DOCIUMENT RESUME

ED 133 603. CB 009 724

AUTHOR Rutledge, Gene; _And OthersTITLE Prodeedings of the Annual National Clinic on

Technical Education (12th, Spokane, Washington, March26-28, 1975). Human Resource Development: TechnicalEficatioips,Challenge. .

INSTITUTION American Technical Education Association, Inc.,(Delmar, N.Y.; American-Vocational Association,

Washington, D.C. Technical Div.; Office of Education(DHEW), Washington, D.C.

.

REPORT NO VT-103-540PUB DATE Mar 75NOTE 62p.

EDRS PRICE MO.83 HC-$3.50 Plus Posta4e.DESCRIPTORS Career Education; Conference Reports; Conferences;

*Educational Development; .*Educational Planning;*Human Development; vliuman Resources; Industrial

-..Education; Medical Services; Secondary Education;StaffiImprovehent; *Technical Education

/,r4

This report includes the presentations of the,speakers appearing before the National Clinic on Technical Education.Topics cover human re'source development; the impact of technicaleducation on economic development (in Mississippi); economics of ,

allied health education; manpOwer implications of environmentalprotection; manpower]need.e.for environmental protectionwater; .1

manpower needs for nuclear,energy;. eddcational facilities planning;metiics conversion and technical education; Comprehensive Employment

- and Training Act and its implications for technical education;training minorities in technical education; industry based career '

education; developing manpower for nuclear technology; facultydevelopkent in technical education; growth areas in.medical services;identifying human resonrces (a discussion of/the Department ofDefense High School Testing Program); technical education inWashington; marketing technical e u scation; and the tate of the artof technical education. Members of the American Technical EducationAssociation (ATEA) National Planni g Committee, exhibitors; officers,representatives, speakers, and..others are also listed in the report.

ABSTRACT

(711)

Ap

* pocuthents atquired by ERIC include many informal unpublished *)

* materials not available from other sources. ERIC makes every ffort * .

, * to obtain the best copy available. Nevertheless, items 6f marginal *.* reproducibility are often encountered and this a,ffects the qualitiy i* of the microfiche and hardcopyreproductions ERIC makes ayailable ** via the ERIC Document Reproduction'Service (EDES). EDRS is not 7*

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k i

RROCEEDINGSOF THE

.

TWELFTH ANNUAL

.NAT I ORAL CL I N I C, ON:.TECHN I CAL- EDUCAT I OR

iitLaal; ies,Airce Detre1ophent:Tech11ic61 dif&itionE Cludlenge.

4.

Sponsored by

American Technical. Education Association

and

U. S. Office of Education

and'

Ameri can. Vocational Association-technicalDivision

hosted by

Washington State Community College District 17

and

WashingtAn State Coodinating COuncil forOccupa'ti nal Edacation

540

NENPORT HOTEL

ggOKANE, WASHINGTON

March 26-28,1975

of.

2

,REc. , LD

SEP 22 .19(75

Uo. Acq., cl/TE

-U S DEPARTIENT OF HEALTH,EDUCATI N WELFARENATIONAL INSTITUTEOF

EDUCATION

THIS DOCUMENT HAS' BEEN REPRO-OUCEO EXACTLY AS RECEIVE0 FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIE,A, OR OPINIONSSTATED DO NOT NECESSARILY REPRE.SENT OFFICIAL NATIONAL INSTITUTE oFEOUCAT ION POSITION orr POLICY

ATEA NATIONAL PLANNINGCOMMITTEE

WALTER BROOKING, HONORARY'CHAIRMANU.S': Office of RclucationWashington, D.C.

GEORGE MFHALLIS , CHAIRMAN-Miami-Dade Community CollegeMiami, Florida

MARY ELLIS, ATEA PRESIDENTTechnical Education Research CenterWashington, D.C.

ODIN STUTRUD, 'ATEA EXECUTIVE DIRECTORNorth Dakota Slate School of ScienceWahpeton, North Dakota

RICHARD B. HALVORSON, CHAIRMANLocal Planning Commi-tteeWashington State Community College District 17Spokane, Washinton

ALVIN B. DANIELSON. CO-CHAIRMANWashington State Ctrn-Imunity College District 17Spokane, Washington

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

HARRY BIGELOWArgonne NatiOnal Laboratory,Argonne, IllinoisARTHUR BINNIEaoordinating Council for Occupational Education/Olympia Washington

JIM BLUECocirdinating Council for Occupational EducationOlympia, Washington

COL. RICHARD.CUL\BER-TSONs' Community College of the Air Force

Randolph AFB, Texas

LEON HARDISONState Technical Institute at Memphis,Memphis, Tennessee

SAM KERRDepartment of Health, Education, and Welfare, Region XSeattle, Washington

SARAH PATTERSONWashington State Community College District 17Spokane, Washington

ROLAND L. ROYCentral Washington State CollegeEllensbtirg, Washington

TAKE SALLEYColumbia Technical EducatiOn (";enterWest Columbia , South CarolinaGEORa M. SHAW,Utah State,UniversityLogan, Utah

JACK TOMPKINS-Texas State Technical InstituteWaco, Texas

CHARLES 0. WHITEHEADState Techtiical Institute at MemphisMemphis, Tennessee.

LOCAL PLANNING COMMITTEE

RICHARD B .'HALVORSON , CHAIRMANDirector, Governmental AffairsWashington State Community.College District 17'Spokane, Mashington

ALVIN B . "DANIELSON, CO-CHAIRMANAdministrative Assistant for Instruction*Washington State Community College District 17Spokane, Washington

F . LEIGH .HALES , CO-CHAIRMANSPecial Programs SuperVis?rWashington State COnim'unity College pistrict 17Spokane, Washington

a

3

CLINIC OPERATIONS

pRAH PATTERSONOffice of Governmental A ffairsWashington, State Commurity College District 17Spokane, Washington.

DONNA CLARKOffice of Special ProgramsWashington State Communlity College District 17Spokane, .Washington

MEDIA RELAtIONS

JANE A JOHNSON, COORDINATOROffice of Public InformationWashington State Community College Dislrict 17Spokane, Washington

COMMUNICATIONS

.TOHN M. THOMPSON, DIRECTORLearning ResourcesSpokane Falls Community CollegeSpokane, Washington-

JERRY P. CUICIMINGAudio-Visual DepartmentSpokane Community CollegeSpokane, Washington

A. B. DICK COMPANY -Spokane, Washington

ALL,CRAFT TObL AND SUPPLY CO.Fullerton, California

AMERICAN SERVICE COMPANY,Marysville, Washington

AMERICAN TECHNICAL SOCIETYChