andprovide theservices -euirec.1 tomaintain and further dev'elnp thesociety, but also prepar\e-itspeople to cope with the rapidchanges that new technologycauses in their personal lives.

The spectrum of skills isbroadening, and varying, andeducators must make new trustsstimulating new thinking and newideas.

There is a growing need to''keep up." Education is.oftenollsolete before the ink is dry onthe diploma. There must be ways

'of retaining and updating s1011S.

We've come a long way, but ,human resources are still largelyuntapped, there is no limit toman's ability and capacity tobroaden the horizons and to as-sign new values.

Remember the iesourceful-ness of a Sergeant Pryor of the'Lewis and Glark party. Clark-ordered Pryor along v.;ith threeother men to take the relay cfhorses to rendezvous at the mouthof the Yellowstone River. AlTwell and good--except the planloused up the firsi night out, w enthe Indians swiped all the horses.So- there.,PryOr wast--.unhorsedthe middle of nowhdre., Pryorshowed a great deal of resource-fulnashe shot a buf(alo Rnd made '-himself a couple, of buliboats.Mastering 'the craft enroute-hefloated the river 'to where Clarkwas waiting, to report that bull-boats were )aetter for the riverthan dugouts.

TOday we aren2t concerned'with bullboats and dugouts but wedo need to develop the same re-sourcefulness as our early citi-zens showed a co4le orhundredyears ago so that we meet theneeaS of today, and the unknown

1 0

Good Morning.

It is a distinct pleasure to talkto such a fine grOup of people whoshare the same interests and whodedicate such a major portion of

( their lives to serving others.

My talk this morning, "TheImpact of Technical Educatipn onEconomic Development -- TheMississippi Story," covers two;really three, ideas or conceptsthat are m6st important to me.These are Mississippi and anythingthat 1161ps our statq, technical ed--.7ucation and last, btit certainly notleast, the economic developmentof Mississippi. Mississippi doeshave a story to tell, thankfully,a happy and positive story. Itpleases ine to say to you'-thattechnical education has played amajor role io the story, continues

'to play an important role and willplay even a larger role in the .

1future.1

Vm sure that you will under- `sfand when I use the followingterms snynonymoUsly technicaleducation, vocational education,vo.catiopal technical education orjust plain vo-tech. Is it fair to say?All voCational education is nottechnical but all technic-al educationis vocational. -- Econo.mictdev,el-opment, vo-tech education -- theMississippi Story.

Missisippi is large in heartbut small in population with only2.2 million people'. From 1940until the.1.960' we experienced.apopulStion decrease, a negativegrowth rate in porAilation. Thebirth rate.was declining and ourdisplaced farm.workers were

Ben F. Epps

The Imrjact Of Technical EducationOn Economic DevelopmentThe Mississippi Story

leaving the state and looking foremploymerri in the north and west.We were in trouble, we didn'thave ihe jobs we needed to keepour people home. .Our populationin the 1970 census sho.:..edgrowth rate of almost 2 percent.We hope that we have stemmedthe tide of out migration and willnow have a".r asonable.populationgrowth. I'm sure that you can4ee that economic"development is

matter of suryival with us and 'we take it seriously. Our successin attracting new industry hasglowed down this drain of our topyoung talent and also our formerfield hands--both otwhich we needin our state. Our, now growingpopulation is 63 p'ercent white and37 percent black. Missi_ssippiansare returning home where theirliart has aiways,been.

in land area, Mississippi is-neither large nor a small state. Wehave over 47,000 square miles ofcostAl land, delta, plains, prairiesand a variety of hills and a bunchof pine trees. If is a good daysdrive from one corner to another.The delta is some of .th..e richestfarm land in the natioh and we haveabundant crops of cotton and soybean. and quite a supply of beefcattle and.I hope the price goes Upsoon.

We are basically a rural state,but not as much a's we were in1940 when we were 80 percentrural. We are now 55 percent ruralwhich is not a bad place to be whenyou take a look at the magnitude ofthe nation's urban problem.

I hopelhat I have given you abit Of a mental picture of this deep

6

south state without burdening youtoo heavily with statistics. We areaverage in size, small in population,rich in land and also heritage,rural in nature, and poor in percapita incomethe lowest percapita income in the nation.. Wehave made strides , big strides,but we 'still have a long way to go.

nat about the development ofvocational education? 'How-has itdevelopeci---whrit part has, it play-ed in the economic development of-the state?

Mississippi has been an agri-cultural state and has had foryears organizations to work with

-the farthing community. In_fact,farming has become so efficientthat*it put a lot of people out ofwork . This put a burden on theindustrial sector where no particu-lar help or expertise was available.In the early 1960',s; we began toreally think seriously about in-dustry needs and how the publicsector could lend assistance.

Vo-tech education was one ofthe agencies challenged to I-Fing anew look to Mississippi's economy.A group of vo-tech educators wasassigned the task/of developing a"plan 'for the expansion of ,tradeand industrial and-technical educa-tio for the State of Mississippi".

Here are some excerpts fromthis plan particularly fnom thefirst page,,which set out priorities.The,priorities set still hold today.I quote froin the plan: "We, inthe south, ar engaged in an lin-dustilial development program suchas no section has ever seen before

Industrial development has almostbecome a by word all over the south.In the fact of whatriflght be calledautomation on the farm. requiring.less people to produce more,- anda mass migration frnm farm to city

t (one-third of the tog-I populationof the sti,te hes moved from farm tocity in the last ten years), l'iliss:-

ssippi must industrialize if she isto maintain a stable econory.(Remember now that I am ouctingfrom a plan written in the early60's, some 15 years ago)-----theparadox is that wirh industrysearching for trained people.Mississippi has an overabundanceof labor unskilled labor. Labol-that me :ern industry has little, 1:

any, This brings usto one conclusionmust expand her vocational andtechnical education program immed-iately to meet the skill,needsthese-indusSries. If we do not, wew-ill be wastin,g'or, to say the least,failing to develop the most import-ant natural-resog-rce that thisstate, or any other state, hasher manobwer. The conservationof these vital resources demandimmediate expansion of all phasesof trade and industrial and teehnical Fducation. Operating underthe.present appropriation, it isabsohrtely impossible to providean adequate program td meet theneeds-of-the st.ae . The followinginformatiOn is offered in substan-.tiation of the specific needs forexpansion of these programs."ETC., ETC. (end of quote)

gie

. Also included in this plan -

elope,th in the early l960's uncic-rthe Type C (Adult Preparation)section was the germ of what isnOw known .is Mississippi's"Start-Up" Training Program.Again quoting from the plan, "h-is dIfficult to estimate exact re-turns, but it is quite evident thatthe person trained ,would.yeturn tothe state, in the form of taxes, .many times thercost of his trainingprobably even during his first''year of-employment.------ In thecase of new or expanding' industry,the adult education specialist wouldwork with the development'groupand provide infor.mation as to theoperati.on of the program and'assistin determining training needs.Upon-determination of trainingneeds. a 1ad time schedule wouldbe set-up and preparations:fortraining begun.n.:------he proposed_cost for this industrial prepar_a_toryprogram (Start-Up Training) was,$90,000.'

...ks you can see, th7need for

industrial development of Mississ-ippi was cri-.ical- and vocationalleadership in the state was aware ofthe important role that vo-tech mustplay in this economic developmenteffort. I an) pleased to tell you that

vocational technical eclucationr-,,i.tinues to provide start-up andindustr-ial training in ississipoi, _of course, on a much larger scale.And perhaps it should be notedthat it continues as a part of ourregular adult programs. It iscompletely supervised by co-techpeople and is nOt a part of anycieveloPment agency cc ;speciallycreated bureaucracy. '

We do, hoi.yever, work liandin glove w, th the State IndustrialDe..-elonment Acenc-:, area develon-ment groups, Chambers of Comm-erce, utilities, banki=,. railroadsand any individual troup thatis working to :i_irthri i-ne economicdevelopment oi I:might add here that we don't waitto be contacted by these groupsasking for our help. We activelyeven aggressive-ly sell these groupsand t.lxisting as well as prospectiveindustry. We do knock on doorsto promote our product, evensomething as beneficial to all as

.training requires much effort andsell .

lnoustrlal or start-up traeiningin Mississippi is conducted throughthe junior collegi; voc-ational centern,and the secondary.vocational com-plexes. The.state voi-tech divisioncoordinate,' those.activities aridfunds these programs. Mississippihas its post secondaily vo-techcenters, on tlae junior college cam-pus and vo-tecb is an integral par.tof the campus. This concept has'ielped us effectively Upgrade thei--iresitge of vocational education,'s a matter of fact, vocational edu-

sation is so popular in Mississippi--Loday that the-academic side of the..junior-collcg'e-carnpus is reflectingin some of otir glory. In any event,we do-have a happy'miArriage ofvo-tech and academic in the junior.,colleges.

The facilities of our juniorcolleges are the primary si:,. a forconducting start-up training forcither new or expandirtg industries.These accommodations are providedat no charge to the company forwhich we are training .

The equipment at our centersis also available for this s'perial-ized training, also at no charge.Now, we don't have a warehouse

-full of surplui equipment just

1 2.

waiting :or some industry to arriveto use glad we don'tbut

will and frequently do shiftequipment be:v.-en the schools tomeet a particular company's needfor training. Most compa.nies havespecialized equipment and wc moist:reciueritly tise the corrpanyment for training their prospective .employes. -

Perhaps I sholild make thispoint, we are not restricted 'totraining at our junibr college orhigh school fatilitics, we will anddo train anywhereat the plantsite. in mobile units, in city Pro-vided rented facilities or w1-1.;-re%-c,-,lississippi has 26 post secctida,-area centers and 54 secondaryarea centers, which pretty wellblanket.the state, so we are notoften required to go searching foran off -school site.

.4 quick asidewe've learned'that we get much better traineesOr prospective employes for thecompany in providing this train-ing through the junior colleges.Junior colleges have a lot ofprestige and are well thought of 'by Mississippians, conseque.ntly,the association of the new company."with the junior college,atti-a.cts asbetter than normal prospesOveemploye.

We will:provide the instructOrsfor- on indttriol trainlug pc-"bg"ram,but in most instances, the in- .

structors are the supervisorycadre for -the n,r,w plant arid inthese cases we either 15ay the in-structor direct or reimburse th-ecompany for the instructors timespent in trainihg. Xe do providea brief "effective' instruction" pro-

,zrarn for' these supervisOrs who-will do the teaching.- If the super-visors are new to Mississippi. wealso provide through our peoplesome tips on Motivational techni-ques, getting along in the new .

community and,on most occasNnsa 16 hour superVisory trainingcourse.

;One of the m9St pcipular items

in our industrial training ackageIs the "tailor made" trai nggram'. In Mississippi ResearchCurriculum Uhit Prepires ourtrainihg materials for the new-orexpanding ,corripanl. .They workunder-oui- direct supervision 'nd::ave done an outstanding job forus. They vis-it the company's pre--sent fadilitiest wherever thety mav

$ -be located, meet with company'engineers, siipervisors and man-agement,and wzlite,the prOgrarn.

The pr6g,l-am iswritten.strictly tomeeLthe co'mpany's performanceobjectives-'-'-if the company requiresweldin,on one metal in one posi-t-ion, that's train for.

We usually prepare an instr:uctors manual and a participantsmanua The 'manual is detaand to the poirit without any rhe-tonic; it 'is fi,lled witli how to pic-tures and il.lustrative dia",rains.These marivals are frequentlycompanfed with videotape whichsupplemXt the manual'. RCU 'personneyo the ta,ping in thecompany's ex,isting' plant with ouroWn equipment. They'also edit,-script and narrate to provide aprofssional job. This is a typicalmanual prepared fior one of our- .

industries: _The company hascomple,te approval authority"eVarthe Contents of the Manuali butwe write it, tape it, illustrate itand print it at no..Tharge to the .

new Or eNpanding company. Thequality of what our people are do-ing has made this one of the dis-

L_ finctive oarts of pur full circletrainifilg pzckage.

.The vo-tech 'start up programwill OlsO patic:ipate.in the costofsupplies -c2nsumed in the training,.Now; we don't make-a carte blanche.promise to Provide all supplies re-quired. We 0:an with the assis-tance of the.company and our prei-gram writers the .requirements andthen make the decision on our:participation. 'This is determinedby the length of the program, theviumbeir'of .traines, the s1ill levelsrequired anel.last, but not least,ihe- teN.al cost-, We freqUentlY% willbear tke total cost but not on all :ocCaaiorls.- The companies that w-ehave woi'ked-with, find our approachreaspnable and finaricially sound,,you icrjow tli'e companies are inter-'ested in how well we conl,rol costsas they al:6 taxpayers also. We do

make .a reasonable and definitecommitment and in time to allowthe company all the time they 'needto plan.

We are quite proud of what,vocational technical education hasaccomplished in Mississippi, )ooth

. through its regular.programs andits special industrial training ef-forts. J'have;talked particularly

,,_,..,.,..tes.l.a31,alacatt.s.tzLiLtLy_p_taining but 1'

our regular programs are the bacabone of our effo-rts and although itis more difficult to measure, theseregdiar programs are our maincontrihution to the'economic dev-elopment of our state.

Let mo summarize just a littlebit more about our slart'-up trainingprogram before I close with someeciting facts'about the dynamicindustrial development of the south.and particularly Mississippi,

. .

In-the past two fiscal yearsended June 30, 1(174, we pro-idedsto-t-up ntsand 93 exe d-o!" 126 NI:

)Oter Job.Some major national companies havelocated.expansion pla.nts in ourstatee recently and used our train-ing programs. These inclyde Gen--eral Motors, Allis Chalmers, Litton,Sperrys Milwaukee Electiric Tool,Conozo, Weyerlpuse,r.aniong others,These plants will be the first totell you' that Mississippians areproductive, trainable and still havea fine work ethic. 7,hey are alsowilling to be tra .d on their owntime, without any. .aining allowance-with the prospect o upgrading ,

their skills to, get a better job. We .

have had no trouble getting our .

people to take pre-employmenttraining. We pay no training al-lowances under this.program.

One of the major problems we,in Mississippi, face today and Itavefaeed for some years is our image.Some national cOmpanies have theimpression that-MissiSsippi has a'vast available labor supply thatis top-heavy with unskilled, un-trained and impoverished workers: ,This impression l;as soriie validity,' r

how'ever, there are compensatingfzictors that must be com-eyed. --

The availability of sophisticatedarid comprehensive.vocationaltraining schoois has enabled 6m-plOyers to.upgradewith productionworkers as -requir.pd.to Meet theirneeds. On the Other hand, employ-ers have found it convenient toadapt-their requil'ements,and pro-cedures to meet the capabilities ofthe available labor supply.

InclustrialiSts spent more monein new and expanded industriesin the state.in the past-tilree'yeaf:S-than in the-combined total of thepreyious 27 years. Twenty-eighthundred new mid expanding in-dustries invested approximat6ly2.5 billion dollars. in the state from1944 to fO1 . In ace past threeyears alone, 550 new and eXpandedi6dustries inves_ted 2.6 billion -

dollars.

MissicSsippi, historically an

agricultui.aPstate, has emerged,inthe 1970's as'a.n econoThicallY ag-gressive Part of the new...south.Today mantifacturing' is the nUmberone employer iivibe,state and itsmajor source of inconid.

We feel that vocational educa-tion has'played'a 'role in. this excit-ing growth in Mississippi. , Thanksfor the opportunity of sharing a .bit of The Mississippi Story 'you.,

Ralph C.. Kuhl"

EcohornicsOf Allied Helth Education

qAsallied health education has

expanded from posital-based ed-uCatioPal progra'meto includeeducational programs based in.proprietary schools, technical in-stitu'tes; Colleges, anduniversit-ies,, eaCh kind of ins1itUtion hasseen this development with mixedfeelings of interest and concerfi. 'The economics of this ctevelopmentare of critical importance, involv-ing interest in how to-get. a grantto fur-ICI an educational, rogr am ,and concern for the highocosts t..)fallied health educatioo,. with con-cornitant pressures for what someadministrators see,;Ss'dispropor-tionate shares of, thebudget, fac-

and available.space.

Perhaps it would.be helpful tohave etonomists review this whole,subject and give us a.,professional

%analysisof the economics of alliedhealth education and of the allied'health ottupations. To that end:I propose to in, to stimulate inter-est in the involvement:of econo-mists by commenting on five as-pects of thesc- subjects:

1. Economy of allied health tech.-nicians aS specialists.

2. Management for teamwork inmedical care.

3. Funding education for team-work,

--varite ,of-allied 'health .....education. °

5. Costs of continuing technicalethvcation.

Perhaps I should begin bydiffrr.tptiating between the words

medical ,anck.health. The woi-clsmedical and health are synony-mous and should not be used

interchangeably. Much more thanmedical care is needed to assurethe "state of complete physical,mental an'd social well-being andnot merely the absence of disease.or infirmity" which is so oftenquoted from the first sentence ofthe World Health Organizationconstitution as a definiticin ofhearth. (1) Medicali care is a partof health cai-e; allied Medical med-kal perscipnel are part of the tot-al alliedhealth 'personnel , Phy/-sicians, other independent prac-tioners, and 'allied medical pro-fessionals serve togethei as a med-ical care team which providesmedical services to patierltS. AllAllied heal* occupations can beconsidered toinclude a compre-hensive range of professions.andservices:. Those allied health occ-upations which Nfiork with or underthe direction and supervision ofphysicians .in providing services.to patients are occupations whichwe in the'Arnerican Medical Assoc-iation called "Allied Medical"...

1. Econ.omy of Allied HealthTechnidtans as Specialists,

For centuries medical carewas provided by the physician.Early in the nineteenth certluryit became obvious that the patient)

_,..--rieeded many services which did----notrequire' the...education-and -----

supervised experience it took toprepare a physician, so the pro-feSsion of nursing developed.Nptice that both the:' physician andthe nurse aye concerned with thetotal care of the patient.

1 4

Shortly after' the beginning ofthis century, new kinds of patientServices were developing.. andthis Called for new kinds of liealthpersonnel. .X-ray and laboratorytestA wer.e evolved, anc, non-phy-

2 sician specialists were trained to.take and develop the x-rays orto do much of the work involved in

'-'1aborat6ry. tests . Rehabilitation' called for occupational and phy-

sical,therapists and several other .aliied health occupations. Unlikephysicians and nurses, 'theseallied health workers are pot con-cerned with total patient care; .

Such allied health workers arespecialists their education andexperience are concehtrated injust one part of the total servicesfor patients. By the way, thitwhy allied health w-orkers cancontribute to better patient care;physicians are the first t9 saythat there are certain things whichcan be done best by qualified alliedhealth professionals. My point,of course, is that it is econorriicalto have allied health professionalswho require fewer years of tech-nical education,

Dr. C.H. William Ruhd, Sec-/ retary of the AMA Council on Med-

,/ ical.Education, explains that' allid health professions begin

typically with the care of theient and then work backward Altoeducational institutions. Dr. Ruhesaid: "Characteristically, the prts-cess develops as follows. First' 6

patient'.care and persons beginto.perform,-function which fillsthis need.. Generally, this hap-pens because a physician trainssomebody to help him with a pat-ient-care task. After a.. while-, theassistant, whether originally a

nurse, a,.n office girl, hn orderly,or a high school student workingduring summer vacation, developsa certain prOfiCiency in his task .He may be hired away by anotherphysic\ian or by a, hospital to per-form the same task in a different

\ surrounding. The originarphy-sician then tr.ains another to re-place hiM and another, and anotheras the services of such persons

, Come into demand. Eventually, hedeVelops a small school so thatseveral Such persons may berained simultaneously. . If then9ed is genuine and has been Wen-"ti'fied elsewherq,-other training

,.programs spring up.

"As the number of those pio-duced increase, the graduates ofthe programs aSsociate with eachother and form some kind of soc-iety: Gradually; they 14,ecome in-terdsted iu elevating practicestandards in their own fielcrand inimproving the training 'of whichtheir membens are produced.

"Usually, the group of physi-cians in'whose special area ofmedicine the_assthtants haye beentrained then get together with thegraduates of the programs andagree on certain kinds of stand-ards. Formal statements of mini-mal educational programs are clev-eloped and eventually, if the pro-fessional bcyies agree on the needand method, review of existingprograms is carried out to deter-mine whether illey meet the stand-ards.

"Mean'while, the technicllsociety.has grown in size,strength, and number and hasusually developed its own set of,ethical standards and tules of con-

, duet. E'ventua:lly'the group usu-ally seeks some kind of registryor eertification or licensure withthejegal and legislative channelsof the various states. In this way,a new profession has been born.

"It is only after many training,programs have been in operationfor some period of ime, and for-mal educational standardS ha'vebeen developed, that responsi-bility for these programs is'assumed by regular educationalinstitutiens. Ultimately, they maybecome completely based in Ourtraditional education institutions

erties)... But initially, the trainingprograms are.carried out underindividual auspices.in.doctors'offi4s or in hosPitals or elinics..

...

.Later the clinical traihing and thebasic higher education are linkedto form a total profession-prb:grams . "

For each practicing:physican k -

the re ard a dozen other healthworkers, and this ratio continuest9 grow as physi$,ians dslegatemore tasks lonon-physicians andthe public resuests`m0e medicalcare services paid by n-isurance.Physicians, nurset.and allied med-ical professionals work as a teamin providing the best'possibledi -:is and treatinent for the! Erhest B. Howard r M.D.,

ee Presiddnt pn leave,dical Association, .

this in the preface of,.)aperback book titled

Hor.z.uns Unlimited:

'The two fields --- medicineand careers allied to it -- are in-separable. They are equal part-ners working together in a commoncause of the highest ordez1 --.mak-ing life happier, healthier., and-n ore productive for each of us."

It is characteristic of thehealth professions that we expressour love for,all mankind by ourcare for individuals: In mai-iycases, we have a one-to-one, re-lationship: ti-;e health ProiessiOnalworking with tlle.individual pat-ient. The pa.tiept of whom I speakis you or me, multiplied by 213million other Mthericans.

Furthermore, dach of us issatisfied with only one level ofquality of medical care: the care ;?,

must be providecrcorrectly.. Forexample, when our blood is typed,it musebe typed correetly. Ifsomeone is repairing something onour car, 'the worst that can happenis4at the patt will be wrecked

,a.nd we have to pay for a new part.Now compare that to the eye inpertain extreme cases of grossmistreatment, the eye could bedestroyed, and money will not buya new 6-ye. Medical care must bequality care. -chat is why stand-

, ards of medical and allied medicaleduca-ribn must be maintained for

' the necessary quality.,

Undergraduate medical educa-tion prepares medical students

'for care of the patient as a person:the medical care of the entire in-

--dividuall-Graduate-fnedical,eduCar...tion may concentrate on a medical

ie speciality.- The continum of medi-cal care consists of undergraduatem6clical education, graduate Med-

1-5

ical education, and life-long con--tinuing medical ddudation. .

With the exceptidns.of nurses,medical assistants, and phy.sician'sassistants, °allied medical occupa-tilSri consist of sp'ecialists in justone component part of totp pat-ient care: the electroencephalo-graphic technician is concernedwith recording brain wavest thehistologic technician is concerned

4with the minute structure andfunction of tissues, -the medicallaboratory techician is concern- jed with the work of the clinicallaboratory, the medical recoi-dtechhician is educatell to concen-Irate on medical records, the oFi-erating room technician is a them-

e ber of the surgical rocim team, and( the respiratory therapx technician\Hs tyained to assist with,respira-

taf, y therapy work. I emphasizedthat all these allied medical workL

'ers are srfecialists:,their,alliedmedical ed-t-ori and work areconcentrated for years on theirspecial part of patient care. Thus,they are experts'ha..a particulararea of competency, but because'their education is concentrated'injust one part:ceruedical care wehave the economics of just a.year.or two yeara of higher education.

Organize'd medicine is involv-ed in allied medical education be-cause physicians have-a responsi-bility to be Icelpful in the edticatiOnof the non-physician members ofthe medical care team, .and becausephysicians want and need to dele-gate more patient care tasks to'qualified non-physicians. 8ut tHepHysi.cians need toknow thatthese non-Physicians have had theeducation needed tO develop thenecessary qualifications. (2)

2. Management for Teamwork inMedical Care"

f

Education and health seem tobecome increasingly 'complex and_confusine, Perhaps it would behelpful to start with the night ques-tions.

The first questiorA to ask is:"What services does the patientneed?" That question, and our-.answers to it, can helP, us all geNiour thinking straightened ouit.Other questions follow, and in logi\cal order:

,, ..need?b. What is the most effective,,efficient \vayo meet these pafientneeds?

c. Can the exis'ting health occil-pations provide these patient care

F--% services most effectity and, ,'efficiently?,d. If not, what changes are need-ed?.

Sometimes I think we lookthrough the wrong end of the'telescope; we concentrate Ouraftention.on what the physiciandoes, or how the university medi-cal center Junctions , or what weteach a student foe an allied healthoccupation. We will get a 'clealterpicture of what is'going on if wewill just look through the rightend of the telescope to s'ee thepatient whp he or sh(he or see needs, an(-She wants (and is wito-do) for his ox.,-her helth.

In allied health we have hadweird ideas of Wha aite andwhat we think we are &nig. Hereare just a few examples:

We firmly insist on two-year edu-cational programs and four-yeareducational,programs, but untilxecently 'we seemed tO think thatit i acceptable for first aid tobe provided by ambulance driversand attendants'who had an qle-mentary,l8-hour course in first-aid--if that!

lliedhealth professiong-is 2.7 one NA'fl 0

The Veterans Administration alone ,

constitutes the largest medical caresystem in the country. If---andI emphasize -- IF --. the federalgovernment has a better way tomaintain health and to practicemedieinfor people who are ill,let the,"\ceds" demonstcatt' it nowwith all.bie medical p&rsonnel andfacilities already under govern-ment control!

MedicA care is distinguishedf6"1.- its 'emphasis on what is,bestfor the patient. For decades thevoluntary health agencies ha'ire.used'rehabilitation tovivalize

rvice to people: for exampleccupationarl therapists havehotographbd helping patient:,

and the American public has re!,ponded by contributing many tensof mIlions of dollars these pastdecafles.. Certaihly medical careshould' be patieht-centered .

works in a.university oital or ,

in some other medical ----er. Welook the other way Wh le fact -comes up, that half'the Ditals in .

this country are. small ,pitals ,many of them witha h. .leired bedsor less. And that the -mployeesin these small.hospitals musttasks usually listed in several e-lated allied health occupations.And we seem fa just refuse to face

. That fact that most patients are noteven ospitalized. Wc are obT.sessed with the Chlnesk- 1.1refootdoctor and the kinericar. -re.7-notpatient!

\:e think mesh :alcivilian. We dor. t to thefact that more than = ionAmericans get t1 =sefv.ices fr.= the services.The many 'military person:nel are just as much 2. : ofAmerica, as the

mec.11: .....,cine are employed by the federal '-government, and almost twentymillion Arnericans get all=lheirmedical care from the gc-..ernment.

Emphasis on patient needsconcentrates our attention en,edu-cation for a different future:

A patient-oriented future, in .

-.c.hich more millions of peopre willwant andilLe able to pay for maremedical services -- for mainten-ance Of health and for the care ofchronic diseases as *well as formedical_emergencies. Most oftHes medic-,I service!, could, an,

, 1J provided by non-Rhy=clans by Oiled health pro-

, working under the direction and supervision of physi-,cians.

A managed futuee, in which theprinciples of good managementwill be applied to medical care.The patient will know whocfs res-ponsible for what. It is not in thebest interests of the patient foreach health profession to-determineits own role, separately, and in-

...,somne wa iys n competition with'her professions. Cooperation

zind team-- ork are required for thebest car - -if-the patient.

A chanin--g futUre, in which newand bett.-:- methods, relationships.techniqus, equipment, facilities,financing and rewards for pro-ductivity will add..up fo morepeople getting more and bettermedical care services.

Management people busi-,

value of a dolla they also know,,the value of a pejson Therefore,.management forresults-is con-cerned largely'with people, and

6

)hasis is on lic:w to Help eache ployee---at the .t.lanagement.4-vel as well.as the NI?. entryjevel-.-to be most procluctiv".'

A,lot of professionals wqrk inAme.ican industry, and they areproductive as indiyiduals and Amembers of a business organiza-tion, a telim. One importantprinciple is that decisions sh.puld'be made at the lowg`st level of full -competency, rat-TirThah only,atthe highest level. Another import-ant principle is that there is a

* . healthy respect for the competen-cies of techniyans, and for tech-nical educiation.

MaTnagement for teamm&lical care is needed. Managment people can help the health,professions to identify who is incharge, who s responsible forwhat: the econoinic value or mar-ket-place value of various lsindsof health Services and of thepeople who provide them, and 1-j,ow -

to set objectives and measure pro-gress toward those objectives. Abusiness-Eke approach to'rnedicalcare could provide better manage-ment which would enhance the pro-fessional conduct reniiired.

. Fund .ng Education for Team

E'agernes5- for feclera-rfundingof educational programs shoulc:not blind us to the .faItt-that asmuch as 90% of the costs'of allihealth education has been paidtudents and their parents, ho::itals, communities-supportingcommunity collegeS, and statessupporting state,colleges and un-iversities. Allied health educancis too important and too permanena need to be funded primarily by"soft" mrney. Fund ag for educa-tional /-) _igrams should be builtlike a pyramid, with a strong baseof continuing financial-support.If tTnis is not available; it is betternor to/start the program.

Charles G. Richardson, Dis-strict Director of the Western Wis-consin Tephnical Institute, wrotehis doctoral thesis on a compari-son of the costs of ,various kindsof vocational education. lie foundthat costre,highest for pro- /grams like printing, where theequipment is very expensive andthe instructors are highly paid.

krig ,RP, al g...0,thgt_b.A.nfound to be one of the lesS expen-sive health education progranisbecause the largSize of claSses'means that the total.costs oi the'

nursing educational programdivided by dihi large nurriber ofstudents equals a modest cost perstudent,

..-,

.T6o much allied medical edu--catiernas been tutoring, withclasses pf.one or two, four, six,or eight student, ! Obviously, weMust consolidate cla-Sses wheresome commonali r of subject mat-fer can be found, and we must re-structure allied health.occupations -so that'the realities of overlapping

,responsibilities on the job are re-.Cognized by revising the curri-

' cula of allied-health education.Economies of class size and shar-ed faculty can help institutions-lo

%cope with-the high costs of alliedhealth education. TeChnical in-stitutes, community colleges, four-year colleges, and universitiesshare and allocate scaij'e-re-sourees, including available funds-,faculty ,4and students. .

' --One aspect of funding wh:chmerits.more attention is that -_,ol:ni-cal educatiOn is -- and shcildbe tailoyed to the job. TI-is no need for over-educatio rtt,3 teach competencies not neoi used :m the job. Feedbaoneeded trom the employer, , t.Make sure that gracTuates Of tnital education programs km-enough:to start Work at theirand are not disgruntled becal...-cthey v:ere taught thingswIlici--ace nc--: needed or wanted on

uoposals for foundatio7 c-gove---.-:mental grants should u.

clud- -equ'ests for funds to f ,,,w-up c 7raduates-so that educhave -ucl-iinformation as w-efacts about.how long graduawork at tHe occupation for wthey were trained. This is a

-uni-que aspect..of technical ec'tion which requires funding,it is especially suitable for ft:.ing by sbft money.

Alli rd-health students sibe lea'itng to work togethercooperai e, to follow and to lito participate in the work of ;--nosis afi'd treatment. I think_

..a. reatidisservice,:to students tote ch independence when the fu-ture requires interdependence.Of co6.i-se this is,as true of med:cal students as it is of alliedhealth' students.

.-I

Flow'do you teach teamwori-it '.ii-i:i-t--.ea -ii--bilrit'i..g.136-1-ei-g-ao-ii-eDr. joseph Hamburg at the Urversity of.Kentucky doesn't w.,:,.

aa se a-rate building fo his s

of allied health: he has the den-tal auxiliary students learningwith the dental 5,tudents, withthe sdme,faculty and facilities.Continuing education teachesteamwork: heartandspiratorytherapy seminars welcomeall theprofessionals '--c,the people whocare going to woik tdgether, learn-together. . Teamwork is a realityin the operating -room, intensivecare facility, emergency room,and In other settings. We need to

/identify it., tua,,ch it, and strength-en it. LCIlnical,instructors teachteamwork: cooperation among pro-fessionals is very dood at the bed-side, and the practicing profess-ionals this cooperatir tothe -'

ile old town and gown dicho-tomy is the enemy. We have ty-learn respect for ourselves andfor others: I'm okay you'reOK!. The junior college, techni-cal institute, and university mustbeloart of the town; and the towntrust be part of the schools. We,

all people. should have andch healti titudes of coopera-

Al in an el. partnership.

Once agilin, the clearest wayo see this is to look at it from theoint of iew of the.patient.. A-esh perspective is available tos from the Management people

1T1 industry. They can helpto learn hoW to manage', set

jectivs, fix raesponsibility, co-uerate. And theydo not have theang-ups of indoctrinated health

-rofessionals.

There are many good reasonshy the ph:rsician should not try

do every-,:hin.g in patient care.I elegation scilitates better pat-Hnt care, That is-why moresicians are delegating more r-ponsibilities.to more qualifiedphysicians: nurses and otherallied health professionals. No,not "referral:1. I don't see thephysician as a magnet.who.draw-patients.for referraIas thoughthey sre customers. Non-physi-cians should forget about nationa.' ealth insurance as a money mac-!ne for independent practice,

ising patien7i- -eferred by physi-.:ians.-- Instead patients need careby professionals who cooperate as:1 team in shared diagnosis-and;hared treatment.

WFëthcfte iS-a:-gentaine reedcarry out a program for whicb

adequate funds from campus;ources are not available, you

17,

--) /- \miOit considef outside funding.

,For examples,:- per_hal-3-s" you have .a new idea foi- a Course that needsplanning, youneefol to trace in-formatiOn in your field of sp4cial-ization and need time and assist-ance, or_yOu haVe to attend ameeting and deliver a'paper. Off-icial guidelines for'tvricng grantpropp.sals i-ir availahle, of course,ankiic 'addiftiorra small "Guide toProposalyiriting" is available

.from the American Association 4.f.State Colleges and Uni,iersities(One Duithnt Circle,)N.,W. , 'Suite-700, Washington, Dt_i 20036).

Of course, the Federalk.1uar-anteed Student Loan Programmight be considered to be a majorresource which could be utilizedfor junding education ior tdam-wo-t . Over six million studentshav borrowed a total of about $6

billiohe:prOposed require-ments and,standards published inthe Federal Register:include a newdefinition of "stuck:hi". The newdefinition permits a student whocloeS not have a high sChool dip-loma or its equiva:ent to 'obtain a (

guaranteed student loan to attend -

an institution -c.i higher educatthn,but only if the institution doesnot admit more i a small pro-portion-cif such stacients.

_ !.

The proposed regulaonswhich were scheduled to be

. published in the Federal Registerearly in 1975 specify in Sec-tion 177.65 that "Each participat-ing institution hblding itself outas preparing students for a par:i-cular vocation or.trade sl-Tall,prior tO the time the prospectivestudrnt obligates. himself to paytuition or fees to the institution.make a detegMination,%ased or. anappr'opriate exTulination or othei-appropriate cr: r -=:, that suchperson has the ab:_ity to benefitfrom the instructicn or training tobe proVided."

4. Economic Vah.,:.. of AlliedHealth Education.

' A

-The reason that studentsClthose an educational programfor an allied health oecupation isbecause,they see, the opportunityfoi''rewarding/servite to others.Hospitals have been especiallysuccessful in i'ecruitinggood

_people, par`ly b'y payint stiPends6:nd providing scholarships. The-federal-governmerrt-has-helped-by.--.capitation grants and by fundingthe establishment of certain alliedhealth educationalilorograrr.s.

Look at the federal funding for 1. ),IEDEX programs, and for certain

programs for physician's assis-tants? Tlie largest allied healthschools in the world are conduct-

' ed by the military services, andthen"- whole student body is onsalary. Foundationshave funded

'students as well as whole pro-grams -- the Duke Universityprogram.for physician's assis-tants, for example.'

)) But in a sense4all these art-exceptions.. By far the greatmajority of allied health educa-tionaly prograins are funded bythe institutions which sponsorthem, and by the tuition paid bystudents. They vote with theirdollars and their vote is for thevalues of allied health education.

HosPitals technical institutes,'and collepbs want to sponsor ed-ucational programs which producegraduates who are prepared to,,start work at the allied health occ-

. upation. Students want and are 7;

4,willing to pay.,for the educationthey need to 'Prepare them tostart work . This is the hard mon-ey which should constitute thefinancial foundation of alliedhealth education.

-

I am not completely sold onstrid,ent derision of the "pieOes ofpalYe)r": the college certificate,degree, or diproma; the certificateOT competency providecrby a reg-istry; the license provided bygovernment. The employer has .

the problem of determining whet-her o not a job applicant has theeducation needed to prepare a per-son to,handle the responsibilitiesof the allied health occupation.That education.could and doesinclude what one learns from ex-perience as,well as what is learn-ed in formal higher education-ata technical institute or college.But ifis not easy to really examinea job applicant for a allied healthoccupation; it takes all the re-sources a registry has to examineapplicants fairly and competPhtly.Such an examination i just toomuch tPexpect of an employer whohires People for dozens of differ-ent health occupations. So I havea healthy respe\ct for allied healtheducation of the'necessary quality,a'nd of the need fOr.sirSme wardocertify graduates to\prospectiveemploy,:..rs. It is a play on words

the issue is how to docun ntthat sti::lents have learne whatthey ne d to know o start rk at

the job.1/2

The economic value of alliedhealth education should not bebeneath professional attention. In ?our free enterprige system, wehave ways of attraCting competentpeople to areas of need. For ex-`ample, how do we get someone upon a ,windy scaffold to wash win-

"Tdo-ws ola a skyscraper? Not byselling idralistic young people onthe sdLial values of clean windows.We make the job attractive, oneway.or another'.

There was a time when nurseswere expected to help sick peoplewithout getting paid what otherwomen earned in other kinds ofjobs: Those days are gone,.-fort-unately. Health professional'sshould be paid what they earn.Health needs in rural areas,ghettos, and other areas of spec-ial need should be met by makingjobs there attractive. That in-eludes systems analyses, so that

\\the work makes sense (there isttle r,:int in providing advice mn

nutri m to people who can't af-ford buy the food, for example);that includes'fire and police se-curity, so the health professiOnalsdon't get murdered and robbed

, for drug's; that includes commen-surate remuneration; and it-alsoincludes budgets which providefor allied health professionals,because P.hysicians and nurseswant ancr_need the services of thprest of the members of the,healthg

. care team.

The-economic value of alliedhealth education should be deter-mined by econdmit.ts, whc; arepaid tegive us their views of: g

a. Wages and salaries paid toallied health workergb. Wages,and sdlaries paid tocomparable workers in other in-dustries (How unfortunate it is.-When a competent allied hettlthworker must pet out to get ahead!)c. Economic value of tlle work

'done by allied health professjon-als . ,d. Costs of allied\ health educa-tional programs-as related tolhetotal number of years the alliedhealth worker works at the jobfor which he or she was trained.e. Economic feasibili.ty and valueof continuing formal higher educa-tion as a part of employment.

effective) ways of providing thosepatient care services most closelyrelated to other seAvice industries

18

(how to handle the costs of medi-cal emergencies, economics o:out-patient care, medical records,paper-work for insurance, em-ployee turn-over, etc.)

Marky professional problems.involving' asaciations of pro- 'fessionals could and shoulde resolved with the help of ecoNimistsand management experts.

5. Costs of Continuing TechnicalEducation. '

Much of*the work ofhealthprofessionals is technical:, andthis work is changing all the time.Therefore, students for theApalthprofessions must be taught howto learn, and must become incloc-

. trinated with the idea that,theymust continue their formal highereducation for the rest of their pro-

7fessional lives.

In other words, all health pro-fessiOnals should be going toschool as part of their jobs. Ithink employers hospitals, for,

sxample should employ people--to work in the hospital for four-.and-a-half days a week, and work'as an enrolled student in a techni-

=!-,

`-tal insetute, college, or univer7,sity the Other half-day each week;Life-long continuing-education isa part of the job of all health pro-fessionals

Who.is going to pay for allthis? The cfsts must be budgetedby all involved:

,BudgetS, for I-.gher educationshould inchtde Tirovisions to laro,-vide such forma_ adult educationat the professic-nal level requiredby health practitioners.-- (Hospital budgets s'hould pro.-vide for personnebneeds bated :not on a shorter work week, buta five-day week which includesa half day spent atcan institutionof higher education.

Health professionals should,Oonsider formal continuing educa-tion as part of,the personal costsof working --like the costs ofcommuting and of belonging te aprofessional organization.-- Patients should understandthat it pays to be taken chre of byhealth professionals who keep up-to-date ;-- who do not allow them-selveS to get.behind in the fastchanpng technological develop:

Taxpayers should understandthat continuing education is anessential expense, and a bargain

much better than,the shorter/work week, or care by someone\\I-to has let himstlf get behinclthektimes.

Of course, this poses manYproblems for technical ,`:,iducation;large numbers of health practi-tioners enrollingtfor half-claysonce a week, reqtriring a highlev,e1 of up-to-date instruction,'and becoming most critical stu-dents (e.g. , How does this helpme 'do a better job with my pat-ients now?). n the othei: and,thps challenge is one which should-Ke met by educators and comes ata time when the birth rate is fall-ing an.d younger students mightbe decreasing innumbers.

SIThIMARY

Obviowly all of usttne-cl theass:sthnce of 'economists to ex-pinhe the subiect of-the economicsof :Med health elducation. In thehc-::e of stimulating interesi in tbeir -olvement :° economists_ I havecc7cmented or. five aspects of this:

1. It is economical to ha alliedhealth techniElan as spc.-.-latists -

who, by the t.t.;-r, need cir.alitytechnical education in relatedfields as well as in their uivn special-..2. Management for teamwork tnmedical care is neediid, pably by cost-conscious ra..nago-ment people who can help Ps fixresponsibility in the.best inter-ests of the patier.. ;3. .Ftinding edi.::atiun for team-work is,need('d t., assure that stu-dents are taught tpterdisciplinarywork, how to cocnerate, hoAolead, and how tc follow, Thi's isnot a by-productand sucl educa-tion should be funded to assuréitis learned effectively.

. The economic value of allied) health educ-ation should .be deter-

mined 6y vconomists, who alsoConcern themselves with the ec-onomic value of the work done by,allied health people, and the Cost:-

_of their education -nd ernpl -y-.,ment.

5. The costs c:nical education .

.ed and paid bysfitutions of hip-.well as by healt:All health profe-.have life-long c-higher educatio:

Tfe economhealth education

tinuing tech-ild be hudget-

----:lc,yers and in-education as,

rofessionals.'tnals shouldlnuing formal

part of the

of allied.s.so imPortant

' *,

thdt it should be dealt with byeconomist.s and management ,people As.well as by'eciucator3and allied health -professlopals.I hope l-tat these comments-willheCp tc innalate interest in giving

ent'oP to this important

t The economics orb.11ied healtheducafion should, of course, beconsidered in the larger contextof all education for health profess-ions and,the larger universe ofthe ectsKOmics oC health One-6kthe most recent and b,:tlit "state ofthe art" collections of papers onthis has been published as theproceedings of a 1973; conferenceon health economics sponsored inTrAyo by the International Econo-mic Association.'(5),

It might also be helpful.to re-mind ourselveslthat allied health.-ccupations are not always a lesstipenSive suhstitute for physi-

:-.ans,. and thTit technical educationfor allied hea:th occupations is notnecessarily a free ride oiStainable°by Qetting gr:-.nts,frorn the fecler-

overnrneni orioundatiorts.Tliere is no sch thing as a freePinch. ReLIV(.71 Bar-Levav, M.D.,1) I Detroit, wrcte it w6ll in his,70m-entrtrY titled "It'sTree" in

.7tinuary.23th JAMA: "Not;before we became

rti of the ecological crAis, we"'ir -! to say that water and airwt free., This obViotisly is nottr ....the assumption that wecan let the government payfprs.----thinp and in so doing lightencit:r own burden is obvicinsly

The !-rovernment isnursetves.,.." 7.oncerning poli-tic:al prornies of free medical ,care, Dr. Bar-Levav wrote thisabout similar .plans in other -

countries: "In each,,and everycase, costs have soared and de-mand for service has risen sharn-ly since it appeared to be free.Moreover, the productivity ofhealth pensonnel has droppedsharply, ncreasipe the unit costof each isit." 1,, Our ca1engeis to man ge the fjture so/that itwill lie economic more effect-ive and also more efficient.

The American Technical:1:cl-ucation Association could be en-couraged -to, provide some nation-al leadership on the economccs ofallied health technic::: education,per laps y preparimg a grant15rop°osal to get the fulnds necess-ary to employ econor-tisIs to getthe expensive information-needed

1 9

to think abgni these economic4-actors. it I 'commend this to yourattention.

REITRENCES

(1)bWorld Health OrganizatiOn,Basic Documents Geneva, Swit--.zerland; Eighteenth Edition,April 1967. .l'Constitution" P.1.(2) Council on Medical EducaAion,Allied Medical Education Direct-ory. Chicago: American MedicalAssociation, 1974. $7.50 a copy;.OP392.(3) T-homas A. Harris, .M.D., Pm..OK, A Practical Guide to Trans-actional Analysis..Harper and(4) "C,uaranteed ;:ituueiii. LoanProgram", Federal Register,.Oct. 17, 1974; Vol. 39, No. 202,Part II. pp. 37154-37161, ,

(5) Mark Perlman, editoilt,_Econ-omics of Health aod Medical Care.New York: Wiley, 19-7-I4 T-5-47pages. $32,50.(6) Reuven Bar-Levav, M.D.,"It's Free-. January 13 >TAMA,the .Tournaljof the American Mecitcal Assoc..ifio-t, Vol. 231., No. 2.,pp 153-154. .'or reprints writeReuven Bar-Iet:ay, M.D., 323Fisher Building, Detroit, M-16hi-gan 48202.

4

It :a pp ear s, ce-tair that I-kis-tory will record t7hlat. aside Fromthe civil rights activities, theenvironmental moYer,nent will beconsid'ered the most :arofssundsocietal endeavor of 7wenti-eth .century. "of course,conjecture, but t'ae rt:tionale dssound.

History haS secorHed, how-elier,, that land 'the foundationfor all human erraeaver andtherefore the fouf-.dation for thisphenomenon of environrsentalprotection-T. F;orn the -.-ery mom-.ent man planted, 1-.is firs: seed,of 'taunt his first hodse. dr level-ed his first r°oad, he r,alizedthat lar-u'l was finite anE nad tobe managed. In addition, herealized .that what camp fromthe land.and what werit Oack in-to it,. Aso needed manor: --pentand protection.

.,,-,

Sadly enou hov:ever,-4.,progress prec:- Tied wi e and

pruden't managpment. The 7' ,

irEl of the 'industrial naion,, rise of great and chani-es

national ch aracter oversi-fad ay.. -so?, the inhere:7f: cautions of only

s---) much of an-Yonecresource.America, tnp pioneer" spiri-

-7:Tecame inabetus for enti-s-t-seneurial de-..elopment, whiain

turn becarns the industria .ethic and,,acr,..s of stockyardarod factories. The calf on .7

Texas range F-:ecame the coy.-nead ,

became thc. meat packed inplants si- pment

the IT at. Hurn )fof rni_ :s of rai" :Hs and mliens

-Of miles of hip gave-riseto lit:pr, part:: =e.

William F. Hagan

Manpower ImpkationsOf Environmental Protection

noxiot fumes and the substanceknowr as .smog. Municipal andindus7 -ial waste polluted our

i-ivers . streams, and lakes., In-discr:::.:nate use of agri-cl-remi-,cals ,ned cattle, itu:nedcrops -d in some cas-s killedpedp. The growth of a nAtionhas ts perils'as well asits

t, "the public outcryfor reiie from these "perils ofprosper:7 has been heard:The 1961 . arzicl 1970s will be-viewed I: s,torically.as the time'when r,riar- took out the ultimate.irisuranc policy on his survivaland the uivival of -his naturalresources . In recent yearsheCongress has passed eight majorpieces of environmental legisla-tion, all of which are designedto protect the environmentthrough- comprehensive pollutioncontrol and abatement programs.-These enactments are:. The Na-tional.Envirpnmental Policy A.c.tOf 1969, The Solid Waste Dispds-al Act of 065, The Resource -Re-covery Act of 1970, The 1972Amendments to the Federal WaterPollution Control Act, The Feder-al Iru,ecticide, Fungicide andRodenticide Act, The PublicHealth Service Act as amended,the safe Drinking Water Ari1974; and the Clean An- A-ct of1970.

'ft:ant as these piecesGf ..everkokit11,..-tir 171d lofty-goals, they

: the sicknesses 'andd 7ses of environmentalin digestion by themselves . F orjus-t a., l'a.nd is the foundation tofhumar s---leavor ,tian and his

.2 0 t,

labors are the.predicates of theland. Without men and women,good, men and women, to make`these enactments work,/ environ-mental protection and preserva-tion of our land and resources isdoomed to dismal failire.

1973 over 43 percent ofall enyironmental legal- actionsat the State and local levels werein the area .of.lvdr-ouse. Yet

\ our publiC attorneys' offices re-main .undeistaffed .in, many casesand are often outgunned by high' -priced Iechnical expertA. A re--cdnt 'survey prepared 1.4y McManisAssociates of Washington, D.C.,for the EnVironmental ProtectionAgency, attempted to 'determinethe educational and training re-quirements'of State and localattorneys, judges, and lakv en-forcement officials with respect

'to envirozmental enfoicementactivities. The surVey reportindicates a veritable bottomlesspit need for education andtraining in these areas whichare critical to the success of.theenvironmental ,programs. ITheserequirements emphasize the needto mik the science with the la'.win order to' effect a blend of.justice equitable to the science,the law and Ihe ,econorny.

This .wave of environmentallegislation produced in the .

1960s and 4971)s- places the bulk1of iMplementation respqnsibilities

"Upon th'eStateSa-taltneir-5t.11o-'7------divisions. States',i7anst embarkon comprehensive)nvironmental-quality control picograms in theareas of air, water, wastewater,,solidolaste, noise, pesticides,

and radi-atioiQ , In order to ach-ieve, both the'16ng -and short-raue objectives, these programsrequire an adequafe , skilled -workforce which canf'med the de-mands of new technoloy; hiorestringent st.andards , uniformityof treatment, and ertification ofcompliance and performance.This work force must be devel-oped in both the public .-and theprivate sectors and at all pro-

' in71 .suhprofessional

1

In general, it 1.4k when ther, sponsibility for compliancev. -th the legislation .reaciles the

7.,..41 point of implementation,, wher a man must' perform,

particulai- task of a technical---Iture, does the' skill deficiency,

:the inadequacy of numbers Of--orkers become most apparent.

Some brief examples are:. 1. Under the 'National Poll-

:tion Discharge Elimination Sys-7...rn called for in the 1972 Waterrriendmrits-, States and locali-ies ar required to become self-

:-eporqng with respect to clis-charges and effluent quality.The outgrowth, is an extreme 'shortage of aYlab facilities , b)qualified lab technicians , .c)operators qualified toc take, andanalyze samples ,.and variousother personnel problems in. the,reporting cha4n.

2 . 'Under the 1972 Amend-ments to the Federal' Insecticide,Fungicide, and Rodenticide Act,States will emb;ark on "certifica-

feir applicators ofrestr'cted-use pesticides . Theseprograms must be in Place byOctober 1.976. The implicationhere is that a Rossible -21 millionfarmers, and oyer' 100,006 com-merica`l pesticides applicators .

will have to be trained and certi-fied- urfder State-operated pro-grams. At th'e present tiMethere is not available a Sufficientnumber -of train:.:rs or instructorsto meet. this- demand. Nor hasan adequate delivery-system fortraining and certification beenset in place. r

3. What used lc be known:_.s the city cr county dump hps-ither been shut down, or con-

--erted .to a sanitary landfill.

:f course, placed a demand forincreased sk:_lls of solid wastemanagers and landfill operatorsin equipment operlation and

!!

vi

,

maintenance, landfill operation,'vector control .and the

The technological aVvrcesbeing made on behalf of' resourcerecovery also place.an addition-al load 'on Statke and local govern-ments to ensurje, an adequatewell-qualified/work f

1

1970 has hadpower impact on the profession 1

4(1 subprofessional technicalranks of the manpower universQualified s.-' entists and enginemust be pri,Linced 'to advanceState of the in air pollutiocontrol whih th7- .techniciansar,e needed -i-or day-to-day opr.--a-Pons and maintenance of airpollution cor-itrol facilities , lab7ra-'tory facilities , inspections°, andautomobile err2ission systemsmaintenance and repairs.

5. Since it is so. young,the full mdnpower implications ofthe'Elean Drinking Water Billmay' not be' felt for some time.However yOu can be 'sure thatadvanced operations and main-tenance of facilities as well.. asadvances in the technology will

.have significant impact on pre-sent wat7.:r supply wori-- force andthereby create the need for up-grade training nd professionaldevelopment .

We coula then isk. what is"the nature of EPA' commitmentto ensuring a .stea.... supply ofqualified pollution control per-gennel .at the State :-.nd local,levels?

From this vantage point, theAgency perceives that the Statesa,ncl localities.. are -faced wizli the

reblems7of manpower supplyfdr, , hnd the personnel qualifica-tions of those already f-Inployedin', environmental occupations.In other words, we are concern-ed with providing -new-entriesto these occupations as well asupgrading the skills of thosewho occupy positions within theState and local' u.nvirOnmen:alagencies.

Ner the, last fon,- years, EPAhas , in cooperation with the .States come 7:,p with some prettyhard da t:-.. rer-arding the number

0-6Ople: WTh fll be ne rd tokeep the envi7onmental workforce at oper.=ing levels andwhat type of cccupational develop-ment and training will he needed

21

to keep the environmental workforce at operating 'levels andwhat type of occupational develop-rii,ent and training will be needed.eby those in the system .

1;-. formulating this data,s were

1 1

qua: lJcarryt.these enormouslative rrandates . The answer Icome trc with claaiified "may-.be ," aybe,' for thc folloingreasons;

1 State and local agencies,especially environmental andpublic works agencies , in mbnyinstances , simply do not havethe budgetary wherewithall to .

accommodate filese'increves inresponsibility.

2. Many of our educationalinstittltions are not addressingthe envic-onmental problem froma standpoint of producing capablepeople, hut rather, providemore emphasis, on cnvironmentalappreciation which, on the open .market provides fe v. job skills.What essentially is lacking is acoordinated effort with industi.yto ensure an adequate qualityper.sontiel floW .

3, Without Federal, State,and local cooperativ e. action withexisting delivery syltems formanpower supply and skill de'v-elopinent....through vocational/teCh-nical educati6n,,, the free marketsystem will accommodate only.... heprivate, profit-oriented, secto:by taking the good people ouof pub-Tic serviées Where .thehull; of environmental protectionis .

To day, EPA has made somefairly significant contributionsto the deplo)?tnent and utilizationof an environmental woiAlc force.There is much left a be done,but I thir.k that we Should high-light our accomplishref.;.rits :n

to ,rovicie a ttack recordr-7: the rections we will taken

.7 the corning years.

EPA's statutory authority tojundertake manpower developmentard training programs variesgrTatly among the several' envir-Or7nental---disripi in es ...74t,ean-be-----,7-7said that there are explicit2......lhorizations in each piece ofervironrnental legislation, but ,

newer pieces, (with the ek-

eeption of, the 1972 Water Amend:-meets) ale rather vague and lessspecific regards to actualfrianpoet and training activiti

.legislative authovityto phomote, develop and 'Conde(training rid education programsthe Agency has attempted tocomply with not only the law butthe intent of the Congress, p1usadditional comrnitmenrs to utilizeexternally funded employm tnt,training, and educational ro-grams under such legislationas CETA and the Voc Ed Act,

In this resPect, EPA `f4'as,since 1969, '7ooperate'd with theDepartment cf Labor and the De-partment of Health , Educationand Welfare under :the auspipesof several interagency agreements

. for categorical prograin funding,to develop., and set in place anadequate mechanism for the de-livery of_manpower and supportservices to those 'employed inthe stiprofessional environmentaloccupations. Over $15 millionhas passed from 'DOL and EPAto State anci local agenies-- andinstitunonsi of higher learning toassist States in developing man-power and tining capabilitiesutilizing such programs as MDTA

; OJT. institutional training forthe disadvantaged, Work Incen-stive, Military Transition andPubli'd Service Careers , Plan B....These programs are in -additionto the EPA-funded Direct' Train-ing Short Couises', drants underthe several pieces of legislationfor both pilotand. derno'nstrationprograms and the uniYersityfellowship and, academic traininggrants programs. The, apciroxi-

mate cost of the EPA-fundedactivities for this time periodis over $20 million . 1.

Over 10, b00 pers&riS in theseveral 1,,subprofessioha1 disci-lalines h.a,-e received traini" gunder our interageficy prbg -ams.

t' Of the 10,000 over -3,000 we enew hires , many were dis,advan-taped , and over 1,200 wereveterans from the Vietnam era,.

0

Over 10,000 more receivedupgrade training under the F,W.P ,C.A. '72 Amendments and theDirect Training -Short Coursesfor Air and Water Progratns .

EPA's prc7essional academictraining and J.lowship programshave reached still another 10,000

- professional career environment-alists .

The ".Course offerings for.11 these 'programs range free

'-'atel -eatrent orient'

fungus spore aci-m pef;ticides

to membranetreatment pia-

In essence; the EPA's man-power development and trainingprogram can be charactetizedunder four separate headl-

1. Subprofessional/techni.z,,,cal skill training primarily util-izing external resotIrces, 'such as

2. General employee up-grade training provided by in-ter-ial funding sources. under theseveral pieces of legislation .

3, Direct 'training shortcourses conducted prin-,arily by

'EPA personnel at the ICERCs andtegional ,offices for State, localabd private agency' personnel.

4. Academic training grantsand fellows,hips for professionalcareer environmentalists'.

'As substantial as these ef-

forts are, they have only ad-dressed a small percentage of thetotal needs in the environmentalmanpower needS. (Aetween 1974and 1976, the totalt upgradetraining needs for both publicand private sectors combined,including all Jnvironmental cate-gories , was estimated to beslightly over 2' million stUflent-weeks .

1

For the- same time period,)he total new-entry,personnel

f-% needs for all sectors and in allcategories rea"checi, apprc.:imately550.opo,

the bad news! Theinteragency programs formerlyfunded by the Department ofLabor 'and HEW have ceased , .

They have been preempted bythe- manpower revenue sharingconcept 'as legislated 14 the (7-orn-prehensive Employment andTraining Act of 1973. EPA !assbeen told by the Department ofLabor that any funding 1 ehir-

'.onmental programs unde- CET Awould be at the discrett- 0:some 403 (437 -in-FY-76- pre- e.sponsors at the State an.: .Jocalleveis who received 1,9 Vlion-dollars in employment anelitrain-

.2 4,..

ing funds in 1975 and will: re"-Celva the ,ame,amount in 1976.The rill' al amounts of moneyavaila 'PA to do upgrade.--h !e supplementedby other- s.',.re , CETA has noprevision.. i.pgrading of Stateanti loml -aersonnel nor do wesee it heir.a substantially changedin the neay future.

The EPA academic traininggrants and felldwships programs, .

have a dubious futiare at t,est.EPA has tor the last severalyears attempted to keep theseactivities solvent but the progno-sis ig 'not good byond FY-76.

1

The Direct Training ShorfCourse programs are faced witha veIy restrictive tuition feepolicy which would prelude thepa ncipation of a good number ofState and local agencies if it X'erestrictly adhered to . These Stateand local agency personnel need,this training the m'ost and arethe least able to pay for it.

What we arf-;' approachingthen, due to the deca tegori zingand decentralization of Federalhuman resource -developmentfunds and the disengagement onthe part of EPA from full 'scale.manpower development and train-ing programs, Cs the point wherewe at EPA must devise the waysand means to effectively managethe system for delivery of those'programs in order to ensurethat they "ackdress the environ,mental occupanal growth and

.) development needs of SLate,.andlocal agencies. Over the longhaul, we feel that public employ-ment programs and special rey'ienue sharing programs may beable to meet the manpower supplyneeds i subprofessional new .

entries , and that. the vocational/technical educational syStem , in-cluding vocatiOnal agriculture,may be. able to meet the bulk ofState and local upgrade' needs.What remains in_termS of train-ing needs we hope can be cover-ed by direct EPA funding andby assisting States and localitiesdevelop the capaliility to deliver

( enizironme7nal manpower develop-ment and training pi'ograms,and insofar as possible., institu-tionalize the:a within tbeir exist-ing deliverY mechanisms.

It is, therefore,, the policy ofEPA, under fhe current limita-tions , to emphasize the utiliza-tion of human resource develop:,

truit'agencies and p )grams tomeet environmental i,anpowerneeds...to work with the States to

A-gency's highest priority,objec ive, which is full partner-..

:ship with State and-local govern-r)tients: This rre.ans "to providesufficient techrical, administrative,training, and- f-inancial assistanceto State and local governments toensure that they are able andwilling to acci-Dt major responsi-bilities in all r program areas."

To thts en:1 , EPA sponsoredthe National 7 nvironrnental Man-power Plann:ng Conference'heldin'Phoenix, rizona, in December1974. The p.:rpose,of this COnfer-ence was to al:quaint State andle Ttl agencie.: with the possibleresources available fqr epviron-mental manpower and trainint pro-grams under CF.TA and the Voca-tional Education Act.

EPA has, through its Head-quarters and P.egicinai Offices,provided tech=ical assistance toState and local.agencies regardingGETA, o that I can report to youthat as or,Jariitary 1, 1975, over$15 millien frcm Titles I and IIof CETA has been earmarked byprime sponsoys for environmentalemployment,anci training programs

) Within the next feiv weeks. wehope to consummate an interagenqyagreement bet.veen EPA and the .

U.S. Office or Ealcation which wehope will prc :de limited fundsi.rom both Agencies to demonStratethe feasibilit,y of utilizing the

Syster for upgrade andneW-entry tra .ning . Again forthe long run, .i/e view the FetleraljState vdcation .1 education systema< heing the f : nal, solution to tlenew-entyy an. tlpgrade training

_needs-genera1,3d by en.f/ironmental C.?protection Pr-Dgrams at the sub-professional vel. In this iTgard,.our emphasie- will be placed bn theareas of curriculum developmqnt,teacher/instructor training, con-tinuing and adult education, post-secondary environmental eduea-tion, and Federal/State linkagesfor continuatir_za of program andtechnical assie:tance.

mental protection..

Fuiqher, we will continue towork toward ensuring that theNation's uffiversities and collegesgive oropr consideration and

ction toward implementation ofea-ningful environm'ental pro-

grams.,

It is our hane that, throughthese efforts we may be in a posi- ,

tion to impact ti-e planning cycles,over a five yeaz period; of thoseState and.local--...oc/.-.d systems

. which woula alc-:25-ini-liVcraTein-a---continue to pro-_-zram for the occu-pational devel=ment of profess-ional and subp:-ofessional techni-cal personnel engaged in environ-

Finally, a word about myti-is.A myth, according to one of Funkand Wagnalls' definition, is "acollective opinion, belief or idealthat is ba.S;ed on false premise or isthe product of fallacious reason-ing". There hasbeen one hell ofa lot of mythology generated bythe environmental movement muchthe same as was generated by thecivil rights movement. Primaryamong these fallaciS,S is th.e notionthat environmental protection ishighly inflationary and bad forthe ecqnomy.

In a recent study bY ChaseEconometrics it cafne out that thecontribution to the"rate of infla-tion by envirqnmental protectionprtigrarns was two-tenths of onepercent for the period 1973 to1982. In addition, for each S1billion invested in construction ofmunicipal treatment facilities over20,000 on site-job; are generated,not including those gen jrated bymanufacture and transportationof goods and materials. With aconstruction grants program whichapproaches $17.5 billion (14 Fed-eral, 3.5 State, andioCal), thejobs generated will be in the neigh-borhood of 350,000 in directlyfinanced activities. As Adminis-

"irator Train told Senator Proxmire'scommittee, "There is simply noevidence that environmental re-qUiremen4 have had or will havea marked Adverse impact ,on jobsor existing productive capacity.",

We aprive then at the oppor,tunity which I believe will not:present itself in such a clearconcise manner again in our life-time.-- that is to proVide thenecessary technical and executiveleadership neceSsary to ensurethat,we devote our human, finan,-cial and technkal resources to thepreservation and protectiOn of.theenvironment. -You, as.educatorsand administrators, have theopportunity to ensure that not onlythe Federal program continues, butrather, the wholeacademic anCloccupationai cteve.topmen ,orntrunity responds affirmatively to thischallenge.' EPA has done somepioneering spadework, but it isup to the educational system at ihe

:23

.- ..,

State and local.level to reassess ,their priorities and allocate theirresources in a manner which willaccommodate what I consfder to bethe Nation's toP three priorities,:1) energy conservation ancl devel- -opment`; 2) incr e 'ses in our pro-dUctivity, and ) protection andpreservation f our natural ./..e.'sources. We Will asSist you inwhatever manner 'we are ableconsistent with our mission andauthority. ..r

M. Chairman, ladies and. gentlemen, the theme for this 12thAnnual CliniC lends itself mostappropriately to the_subject of myaddress. ,

The Chalrenge, as well as thenecessity for developing humanreSources capable of meeting thetechnical occuptional needs re-quired for the protettion ofearth's water environment hasnever been more timely.

' I would like to digress for aminute or.two and briefly famili-arize-you with this unique med-

% ium, water, along with some rel-evant facts, so that you maybet-.ter understand and apprieciate theneed for its present improvementand its continued protection-infuture years.

1.,1ater is, unquestionably, ourrnos valuable natural resource.Yet, we continue to abuse it an'd

treat it as if it were inexhausti-,ble. In slightly more than 350years we have, with very littleeffort, managed to pollute practi-cally all of the water in theseUnited States, a very unenviableaccomplishment. How did we al-low this ko happen?

Consider the demands wemake upon our limited supply ofwater. Today's population of200 million people, an increase of50 million since only 1950, uses

a day. Industrrand agriculture,by themselves account for 354billion of these gallons. Thisamount is,expected to increase to

Ed Foss

Manijower Needs ForEnvitonmental Protection -- Water

o

494 billion gallons a day by 1980.Ironically, -it is these same in- ddustries and agricultural pur-suits that are largely responsiblefor: the present conditions of thecountry's water supply, alongwith.our cities and towns, havingaccomplished this ignominiousfeat by careless alid illegal dump-in@ of waste products, by poorirrigation and use of pesticides.and because of inadequate aridpoorly r,anaged wastefacilities. These actions in hridof themselves, imply ignorantand negligent past ,use and con-serifation of water resources, atall levels of our social structure.Existing environmental conditionsare the indicators of grossly in-. -adequate, technical managementof our water resOurces uP to andincluding the present, Obvious-ly, there iS atnple.room forimprovement and grbwth.

-.

Trained manpower, in suffic:ient numbers, capable of applyingits technical skills to these prob-lems, has neyer been much morethan Sri ideological dream in this.country. T Simply stated,.water.resources, pollution abatementand conservation meastires have ttaken a' back seat while demandfor water has'Continued its rapid'upward.spiral over the years.The net result is dirty watereverywhere, with the inevitable.and,shocking realization that theday of reckoning has arrived.Considering onlLthe two areas ofwater improvement and pollutionabatement, there is already ashortage of qualified support per-sonnel in the related technicaloccupations. The country needsmanpower today just t6 bring the

2 4

quality of its water back to nor-mal, without even conRideringfuture use and protection de-mands.

Water Irnpkovement and PollutionAbatementir,

Many'two-year vocationaltechnical institutes and communitycollege-S are already conductingprograms orare developing newprograms that are designed toprovide qualified technical sup-port personnel for occupations inareas directly and indirectly re-lated to water improvement andPollution abatement.

The Federal Water Pollution'Control Act of 1972 proclaims twogenerl goals for the UnitedStates:,

/ (I) Wiherever possible byJuly 1, 1983, water that is cleanen'ough for swimming and otherrecreational use and clean enoughfer the protection and propaga-tion of fish, shellfish, and wild-/life.

/ (2) By Ig85, no more dis-charges whatsoever of pollutantsinto the Nation's waters.

-,,This is a strong commitmentto end wafer pollution to thegreatest degree possible, anathe Act itself establishes themachinery and financial Supportrequired to accomplish this end.It further implies a great demandf d iv er se qual i ftscLsjjpppersonnel in environmental pro-tection.

Present Manpower Requirements

Dr. Walter Brooking has

very tly defined several cate-gories And, specific kinds'of re-lated suppOi-tive personnel requirements that can be expectedto bee-s-ezitial in the near future,These were described in.his Pre-sentation at the 1970 NationalClinic on Technkcal Education inMiami Beach. I ttke the libertyof including seveial of thesewith the followin :

Biological Tec niciansBiological Laboratory Technicians.Cciemical, TechniciansNuclear TechniciansPhysical Oceanographic Techni-

cialiVScientific Data Rrocessing Techni-

ciansFreshwater Fish CAillttire)Techni-

cfansAgriculture Chemical TechniciansMarine Li(e TechniciansMarine TechniciansMarine Laborator'cr TechniciansWater Conservation TechniciansPollut. .1 Control TechniciansSanitation TechniciansEstuarine TechnjciansEnvironmental Technicians

Each of these kiUds of tech-nicians is already or will soonbe needed in occupations Tlos'elyinterwoven with environmentalprotection of our water supply:

As our population continues-to expand, new kinds of pollu-tants will also appear, waterwillbe in greater detn.and, and accom-panying new technologies willcr,eate an even reater diversityof special occupations. Impure

,drinking water, due in part toimproper treatment, todaycauses over 4,000 cases of water-born disease, including typhoidand salmonellosis. This couldbecome a major problem of thisdetade as we turn to new sourcesof polluted raw water and accel-erate the r'euse of water.. The'problem exists because an esti-mated 5:000 of this Nation's -

community water systems insmaller communities are deficient.They were not designed to copewith today's raw water supply.Furthermore, the L969-1970Community Water Supply'Study,a field inspection and evaluationof 969 community water °supplysystems, conducted by the De-

and Welfare, disclosed that 77%. of the'plant operators were in-

adequately trained in watermicrobiology and 46% were de-ficient in chemistry relatedto

to their Assignment, In a paperprepared by the League of Wo-men Voters Education Fund',published this past year wi.thmoney,provided by the Officeof W-ater Programs of the En-vironmental Pilotection Agency,the iieed for well-trained, quail:-fied personnel fa construct, op-erate and monitor water supplysystems is.emphasized. Thepaper goes on to explain thatproposed federal legislationwould provide the nec'essaryfunds to train these technicalpersonnel. The Agency has al-ready funded several trainingprograms in this country. Lastsummer, for instance, TuftsUniverSity and Oregon State Uni-versity conducted environment-ally oriented institutes for facul-ties of institutions that train tech-nicians for the environmental.field. These courses,were intend-ed to increase awareness of op-portunities in the field. EPA..alsofunded the New England Inter-state Water-Pollution Control'Commission for establishment of

, an in-the-field training'programfor waste_ water treatment opera-tors. Clemson University Sani-tary Engineers, led by Dr. JohnAustin, have used.AgencY moneyto develop several highly innova-tive courses in waste watertechnology, seVeral of which havesince been adopted for use bythree technical schools ii theSoutheast to train studerits tc;meet the increasing' demands fOrwater treatment support person-nel.

,The U.S. Department ofLabel- recently ,indicated' that atleast 45,000..waste treatment )plant operators will be requirpd

; in this countily by 1980.

In 1972, the EnvironmentalProtection Agency funded andparticipated in one orthiscountry's most ambitious waterimprovement'programs. .TheInternational Field Year for theGreat Lakes, a'joint internationalventure entered into by thiscountry and the Canadian Govern-ment to stu.ly the extent of p011u-tion throughout Lake Ontario asa baSis for establishing guide-lines for water improvement ofthe Great Lakes, was a project'

--which--r-epresented-more-than-just---a scientific expedition. Trainingof two year technicians for futurework in'environmental protect-ion was included as an integral-ar.d important feature throtighout

2 5

is duration. The research'frain-ing vessel ADVANCE II and stu- .

dents 6f Cape,Fear Technical In-stitute's two year ,Marine Tech-nology and Marine LaboratoryTechnolOgy Programs,wdre in-volved throughout in a uniquelarge scale cooperative institu-tional work-study programs.Many of these same students whopeHormed support work.aboard-ship and irr-the_ffgency'sRochester, New-WOrk laboratoryhave since graduated to posrtionswith companies conducting en-vironmeritally related stirveylson this cbuntryis rivers andstreams.

Futhre Manpower Requirementh_4

Propose d nuclear power-plants, offshore oil drilling, deep-water port construction and main-tenanCe, coastal engineering,coastal zone use arid management,continental shelf exploration and

-.exploitation, Undersea technology,marine construcqon, submarinegeology,' surimarine archeology,oceanography, limnolagy, mar-ine fisheries, aLluac,ulture andmarine biomedicine are but afew of the innumerably water--,relaIed activities tiiat already .re-quire and will most certainly in-crease the .necessity for protect-ion of the water environment infuture years. Let's consider-pro-posed nuclear plants and fir im-pact these will have on future..requirements for trained supportpersonnel. .toi, report of theSouih-ern Governor's Task FNorce forNuclear Power Policy. PNesentedin 1970, outlined that electricalpower demands for the 17 stateregion would quadruple_by 1990.By the end of this present de-cade. nuclear reactors are ex-pected to account for 23% of thepower generation capacity forthis region. This means thatthere will bp between 50 and-60.power reactors-in operation. 29of these are already under-con-struction or committed to bebuilt. Each one will use water inthe cooling process in tremendousquantities,water which must ul-timaiely come from and be return-ed, virtually unchanged, ti) theenvironment. Regulation andcontrol of this process alone willrequire continuouS survelliance

principal recommendations of thgtask force was the encouragementof technical institutes to enlargetheir curricula where necessaryto provide specialized training as

the number of 'these facilitiesiricreaseS. Such a request hasalready been made by my owninstitution. Related adt-isitional

'manpower needs would.be gener-ated because these plants, na-tipnally, will,be required to pro-vide their ow'n water treatmentfacilities to-'6revent endemicpollution from several soin:ces.

It isnq necesse.ry for me to ,

.continuetkto describe in detaileach activity ap'S its individualmanpower recfuirements relatingto the prote/tion of water. I be-lieve this point has already beenmaje. The future demand for .

technically trained support per-sonnel,can onl})grow in propor-tion tp,,oker increasing dependencyon water. Otherwise, we willnever reach the goals establish-ed by the Federal Water PollutionControl Act of 1972, and thequality of our water will continueto 6egenerate to critical levels.

SUMMARY

To summarize,-becauso of_past deficiencies, lack of fore-sight or whatever, there is acurreni increased demand fortrained manpower to complete theformidable task of returning ourwater to its Original condition.There is also the added responsi-bility of continuing to provide in-creased quantities of this waterto a growing population, all thewhile being responsible for main;tainir(g its quality. In addition,there are many newly developingareas of water-related technicalactivity that will need to be takeninto account. Fach one of thesenew developments can be.expect-ed to generate considerable de-mands On technical education forsupport personnel in occupations

. closely relatedto the protectionof water. We not only must, wewill meet this great.challenge.

Thank you.

-

t

Dwight Eisenhower, in aspeech before the United NationsiP 1953, pledged the United States,"To devote its entire heart andmind to f'ind the way by which themiraculous inv,entiveness of manshall not be dedicated to his deat111but consecrated to his life." Withthese wQrds President Eisenhowerlaunched the 'Atoms for Peace ,Program" 'arid committed the U.S.and the free world to the goal ofpeaceful development of atomicpower.

Developments in science andtechnology over the last quartercentury in medical research, theexploration of space and the utili-zation of the computer-are indeeda testimony to the inventive.spiritof man. Great studies have alsobeen made in the development ofpeaceful applicalns of nuclearpo,.ver. As Presidnt Eisenhowerdreamed, energy from the atom isplaying an increasingly importantrole in our way of life.

My purpose today is to des-cribe the nuclear industry,.to,make, some projections regardingits future growth and, .perhapsmost important for this meeting,to comment on the leVels of train-ed manpower that will be requiredto support this growth.

The nuclear industry includesboth government and privatesectors. Within the governmentsector various agencies and theircontractors'ai'e involved in activi,-ties related to weapons researchand development and production;regulation of the entire industryfi-om the safetIc and physical se-

B.W.,Sate Hee

ManOower. NeedsFor Nuclear Energy

curity of nuclear materials stand-points; and R&D activities pertain-ing to non-military nuclear appli-cations such as the breeder reac-tor. The Nuclear RelulatorCommission is involved in the es-tablishment and enforcement ofsafety standards and licensing ofnuclear facilities. The EnergyResearchand Development Agencyconducts. energy research andfeasibility studies regarding newenergy sources, including thebreeder program. The work ofboth of these.organizations wasformerly embodied in the AtomicEnergy Commission-.

The federal government alsooperates facilities for the enrich-ment of nuclear fuel for commer-cial generatin stations and is in-volved in generating and distri-buting electricity through 2ovprn-ment-owned Tennessee ValleyAuthority.

,The private sector of thenuclear industry is involved in thedevelopment, design, productionand operation of all comme'rcialapplications of the atom frommedical isotopes for use in diseaseresearch and therapy, to nuclearreactors for power generation.

The business organizations'involved in the design, develop-ment, and operation of nuclearpower generating stations make upthe largest portion of the privatesector of the irfdustry. These T

organizatio'ns include nuclearreactor and fuel manufacturef's,architect/engineering firmq, con-structors, technical consultants,and the commercial utilities them-selves.

2 7

A survey of occupational em-ployment conducted by the 13.ureauof Labor Statistics for the AtomicPnergy Commission in March 1979shows tOtil employment in thenuclear energy field to be app-roaching 180,000 divided fairlyequally between the governmentand the private sectors. Interest-ingly, however, the private sect-or shows rapid growth in the num- .;bers of engineers, scientists,technicians and nuclear reactoroperators employed, while cm-ployment in government-ownedfacilities has decreased. Accord-

.ing to the BLS there was a dropof 10,000 in government-ownedfacilities between 1971 and 1973while private nuclear industryemployMent rose 24,300 to takethe Jead for the first time in totalemployment.

Based on the increasing worlddemand for electrical energy, andthe increasing scarcity and highcost of fossil fuels, growth inthe corrimercial nuclear industry .

seems certain to continue.- Overthe last'50 yers demand forelectrical energy has increased ata rate of about 7% per yea3-. Tovisualize the significance of thatfigure, consider that a 7.2% an-nual growth rate represents adbubling of energy demand in onedecade.

All indications are that de-maAd for electric power will con-tinue to grow at a somewhat simi-lar rate for the remainder of this ,century. While there recently havebeen some forecasts of significantly lower rate of,load growth, part-

-,

K

ly due to energy conser',-ationefforts, this wouldappear to be ashort t,rra phenomenon. When therealities of the situation are anal-yzed, the inevitable world popu-lation icrease,,the growth plansof our society and the world interms of industrial production,transportation, housing, and jobsall translate to energy. It is veryconceivable that electric outputin the U.S . alone could reach 11trillion kilowatt hours by the year2,000that's five times the totalinstalled capacity today!

To meet this increase in..de-mand, it is estimated that by theyear 2,00.0 437-- ofthe world's in-stalled electric4i,generating capa-city will be nuclear as contrastedwith 59, tot-lay. In the U.S alone,nuclear generation is expeeted toincrease from 4% of total capacityto-20% by 1980 and over 50% by2,000. Dominant incentives forthis 1-(3wth are the favorableeconomics of the nuclear fuel cyclecompared to fossil fuel, and theshortage of oil and natural gas.Federal governinent projectionsof 1982 fuel costs for 1000 MWeplants starting up in that yearindicate that coal will cdst approx-imately twice as much as nuclearfuel. And the projected price andavailability of oil at that time willmake it an economically impraeti-cal fuel for base load generation.

Although capital costs foi3inuclear power plants are some-what higher than for fossil plants,total generating costs associatedwith nuclear plants are lower dueto less costly fuel. This trans-lates into lower rates for us,ersserved by nuclear utilities'. Forexample, one northeastern utilityrecently told its customers of a

reduction in the fuel costadder when a nuclear generationstation went on line after beingdown for refueling and mainten-ance.

In terms of reliability, theperformance of nuclear plants.todate has been very good. Compar-isons Of nuclear and comparablysized fossil plants show them tobe about equal based on theitzrelative availability tO generateelectricity. The United States'most experienced nuclear utility,Commonwealth Edison of Chicago,has,reported that for 1973 its fourlarge nuclear units averaged 82%availability compared to 69% forits coal fired units.

As-for safety, nuclear plantshN:e successfully met very string-ent and escalating safety requ'ire-ments. Extraordinary emphasis onsafety dating..from the industry'sbeginning has sustained nuclearpower's outstanding worldwidesafety re(ord. Despite the factthat the industry is relativelyyoung and the technology complex,there has not been a single nuclear

'related fatality or,injury to anymember:of the public as a result ofcommercial nuclear plant operation.

Based on this track record ofsafety and reliability, and offer-ing an economically attractive solu-tion to the world's growing energyproblems, the commercial nuclearindustry would seem destined tocontinue experiencing fast; growth.A controversy Continues--.to rage,however, between those that ex-pouse nuclear power and a relative-ly small but vocal minority thatfeel the risks are excessive. Thatthere is risk involved, as, is the ,

case with all endeavors of ushumans true. What is import-ant to understand is that the risksare manageable, and that the pro-bability of an extremely -'-iCrious.or catastrophic occurrence is nogreater than for other comparablerisks that are routinely acceptedby society: How many of us, foreXample, concern ourselves withthe risk that:a meteor will strikea major population center7/Yetthat risk is roughly equalo therisk of a major nuclear acciN,rit.

The end of this decade mayv:ell be a long way off. The real-ity of the matter, however., is thatas operating nuclear plants con-tinue to generate electric powersafely and inexpe: sively and itbecomes more clearly evident thatno environmentally or economicallysuperior alternative energy sourceexists, nuclear detractors willface a continuingly more difficulttask in attempting to block the con-struction of additional' niiclear gen-erating facilities. So, sh(iiit termaberrattrins notwithstanding, the ,

commercial nuclear indlistry seemsdestined to continue its growthvihife playing an increasingly moreimportant role in achieving theenergy independence goals of ournation. Quite to the point Of mysubject today, this growth will ne-quire a continuing input of addi-tional trained manpower.

Let us look then at the man-power situation in the industry.ince I speak to you as a represent-

28

tative of a vendor, supplyingnuclear steam supply systems andnuclear fuel, I will limit my com-ments concerning manpower toonly the portions of the industri"----engaged in actil.'ities related tocommercial power generation. Aswe've said, that is where the maj-or growth is occurring.

First, keep in Mind that basedon current experience, a scheduleof up to ten years is required fora nuclear generating unirfromsite selection through constrtiction,

"licensing, and commercial opera- 'tion.

A ten-year construction sche-dule and a price tag of nearly abillion dollars, for a twin unitnuclear station totalling about2,000 MWe adds up to a formidableproject. As for manpower require-ments to build nel.v plants, arecent Arnerican Nuclear SOcietysurvey points out that an addition-al 1,020 engineers and technicalpersons and 925 nori-engineers willbe required to meet 'the combinedstaffing schedules of the utility,A'E, reactor and fuel vendor,etc for each new nuclear powerplant that is built..

To understand the manpowerchallenge facing the nuclear in-dustry we muM relate these singleplant needs to tne projected in-dustry growth during the balanceof the century: President Ford, inhis recent State of the Union ad-dress, outlined a program .to dealwith the nation's energy problemswhich envisioned 200 nuclear powerplants in operation by 1985. If agoal of this type is to be achieved,utilities , their* suppliers , etc.,will have to recruit and trainsizable numbers of additional per-sons engineers,,technicians andothers. According to the ANSsurvey, almost 17,0Q0 engineersand 21,000 non-engineers mustbe recruited and.trainal by utili-ties an'd other nuclear industryoraanization-s in the next decadeto meet industry requirements.,

dne c'ould, of qourse, debatethe accuracy of these projectionsinsofar as the absolute numbers areconcerned. Rut the major thrust-that a great many trained persons

'are going to be needed over thenext several decades-is inescap-able. There are jobs now availablein the nuclear industry and jobswill continue to be available in in-creasing numbers in a variety oftechnical and support functions as

design and construction work getsunder 0...-ay for zii.Tditional nuclearplants.

With these significant man-power requirements in mind , letus,- cpnsider the----traditional .sourcesof manpower .,

The nuclear industry has re-lied upon three principal sourcesof manpower to support the design ,licensing, construction "and opera-tion of nuclear power plants:

1. Employees of utilitY corp- .

panics and other industry partici-pants who are reassigned to nuc-lear activities:

-) he military , mainly NavynUclear trained personnel, and;

3. Persons recruited fromuniversities , community colleges .technical institutes and the like.

One of the problems the in-dustry faces is that these threemain sources of manpower in thepast are likely to provide insuffi-cient manpower in the years ahead.

First, the number of conven-tional power plant personnelavailable for a4ignment to nhclearactivities.. wit; b limited, as manyof the best qualified individualshave already been reassigned , so,this source will be harder to tap .

Secondly, thc. availability ofexperienced Navy riticle'ar trainedpersonnel is likely' to decline, asthe military is facing severe bud-getary restrictions and is placingmuch more emphasis on retentionof its trained personnel.

Finally, there are also con-cerns about the inputs availablefrom universities and other educa-tional sources . ResultS pubVished

. in Engineering Education magazinein 1974 revealed that- the number offour-year engineering" degreesranted in the U.S. is declining ,nd based on current enrollments

yill continue to decline in the nextlout; years. Engineering Educationreports that in one recent yearonly 324. peilsons received BSdegrees and only 387 received MSdegrees in nuclear engiineeringin the entire country. IMechanicalengineers and electrical engineerswho have taken nuclear engineer-ing options or courses are alsowell qualified for positions in thenutlear industry, but their num-bers are also relatively small .

I do not want to :leave theimpression, however, that all,positions in the nuclear industryrequire special nuclear -training.In my own comRany, for example,only a relatively small portion ofthe 1.vork requires the training ofa nuclear engineer. . Other en-gineering disciplines are requiredin great numbers, particularlymechanical- engineers for much ofthe work is component design ofpumps , valves , piping systems,and other haildware. Neverthe-less , it is true that if more nucle trained technic'al persons

-e available, their skills coulldI.:- well utilized within the 'in- )di...-try. The Engineci-ing Marl--power Commission reports tha'tafter considering those that entergraduate study and other correct-ion factors, approximately 800nerlear-oriented engineers, enterthe .job market per year to meetthe projected BLS demand of1,700 per year. .

We can conclude then thatthe nuclear industry is facing amanpower shortage that couldinhibit achieving -the country'snuclear power goals unless cor-rective steps .are taken.

What are some of the stepsthat we in industry and_ you.in'the academic community mighttake to assure an adequate flowof properly trained individuals in-to the growing riuclear industryin the years ahead?

First of all, we must step, upeff6rts, to encourage young -rntinand women to pursue technical.curricula We must put to restthe notion;. fostered largely bythe highly visible volatility of-certain industries' such as aero-space, that engineers are in over-supply, and likely will continueto be in the years ahead. Thefact is that the high, technologygrowth induStries , of which nuc-lear is only one, are going to re-quire a large, continuing i-nput oftechnically trained people overmany years. It is ironic thatthe current rebession, as in pne-vious ones , many positions re-main difficult to fill while somany persons 'are unemployed.For example, I live in a. denselypopulated county where the un-erriployment rate now exceedg 9%,yet many employers are regular-ly advertising for engineers,technicians , machinists,. andother skills. So, I ,believe ourjdint 'objective should be to match

: 29

ef

as best we are able the otitputof educational institutions withthe requirements of the- indtstrialcomMunity and that .clearly means?increasing the\ numbers of in-dividuals in engineering and

-other technical curricula .

In this connection, specialemphasis Must he placed onachieving a dramatic increase inthe numbers of minorities and"women pursuing a technical ed-ucation. I won't take time thismorning to go into the datahopefully you are awarc of it.Suffice to say, , the e:drrent andprojected near terir,...putput ofminorities and women fromgineering and technical schoolsis alarmingly l.ow in relation tothe targets of c-mployers as theystrive to meet EEO goals and.

-obligations. I can say withcomplet:: assurance that qualified,technicallY trained minorities andwOmen especially engineerse.F.-will be in high demand fc:I- yearsto come. So I urge you tip en-courage such persons .to considerengineering or other technicalprograms which can lead to veryrewarding careers,.

RetUrning more speci'ffcallyto the nuclear Industry, I sug-gest that efforts to understandmore thoroughly just_ what the.arket rieeds are particularlyin the geographic area seryed1,1, your own. institutions 'wouldbe productive. I understandthat-most of you represent two-year, , technically oriented insti-,tutions, Undoubtedly, , some -ofyour students will go on to ob-tain an undergraduate degree at

la four-year college or univer-sity, and, as we've said, hope-fully you will be able . to stelermany of these persons in thedirection of an engineering educa--..tion . But what about those whoenter the labor market after twoyears of college?

Are you fully aware of thepotential opportunities at your.utility company who may be op-erating or building a nucleargenerating station; 'at an archi-tect/engineering firm with itsheadquarters or a branch in your...area; at a serviA company inyour area serving the nuclearindustry; or possibly at a pri-vate or government laboratoryengaged in nuclear work? As

.the industry grows , jobs forindividualS with associate degreeswill be available in quality con-

n-ol . y aTh- tl

:ensed yea c:oralse na-e to z_ nu::ear pc-,:er plants a- --cc.1 n f

. ssociabach

qua.:eac:'):- OP-

As you ie* ,r, C allear market :tncl

-.-. companief.nd there is n .1

-t--:aining for w1-.. c

could -be ada'pt...,. . , sibly ,cooperative be.ieveloped involv:nu %Yorkexperier.ce and, or.- ,,

,riass-

room training to pr sn:-. tudentsto enter technical v. os: innuclear power plan_ d, , con-struction, and operatio:-

As I conclude , v.-ar. to em-Phasize that for the remaof this century there are onlytwo sources of energy wlnich wecan use to replace oil an :1 gasand these are coal and n -.1clearenergy . I believe v -e ll haveto greatly expand ots:r ofboth coal and nuclear .s.nergy in,the next few decades in Order tomeet our needs Where 'possible .the emphasis should be on nuc-lear enel-gy because ,it is lessecologically disturbing and onbalance safer than the use ofcoal. Further , the fossil fuels ,including coal are limited andhave vital uses other than burn-ing for energy. . They should beconserved for the future as mu,chas possible. Nuclear fuels areuseful only for power generationand with the breeder reactor cansupply world power needs indef-in\-,itely.

, he nation is try-, ing to develop ac clitional sourcesof energy such as s,lar power.,geothermal power , fusion, etc .None of these sources havereached the point where eventheir basic suitability tor largescale use for central stationpower generation has been de-mOhstijated and none is apt tosupply a major -part of our en-ergy needs by the end of thecentury. Thus , for the nextfew decades we must look tocoal and nt.a,clear energy and' to areduction 'of energy utsage toaccommodate the shortage of oiland gas.

\With this realkty in 'inind,

a /

in tl-. spirit of Pr-..sidentaenhow- rs pledgc tc develo7.clear '.ver .for peac eful uoses or 20 years aL,-), -let.

p. -.edge ti-. cooperation of indusv and t ac'tdemic c -mtrunit-

i:- the cit elcr 'ntto

promi

'-

Eruc- Walker and DanelBoone, from the,architectnra,firm of a1ker, Mc Gough. Fr,.and 1,yerTh, prefaced their re'marks in the "Educational Facties Planning:. Workshopplaining their firm's role insigning technical education :

ties and by presentinshov..,ing many of the huildinthe firm has designed.

Most of\t_h"eir 'work withnical -education facilitiesin designing the facilitie::; aszof correctional instittOin-ns;-ex

-,plained Mr. Walker, one uf th,four eneral, partners in theAlthough the fiim has not spec.tzecl in any one area, he said.their principle area nf emphar:has probably been correction::facilities..

The slide presentation di:-played the variety of buildingand projects with which the f: .

has been involved. Among ft-gr.were Spokane's -WashAngton W ,terPower building, the Washington

'..tate Pavilion 1?uilt for Expothe women's correctional faci1.-at Gik Harbor, Washingtoncational-technical epic ation f:lity at a high school in \'foscovIdaho, and other hospi'-4S, irstitutions and building -).

Walker ano Boone viivideremainder of their cliscusSior.

'twO main categories in--.-ol-j'ecj,facilities planning: the pre5-s,ion and post-selection phases"The goal that we feel every arc'itect and client must try' to achicWalker stated, ('is to receive th-best value in terms of, the build:-for the dollar spent. That .is e:sentially the overriding goal o;what we are'all trying to do,"

ducational Fac Plannim-

The pre-selection c,:tegory, lv-ttinued, involves tho responsi-:ty of the c:ient and his role in--Itributing.to the achievement of.s'goal. This phase, he ex-

li.lained, is Often minimized or ever.c-,verlooked. Many clients don'tv.,ant to spend a are'at deal of timein selecting an architec:, and will-)ften re,y on obtaining an archi-,:,ct thz did a job for "somebody:hey known."

"Every job," Walker said,c1eserves a very ,sincere and care-*---1 selection process." Generally,

--ontinn- -1 that involves t-irst ofnnoun g the job in a public

-:spaper publication with alei:, one- -ragraph descotiption.

Those v have responded)uld then sent a brief quest-1naire tha: delineates their quali-

.-ations concerning the specific1,10 requiren1ents, to which theyare to respond in writing. Ascreening committee can then eva-I-tate their ans\v.ers and sceeen

respondent ; for personal pres-ntations Ir. an hour- or portionan hour- ong presentation, with

;:ncropriate criteria, the client hasth: opportunity to-find the most

architect.

In this selection process. Walkere::plained, the client should eval-u;;te carefully each respondingarchitect's qualifications in -ou-rmain areas: quality, organization,experience and committment.

The first of these, quality, canhest be determined, he sa;cl,- bychecking the architect's cualific-ations with nther architects. Theprofession has regular pattern

31

of -ompetiiion, lker explainc7I.in all proj,cts are evaluate-on an annual baa s. This is a ye--effective- method a clier-:can judge the c).-tlitv of work`acc-plished by any iHdividual firm.

A second import-Int area forconsideration is. org-nization--titpersonnel and onganizatienal makup of the.firm, A client must kncthe people With whom he will bewoi--king----can he communicate withthem? can he trust them? does theoperation run smooti .y and effl,--iently? 7valuating tne organization,.Walker s-aid': simply involves spend-ing time wi#: the p.eople who willbe involved in the projeCt.

The criteria fe; -)xperience,Wzlker cautioned, s -,ould not.always be limited to experiencewith the pai-ticular type of build-'ing the client-needs. Althoughevaluating the same type of work.previously di by an architectcan help t:t. ;n ging his experience,the client shci I.d look to other typesof buildings as well. a firm hasdone a quality job on a Hospital,"Walker:said, "it certain_ s--to my way of thinking-- nat-the-,can do a quality fob on an educz-tional facility. It-may take them alittle.time to educate themselves,to get oriented, to discover your

-needs. Rut doing the quality jobon a hosnital has identified thatfirm as.knowing the appropriateprocedures and dedication to'getthe Proper job done."t The fourth area of concern-Hequally important in the selectionprocess--is commitment. Thefirm must be in a position thatallows them enough time to take'

care,ct UI op-pose a si. a co: :a *,'gay to II a m: do:you,- '-alker ''- TO then .nJuly receives a :0 rm.... -1 con-tract from sOrne: el:- Thefirm rrni.-,t be Yet- sir.: incorarnitc- ent to tit.- fire at.b,the second tob w:11 up- -t theoffice p7.rf aet proi, :t in;rouble he firmmust be -yry sir :ere . n theircommit-1-n, at to tit a firs- 'ob, or thesecond tcc. will inoset a officeand get tne proj, at in --iubleright away Tl firm a client'selects he explalned, must heprepared to\ maly:- h firm commment what: ever cit\cuntstancesmight ar:,e,Boone: The P.oSt-Selection Phase

Dan-Boone, a senior assoLate'and prOject manager for the firm,explained his role in the architec-tural procedure as more process-than product-oriented. L'.e spokespecifically about some of the 'pro-cesses and methods that art.+ utilizedby firrriS to insure reaching thegoal of producing quality pro-duct at the lowest possible dollaroutput.

"Architecture," he stated, "isa problem-solying prqfession. `''eare most concerned with findir.:0 theProper halance between functionand-economy.." Their firm, he ex-plained.. uses a "programmed"approacTn. In other wcircl, theyemplo 3'. a specialist in design, whodoes noching but design. Anothermember of the team is an equipmentspecialist, Who works only withinthat speciality. Each employee hasa specific area of expertiseandworks exclusively in that are'

is approach," Boon-"allowts- -.-ach member of tha aT-chi-

'tectur- team to grtw: and nat,arewithin s area of specialty l\Tewtechnic': products and 7--aferi`alscan -be ::-arefully researchec' Each'speciaTH,-t can remain close::-.- intoi,ach wtth what is happening inhis area."

This type af -efficiency. coupledwith a close, ongoing associationwith the client, can help the....irchi-tect..achieve the necessary qualityin ancr)huilding prhiect. -,ornmunication rand effectivo teamw7i-k," hesaid, "canstitute the approach that .

we feel is,mbst effective. The thing.that mont architectual firms fc-get,howevet-, is the fact that the clientis the rnos-t importarit membeta ofthe tearn.

Yoti can see, c -ncluded,"taat to be e' t'ective, arch-

ti :ts must attempt reach har-t--; Yj not :inly betwyen function

. econamy';'but also betweent firm's persennel andte.y client. .

p.

"The United States- is an islandin a rnetric world," stated Dr.Virgitaia \''hite,' area leader of mathand science at Juanita High Schiin..kirkl and , WasH i ng.ton .T*'hit-, speaker it 'he 'MetricsCor nersior. and chriical r uica-tior workshop; ntinued: 'Thewoi '(.1 has been . ,dually p ingmet while we - gone nec ownme!- way and k it our tra::itinnal

."

As far as actual legisation iscar sirned, she eitplained, the U.S.was enabled to use the metric systeitas early as 1866. In treaties nt 1875and 1900, 37 countries adopt ci

th,- metric, syste- and, estabi Jhed--!anning_cernr- ssion in wi th the

H.--lited states ha, i retir tinted.of the eairI:er ir mar- cent

,-)nc- -pit: themetric system 1- is een unt Asory,she said; and 7. ithei. nt bill(HR 59) has pr .viO --1 c .,verenabling funds to itec centeffor ts 'are oftea cr.- a andredit.aclant.

A porticrt a. -hemade available by 'R 5 awardein a three-year gi-- at t :,tate ofOhio to be mopitoT .gh OhioState Univers:7y V F ese funds,the University tort- an annotated,bibliograpa tv:- a nosi-tion paper on the raues id alter-natives and devel,-, test metricinstructional pac age for selected.occupations. Th. material,: will,be fnrmalized amn used in tne. fed-eral government.

The federai'government, Dr.White explained, is not at this

-.Point concerned about metric con-version in the scnools. Schools,

AEis crversion arce nicai Education

she said, in the diience and tech-nical.departmen6:, have alwayshad good touch with the metricsy . The concern is mainlydirected at changes in the commonmeasures for trades and industry."We have some reststance," shestated, "and one ot :he reasonsthat came up to def-rat the latest1-gislation on men---: was the factttiat the trade unicitts were not forit They gave many reasims--s" ch as the difficu..ties of toolc- angeover and thti expense in-

;red ."

These problems, she felt, areset by the man-c laenefits of metricangeover in the 1. "In adcii-

ira to the fact -iit;it Vrc the only.on of any size :ha' s not metric,". white stated, -v- -oust consaderbalance of payrn .s. What'spredicted loss of :sports thatnot going metric We once had

edge, she explair -1, or all cfbest i.r.chnology. nur materialsmanufactured pc 5s were so

that countteiis would sendthni neople her to learn andy -.. v bought isToecial tools to

t,rk -.erican p.a-ds, and withhc V -e managed to emulate

nur co.. a exama-ast-is and expertise.- world a competition

for goc c. , Dr. Whig-- titated, "we'renot 1700c: enough to ccn-i-tinue with ourold meas.ure and thet-ie a no hope

this point for us t:a change theworrd to our system of measurement.-T.-, compound the prablem, she stid,the Common Market has said they

not accept any goods for bidbeyond 1978 that are not in metric.By that tirne, the country wantingto do internatidnal business will:have tO convert those items theyintend tO put pn the international

33

marke

thit mean?" askedf. ' means that we havea pre:it, indication that the:

metric' is inevitably comingto the 7`tateS . i There aretwo : in:aversion currentlyin prcgress :- the country, she.

777 tt conversion andhard cot- atacian. Soft conversioninvolre rt H-tange in tl- actral

V all the sr ..cii ationsa in caetric. 1 wuuld. -

:'hitesaid " that ,

mater-iusare writ:expect,thatls wa- we'll manage to tradeinternz.:..:malic in 1978, becauseit a real:: impossible th c'hargecHat cits.:c--.1y on the pr:-pary mianu-5aittural materials. Sr Vryte ng willhe described in rretri even though

materials remain t- sa- sizesand shaii,:s.

Hare er,iirt the

material S ,:ral cot-t-.5 :es are1.ading e v.:-.y in hw a ersion,she salt and recently .

-partr: e Dc'ense : 'citedit the tt-c..tric ot :heiric--ecifinationt; are heir. --Tit:en in

f:trit people who : it Id oncontr;. 'ts will

-ompe- wi:th thi metric aant.eover.

A: at these factort at- ..wed71 the ----tric-changeov haee-tefini-. implications fot- chosenvol... in technical e itzation,

Kr. exp/ained. gOta bad joh foi- a few years whilethe changeover is occut-n-tng,",,she stated, "because we''re goingto have to serve both masters.There will be some who will upbraidyou if ..o.t haven't taug::: the custo-mary system and others who will

L1L

to

tnn

:cut-F. :5:i..-ont a v '-'7: that

theme' cl t .77

arric of a r-t...piat-uave.- -.vas

"Ta.gai.: a nn,metnic . tesomer.- raach and

to 7:-:e re t(a

Afte coaing nci beganin tic.- nay: Ian:that vtialc the 'salt t

chan.cte the wa -)latail -:.c1 it ap-i ittoc' sor--thia-

:iarit, shethi a kin.als,-nev- as. amu. thir- a 7. 1:7

lain: :a.

ch act

((Aar

regt. c.act;cr-t-educ tars. aria 'et

aria. det n ar:vone :hoc . ." thesair "is tiq! Ta :. bars( n incha-ge of the a- -.ange mustbe =:--meone wh,. can eFecti-velv to all depart:ler: ." \lathexu' -ts can heV in pi tirf-g toaether

the fi v. of itistriic-:on the :Icier.-of t'eachinQ nd themetr- citn, vat

::;

will ,..- ostic .:cat ".t;

mun ac:

in then:etr: at -.!fcae at: tingto te-

."

and tit

b:ning tan Tr-lat

ran ade,- 'Iv.a . stititystem

3 i

r"^"1 iriViC3tons Dr- Thchnical

In t d::ze :echniC--. th

th-- Conapri iens-ire lo7re'fmtant' Training 7t. of 1377 (C77:7A:- , ,

an-I to iernoasn-ate Lay: tecnt :caleittcafaits can ..--ork y.-ith. arii- le-.mont7i.tid benefit trona the CF- -A,audien: memhers ,were ifs theopporfunity to -fiew the Act :three distinctly different vie': points .

workshop' spea vre\IcCn'iale, Regional .

_Implementation of (-7 , es. ---visor of CETA Progre1_7 .S . Department of I. be-, riI-gicr_

,Yhei defined and ci.ari:fie-i thelegislation, gif'ing a :roUflCand-methods for imphnentation;

-Edward °. ineiPr, \I---iti-...\.0--r,nordination Officer :-

Department of Healtltand "Ielfare in Pei-.11 .

of DHEW's role in r77- int- in-and ProgriVining: nc 7 ac

Tussell, Electron- tyCoordinator atII-arper. College ir. inoiswho outlined , ci :veryand evaluation for so' CT -A

proposals.

An Overviei.v

"CET-A has been ct crih inmany fashions," beg- --,

"Some say it is a Mill-monster . Others a -maim- chfnge in t:,-manpowe:- training 'nation since the ear -a :

some believe that a' ii, a ;ht plehave changed the g----ev remainthe same.''

I:

McCorkle went on te, eniniti.that he felt a person's benitnectiveof CETA would depend 4.o a great

fa' on oir7 1117.7

-lieth hr -tmefrs--- v- tornpleisi trea ----nh a

seiveri or astructur'e an a

al city iiouniy with apt:-'-'00 Or less.

procee lc -1 tn,

- the proi--light the

:ion . In.1°7 th---nt f .abor este:L.2,01 manpo',v- a nrlann'itag

osif aS under -tate :Inc'officials.

icsaigning the Co :ie..-- a I .Iann er Plannin

v ninfied to --ri-n mode ,---.-i-

a: increaseo ;

nnn ocal offic L.Ilc:a 7-16 exectilic-. of

nor -7'n a iogranas, "CA'; 'sas- td identify commitnity

--is, '0.. -oritIle explained . "tothe a-failabie data and

-itima7Ion on the training needsifiithin their jurisdiction,

;ii ilyte et-isting programs as they.ate to tne fulfillment of these

needs and finally to submit ree-m-mendations for the kinds of pro-grams the.t would be fun.ded andvino the grogram operator a WO', 1(1be, T th s new i.nflienc.IvicCor-Y as. continue' , the ',Ian-powerAdministri -.on estahlishted a policf-that "fede judgments will not besubstitaitti :Ior :hose of anpropriatestate aia--: f :al -officials if theiu- re-coreniend.-_:.:Dns are clearly repre-serred, :ierry nut objectives of thelegislation and are'reasonablysuit.ed to Indal needs and are eon-sisted with existing laws and inter-::agency agr -e:ments." This policyren-ains'in affect today.

35

ner,sen,a.:ly ins I und,-lecentralic.atii effective.'

ti my belief," he said, "thirttthere is a 'strong ccimmitmrnt andmuch integrity at :he local lev

elealing ivith the connolei-t ptint,nrosenteil in iegis-

latian

oat legia7 at iondmininstration in 19-2 ra.aved

--olement an aet-ininis-trative, '77: decentritliza-no-1 iand decate---, Ion is the meta-it-tom dedree

,SS unt:.e.- (axis-- a laws Mean-i-onr ei

inte-acis: at,.: cc, acestv.-it.- a ::ev do: -ery

ma.----i-ifinsiv Man--he P. -min: inen

Ira . . effei-ts -i2lonnient'77- A pi--agrani i consort

-al Con:- iiess orodis t: Corn--msiv Err oloym at_ I Train-

of 1973. Thr:fy oi :lines the 'ties

in the Act, ia-vsented":.1cCorklei

'TLE I

aa -anpowerce" ba_s a ti with di,:

pre : 'or cate-:he Man-

-)we- 'int and Trainingzit n -962, and the 7.aonomic

'pion -unity Act -if Broad-IOW, in deter:ening-- tne kindsif pi- :tram design n: been dele-:atec :o Prime Snon5.- to whom

percent n- innnies arealloc aced direct-I-.

TITLE II

Public En-.ployment Programs'basically is administered in a simi-lal- v.-ay as the Section VT EmergencyErnployment Act of 1972. The pur-pose of the Title is to provide un-employed and dneleremployedpersons with aransitional emplc--ment ir jobs p-.-oviding needed nt-blieserA-icets in areas cif substantialunempLoyment an-3 v-.-hereverfeasibLe, related id-adning and :Dan-ponver service:s to edable suchpersons to rnoe-e inte unsubsidizedemplot-ment or training. Ninete-percent of the funds under thieTitle m-_ist be e:sed for wages and.

-employment benefits to enrollees.

TITLE III

"Special Federal 1?.esponsiabilities" rec..iires that the Secr -. taryshall use funds available under tITitle to provide additional manno-.verservic-es authorized under T:tlee:and II to segments of the pop 110tion tha: are in particular need afsuch ser--ices, i.e,: youth, old -1-workers. persons of limited Englishspeaking ability, etc.: to provdeservice tc Indian tribes and band:-through a nation'al program; toprovide na less ti-i-an five percenof tInese feinds for migrant andsea.sonal Earmworker Manpo,,J.terPrograms: to provide financialassistance.for special youth :dr-grarris NeighborhbodCorps), as well as chronical.lyemployed, -special programs leading to career opportunities, spec rlservices to Middle aged and alde'women, etc and requires -desecretary to conduct a study of t1ex:.2ent that artificial barriers O.C'30 actopb,ortunities for employment anc-ade-ancernent within agencies col-dun-ring programs under this Act.

TITLE IV

Est?blished the Job Chr-:,sthe Department of Labor- as a nation-ally Administered Program -vith ohbasic chancres.

TITLE V

Establishes a National Commis-sian for Manpower Policy.

TITLE VI

Signed into law by the Presidenton DePiember 31, 1974', provides foradditional public service jobs andtraining programs for unemployedpersons!,

-j_ifferentia -et 7:tle yc v-i111.e a full partner inII and Title VI,ite couId best descrii-

sal-it... 'I as

-inzin L- the

these decisions and resolv-problems,. I believe such

designed te serve the . evi ,Is o ic tic.- is.r"-ereauisite to theho histc-J-icalI :he --eloprhent of CETA."

eriem-ele eed c.- und, 1-ein.ra los HeCause of the lac of - ertaie.

-caticnal s :hatpr'- a or 1-om beim :7:-in job market, v.

-veir; developed cperiod af economical cid, ore-vide- s---ar: term employm a: 7.; larg-enumb., wcrkers recc- erm2-nated employment a- heve

nemplotemer:

"CT-the -rot.-

"Ni 2Cthat :ction

-al eavis. )tasar . othe-- conto

panace-2-: forthat fac--

'r the .

enargies atsaid, "bu: he-

is -.a- effort in "H:0an('

cur--g diti-

1.10:,

or in are

at a.

h.r- say-ihflue7and y,academe

it it

s it" 7

--d t. 'tsbe

depe: arl'1"*. the

j-_-:

iiociates

-ie.hoeaent

the

ec;. ea Prime. the -ure ar tryi

--eethoda

T-11_

ear.- prehlerr st:he fraesmege- --each

7.r,.7 hes iais:orice_illy 0"Dy:!-:ou.3 Federal.. Stare-eezia,:nc-es," 1.`cCarki-- sores

...:ete resolve the plarereing eoor-d:riation prei)lems that day, -irvedte deny ser-veces and trust2- Cnosev-t-e were the see:posed reeec. services. The deceaion ecing

nbv: been transfe- : Ic;(7--_] 1 --vel where :t -,elic 1 that

-oblems J--tan

c moreed and more ir

iis

(7:7 :IC::or. resolve these leres car7-(= 0000. I wouig hr-r-

3 61

DI :EW's Pole in CETAing a7-1:1 Programming

Wheth-.--1- you are an old hand-a- new to manpowerbianeen;:," began Ec1ward Fj.ngler,'you --ire-hably have come to-eg* the DHF.W has a signi---icar manpower trainingacti- dee a-. your community."

_a I 7Di DHEW programsfc r between 40 to 50

-Tent of.tiee total federal out-fal- manpower efforts, he

andhued, eointing out that mai--D1i-1\i manpower programs in-

°. c.iic- c ti 'nal education, yoca-l-ab iitatin, adult basic_

! I education, antedeilt- rd: awer pa raprofessiOn-

ng and 'supportive ser-

Singler said;..eion of programmatic

-lev -en the Department ofand HEW was some-

---effenive. HEW, by failing..-ely support the old

dlienning process., contri-nee lack.of coordination.

-nplementation of the CF.TA,HEW has been corn-

Jo searching _for ways tohoot a trulycomprehensiye-eriplannini; process. With- of 7.'ne Act in August, 1973,nediately engaged in joint

.ism -eith DOL to delineateCETA. In June,

mit Z. andum of 'Agree-tween 1-1F.W and DoL wascontaining sections pro-

following:

nical assistance to DOLrnonsors from HEW: -

regional offices reviewsnonsor's.anntal plans;

and DOL regional off,ice---e.- 'grantee plans.,

--aellowing the signing of the.-1.--ent, a manpower coordin:

tie-- enit was created in-theffi- j each HEW *Regional Dir-

'The existence of this.iach regional office," said, "is an invitation to the `

training professionalse-.e creative ideas on how,

xisting methods of doing1.1111 Oe mpre

--escaee e.ive to your needs and the(-ETA ." The manpoweu-

coordination st- can providetechnical assi nce and informa-tion regarding W manpowerefforts. In the nure, the 4

offices hope tc 1--1 in developingservice coord arrangementssuch as pureli a of services,sharing of *: .it-TA=.s. joint programplanning and 7 re.:gram administra-tion, possible ,h:stationinu ofstaff from eine ,--cram to another ,and joint servi7c referral proced-ures.

HEW's commtm7,nt, Singler con-tinued, is in at:h.:rig better cooed-fnation in pi-or:ram planniri,=: andservice deli*.tery . "Developmentof a system to ce: :rdinate the act-ivities of a': edu::ation and train-ing progra .,:iopertive ser-vices oper: trig :ich local area,he conclue :d, the only effect-ive manno: by which scarce re-sources be i,-retched to meetthe needs f th, ,tal community.

Musse" :'opo 1 DevelopmentDelivie-y and 17; .luation

Development a proposal for aCETA- :unded r --npower trainingprograi:n invol Mr. IIussellbegan, (three It -lit areas: (1) in-terpret :Itnn of ce local govern-mental ic :quest for propos-al, (2: i :ntifi-. q.ion of a saleableand ma ft otable raining idea, and(3) ab.ii-v of ti. institution tosuppor- :he deylopment, deliveryand el.-7-nation f the training pro-gram.

Direction and orientation by thelocal government agency indicatesthe form and style the proposal isto tak.:, Vussell Tontinued. Dev-'r.>lopir_g a saleab' idea into aMarketable proc-am involves re-sponding to item -3 in a regular for-mat that he outlined as follows:

I. IntroductionA. Background iind Organiza-

tion1. History and Lricatibn2. Purpose

B. Broblem Tdentification

II\ Statement of NeedA. Proposi-:'B,,-)rogram Objectives (most

important part of proposals)t

Pregram (procedures and pro-ces-ses for carrying out pro-gr..,..rn objectives)A. 'That you nlan tg (16B. you plan to do it

i. Sequence of events2. Timetable hy major tirrie

framei;

C. ho will carry out the :pro-gram

D. Where will the program takeplace

IV . EvaluationV. Future DirectionsVI. Budget

A. PersonnelB. Supplies.C. EquipmentD. TravelE. MaintenanceF. Consultant ServiceC. Facilities

This format, said Mussell, re-flects the time sequence of eventswhieh must take place to obtain apropdsal document that may belooked upon favorably and alsoserves as a valuable guide to as-sure that all key points Ifave beendiscussed.

"The key implication for tech-.nical 'education , Mussell said,"is professional recognition for,eachers and administrators in

::veloping well thought out stratfiv-pc: for conducting short-termtrai:.ng programs and meeting

loml needs."

The Ielivery mechanism forCETA tra:ning programs is depend-ent upon type of clients enter-ing the provram, the project staffand iristitutienal support,said . Onc e. sr_ ec ifications for entryinto the trainir.2 program havebeen.developec'.. client rec\ruitmentbecomes a majo:- concern. Adver-,tising in several forms as well asreferrals from th- state employ-ment service, local high schools,industry and corr.-nuciity organiza-tions can aid in t:-.e recruitingeffort, he pointed out.

Closely ass,- :iated with therecruiting effor7 is the formalcurriculum dev-H.opment to final-ize initial project proposal planEmphasis is or a performancebased structure that reflectssound practice's of curriculumdevelopment utilizing' the mostappropriate teaching techniquesto reach and -teach the clients.

"The implication for techni-cal education," said Mussell,fund:mental and direct. We areinvolved in education for work.The education must be explicit,meaningful and include no frills.Tge product of the program needs

'the job entry level skill to sus-tai4 the family unit of which theclint is an important part."

37.

:Deliv&v of the program is

enhanced by the availability ofinstitutional supportive services,including accessibility to thelearning laboratory for languageand math skills development, -'

counseling from the standpoint of'career and academic personneland assistance from the job place-ment offiele. These services allowtechnical training an importantbackup for referral when specialproblems arise, MusSell explain-ed, aiding in lowering the drop-out rale and helping' to meet animmediate need .

The el,--aluation component isthe most important in CETA pro-gram development, said Mussell.He stressed that because it willbe a concern of the local g'overn-ment agency, evaluation shoUld beidentified in the proposal and in-corporated into the ongoing pro-ject. For the most part, he said,descriptive statistics are suffic-ient to evaluate fhe major thrustof the projectthe clients served,the curriculum, and fiscal bud-geting and accounting.

"Each Piogram's evaluativecomponent will be somewhat uni-que," Nfussell said. "The formand style will-depend on the needsof the local governmental agencyfor justifying success or failure ofa project and the training insti-tion's commitment to the' compon-ent itself."

Although the implications fortechnical education in the evalua-tion component are not unique,they reflect elements by whichothers judge the work o'f techni-

. cal educators, Mussel] explained."Therefore," he continued,order to maintain our professionalnature, qualify for additional re-.sources and continue our responseto local training needs, this phaseof each project is important."

In concluding, Mussell stress-ed the importance of proposal de-velopment, deliver\y and evalua-tion as a concern for all Vechnicaleducators. "We live and work inan environment where justification,cost benefit and progragi worthrepresent major elements of suc-cess or failure," he said. "Weas technical educators,must con-tinue to put the 'best' efforts intothat special education which iofconcern to us."

44,.

Training MinoritiesIn Technical Education

"In order for us as educators'to effectively train minority stu-dents in technical education, wemust first try_to understand who itis.we are trying to educate," be-gan Wendell Harrell, first of threespeakers in the 'Training Minori-ties in Technical E,ucation" work-shoR. Harrell, Associate Dean fordccupational Education at SeattleCentral Community College, con-tinued with a vivid description ofthe background of many minoritystudents. Most, he said, are pro-bably the children of poor, work-ing class parents who zre them-selves undereducated; most areproducts of 'an education systemthat-has failed to articulate withminorities to the extent that theireducational achievement level isfar below the national average;most have been systematically ex-cluded from the mainstream ofAmerican economic life, thereby-being unemployed or underem-ployed .

Most minority students,Harrell continued, will quite pro-bab/y view vocational-technical.education as a "white man's play"to keep him at a lower economicstrata. Many minorities, espec-ially blacks, according to Harrell,may totally reject what they viewas the midale class establishment,with the emphasis on wealth andaffluence attainment they theyterm "white nationalism," ern- -bracing a new set of values thatthey call "black nationalism."

"In a sense," Harrell contin-ued, "the total rejection of theestablishment.is based on ihe fact

that the promises to the blacksIlave produced tangible resultsonly for the top 10 percent of Am-erican Negroes.- For the other90 percent of blacks, the ghettostill remains a closed society,dark and dreary with little hope ,Lz,

to advance.''

Harrell referred to a surveyof businesses conducted by theSmall Business Administration afew years ago. ,The survey indi-cated that blacis held 8.4 percentof personal service jobs; 1.4 per-cent of other service jobs; 2.6percent of consAruction jobs; 1.2percent of marfacturing johs; 1.9percent of retail trade jobs; andIA prrcent of other industry jobs."It is significant to point out,''said Harrell, "that though blacksconstitute 11 percent of the totalpopulation, their share of the to-.1tal business is less than three per-cent ."..

"These industry percentages,"Harrell continued, "coupled withhigh unemploymenttwice thenational average--low incomes,underemployment, low educationalachievement, in addition to a highbusiness failure rate among.blacks,enable one to gain a perspectivefrom which to understand thetremendous challenge facing tech-nical educators today."

In view of these circumstancesHarrell sees-the need for changesthrdughout the educational system,in effect providing for minorities 4'education that allows a real op-portunity for complete paiticipa-tion, acceptance-and fulfillment.It is also important, he said, that

38

education provid6 the means forobtaining a basic income that is

'commensurate with the needs ofour capitalistic society.

The system mtist stimulate"feeling for the value of excellence,while providing the individualwith a sense of pride in himself'and his heritage, Harrell stressed:It must also striye to provide thebasis for an elimination of thefeeHngs of.inferiority that current-ly exist. In order for education'to provide these basiC needs,_Harrell emphasized, educatoi-smust become sensitized to the var-ious feelings and failings thatexist in the black and otherminor-ity communities. An educationsystem designed to attract, hOld,motivate, and prepare the minbr-ity youth for creative involvementand upward m'obilityin the worldof work, must be encouraged bynew plans- for implementation.

According to Harr:ell, theseinclude:

--accelerated recruitment ofminority students:

--improved intd.ke counselinganti testing 'procedures that donot threaten minority, students;

--after,ascertainini the stu-dent's basic skill level, adequatesqrvices to enhance these skills.'posv;iding better chance for suc-

--adequate tutorial and sup-port services;

--review and revision of onc-eand two-year occupational pro-grams, allowing skill levels todetermine time frame, so youngpeople do not feel 'locked in; '

--new means of financialto minority students in education-al pursuits;

--expanded federal aid pro-grams for hard core unemployed:

--continued and-expandedcurriculurn..deVeloproent ir. ne-,-career fienis rlow open to minor:-

--improved teacher technic,Liesto assure that learning styles Ofstudents are taken into considera-tion:

--upgraded in-service teach-er education to sensitize teachersto the needs and plight of minor-ity students.

Garza Encounters -AcademicStindrome-

Pedro Gal-za continued thepresentation, sharing insightgained from his experiences asMinority Affairs Apprenticeshipand Training Coordinator for theDepartment of Labor and Indust-ries Apprenticeship Division forthe State of Washington.

Garza stated that he often en-counters minority students whohave graduated with liberal artsdegress from 4-year institutions,who have decided after graduationthat they want instead to becometechnicians. These young people.Garza feels, are facing the "aca-demiz syndrome" that often facesminority and non-mj,nority stu-dents alike. In taking Z-Closelook at the minority situation to-day, Garza stated: "Sadly enough.,but not surprising, minoritiestodayli to a large extent, are nobetter:informed about the tre-mendeus opportunities that existin today's fast-,changing techno-logical society than they were 15or 16 years ago:

Minority pairents, Garza ob-served; also get that bug knownas "academia." While he agreesthat we need doctors, lawyers,teachers, and many other pro-fessionally skilled workers, Garzastated that certainly all segments ',

of the -educational communitymust make a stronger effort to

."awaken the avareness of thosewho.may find with technical train-ing a rewarding and satisfyingcareer: ,

Speakine with knowledge of-his own Chicano background,Ga-rza pointed to the Chicanocommunity as an example of thedire need of all minority commu-nities for skills in the technical

occupations that ser,..e.their seg-ment of the population. -It is theresponsibility-of our traininc, insti-tutions who have or can developthe capability to meet the needs ofminorities in the area of technicaleducatibn.- He Pointed to thehealth field as lust one ot` manyareas nee,ding skilled minorityworkers, often 1-.1..ingual, to meetthe needs in many minority comm-unities.

In preparation for the work-sh.op, Garza undertook a survey ofthe approved technicalappzenticeship program at theWestinghouse Corporation locatedat the Atomic Energy Commission,Hanford Works. His purpose wasin learning whc, was in the programhow he/she got into the program,and what skills and training eachperson possessed prior to enter- -ing the program,. His survey indi-cated the,following: white appli-cants selected for training had an../average of 2,090 hours of previoinstechnical training at a technical!training institution, community/college or.seryice school. Westing-house Corporation's affirmative act-ion program has been extremelyeffective. There are now three fei-males and eleven minorities inthe apprenticeship program. All

-have come into the regular programby way of a pre-apprenticeshipprogram developed by both laborand management at Westinghouse."This highly effectiye program-underscores the need for positiveoutreach and recruitment of minori-ties.for training in the technicaloccupations," Garza stated.

In concluding his presentation,Garza pointed out the awarenessaniong technical educators of themany problems that mu-st be facednoting that this is one of the firststeps in solving those problems.''There is no remedy to cure allills," he said, "but those of us whocan contribute towards curing onesickness can and must-attempt tocure the social and economic sick-ness caused by lack of participationin the mainstream of technicaltraining and opportunities forminorities."

Dupree Highlights OpportunitiesFor Minorities -

Cal Dupree, the workshop'sfinal speaker, is Program Assistantfor Native American Education andCommunity Affairs for .the Washing:ton State Board for Community Col-lege Education'. Dupree reiterated

the 'act that educators locally- andnationally are.looking forr ways toget more minorities into programs.-Never before has there been so '

kmuch opPortunity to'begin- toidentity, recruit, counsel, teachand/or tutor, train arid employsuch a vast amount of untappedmanpower," he observed.

_

State and federal age/A:Cies aremaking a start, Dupree pointedout, since seyeral minorities havenow been appointed to nationaland state advisory policy boards.The minorities on these boardsare now.having the opportunity tomake decisions, approve rules andregulations for federal and stateagencies on vocational educationand on education in general.

As an example, Dupree re-ferred to the National AdvisoryCouncil on Bilingual Education,which is now beginning to havea definite-effect at the state andlocal levels. -Having started as anAdvisory Committee only, theCouncil is now setting policy andapProx,ing rules and regulationsfor all bilingual programs in theDepartment of Health, Educationand Welfare.

Dupree mentioned the adopt-ion of new rules m.?'lfor Part 3 of the Vocational Educa-tion Act, approved March 41975,as another point of impact formany minorities. The Act approvedfunding for $2.8 million for Bilin-gual Vocational Training. "Asinterpreted by HEW," said Dupree,"Bilingual Vocational Trainingmeans 'training or retrainingwhich is conducted as part of a .program designed to prepare antindividual of limited English

'speaking ability for gainful em-ployment or semi-skilled or skill-ed workers or techniciansor sub-prdfessionals in recognized occu-pations and in new and emergingoccupations,'"

"Although this funding will behelpful in making a start towardbetter technical,education train-ing opportnnities for: Minorities,Dupree said that unfortunately,many do not, even know that the.law exists, (Deadline for applica-tion was Apri1,11, 1975.)

Dupree pointed out otheragencies that are becoming in-creasingly syriipathetic to Minorityneeds, among them the NationalAdvisory Council on VocationalEducation. He explained that the

Council..now includes many peopleof minorities wico are'completelyinvolved in setting poricy thatgreatly effects the training of 7nin-oritiec.

All of : vances car. hel7;Dupree felt , alt _igh there isstill a long -way go in impro-int.technical ec'xics n for minorit-eFIn-concluding, ipree stated,want and need, esparately,best toc-7:nicalso that can r _turn to our mirority coccmuniti-6 to teach andhelp them to de -clop skills thalthey can use to levelop their ne-sources, both matural and hurnat-nresource Th.-..y're out there--all we ha-e to ii take the bu _I

.. by the -r:rns."

Dicc-ission fr.e pre-sentations focus-.d primari:y onthe problem of rtotivating minoritystudents, especially when they arefaced h r.he p-rospect of takinzprepar, , emt.7.y-level coursesto prepare program.s..Garza state tho_ ':ne problem '-motivation :ften E :ems fromenvironmer-. in wic.ch minoritystudents Cr::: st. 0-:cen too, hepointed cut. it's the "whole system" only.

Some Presem poitnted outthat pe.-ha-os mot-4C: orl could :5irnprov -d if students -.vere givna taste -)f occupattonal trainingconjuntion with those catch----course. Harrell stated thatwith tr. st community colleges :11.plan is :11 the theoretical stage,only, a.d is pre.,.-nted fromvancin.:.. by lack of resources anCrnanpov--.2r. "A:so, '' he said, .Hjehave te zet our necructors :to fee'-that fOutl- wails am.diThot f:-:e only v.--a7.7.To teacharil'we hav- tz: get titern involved insome inno---ative ways of attack:-some of thee pl-oblerns. We ha-a big sellin7 jol.."

r

ndustry Based Career Education

The pressing need for the na-tion's educational institutions tofurnish industry-based career ed-ucation programs to fit the needsof induktry was the impetus be-hind the workshop'presentationfor "Industry-Based Career Educa-tion."

The workshop presentationunderlined the shift in industrialeducation needs in the technicalfield and pointed up the lack ofresponse to those needs by mosteducational institutions.

Hoerner Indicates MisguidedDirection

hy his presentation, Dr. . James'L. Hoerner, assistant professorand coordinator of occupationaltechnical programs at VirginiaPolytechnic Idstitute and StateUniversity, referred to statisticspublished early in 1975 by the U.S . Chamber. of Commerce. Thestatistics pertained to the targetpopulations for industry-basedcareer education on the communitycollege level and were used by Dr.Hoerner to show the misguideddirectien that educational institUtesare still taking.

The Chgmber of Comm9rce re-port shows that only'20 per centof the jobs in today's hbor marketrequire a four-year degree; yet76 per cent of the secondary stu-dents are enrolled in collegepreparatory or general curriculumprograms.

Further, the Chamber of Com-merce reported.that only 23 percent of today's high school studentswill graduate from a four-yearcollege.

"With a few quick calcula-tions," Hoerner said, "it is rea-sonable to say that about 53 percen`t of today's high school stu-dents are gr.a-duating without occu-pational education of any typeand will not be going to a four-year. college."

Those wIth no occupationaltraining, when added to the 24 .

per cent of today's youth enrolledin vocational-technical training insecondary schools and who needmore training before employment,increase the population seekingservices of the community collegesin industry-based education to 77per cent of today's secondaryschool enrollment.

Hoerner also said that anothertarget population comprises adultswho are either.underemployed orunemployed because of obsoles-cence or a desire to chang-e-oe-En-nations._

The community college pro-grams, according to j-Toerner,have not been modified to serve sthis large population and its edu-cational needs.

"Too many of our community. .colleges shun an industry-basededucational effort," Hoerner said.Through their isolationistic tech-niques, \he said, the colleges failin servicing the prime need ofindustry, which is to provide aproperly skilled, technicallytrained employee.

41

Hoerner summarizAi-his rea-sons for energetic pursuit of aviableindustry-based careereducation program by listing sixadvantages:

+ It has a greater amount ofrelevancy.

+ It removes time lag between`-learning and earning.

+ Training takes place on thelatest equipment jn industry.

+ No expensive equipment orfacilitie.4 need be purchased bythe college.

+ Skill techniques are the sameas those used and conditions arethe same as those experienced inindustry.

+ It facilitates transition intofullltirne employment.

Piercey ErriphaSizes "Intensity"as Solution

Jim Piercey, dean of techriicalech.:...d.tion, Lane Gommunity Coll-ege', Eugene, Oregon, supportedHoerner in his presentation andoffered a'solution.

"IndustrY is best skilled atdeveloping and producing a manu-factured product," Piercey"We in technical education arebest suited for ,4eveloping and pro-ducing the perfect employee," hecontinued, "but some of us arefailing badly in getting the jobdone."

Piercey's theme was a simple

statement: "Training does notcreate jobs; training creates salableemployes ." The job of the commu-nity college is to produce thosesalable employes, and to do sowill require considerable changein methodology, according tnPiercey.

Piercey's solution is intensity."If we don't go out after industry,the'y are not likely to come to us,"he's'aid. "We're not kidding in-dustry; we might only be kiddingourselves. Intensity by the edu-cators can get the job done."

The colleges should use in-dustry, Piercey believes. Theyshould be organizers and allowindustry to use.their expertise inhelping to provide an industry-based, technical education system.

"Use cluster training. Useindividualized instruction, videotapes, video cassettes, audio cass-ettes and learning packets.

"Take the means to industry,"Piercey said. "Integrate yolirbasic education with your skilltraining. Give credit by examina-tion. Give credit for past exper-iences. We've got the deliverysystems. Be a manager--usethem."

Hill Points To Advisory Com-mittees Effectiveness

Bari-y Hill, chairman of theBusiness Department of SpokaneCommunity College, concurred inthe aims outlined by the otherspeakers. He also pointed outthat Spokane Community Collegehas made substantial progress inthe industry-based career educa-tion field.

One especially successfulMeasure employed by the college,Hill said, is the use of advisorycommittees for developing curri-cula content. The advisory com-mittees are composed equally ofrepresentatives from the collegeand from industry. The collegeis thus able to base educationalmaterial and methodology on .vhatindustry wants and needs. Thistrend is continued by includingone or two quarters of industrialinternship in most industry-orient-ed courses, Hill said .

4 2

Developing Manpower for

Nuclear Technology

Men and women with thespecial qualities of intelligenceand quick reflexes are needed inthe field of nuclear manpower,according to Gordon J. Rogers,manager of Engineer Administra-tion Engineering Deparfrnent ofthe Hanford Engineering Develop-ment Laboratory, whn opened dis-..cussion in the .workshop entitled"Developing Manpower for Nuc-

, lear Technolagy

Training Operatm-, for the FastFlux Test Facility

The HEDL facility is'n-kanagingthe design and construction of a

.new Fast-Flux Test Frsciiity (FETF),an experimental nuclear/ reactorused for test and deelcipthent of

,-nuclear perfortnance da, a . TheHEDL facility does not 7ictuallygenerate power,. Rogerls said.

Since Hanford is a researchfacility, the "man at the throttle"mu`st be knowledgeable, proficient-al-id-able to analyze problem's anci_react to them instntly, Rogerssaid. The FFTF must be operatedin accordance with Energy Re-search and Development Adminis-tration (FRDA) guidelines.

Safety and proficiency re-quirements dictate that only thehighest quality manpower re-sources be utilized-for the HEDL.Nuclear Regulatory Commission(NBC) licensing requirementsmust be met, Rogers said.

According to Rogers, per'son-nel are to be trained for threedifferent job categories: Opera-tionengineers, reactor techni-cians and operations technicians.

,

r.

reactor plant operationsthe operations engineer 'may beassigned to any reactor operatingposition, including the chief op-erator's station. Shift supervisorsmust be qualifie`d as operationsengineers. The fuel-handling-operations may require supervis-ory duty.

'Operations engineers musthave a minimum of two years ofcollege or equivalent and-fouryears of nuclear plant experience.Extensive training is required foroperations engineers of the FFTF.

,The initial training pxogram w41comprise 85 trainees in t,hreeclasses.

According to Rogers, the ini-tial class will have 25 students,.who posseSs a four-year collegedegree. These students will be-'come the nucleus of the operatingcrew during construction andtesting phases of the FFTF.

The second cVss of 30 traineeswill start in July 1'976. Thesepersnnnel should have two yearsof college or equivalent reactoroperations experience, Rogers

Graduates'of this coursewill become reactor technicians,but the high perforrmrs may qual-:ify as opera/ions engineers afterthe FFTE is completed..

Reacfor technicians will func-tion at any of the reactor operatingstations including those in thecentral room, but excluding thechief operator's station. Fuel-handling operations are within thereactor technichns -responsibilityTwo years ol.college or equivalentnuclear plant exPerience is re-

:

4 3'

quired. '

The third class of 30 tdentsshould be personnel with t,ye,ars of colrege or equivfirentreactor operations 'experience.Most of these tralnees should qual-ify initially as operations techni-cians.

Rogersssaid that operationstechnicians may be assigned toreactor plant operations br fuel-handling operations. They musthave a high school diploma or itsequivTilent and a minimnm of twoyearg4 work experience. Becauseof their limited duties, NCR lic-ensing requirements do not apply/to them.

Graduates of the first class'will become the cadr:. for the.FFTF. TheyJwill be involved withactual "hands-on" training follow-ing remote-site training. Theinstructors, who will be frnmtheHEM, are fully qualified workingprofessional,.

The trainees will be given acomprehensive writtem examina-tion and a final oral examinationupon completion gf qualificationtrainint. Graduates will be con-sidered fully qualified to operatethe FFTF.

Training will not be left toone-time qualification, however,

-;?gt:rs skid. Each person work-ng On the FFTF must requalify

annually on einergency and ab-normal plant conditions. Theywill receive biennial requalifica-tion on all remaining subjec,ts.

It,is apparent that the expend-

',

iture of time and funds to train --.

personnel fol. the FETE will hesnbstantial , and according toRogers, the Qxpe'nditure must hecarefully administered. However,the relatiye increase in...effective-ness and production of the facilitywill justify the expense, i-rn said.

One of the,most significantprcitil ems encountered by person,- .

nel of the HEM. and most other'technical facilities is the prepara-tion of effective, detailed writtenprocedures, Pogers said. Headded that improved skills inoral and written communicationsare goals not always' achieved.

:Writing coir.ses are conduct-ed to innpro.ie the skills of assivn-ed personnel," Ropers said."Outside help is often called uponto assist our techhical personnelin the improvement of their basicwriting skills. But the problemof aevelopment of competent,.

..:'effective technical writing ability t_is increasing geometrically. Itremains unsolved. We are solici-ting the assistance of anyone whocan offer tangible benefits in thisarea."

Daniel Hull Programs Mana-ger for Technical Eclut:aii4n Pe-search Centers/Southwest inWaco. Texas,.prefaced his pre-sentation by emphasizing thesharp rise in demand for nucleartechnolopy.manpower in recentyears due,to national efforts todevelop nuclear generated, elect-..rical power efficiently and abund-antly.

Until now, he explained, thesupply of trained nuclear techni-cians has come from three sources:(1-) Nuclear Navy, (2._,./ AF.0 (nowERDA) owned, Cont-raItor Opera-ted Laboratciries, and (3) Re-trained electrical utility employeesby equipment vendors and pri-vate consultant companies,

"The first two of these man-,.power sources," stated Hull, "areable to retain higher percentagesof their personnel than they hadin the past; resultinn a dwind-ling supply of trained techniciansfpr industry. The third 'sourcewilr continue for some time but isvery expensive, costing in excessof $1.00,000 per student." He add-ed that fewer numbers of electricalutility-employees in conventionalpower plants will be available forretraining as this limited sourceeventually becomes depleted.

Cr

"To meet prsent and futuremanpower-needsin this field,"Hull continued, "two year, post-secondary technical educationprograms must be developed.andimplemented to prepare individ-uals for entry level employmentin highly specialized;job cate'gor-ies."'

To operate nuclear powerplants efficiently, safely andeconhmically,..Hun explained, re-quires technioianS trained in re-actor operation, quality assur-ance/quality control, radiationinstrumentation and radiation pro-itection. Nuclear fuel production);reprocessing, and disposal re-quird technicians With a speck,tlityin,radiatinn chemistry and sa,fety

1- , Skilled technicians ar c. alsoneeded for other applicaticins ofnuclear technology. For/example, -most major hospitals throughoutthe nation 1-ive nuclear medicinelaboratories where radiopharma-ceuticals and radiation are usedin the study, diagnosis and treat-ment of specific diseases. Radion-uclides have also been extensive-ly employed in plant physiologyto create better and more produc-tive food crops and in aniw.alhuskandry to improve the careand feeding of livestock . Still

another useftil property of radio-nuclides is their ability to renderphotographic emulsions develop-able.

Moreover, Hull continued,radioactive materials are Widelyutilized ih industry to measureand control manufacturing pro-cesses, to inspect materials andto facilitate research.

Existing Educational Prbgrams

The technical Education Re-search Centers and the SouthernInterstate Nticlear Board jointlyconducted a study in 1972-73 todetermine manpower requirements,trainekneeds and existing, ed-ucatidnal programs for nucleartechnicians'. "Thet results of thisresearch," Hull stated, "indica.-ted that,in order to realize on anat49nal basis the full require-ments of the nucleait field-forwell-prepared technicians andspecialists, the training and re-training of nuclear personnel mustbe standardized; coordinated andgreatly expanded."

Although entry level techni-cal positions were filled earlier

4 I

by p'ersonnel from the U.S. NavyNuclear Division, he reiterated,this source of trained technicians

ne longer adequate to meetindustry's needs. In the past,civilian educational institutionshave offered programs in thenuclear field mainly at the bacc-.alaureate and p radua te levelsIn contrast, technicians and op-erators have been trained primar-ily by .reactor vendors, utilitycompanies and traiming consul-tants at extremely high costs.Although the basic theory is moreeasily taught in junior or comm-unity colleges and vocational-technical schobls, these institu-"tions have be9''n limited by inade-quate inform/tipn on manpowerdemand, occupational tasks andprogram planning.

'Although there are institu-tions in the United States thatoffer technicnl educa.tion in nuc-lear technology, Hull explained,most of these have programs or-iented toward radiation protect-ion. The few programs that havebeen offered in nuclearelectron-,ics and nuclear engineering tech-nology have demonstrated a highdegree of variability in content, 'duration and orientation.

Current retraining programsto instruct'fossil-fuel power pla.ntoperators in thiclear technologyhave also suffered from lack ofstandardization and coordination,Hull said. A basic difficulty withmany of the programs is the limit-ed number of simulators o'r opers"ational ntiblear power reactors inwhich to gain "hands-on" skills.This is a crucial limitation, Hull,explained, in yiew of the AECrequirement th'a-C personnel whooperate reactors have a ReactorOperator License. The licenseis issqed only after the applicantsuccessfully completes both anoral and written exam w/hich testshis 1...nay/ledge of control roominstrument indications, reactorand plant controls and radiationsafety and control

"Unlike most other licensesin the power industry,'"0-Iullstated, "reactor operator ancksenior operator licenses are issued

for a specific facility rather thana class of facilities." The traineemust master not only the,con-struction and operation of one ofthe.three major kinds of nuclearpower plants, he explained, but ,also the idiosVncracies of an in-dividual plant. "Thus, he said,

"examinations are administeredonly when the need for a specific /license exists, requiring studentsin training or retraining programsbe given hands-on experience witha simulator, or onrthe-job trainingat the particular facility for whichlicensing will be sought." Toprovide this type of training, hesaid, educational institutions, re-actor vendors, utility ,companiesand training consultants must-co-ordinate their efforts.

The same variability in train-ing programs evident in the nuc-,lear field is found in other sub-fields of nuclear technolggy ex-cepting medicine. As a result,there also is a need for morestandardization and collaborationif the quality of technician train-ing is to be improved. In the:case of medical applications ofnuclear technology, some stand-ardization and infermation ex-change has been achieved due tothe QOordinating efforts of theAMA Council oh Medical Educa-tion. Technical Educatioh,Re-'search Centers/Northeast Nsoprovic.is a curriculum guidp foreducational institutions collabor-ating with hospitals in planningnuclear medicine technology pro-grams.

A National Plan for Nuclear Tech-nician Trainin

In JUly, 1974 the Office ofEducation funded the TechnicalEducation Research Centers (TERC) to develop curricula and in-structional materials for two year,post-secondary training of nuc-lear technicians, Hull explained.Based on earlier work by TERC

nc-1 the Southern interstate Nuc-lear. Board a model was conceivedfor two year educational programsin nuclear technology.

"To assure that the curriculaare relevant to job requirements,that the instructional materialsare tc7hnically accurate, and thatgraduates of the suggested pro-grams are employable," Hullstated,. "advice and guid--ncehave been souc,ht through the es-tablis ment of a National SteeringComm ttee for Nuclear TechnicianTraini ." The committee members, 1 e explpined., were select-ed by TERC and broadly repre-.sent the nuclear field throughoutthe nation.

At the_firs%meeting in Octo-.ber, 1974 the committee reviewedthe program plan, job and task

re-

4:-;criptions artl tentative curricula.Based on theubsequent recomm-endations, revisions were made:courses were identified and instruct-ional materials developed.

From the model curricula,tv/enty-nine courses have beenidentified which are not normallyavailable in ot'her progi-arns at twoyear, post-secondary technicalschools, Hull said. The courseshave been grouped ac-cording.tosubject content intothree Nuclear

Technology :Series: Energy Series,Radiation Seri,s and'OUality Assur-ance/Quality Control Series.

The approach tdward deNcelop-ment of 'instructional materials is tocreate modular learning units basedupon specific tasks that the techni-cian must learn,on the job. "Thetrend in instrUctional materials to-ward this type of modular design isattributed in part," Hull stated, "tothe following desirable fetures:

-They are performance based..-They provide flexibility in in-

structional rpetheids.--The; can be used for individual-iied learning .--They caiitibWouped together in-

...to different courses for adaptationto the-needs of a local school, insti-tution or inclus`try.--They prdvirlr multiple entry/'exitlevels for studints.--They are easily updated."

The validity of instructionaI ,materials shOUld be verified accord'''.ing to job relevance, technical ac- \--curacy and educational effectiveness,1 ull sahl., Job relevance and tech-

ical accuracy a-1-e evaluated by the'National Steering Committee, and

e educational effectiveness isdetermined by-tchools who are us-ing the materials in pilot programs.The two schools using and eValu-atingthe instructional materials atthe time of theClinic were TexasState Technical Institute in Waco,Texas, and Midlands Technic41 Ed-ucation Center in COlumbia, South

.Carolina.

"The:materials," explainedHull, "are evaluated foi effective-nessoaccording to prete8t and post-test data obtained from students

- who are enrolled in courses as apilot institution. Th.e 'Procedures'

'portion of the modules is also check-ed in the labs of the pilot institutionsto determine deficiencies in details,Ihe degree of difficulty and the

.average.duration of time requiredfor completion."

. 4 a

The most valuable inftirmationto be obtained foil improving themodules, he coritinued, are thecritiques from faculty and students.Facujty menibers who have taughtcourses from the modules can ob-jectively evaluate the modules'effectiveness in theirparticularlearning environment: whereascritiques from students will pointto paragraphs or statements wherethe reading level is too difficultor a concept or procedure is notadequately explained.

Hull concluded by saying thatby May, 1975, a NatiOnal Planfor Nuclear. Technician Trainingwas expected to'have been develdp-ed, critiqued and l'-evised. At thattime, the components of the plan(job description-8, task lists, curr-icula and course descriptions)would be available to interestedschools, ihstitutions, governmentagencies, utilities and 'industry.At the saine time,. drafts of all sixinstructional modules for the in-t-oductory &purses in Radiation.Physics would-be avaiLek51-610 in-dividuals;

Dr. Robert Brown, Chairmanof the Nuclear Techno,,logy programat Texas State Technical Institutein Waco, Texa=;, focused his por-tion of the workshop discussionon a slide presentation comparinga conventional power plant witha nuclear power plant and illustrat-ing many of the technical job cate-gories developing from the continu-ing growth in nuclear technology.

Because Of the nature of hispresentation most of the informationgiven by Dr. Brown could not beadequately recorded. He did,however, discuss and display thework of radiation-detection techni-cians, nuclear instrumentation .

technicians, radiation chemistrytechnicians, reactor-operators,qualityassurance technicians, non-destructive-testing (NDT) techni-cians and well-logging technicians.He concluded by saying that nuc-lear technicians are now being em-plyed in utility companies, archi-tectural engineering firms, con- ,struction and manufacturing firms,field processing firms and research

Jacilities, '

Faculty Develoriment in

Technical Education

Most educators believe thatthe school system exists as the

,bridge to increased knowledge .

. that it is the vehicle whichhelps students bridge the problemsin the learning proces,-:."

:th this statemer:, RnlandL. opened discu.- sinr the"Pae .1tv Development 7 T rniclFcit: Hon" clinic worl Dr.Roy, associate profes, r eacherethic atml in vocational caleducalloa.at Central 'w:L;tonState (-,Ilege in P.lieru- -g, wash-ington, added that if technical ed-ucators accept this premise, it istheirsduty to be "well-prepared tooffer eXperiences that will motivatea student to learn, to gain dignityand to he able to compete sticcess-fully and five amicably with hisfellowman."

This cannot be accomplished,he said, unless technical instruc-tors have additional expertise thatgoes beyond-a narrowed scope c,fskill knowledge. "An educatormust be up-to-date to do his job,

.because students come from suchvaried backgrounds," he.stated."With all of the social and indust-rial change,we cannot ignore theimplementation of career educationthat is now sweeping the Country.X.."Te must prepare teachers and re-lated personnel,to develop indivi-dual frames of reference that will'concur with the value issues ofsociety and industry."

.It is a predetermined analogyin our present world., accordingto Dr. Roy, that a means for mar-rying technology. ,,humanistic phi-losophy and the related academicsmust be implemented. Becafise of

this need, he se-id, ". ..._the ex-isting barriers or walls that existbetween academic and skill pro-ficiency must be eliminated to al-low a total education concept fo.exi :."

Dr. Roy,,whose experiencehave been in inAustry, the publicschool system, post-secondaryand fnur-year institutions,, be-lieves that the duty for 'the finalpreparation of school.fr)ersonnel isthe task of the university or four-year college in cooperation withother existing systems.

"It should be a cooperatiVeendeavor between state departments,the university system in articula-

tion with community and juniorcolleges and in cooperation withPublic schools and the total corn-rnunity. Plans should be developedthat organfze the academic disci-plines with the necessary manipu-lative skills.

"It isn't necessary for us,to re-invent the wheel," Dr. Roy said,"but we certainly do need new ap-plications for the wheel." Techni-cal education, he explained, must"retool" for present day needs,and this can best be ac'complishedthrough honesty among colleaguesand openness both at the adminis-trative and teaching levels. "This,"he said, "will induce leadership.and .positive-productivity . "

Current teacher requirementscan often serve as a disadvantagehe continued, because they oftenencourage hiring of technical andvotational educators who do notpossess the necessary tools for theteaching trade. They may have

46

the industrial proficiencies or -skills of their trade areas or oc-cupations, hut little experience inor kr Acid -academic theory.Many ie... may degreerequ -emen .: not necessarilyin the arc irade expertise.The awith fl

latedcationucate-ializr.erali.-, .

---- r- :lls associated-lay carry no re-

to the trade ed-:d.",T-Iiis results in ed-may often be too spec:-

-nnversely, over-gen-

Curriculum objectives for teac-hers preparation should differfrom those that Prepare individualsfor,roles in business or industry,he Mit, but this trend is foundlacking in many of the-four-yearinstitutions 'teaching vocational-technical courses.

..Those involved in technicaleducation, he said, often compoundthe problem by setting a higherpriority on technical skills than onacademic necessities.. "Instead,"he stressed, "there shoulsi be anappropriate percentage or balanceof both."

In order to meet the total needsof students today, Dr. Roy said,technical education teachers shouldhave good knowledge of the relatedor supporting studies to their occu-pational skills or proficiencies;they need a cocr)ertive plan withstudent personnel staffs in the plan-ning for career and personnel gui-

/ dance; they need t9 know methOdsand provisions for teacher certi-fication and self- or professional-improvement; and they need toknow methods of self-study andhow it fits into the organizational

structure. Iii,addition, he said, ateachse.r must be familiar with atleast the fundamentals or functionsof the following:AdministrationOrganizationPhilosophySoc iologyAnthropologySupervisionPsychologyLegislationFinancing and BudgetingUse of Surveys and Advisory Com-mitteesMethods of analysis, course organ-ization and preparationLesson planning and eYaluationProgram and curriculum design

The development of qualifiedpersonnel can come only throughplanning, evaluating and re-desi-nging, Dr. Roy said. "We must al-be held acc,ii:ntahl,. for our AC--

ceases and 7-- lure " he stressed."EdUcation a co-not be desit- ci fc a single life-time style.-

inuum and can-

"We net- ,) a realisticprogram of-i- dty 'preparationand a system plan for inserviceand continui: -ducation," hestated. "Th. .iitdated courses ofcertification il1 being used bymany states leave a lot to he de-sired in.maintaining quality per-sonnel."

a.result, he said, too manytechnical educators today (10 nothave the well-rounded backgrc.undsnecessary for the total developmentof students attending programs oftechniCal or voCational education.Administrators and faculty mem-bers together must work. to developprograms that will provide/all thenecessary tools for the teachingtrade, This team effort, lie said,can help insure proper balanceand remove past inadequacies intechnical education faculty develo-pment. The technical or vocationalinstructor.of the "new breed"must be one who is not only an ex-pert in his skill area but also hasa well-rounded, thorough acade-mic and educational background.

"If we persist in saying thattrade experience:is the major--and sometimes onlyprereqtristefor teaching in technical or voca-tional areas, the? we-are onlyfgoling ourselves," Dr. Roy stated.

.."Worst of all, we are depriving ourstudents by furnishing them withsub-qUality instruction."

Dr. Roy stressed that new prrgrams must be designed to enablefaculty members to obtain under-graduate residency credits while'off the university campus. Under-graduate programs, the first twoyears of which can be offered at thecommunity college level in cooper-

(; ation with four-year institutions,

must be specifically deV eloped tomeet the academic requirements oftechnical and vocational instructorS.In addition, plans for release timeshould be divided to allow facultyto gain additional studid in acad-emic and trade skills.

"-to accomplish our goals," he"the forces within our educ-

ational.systein must lay aside theirpolitical animosities and philoso-phical d:;fererices--and commurn

-.nth understanding." AccorDr. Roy, ih teamwork,

.,:tive ier pre-ser--,cen-service fcir facti,iy.opment iti technical educati-n

oc-ssible.

"Some good programs alreaci-1st," Dr. Roy concluded, "but

teacher education and total sta--velopmept are paramount to our

n-eds, we should not sit on exist-ing 'laurels,' but mole on to totalcooperative commitments."

Vocational-Technical TeacherEducation at the Two-Year CollegeLevel

The workshop's seCond speaker,Dr. John Glenn of the State TechnicalIntitute at Memphis in TennAsee,re-emphasized the growing needfor faculty development in technical.ducation. He explained-that in theearly '70's, in their annual assess-ment of educational manpower needs

enrollment projections of the:te boards of vocational education,

.S . Office of. Education recog-.ied and identified a need for5,000 vocational-technical teach-

-is at secondary: post-secondaryind adult levels between 1970 and1975. "This," said Dr. Glenn,"meant an estimated deficit of 5,000vocational-technical educators inthe U,s.n

The need increased, Glennadded, when the career educationconcept began to gain popularity.in 1971. Federal and state legisla-tion brought the concept to the locallevel when in 1973, CETA replacedMDTA fegislAion of 1962 as well asParts A. B, and E of Title I of theEconomic Opportunity Aet of 1964."CETA brought about flexibilityand decentralization, creating an

. 7

opporiinity for programs be con-ducted by community-bai-eu organi-zations.." Dr. Glenn stated; "andthereby opened a whole nevi areaof vocational-technical teacher needs."Federal and state priorities sindethe implementation of the CETAhave incrOsed the need for 'additio-nal and better qualified vocational-technical teachers, he added.

Recognizing these growingneeds, the State Department in.Tennessee encouraged the develop-ment of a two-year vocational-tech-nical teacher education program tomeet teacher preparation needs thr-oughout the state. They kney thatto be successful, the program must1) be within commutin nce forinterested persons; 2) ,;i: ,rrentaid 7.11t'l,:e needs of pre-service

icatic al-technical education teac-ing r :uirements; an : 3) be arti-nlate with colleges U :t brought

the -ampus and mac - availablea the

Ti- ise who envisic ed the pro-..ram s -w it-as a means -or improv-.ng thti :tuality of teach prepara-tion in --.-ocational-tech: cal educa-tion as as for help..ng increasethe numbers of prepart . instructorsavailable to meet the st- te's needs."The goal in implementing the two-year associate degree in vocational-technical teacher education at post-secondary institutions throughbutthe state," Glenn said, "was togive an individual increased ac-cesibility.to professional improve-ment and encourage him to worktoward receiving academic certifi-cation for the time, energy and ef-fort that he ha'S invested in his pro-fession.

"Th, ororr- he continued,. ,. implenier ted two years ago

in Memphis and the western .

Tennessee area." The overall pro-gram contains three componentstLat have been developed to coverthe total spectrum of vocational-technical teacher training needs at

Associate degree level:1) The sspecialization component

provides four methodg for obt-aining a required 24 credits inthe desired skill area, includ-ing methods allowing credit forpast skill-training and exper-iences.The education component con-sists of in-service and pre-service professional vocational-technical education coursesfor meeting minimum statecertification reqUirements.Courses are coordinated andarticulated with the state's

2)

four-year colleges and univer-sities, and additional studies,beyond the minimum certifica-tion requirements, are availablefor those who desire them.

3) The related course eomponentenables individuals tn selectcourses depending on theirdesired areas of specializa-tion and allpws for maximumindividualization within theprogram .

Based on its acceptance dur-ing the past two years, Glenn con-tinued, anti-it-elle.: that t1nrogr Ill -currc teacHin cessilt ility tovocational-te rn eacheT courses:(2) prpvirie attain:rig theassociete de- proe-de the-necessary -an -ret. -technt cal teach--er prepal ati 7 c ir:es for minimumstate yncatice icraical certifi-cation snd re- cc -if: 'ation; (4) pro-vide a means 11"-...ving educatorsin the field c-errent on ed-.ucatior al tecr.ret. ite and rnethodsand (5 increesr h -;upply of qua-lified ,.--e7ational ect- nical teachers to

--assist public ire- private man-bower and education sectors in':meetinct the challengeS. confront-ing them as a result of nationalpriority emphasis and federal andstate manpower and educationallegislation.

"In summary," Gle conclud-ed, "the two-year associatedegreeprogram is just one alternativemethod for providing additionalvocational-technical teachers tomeet local needs in otlr schoolsand manpower training fatilitiesf

7actity Development at the Gradu-ate Level

Dr. Alberta Hill, pret,-ssor inthe department of educatinn aridthe Dean of the Colleen of HerneEcOnomics at Washington tateUniversity in Pullman, Washington,concentrated her remarks on fac-culty development at four-yearinstitutions, particularly at thegraduate level.

Before faculty development pro-grams at the graduate level caneffectively be established, she'said, educators and administratorsmust work together to determinethe priorities for faculty develop-ment.

Referring to her own exper-iences, Dr. Hill said that she has'discerned five major in whichsho feels priorities mus be set."Faculty development," she ex-

plained, "must concern itself with(1) Identifying faculty needs earlyin the development of a program,especially in areas of new techn-ology; (2) preparing faculty mem-bers at all levels to workas teams,both within a program and in re-lated areas; (3) preparing facultyto work with-Individuals of alltypes, many of whom will be un-motivated; (4) developing facultymembers who really understandhow people learn and who know'1)0 differences in learning patternsA. del( at kinds of people (minor-

advantaged, rural, urban,5) developing faculties who

e-ri efficiently, with know-evaluation to allow con-

star 'mprovement of methods,tecletiques and curriculum mat-eri- .

Wee-,etc .canled

her-participation in the de-velc .aent of a graduate level pro-gra:o pi-epare vocational eclue-atic.. curriculum specialists, Dr.Hik iaid, she has found that cer-tian assumptions can and shouldbe r tde when working with voc--atiopal-technical faculty develop-men:.

"Perhaps most important," Dr.Hill explained, "is the assumptionthat all educators and vocational:technical education l'eaders have.some responsibility for curriculum.Since this responsibility will varywith the individual's role; (i.e.,instructor., aide, coordinator,.di-rector, etc.), it is important thatskills identified in task analy,sisin the same way as skills neededin oc iipational areas in which we're teaching are identified. Be-cause curriculum cannot be anis-tructed on a "cookbook basis,"faculty members do need theoreticalbackground, Dr. Hill explained.

The need for teamwork in de-velopment of curriculum illustratesthe need for the teamwork conceptin faculty development programs,'Dr. Hill said. "Vocationalandtechnical educators must learn towork effectively with people inbusiness^and industry as well asin science and research in thedevelopment of programs."

Although this type of facultydevelopment requires realisticand real experiences; and shouldtherefore be a field oriented pro-gram it should not be divorcedfrom the University," Dr,. Hillstressed. "There are many ad-vantages to coordination with un-iversities, with resourees and re-seerc:l facilities in a number of

4 a

disciplines."

In summary, Dr. Pill reiteratedthe need for coordinated effortsbetween educatorS and,adminis-trators in.all the various segmentsof the educational communityeem-phasizing the need for concentrat-ing on future needs and futuregoals. "Like so many of the tech-ical occupations you're concernedwith at this conference," she con--luded, "we cannot rely completelym Making an analysis of what is:)eing done . . . because we mustproject ourselves into the futureand see what should be done."

"The -polential for growth inhealth services is great not onlyin basic preparatory (pre-employ-ment) programs but also in the,area of continuing education for''the updatingJ of knowledge andskills,' stated Viola Levitit as theopening speaker in the workshopfocusing on "Growth Areas in Med-ical Services." Levitt is directorof I-Tea lth Occupations at PrinceGeorge's Community College inLargo, Maryland.

Other speakers in the work-shop were (uicia N(persc:- ,f .lepar17- Bio-medical Engineering 7: echnologyat Monroe Community College inRochester, New 'York and Dr.Kenneth (ludgel, Director of Fam-ily Medicine Spokane in Spoldine,Washing ton .

Establi.shing Basic Premises

Ms. Levitt.opened the work-shop in a discussion of the basicpremises that must be establishedin order to assess the current andpotential areas of growth in med-ical service. She set forth those .

premises as follows:1) growth is siepend.ent on need

and available resources,2) need may be defined as lack of

something requisite, desirableor useful, and

3) . need for growth areas in med-ical service can be determinedby data about supply and de-mand among other factors.

Ms. Levitt further explainedthat to deteimine demand for grad-uates one must look at job opportu-nities, growth of services or faci-lities planned and/or approved,

Growth Areas in Medical Services

nd turnnver rates of health per-sonnel in the job category beingstudied. "Supply on the other hand,"5 he added, "can be determined bydata about total number of gradu-ates, where graduates are placed,and 'mobility of workers in andout of the region.

"The difference between thesetwo factors," she said, "will re-veal if a need exists for growth.'"If so, one needs to consider whe-ther existing nroer-Ims can es-pre,(1 ti, :Icc 'ho;lc ::d, her it.1-facilit

,and resources can used to ,.7ferthe needed program, or wheth,:rnew programs and facilities arene'eded..

.Contact with local and regionalservice agencies, professionalaroups, health planning bodies,knowledge.of the newest trends inhealth care, delivery of servicesand current legislation affectingthe system can all assist in identi-fying new growth areas ir medicalservices, she felt.

The lack of available accuratedata and statistics, she said, makesthe of need a difficulttask. 'Fur'th more, the availabilityof resources--physical, human andespecially financial-also complicatesthe need for growth.

Extending health serviceS toa wider segment of the populationand assisting in reducing the costof health care are legitimate con-cerns and are directly relaled to )determination,of growth areas, Ms.Levitt pointed out. Most of the func-tions of given health service can becategorized into simple, interMed-

4 9

iate and complex tasks. "Techni-cians can be prepared in one or twoyears to perform the simple and in-termediate tasks most effectively,"she stated, "These individualswork under the direction and sup-ervision -of the professionals whocan then be freed to concentrate onthe complex tasks." This aryange-ment, she'explained, can help faci-litate thdse cuncerns.

Rased on thi. inforr,Lovitf t( U ongrowth in the r.ewer occupation inthe health serv:ces field. -Amongthose she disc ssed were thefollowing:

Medical Ri-,cc?r-ds Technicians--Recauseof the emphasis-on Account-ability and the increased use of thecomputer to store and retrieve data,Medical record administrators haveincreasing need for technicians togather, organize, retr-ieve: releaseand analyze health information.

Nuclear Medicine Technicians--Physicians have a grawing need forskilled technicians as advances inthe use of radioactive substances t.

necessitate the use of more sophis--tic'ated equipment.

Respiratory Therapy--Skilledtechnicians, knowledgeable aboutrespiratory conditions and the eq-

"uipment used for treaternent, areincrpasingly in demand wit13.therising incidence of respiratorydiseases and the newer treatmentmodalities of these conditions.

Emergency Medical Technic-ians--The changing role and' func-tion of the hospital emergency roomhas created a need for silock andtrauma units to treat the victims of

accidents' and major catastrot' hiesSkilled attendants who can H -Hatelife saving treatment immedwhile transporting patientsthese highly spescialized un areneeded in increasing number-1.

Human Services/Mental HealthAssociatesBecause patients over-burdened by social, financial, em-otional or family problems often donot respond well to r'nedicalmerit, the need to offer assistanceto peoble with thes.i problems hasincreased as our society has be-come more complex.

Physician and Dental Extend-ersThe shortage*of doctors anddentists make these assistants andassociates invaluable as extendersof medical services. The,changing,.emphasis for cure .to preventativemedicine and maintenance of healthwill require additional personnelto assist the physician and dentist.

Physical Therapy Techniciansand Social Worker AssistantsBe-cause professionals requiring agraduate degree to practice are inshortsupply technical assistantswould allow more people to benefitfrom the services otfered and 'vc alc.1assist in Itcenin tIne cost of healthcare down.

Veterinarian Technical Assist-ants--Veterinarians spend up to65 percent of their time performingtasks that should be handled byteehnicians. There is a desperaterieed for people to assist in veteri-nary practice, laboratories andanimal research.

''As lOng as knowledge contin-ues to expand and technology ad-vances.,ernerging growth areas inmedical services will continue,"Ms. Levitt said, "Changing pat-terns of delivery of health care willalso contribute to the emergence ofnew occupations and professions inthe health field."

What must be avoided, Ms.Levitt felt, is the prolification of .

highly specialized workers withinclearly defined roles, function andjob responsiblilities. "If an exist-ing group of health workers, havethe skills and knowledge desiredbat are in short supply," slie con-clUded, would seem more pra-ctical and economical to expandrecruitment efforts to increase thenumber of those graduates to fillthe woid rather than ceate a newjob category .4.rith overlapping jobfunctions." This, she said, wouldreduce fragmentation of care as

well as :lie numbe:- of pok., le car-.,

r-ip r ench pat .i.,nt..

Bhorm.clic;ii.1 PIngin..- -inology

Luida Norris .issociatc pro-fessor and chairprson of the Bio-medical Engineerin:: Technologyprogram at Monrc, 7onirminityCollege in.Rochesie..-, New: York,focused her discus.,ion on the de-velopment of that pi-ograrn as thefirst community college based cur-riculum of its kind :n the UnitedStates.

"The early 1960's," NI Norris.stated, "began an era in v..nich in-strumentation and techniques, manyoriginally developed for the spaceprogram, have been adapted toproblems of diagnosis and treat-ment of human illness and to prob-lems of medical.research." In theinterim, she adied, it has becomealmost routine to expect to see, ina given Ilospital, many examples'ofproducts of this"synergism betweenelectronics and engineering andmedicine. In citing just a few ofthose examRles, M. No.riis ro,interi.to coron...:titi, ear,- units lit:--:

special.. zs,.astruments use::: to

assess the pulmonary stiatus in pat-ients with acute or chronic respir-atory . . . and clinicallabora instruments used to testthe '131, tit numerous con;']tions.

T.: =se -re just a few c.;:amples,she sai tnat support the statementthat there are now maw; instrumentswhi :h are potcntially useful to phy-sic.:ns and others that did not e:%-iqtas recently as twenty years ago.J'The key word here," she stated,"is 'potentially.' Whether or not aninstrument is used to its fullest pot-ential-7-whether the measurementsmade usink it do the patient moregood than harmdepends upon howwell the 'care and feeding' of thatinstrument are implem'ented."

The, individual capable of ad-ministering this care and feeding,she further explained, must havea basic knowledge of electronicsand know enough about physiol-ogy, medical applications and thehospital subculture to communicatewith doctors, nures, techniciansand others whose expertise', nomatter how great, seldom includeselectronics. "It is this individual,"

.she said, "whom we graduate fromour program in Biomedical Engineer-ing Technology.

Monroe Community College be-gan the biomedical engineeringtechnology program,Norris explain-

50

ed, rc-sult of the State.Uni-er 11 of New York's decision to

tak,- part in meeting the healthtecl- -:zu-i demand delineated by1 Jo Cc4nmittee on Health Tech-nolo, established by the NationalI-leali:: Council and the AmericanA'ssc- iation of Junior Collegesaboti il.e.ven years ago. Firstunc14- va`y in 1967, it was begunwith 1-ie elTectation that, beforeman- vears\passed, hiring grad-uate- .1 the 'pro-2,ram as membersof tho 2alth Ctare team would be:con- ,:nost stXrrlilard procedure.

Ir. :-1r words " she stated, "weth, ii that the i ea of running ahoii-: li without s ch individualsor i:-. staff, or at ltast availableor a ---:iared-service lasis, wouldha-----=. :. ecome as unthi kable as theideT: rf runnipg a hosp tal withoutdoctors, nurses, labora. ory tech-nologists or even administrators.This expectation, after havinggraduating.'oUr seventh class, hasnot, yet been fully met."

Thr- biomedical engineering'-chr.-1 ,ly prnszram, Norris con-

is plan: ed to give thest, -:,r.t. 0 :i.. general foundation inelectronics and related fields;2) sriecial courses in physiology;3) s-,!::ial laboratories and lecturesin re -.ir and preventive mainten-ance medical electronic equip-ment. ...-.i.1 .;) field experiences inlocal :lospizals where the studentmay ,,hserve the use; repair, cali-bration, etc., of specialiZed equip-ment for anesthesia- and cardiac- .monitoring, c---dfp-puln2onary di-agnosis, rotttine clinical' laboratorydeterminations, etc.

Students are awarded an asso-ciate in applied science degree inBiomedical Engineering Technologyupon successful completion of foursemesters of work, she continued.The course.of study consists ofabout 1500-contact hours '(actualhours spent in lectures and lab-oratories), of which approximatelyone-nalf are spent in electronicsand related subjects, one-fourthin liberal arts and one:fourth inspecial biomedical.courses.

Graduates of,the program, Ms.Norris concluded, now work incentralized instrument supportservices in hospitals or in researchlaboratories: Others work for med-ical electronics firms, travelingfrom one hospital to another re- tpairing and maintaining instrumen-tation and providing a-liaison be-tween.their company's researchand, development engineers and thephysicians, nurses-and others who _

use the instruments. Another typeof job held by the program's grad-uates is with service contract com-paniesagain traveling from onehospital tc another, but in this caseimplementing service contractualagreements on a wide varicty ofinstrumentation.

The Family Physic

"We're iviiness1m.4 a real dich-otomy in health care today in theUnited States," explained KennethGudgel, who for twenty years wasa General Practitioner in a smallrural eastern Washington town be-fore accepting the position of Asso-ciate Professor in-the University ofWashington's Department of FamilyPractice and subsequently develop-ing Spokane's Family-Practice Resi-dency program.

Dr. Gudgel, currently directorof Family Mdi.cin ane, cpnti-nued: "We'rt n and buggydelivery syst or.physician basis, ye:we're in themidst of space-age technology . . .

we caR,transplant corneas, hearts,kidnerS . . .solve by computers ,

future gen'etic problems that wemight run into . . .we can havecardiograms interpreted in Chicagoinstantly on a person here inSpokane . . yet out in the ruraland ghetto areas, -indigentlAmericans go wanting for even thesimplest of health care."

The problem , Gudgel felt,stems from the 'fact that we're un-prepared for medicine's new tech-nology. n spite of tremendousmedicala-baiaces, health care isstill dispensed on a one-to-oneba"Sis. "Patient health care," hesaid, " is the broad term underwhich needs-for new technicalskills can be subdivided and ident-ified." "We need to identify a newdoctor ," he stated, "whose speci-alty or concern is for the Wholeperson.'" This new doctor, he ex-plained a family physician, nota physician who is specifically con-cerned about this or that illness,this organ or that orgail, or a cer-tain condition.

Gudgel explained the familyphysician as "a little bit like theancient general practitioner . . .

the /DM Doc Holiday type of guy."In spite of this,ifnage, receivesthree years of intensive trainingin tile broad spectra of medicine.

The recognized "specialty" ofa traditionalmedical specialist,Gudgellelt, is vertical specialty,

1

in which an individual comes toknow more and more about lessand less. He considers the familyphysician approach much broader,crossing all the fields ot medicinein the training program . . . thesurgery, physchiatry, pediatrics,orthopedics, etc., on a broad base.The frunilf physician, he explained,is trained to take care of the entireperson. This, he said, is not anew idea--rather, a rediscoveryof an old idea. "We feel that we'resort of a new quarterback to thegame plan of health care delivery,"he stated, rand we think that it'sin our hands that the ball shouldrest in some of the,game decisions'as far as health care is concerned."

The family,physician concept,he said, recluires adding many newtechnicians to the health "team."For example, he said, computersare becoming increasingly import-tant in the field of medicine, help-ing to improve communications,within the field, especially ir 'thearea of medical records, The work'of the computer--in automated bill-ing procedures, data retrievalmechanisms, automated historiesand laboratory procedureshasgreatly increased the number ofcomputer-trained medical techni-cians required.

Another new development irimedicine, he said, iS a multi--phasic screening sludy, called"data base." With data base, heexplained, a patient who requiresa complete physical examspendstime with a computer rather thana physician in outlining his med-ical history. In addition, he re-ceives an automated electrocardio-gram, chest x-rays, visual andhearing tests, pulmonary functionand other. tests that virtually in-dicate everything.going on insidepatient's body.This system, he said, creates anincreasing need for skilled techni-cians trained to read out and intker-pret the data. At the same time,\the system saves a great deal of \valuable time for the physician:,

."Instead of my allocating an hourto an hour-and-a-half to i:1() a corn-plete physical, I can do an except-ionally good job in thirty minutesbecause I have all this data in frontof me," Gudgel explained., "Tome, this system can greatly ex-pand our present health care de-livery."

"There is certainly still a tre-mendous need for the medical spec-ialist," Dr. Gudgel emphasized,and I don't mean to imply that the

new family physician is going totake over the field of medicine."He said,'however, that the familyphysician can do a better job ofrecognizing 'total health care needs.As an example, Ire pointed to a pat-ient who visits an internist, com-plaining of a stomach ache. "Theinternist," said Gidgel, "will sendthe patient to the x-ray department,the x-rays will show the ulcer, thediet is prescribed and the medicinegiven . . . and the patient is toldto check.in ever3, two weeks untilit's healed." He explained thatthe family physician, on the otherhand, is trained to look beyondthe immediate probleni . . . to howthe patient should be treated, notas an ulcer, but as an individual."When the time comes," Gudgelsaid, "We'll send this man to,thetraditional 'specialistperhapsseveral, depending on his internal,dietary, environmental and social-ogical needs. And this, in turn .will again increase the need fortechnicians in all of these areas."Gudgel said that phystians havepretty well recognized that theaverage person in his life sPan willhave over 400 medical incidents.Three htindred of these a personwould normally take care of himself. . . the cuts, headaches, thesprains and bruises . . self-limit-ing illnesses and injuries. Theremaining 100 incidents must pass'through traditional medical channels."I think 'if we can increase our know-ledge and utilize`our techniciansproperly and rediscover people tohelp physicians take care of these100 medical incidents per person,"Gudgel concluded, "we're going tobe able to provide a lot better healthcar,e for these United States."

C-

/'

Identifying Human Resources Now--The Department Of Defense-__High.School Te,sting Program

What is being and can be doneto refine our nation's most import-ant resource--youth? This ques-tiote was' the *us of Bernard(Rocky) Krockover's workshpppresentation on the Department ofDefense High School Testing Pro-gram. Krockover, a personnelpsychologist for the Armed ForcesVocational Testing Group atRandolphAir Force Base in Uni-

'versa] City, "Ilexas, issued a stim-ufating challenge to all of America'seducators..

If we can all agree that the "boys and girls in our high saoolsconstitute a most vital part of ournational -esource of youth, he said,then it f llows that our schools'have the primary obligation ofassaying the quaiiiies possessed byt,liese human assets and providingopportunities for their appropriatedevelopment.

..:

Krockover referred to the 1973Gallup Poll of Attitudes TowardEducation, which showed that over-whelming approval is given today .

to proposals that suggest inore em-phasis in schools to the study oftrades', professions and businessesto help Students d'cide on theircareers, In fact, nine out of 10persons in all major.groups sampledsaid theY would like to have schoolsgive more emphasis to this part ofthe Fducation program, and mostfelt it should start at the junior andsenior high school level. Manypi-ofessional educAtors feel itshduld start even earlierin theelementary grades.

r-Krockover went'on to point

out figures released 17 y the Voca-

tional Industrial Clubs of America(VICA), indicating that by theyear 1980 there will be sorne 30,000types of jobs available, 80 percentof which will require special skillsneeding vocational and technicaltraining, but not a college degree.

"In spite of numerous findingssuch as these," Krockover stated,"the vast majority of schoolsthroughout the nation still placethe major emphasis on college pre-paration courses."

As did many of the speakerseatthis 12th National Clinic, Krockoverpointed to the ')cademic syndrome"that seems to p -meate and plagueour nation's educational system.

In 1972, less than one of everyfour high school students was en-rolled in vocational education," hesaid. "High school students areliterally bombarded with the im-portance of obtaining a degree-ifthey ever hope to Amount to any-thing.

-

"Wherever a student turns foradvice, he receives the same mes-sage--get your degree, that's theonly way to succtss in the.world ofwprk. For whatever reason, thefact is undeniable that the mass ofstudents are still plugged into thedegree illusion."

The illusion- exisC, accordingto Krockover, simply because get-ting a degree is not the only way tosuccess in the world of work..Infact, he said, more and mol-e grad-

5 2

uates of 4-year degree programsare finding themselves ill:prepar-ed for the job market; many fyrdthemselves trained for jobs thatdOn't exisfor are so over-Crowdedas to prevent entry. As examples',Krockover pointed to the threesupposedly "secure" professions.According to the American Councilon Fducation, 24% of all Americanfreshmen want to be doctors, law-yers or teachers. Statistics show,however :that many will find itdifficult if not impossible to fulfilltheir ambitions in these areas."If we can all agree that the pri-mary purpose of education must bepreparation for making a living."Krockover stated, "...then all ofthis data appears to reflect theexact opposite of what our majorlityprograms should be.. It. short, wehave done, and are continuing todo, a lousy job in engineering ed-ucational sytemr's to fit the occupa-tional realiti6s of tocfa.y."

Krockover stressed that thisdoesn't mean or imply that collegeorientation zhouldbe abandoned;it does mean that priorities must bestructured to those found in theworld of reality. "We must beginto'realize that everyone is notdestined to be the vice-president-in-charge., and orily a few need tobegin training for that position."A means must exiV for channelingyoungstes into-positions that Ye-flect their aptitudes and the stigmaof non-college orienlation,must beremoved, enabling students to -move in the right direction at theright time. In short, Krockovercontinuel, "When the wrongyoungsters prepare for college, or

the wrong youngsters aspire to anyparticular skilled trade, we as asociety are wasting our humanassets, and we can no longer affordsuch a luxury.''

0i:og1'e5s E4ne Of Necessity

At the onset of World-Wax II:Krockover explained, the Depart-ment of Defense founti themselveswith a need to establish a methodfor identifying the right person.forthe right job in the most expedienttime frame possible. They foundtoo many people trained and quali-fied for jabs which did not existor were over-flowing, and notenough people for the jobs whichwere most in need of filling. Toatl6viate the problem, the ArmedForces developed classification.tests. "By current standards,these were crude instruments de-signed to merely lump like jobstogether, and then identify theiy:lcoming servicemen who appear-ed capable of pet:forMing in that;job cluster," Ki)ockover stated.

The services soon realizedthat as technology advanced, theneed for qualified personnel wouldincrease, creving a need for teststhat would do tlore than merelycategoriZe jobs and people. "Class-ificationl" he stated., "had pro-gressed to aptitude." Since.Worldar II, he continued, each servicehas worked independeptly to dev-elop its own aptitude battery. Withcontinual revising and refining,the batteries have been developedto/reflect changing manpowernpeds.

'The current testing system hadits beginnings, according to Krock-over, -vhen the Department ofDe-fgnse, in -1966, directed the indiv-idual services to examtne theirbatteries ands to formulate a corn'billed, unified aptitude battery tosatisfy the requirements for alloccupational training offercid in allbranches. "The result," Krockoverstate'd, !'is known as the ArmedServices Vocatiohal Aptitude Bat-terywith special empha4lson' theword 'Vocational.'"

The.test, commonly referredto as ASVAB, was introduced.inhigh schools.thromghout thecountry in 1968, with 350,000 stu-dents in 7,100 high schools.stested.In 1974, using ASVAB Form II, theDepartment of Defense tested 1.1.million students ill aver 15,600high schools.

Coatinaleus technological ad-vancements have caused continuousrevisions in the test battery. "Asproducts and vocations are refinedand new apptications are discover-ed," Krockover stared, "the skillsand aptitudes required must beidentified in addition to those weare already utilizing both in and'out of the services." The level ofeducation, experience and ether

' variables concerning youth arealso changing, he continued, caus-ing a need for changes in the testto accommodate new criteria.

How the Test Works,

Basically, Krockover said,the ASVAB is a two and one-halfhour test battery, administeredfree of charge under the supervisionof the Department' of Defense, whichfocuses upon sttident aptitudes ina variety of vocational ai'eas.gcores are reported to the counsel-or on each of nine subtests, andon five vocational clusters: GeneralMechanical, Motor Mechanical,Clerical, General Technical andElectronics.

Raw scores and percentilescores, he continued, are reportedon each of the subtests and com-posites. Thse scores are furtherbroken down- to r,eflect each stu-dent's rank by gr.ade, and bygrade/sex. Literature is also avail-able to reflect Aate, and regionalnorms.

, "ASVAB," Krockover stated,"is now the only cdmPrehensivevocational aptitude test battery,standardized on over one millionstudents, and offered free ofcharge on an absolutely no obliga-tion basis throughout the country."

The services test sophomoresand ju-niors, both male and female,in addition to seniors. Researchhas shown a high correlation be-t.veen graduation from high schooland success on the job.; thereforethe services have placed a priorityon testing of seniors. However,they are also interested in deter-mining the availability of resourcesfor future training programs. Tak-ing the test incurs no obligation;in fadt, no type of recruiting isallowed during its administration.

Btkause it is not a recruitmenttool, said Krockover, the test can1be effectively utilized to benefitboth the educational communityand the military in solving commonproblems. In order to identify the

5.3

abilities of each nd every student,'to provide the ebi.icational opport-unities for optini+ development'Of the discoverddralents, arid toguide each young,qter into a pro-gram of training which is the mostappropriate for_him, educators andmilitary pers,onnel need facts,aboutthe range of individual differencesand the proportion of studentspossessing important human abili-ties. Additionally,. Krockover con-tinued, each school needs to know'what courses should be offered andwho should take them.

An Opportunity To Work Together

"The Federal Government and '

the Department of Defense," Krock-over st ted, "have both concludedthat: (1 any program which en-hances student awareness of jobopportunities and alternatives invocational pursuits is in the hestintereSt of the individual and thenation, and (2) it is unquestionablythe obligation of federal agenciesto return to the tdxpayer the les-sons learned through government-funded research programs."

.

Naturally, he said, the ser-vices wish to stimulate interest in:.military jobp and training opp-or-Aunities among young people, andto convey the message that militaryservice is not a single occup'ation.'While we'are fully aware that themajority of studentswho take' theASVAB will never enterthe mili-tary service," he stated,"somestudents are afforded an additionalalternative upon graduation." Heemphasized the fact that vocation-al information provided by thebattery is useful in counseling'stfidents regardless of their future,plans. In addition, he felt that14toffering the ASVAB, "studentinterest 'will be stimulated in the.variety of skill training opportuniTties available throughboth the

j military services and comparableE,ivilian institutions,"

According to Krockover, thehigh schools of our country havethe viable answer to educationaland career planning for students.Schools can plan individualizedcurriculum; they can identify

'which and how many students.possess various patterns of abinty;and they can plan a positiVe pro-gram for personal counseling. Itis the responsibility, he said, of 'both the educational community andthe military services to assay theabilities which cover "the errtirè

range of indiVidual differences

from the near gem s to the lessaide, for all human resources.

''All thi's is possible throughthe use of ASVAB," he stated.

."Used'constructively, it is a toolwhich can mak6 a significant con,-tribution to the deVelopment of CI:=human resourc- , along...social: yusefUl lines, l::)th interms ofsociety's neLs and tlie indiviuYpossibilities."

Technical Education in Washington

An overview of technologicaleducation in Washington, vith em-phasis on both chronological andphilosophical cl,evelopment, led toan-intrigning discussion of itsctrrent and potential status in thestate cluring. the "Technological

,Fclucation in Washinc ton" workshop.

Mr. Vern Hammer, Mr. FrankWimer and Mr. Neil Uhlman, eaciiwith broad, diversified backgroundsin the field, cave unique insightinto Washington's approach in pro-viding technical education programs.

`,tr. Hammer, prolessor ofcivil (74-Icineering and head of thewater and air resource center .atthe Lniversity of Washington inSeattle, presented .the chronologyof technical program developmen-tin the state, highlighting many ofWashington's unique achievementsin the 20th century.

Although the state has beensomewhat traditional in its overalleducational syS'tem, Hammer point-ed out, Washington has alwaysbeen at the forefront in junior col-lege program development. As thissystem has developed, broadening'into a statewid system of "compre-hensive community colleges," allof the state's Vocational-technicalschools have been absorbed intoarid made.an integral part of thesystem. Presently, 22 districtscomprise ti state's communitycollege system; with a State Boardproviding overall guidance and:.

In 1975, Washington remainsin the forefront of community col-lege education, Hammer said, rank-ing third in the nation in percent-age of total State undergraduateenrollment. Almost .50 percent ofall Washington undergraduate stu-dents. are enrolled in communitycolleges.

At this time, he continued,approximately 60 percent of comm-unity college enro.lees are' in occu-pational training programs. Thefunding pattern is also occupation-al weighted, with a cost of approxi-mately $750 per occupational stu-dent as opposed to $650 per aca-demic student. More than 200 occu-pational programs are offeredthroughout thP state's community.colleges.

Hammer went on to emphasizethe uniqueness of Washington'ssystem as characterized by the lackof proprietary schools in the state.There are still no technical insti-tutes, and relatively few proprie-tary schools. "Those few that doexist,said, "are usually verysmall and very specialized."

DUring the early and mid-1960'S, concurrent with the "boom"dev,elopment of the community col-leges, carrie a development withinthe four state colleges of bacca-,latireate programs toward degreesin Industrial Technology. Thiswidening development, in turn,caused statewide recognition dur7ing.the late '60's of the need tocoordinate all technical educationprograms being offered at thestate.'s various institutions. 'As a

-result, several of those involvedin technological education beganmeeting On an informal basis, andin March of 1970, the WashingtonCouncil for Engineering and Re-.-lated Technical Education (WCERTE)v..is formed.

"This is very unique," Hammerstated, "and has not happened any-where else in the Unitea States.It's really the first time when e-ucators from very diverse tedi. ol-ogical programs at all differentrevels--that is, from the engineer-ing and industrial technologybaccalaureate degree programs, thetwo-year associate degree techni-cian programs. the vocational-technical occupational programs,all recognizing the need to gettogether--have oranized formallyto exchange information and dis-cuss mutual problems."

The organization, which isnon-funded and has only voluntaryinstitutional membership, nowhas representatives ,from almostall public and private institutionswithirt the state, and has beenfound to wield consideral-le in-fluence in legislatiye issues deal-ing with technical education.

In concluding his presentation,Hammer again stressed the successand importance of the WCERTEorganization. "In summary," hesaid, "we can say that there havebeen some rather unique develop-ments in the state of Washington,primarily in the attempt to reallycoordinate and work together instrengthening, in a broad Way,occupational and technical educa-tion in the state."

Wimer Traces Ph.losophicalDevelopment

Frank Witner, Deputy Directorfor the Coordinating Council forOccupational Education in Wat_d:-ington state, stressed the -elation-shin of statcfederal legislative evol..ition. liepointed Out that vocational educa-tion In Washington has evolveddifferently than in many states,with most trade programs servingmore adults on a "post-secondaryor "non-graded- basis.

Because the 196c)s saw the:6-rbtinin of vocational-technicalproilrams into a comprehensivecommuuity college program , Wexplained, Washington was able toexpand quite rapidly when federalvocational-technical educationfunds became available. The 1963Federal Vocational Act and 1968amendments removed most "restric-tions in the range of programs tobe offered with less than a bacca-laureate program.

The in, nt of federal legisla-tion, to -expand the breadth oivocational-technical education '. wasclearly carried.out in Washingtonstate, according to Wimer, becausethe shift to a comprehensive com-munity college system allowed amore sophisticated development oftechnical education within the al--oslo Yocational edCOdon syster.,

hi its vocational-technical ed-ucation system, hammer said,Washington has remained firm inits adherence to basic tenets.Ilarnmer went on to point out the

principlc'l's upon whichHogram development is based:

1) Instruction is based on indLtst-niai standards:2) Workers and.supervisors in-volved in each occupation provideadvice to schools;3) Instructors must have exper-ience in the area taught;4) Equipment materials, facilitiesand activities are similar to thoseused in industry;5) Students experience, even inthe first few months of training,the same work and working condi-tions that they'll find when-out onthe job;6) Although curriculum intensity'can vary, standards for all pro-grams are the same, i.e eachprogram has internal integrity;7) The state sets no distinction ordifference in the funding of-

vocational or technical education,i.e., all fundinn is based on thesame formul ,

-In this state,- explained7.i:imer, ha.: been nhilosephicallvan expansion of vocational educa-

concepts rather than a separatesystem for 'technical education,'and technical ecil.catdon in thisstate is identified as a separatecroup only in coding of the occu-pations in reports,-

In re-emphasizing Washington'achievements, Wimer stated, -We

in this state been able tomaintain technical education as anexpansion in filllng the gap in theto:al educat:onal snectrLim.-

Uhlmani,Technological EClucationClearingouse

Meeting the state's currentand future needs in technical educa-tion areas is a prime concern forNeil D. Uhlman, Director of theTechnological Education Clearing-house for the Council on HigherFclucation in the state of Washing-ton.

Fccusing his remarks on thearea of engineering technology .

hidinan observed that educators,people front industry, legislators,students and others have becomeincreasingly aware of the need forexpanding educational opportuni-ties for technic:anis.

Recent assessment indicates at.ierv possible need for a baccalaur-eate dec,ree program in engin,ieringtechnology within the state, accord-ine to Uhlman The fact that stu-dents desiring the baccalaureatodegree in engineering technolegyhave to leave the state to satisfy -that g6al, he explained, constitutesa problem area, since those stu-dents appear to be steadily growingin number.

What is the state doing to sat-isTy this and other needs? In 1969,a group of community college in-structors made a survey of the"Technical Needs of WashingtonInduStries." Industry indicated

.a possible need for engineeringtechnologists, and as a result, thesurvey attracted the attention ofmany of the state's politicans.

The 1969 Legislature directed:itudy to determine the feasibility

of establishing a polytechnic insti-tute in the state with the primaryintent-of awarding Bachelor of

5 6

of Technology degrees .in certainspecified fields. A consultantwas retained tc develop a compre-hensive report. -Ir. general,"Uhlman stated. "the report saidthat the creation of a polvtechnia-institute would be an appropriatesolution to rreeting the state'slong term need :or technicallytrained manpower. However, thereport indicated the immediateneed of such an institute was un-clear .

The report further suggest.-dthat a technological educationstudy center be created to pro-vide statet.vide c'oordination oftechnical eductItion and to contin-ue the needs' asnessment of thepolytechnic institute.

"This all happened about thetime that the state's economy be-gan to falter," explained Uhlman,''so the state was not about to in-vest in another 'mortar andbricks-type institution' at thattime."

The 1973 Legislative sessiondirected the staff of the JointCommittee on Higher Education toprepare a study on the best poss-,ible way to utilize existing facil-ities to meet the short term, im-mediate needs of the state. Otherconcerned groups were alreadystudying the problem, includingthe American Society of Engineer-ing Education (ASEE) nationally,and WCERTE

After reviewing the variousstudies that had been made, thejoint committee made the follow-ing recommendations to the 1973session of the legislature:

1) There should immediately beestablished a clearinghouse intecjinology, with responsibilitiesfor compilation and distributionof information to provide caree,:rguidance information of all pro-grams and levels of technology;assistance in curriculum develop-ment; coordination of long-rangetechnologiCal planning; andassistance in tnaximizing federaland other non-state fundinggrants for program developmentin technology,

2) Programs beyond those offer-ed by community colleges andtechnical institutes L-nould notnecessarily be geared to thetraditional baccalaureate frame-work requiring residency, gen-eral education courses, etc

and shou.:T1 not necessarily resultin the awarding of a baccalaureatedegree.

3) The efforts of the state collegesto expand and improve their cur-rent industrial technological pro-g'.:-ant,s are Cor,""..nd able and shol_11dbe given continued priority.

"As a result of these recom-mendations," Uhlman said, "the

.Legislature. early in 1974, dir-ected the CouncH on Higher Educa-tion to set up aria operate the Tech-nological Education Clearinghouse."Uhlman assumed the duties asDirector of the Clearinghouse onNovember I , 1974.

Several goals were establishedfor the Clearinghouse, and fromthose goals have developed three -major projects that the staff iscurrently working on. As a prior-ity, the Clearinghouse is conduct-ing a needs' assessment for thebaccalaureate degree in engineer-ing technology. Assuming thatneed exists, the staff is develop-ing a model whereby a baccalaur-eate degree in engineering tech-nology can be offered in the state.Currently in a very preliminarystage, the model is being developedin cooperation with an ad hoccommittee composed of people re-presenting the various institutionsin the state.

In addition, the Clearinghouseis proposing a "mobile technicaleducation guidance'center ." Thestaff will compile information ontechnological echication opportun-ities presently available in allpost-secondary institutions in thestate. The mobile unit will allowdissemination of the information ina non-re'cruiting fashion. Accord-ing to Uhlman, the unit wouldvisit fairs, industrial plants,shopping centers and other areasof population concentration. "Thecareer guidance effort presently I

being done in the agencies.andinstitutions;" said, "will notbe duplicated, only supplemented."

0 I

Marketing Technical Education

The public image of technicaleducation, the public's right toknow in terms of dissemination pfinformation and priorities in int',proving communication were issuesfor discussion in tha "MarketingTechnical Fducation" worksho,chaired by Jane A. Johnson. Pub-lic Information Coordinator ot.Washington Community CollegeDistrict 17,

Pow land Bond, retired educa-tional reporter for the SpokaneDaily Chronicle, Bob Pub-lic Affairs Director for 1,mr.,--ry inSpokane and Walter Schaar,, Gen-.eral Manager for F'SPS FducationalTo.levision in Spokane each offeredideas for bettering communicationof the technical oc: .cation story .

Although each pointed out that fewproblems usually exist on locallevels, each acknowledged pro--hlems'especially with the. imageof technical educationon thenational level.

Briley Indicates Priority Needs

Speaking of individual collegesand vocational-technical schools,Bob Briley pointed out prioritiesto be set in meeting the challengeof marketing technical education.Most important, he said, is forthe college to have on staff a pro-fessional public relations-orientedperson with knowledge of localprogramming needs and potantialto provide media with resources

..for programming. Briley pointedout the importance of having apublic relations person who hasthe ability and desire to establishpersonal contact with people inthe media, who has knowledge ofeach medium and the people with-

in each organization who can heof help to the college. Briley alsoacknowledged the import7.nce ofbuilding up an awareness with-inthe community that technical skillsare necessary, and that technicalinstitutions ean make an importantcontribution in meeting the com.-munities 'employment needs.

.-

Schaar Sees Marketing_ Need

Walter Schaar, in pointing outadditional priorities for technicalcolleges, emphasized the basicdifference educators find in work-ing with commercial versus educa-tional media. In educationalmedia, Schaar stressed, politicalproblems must often be overcomnbefore effective education-mediarelationships can he built. Once -this problem is overcome, saidSchaar, educators and mediapeople must work together to"market the product" of technicalcolleges to the public, the productbeing, namely, students who areec!uippeci to take jobs within thecommunity.

The stigma of technical educa-tion and, in turn, of the peoplewho are technically as'opposed toacademically trained, is a basicimage problem that must be over-come before technical educationcan really be effectively market-ed, all three speakers agreed.Although the speakers had vary-ing beliefs as to what "stigma"actually exists in today's society,all agreed that educators andmedika people must wor'ic hand inhand in at kmpting to change theirnk-ge t t often attaches that

s to those who receivetechnical training .and later take

53

career positions utilizing their ..,specialized skills.

By taking a po§itive, adver-tising-oriented approach, attitudescan be changed, al: the speakersagreed. y stressing positiveachieven4iits of technically-ecluca-ted adults, by stt-essing the needin society for technically skilledpeople, and bipointing out theimportant relationship that mustexist between employers, collegesand the public at large, some ofthe stigma that does exist canpossibly be erased.

Bond Condemns 'ApologeticSmile

One of the problems, as Ro-land Bond pointed out, is theattitude of those involved in tech-nical education themselves'., "Hav-ing dealt with technical edueationsince World War II," he said, "I'vefelt that the vocational educationpeople as an entity have beenwearing kind of an apologeticsmile." Perhaps the reason forthis, he pointed out is that ithas been accepted practice inthis country for all parents to wantall children to grow up to be "thebest," and to them, that usuallyconnotates becoming a doctor, ,lawyer or dentist. Therefore,technical education has been help-ing people get where parentsion't really want them to go. Per-haps, he continued, this stemsfrom too much separation betweenvocational education and academiceducation. "The CarnegieFoundation," Bond point out, "re-commends-that community collegeSshould provide 'a diverse programof academic, occupational arid

adult education rather than strict-ly specialized training." Bybe-corning more demanding, he felt.technical schools can turn out abetter product culturally, shorten-ing the gap between grachiates ofcommunity and technical Col:eitesand four-,;ea,r

Schaar went on to point outthat although th nation as a wholeis higher7education oriented, ourfour-year institutions are oftenproducing academically educatedpersons v:ho have little successin finding employment. An imoort-ant aspect of marketing technicaleducation, he said, is in shOwingthat tecnically educated personsare well-equipped for the jobmarket. An important part _)f thisconcept, he pointed out, is de-monstrating the relationship be-tween the technical college and thecommunity's job market situation.Discusthion from the audienceprornpte..: the observation that often".marketing technical education'requires a two-prong thrust: one,in the recruitment of ,students,.andthe other in .the recruitment oferiployers. The media's role.olAerved Schaar, wais not to "sell"t e institution, but to get thevarious targets of the thrust"mafched up." Parents, studentsand employers must all receivethe message.of technical education'svalue and place in society.

In a discussion of inLernalcommunication problems faced by

-\ colleges, the r.eed for individual\ as well ascollective effort was\quickly pointed out. IN-: publicrela,tions effort in the commun:iycan be successful, the audiel.:,:f.agreed, without positive rece-ment from all members of theinstitutional "team" thatincludesadministrators, faculty, staff, andcurrent and past studerkts.

In summary the focus of theworkshop was of two directions:One, the need to establish a goodworking relationship between ed-ucators and media in marketingtechnical education; and two, theneed to stress, through coopera-tive dforts, the importanc oftechnical education and the posi-tivism and success of technicaleducation programs, to parents,employen; and students, who intua-n can communicate that attitudecf success in an evolutionarypattern of continuance.

1/4

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I recognize and appreciatethe efforts of Community CollegeDistrict 17 and its President, Dr.Walter Johnson, in putting toget-her this very successful confer-ence. He and his staff deservethanks from vocational educatorsfrOm all across the State, and Ispeak for them in saying, congrat-ulations for a job well done.Vicariously, each of our scate's.practitioners shares in.welcorningthis illustrious gathering.

The topic chosen by your'ar-rangements committee was 'Tech-nical Education - the State of theArt". Thinki' g about that atfirst, the noti n came to me thatperhaps this rt" was really ob-solete. No, i-t the technical edu-cation art...tAis Art Art Binnie.You know, I haven't taught a classin technical education since 1968.And while my administrative ex-perience -4since then certainlykeeps me in tough with the pro-gress yo have been making aspractitioners, you and I both knowthat it isn't th same view one getsby being whe e the action is.right in the c ssroom. So, per-haps Art the nstructor is obso-lete. In preparing my remarks,then, I determined to focus onsome of the broader issues. Thatthought prompted still anothernotion about how times havechanged. Back in 1968 when Iwas teaching, if the issue underdiscussion came under the head-ing of "broad", it wouldn't havehad anything to do with technicaleducation.

What should this clinic do foryou, its participants?

Arthur A. Binnie

Technical pducationThe State Of The Art

It seems to me it should ac-quaint you with some of the nation-al perspectives. When you leaveSpokane, you should carry awaya better understanding of both thestrengths and weaknesses of tech-nical education. And, if thosewho've participated here with youhave done their jobs well, youshould have identified some of theparticular ways these issues ofnational scope relate to yourparticular problems in your homecommunities. You should leavethis clinic with some solutions tathose problern.

It secrned appropriate to meto employ the term "clinic" in amedical sense and to use somemedical terminology and inedicalmethodologyof these remarks.First, we are going to examinethe patient and make a diagnosisof its health. Second, we willwrite some prescriptions, if, in-deed, poor health is discoveredand medication will be of value.

Now, how does one go aboutexamining a patient as large andcomplex as the field of technical.education? rt. seemed that manyor most of its component partswere represented right here atthis clinic. So Pve used this set-ting in the past few dats to con-duct my examination. Tbu and Ihave heard from some very know-ledgeable persons. TITey haveprovided glimpses of emerginbtechnologic change. Topics haveranged into environmental pro-tection, fossil fuels and nuclear renergy, health sciences, economicdevelopments, and quite a rangeof impressive and, even exotic

6 0

disciplines , The data emergingas forecasts of the future for tech-niCal education certainly lookspromising.

The clinic conferees havelooked at emerging educationalpatterns. There have been talksabout faculty development; theefforts being directed toward dev-eloping a bilingual delivery sys-tem; discussions about the emerg-ing trends brought about by thetransition from MDTA arid CETA,with our partners in the depart-ments of labor in the business oftraining people for jobs; and, ourthinking has been stimulated bydiscussions of the metric conver-sion problems. Curriculum dis-semination, relating to emergingtechnologies, has also been inthe topical coverage we have view-ed of the national curriculum net-;.vork and its regional laboratories

*that are dedicated tokreducingduplication and improving access'to newly developed materials. 4

Another opportunity to exa-mine the patient came about fromperusing many of the vendor dis-plays. I vOas seeing the new pro-ducts of our private enterprisecolleagues who are also engagedin the business of improving edu-cation and the teaching arts. Iexamined an electronic scanner,discussed IBM data processingequipment, explored machinistand auto mechanics materials thathad been developed for CETAclientele, and skimmed throughsome texts that are being sold to-day. From these many new deve-lopments, I saw much of the tech-nical education state-of-the-art.

7Th :

And if each of you doesn't Plan .

time to view conentionI urge that you mal-e sorne time todo so. It's time yeN :aent.

A good diagnosis should in-clude %.-ray examinations . Forx-ray macnine i cliose thesights provided through tile ERICsystem (Educational Resource In-formation Center) . II-an ar. ERICsearch into the health of technicaleducation that produced a list ofeach filed resource and an ah-stract of its contents. The ERICs. :item can produce information

identifies problen-.5,at conclusions, and offera rc com-meudations . An ERIC search re-veals who the produce'rs of newdevelopments are. No only aren,ublic educators listd, but I dis-covered many contributors fromlabor, " and,hon-p,*lic education." The list of contri-butors is large and the subjectscovered are wide ranging.

As a result of this careful eN-aminaticm, it is my diagnosis thatthe patient is In robust goodhealth. However, it needs helpfrom some of my colleagues. I

believe that, at the least, my pat-ient is neurotic, or, at the wci-st ,so out of touch with reality as toby psychotic. The patient needsa psychiatrist . Technical educa-tion doesn't know it is. It issuffering from an identity crisis.It may be schizophrenic. As Iperceive it, the patient is in need,of further help; the 'kind that you .

and 1, as professionals, should beable to provide.

Ten years ago. I attendeq asimilar clinic on technical ediicaLtion at Charlotte , North Carolin.There was little doubt then aboutwhat we were there to explore anddiscuss. But several titries sincemy arrival here, I've gone backout the .cloor to take another lookat the signs over the entrance.Perhaps they would have beenmore accurate had they been let-tered "Western AVA Conference:L.The span of the problems discuss-ed an solutions being sought hasext ded to all ohases of vocation-al 4ducation and technical educa-tiotti for the Purposes of this clinic.

My recollection of the Char-lotte clinic is that we had a basicconcern with engineering techno-logies and escalating involvementin electronic data procesing.Technical educatiofi liad a defini-tion. In substance, that defined

ar, occupational area, not requir-tng a baccalaureate degree, thatwas based uoon a foundation re-quiring manipulative skills andheavy application', o: Mathematics ,life. and physical

-1-oday, that Uefinition hasbeen greatly broadened. My con-cern is that it's "become to broad.And that concern is certainly infull recognition that technology,per se, has in itself become broad-er. I recognize the rightful in-clus:on of health sciences, envir-onmental scienoes, and someothers. Perhaps that is as Itshould be. But when does acraftsman becot..r):::.- technician?If- technical edtiOa- tion, or techni-cal educators, cannot define thatpoint, and technh:al education asa dis:ipline becomes fuzzy andunable to communicate its goalsand objectives to labor, to govern-ments, to the publi6s. or to it-self, I suggest that technical ed-ucation is suffering from an iden-tity crisis .

If you don't know who youare, you have no way to deter-'mine where you are going.

On the positive side. I foundlittle indication of what is called

A. fever" or 'academic culti-vation" pressures to escal-ate technical education programsinto baccalaureate programs arestill around us. But I believethose pressures are not substant-ially increasing at this time.There is no doubt that their contin-ued existence is due, at least inpart, to the same problem I'mreferring to; the lack of a cleardefinition for technical education.

In our efforts to identifycause and effect as we explore thehealth of technical education, letme caution you not to lose sightof some external activities withthe potential for substantial out-comes on program development.I refer to what is lumped togetheras a "consumer-protection" move-ment. I serve as a consultant tothe LISOE Committee on Institution-al Eligibility and Accreditation.Make no mistake, there is a realexamination taking place of bothpublic and proprietary schoolswith regard to what students havethe right to expect from institu-tions as "full disclosure of fact"and wbat obligations those institu-tions have in making prospectivestudents aware of circumstancesprior to enrollment. Reliable

6 1

data roust be available regardingob opportunities, success of grad-uates, drop-out ratios, class sizesand facilities descriptions, andother-pertinent facts that affectthe students' decisions to enroll.We tr.t_ist provide them with thereasonable assurance= that thenals- they seek are achievable.

These increased tesponsibilitipsLor consumerism issues requireadditional clarity amongst thepractitioners about the roles andgoals of their respective disci-plines.

As a final diagnostic evalua-tion, I believe the patient evid-ences absent-mindedness at times.THe .t.:12IC search to which I pre-viously referred, revealed a richset of resources with which tosol\-e our problems. But I find adisappointing level of awarenessof those or application of them. InalmostAvery conference room,the .6-idiences contained personswho had solutions to offer to someof the problems surfaced by therespective panels. Inside thecollective heads of you peoplehere, is a data loank already con-taining enough information togreatly improve technical education in the lini`ed States and tobetter serve the needs of the dis-advantaged, handicapped, andothers who want to e trained astechnicians: Thes,d knowledgeresources are not being fullyutilized. We must make betteruse of what we already know,. Wemust stop being absent-mindedand, as a result, wasting re-sources reinventing the wheelover and over again.

l-laVing made my diagnosis,let me try to 'prescribe some re-medies.

I have already revealed myfirst priority. We need to definetechnical education; to establishits knowledge base, its purposes,and its limitations. Such a defin-ition should.recognize technicaleRucation as a part of vocationaleducation, but with a body andknowledge of its own. If wecan't identify that body and know-leage., then holding futureclinics on technical educationwould be futile. We'can andshould participate in the AVAconventions and let it go at that.

A prescription needs to cs-tablish a mission and role fortechnical education. We need anational plan. One tliat would not

neglect the imperative of inter-facing or articulating technicaleducation into the career educa-tion experiences in lower grades.The mission and role must includetechnical education offerings atthe postsecondary level that pre-pare persons for work and notsimply provide veStibule traininc,for baccalaureate programs.

Our task needs to includereaching agreement on a defini-tion for "technological education" .

For my purposes, that impliesdegree-level accomplishment,or high-level skill preparationthat will. by plan, be augmentedwith ivrther college or univer-sity education..

My prescription includes in-struction to the patient regardingdosage. We need to ingest manyof the pills already on the mar-ket. I'm speaking of the kindsof information in research andtechnical journals such as myERIC search revealed. For ex-ample, let me highlight just twobits of ERIC data. One study'examined upper-grade highschool programs and reportedthat a chief concern 'among tech-nical educators teaching in thejunior and senior year classeswas hoy to move from collective,or group instruction, to highlyindividualized instruction.- Thatwas a need perceived in second-ary schools. But also in theEPIC files is the study of a mannamed Sullivan that contains so:nespecific solutions to their pro-blems. The Sullivan study foundthat individualized instruction iscost effective when it was design-ed to clearly meet well defined,existing instructional heeds; it iscost effective when it specifiesstudent performance requirements,and when it is administered undera unified system with controlledq . Individualized instruc-tiOn, .ulliyan concluded, is costeffective when it is developedand produced by the teacherswho are going to use it;-/

I don't know with certainty,but since the entry delineatingneed postdates.the entry advanc-ing a potential solution, I can 7,agsume that the group which dev-eloped the needs study never in-quired into what was alreadyavailable.. We are riot using whatwe already linow. And I submitthat it will g'6 a long way towardimproving our collective abilitiesto deliver technical eOlucation.if-

-Ye begin to look before we leap.

Finally, my prescription ad-vises that you accent the fact thatwe have a system o*f delivering,.-ocational education services inthe United States that consists ofa r.untl:ser of components. We donot have a single delivery system.For so long as educators perpet-uate that myth and peer myopti-cally about their own baliwicklooking for unilateral solutions toproblems, conditions are unlikelyto improve. Labor is in educa-tion, especially vocational educa-tion, through programs such asCETA. Only 6% of funds spentunder this Comprehensive Em-ployment and Training Act are go-ing into public-educational insti-tutions.. Private industry is ineducation. Many in-house train-ing programs are in the field oftechnical education. Community,--sources of many types are em-ployed to provide educationalopportunities and, in my judg-inent, many more will need'to---Eie-Come involved in the months a-head, The financial crunch nowfacing education no longer canpermit wasteful or unnecessaryduplication of facilities or pro-grams.

Some of the programmaticareas in CETA are not really tech-nical education. That is, theyare short-term, entry-level skilltraining programs. I call thatcraft or non-technical education.Bnt that focuses again on the needfor careful definition. If youdon't know who you are, or whatyou are, it's impossible to formconstructive alliances with yourprivate sector counterparts.Technical education and the voca-tional education components inthe labor community must jointogether as a team. The tradi-tional rivalry is a luxury Americacan no longer afford. But toavoid being lost in such alliances,clearly defined parameters fortechnical education must existgoing in.

That's your challenge for to-day.

If all this leaves you feelingsomewhat uncomfortable aboaq,the state of the art of technicaleducation, then this clinic hasberin .i.iccessful. Few real im-provements come about from per-sons being' satisfied/with thestatus quo. You may not agreewith my prescriptions, but I hope

6 2

they will not den-act from thevery real nat_ure of the illnessand the need to search for cures.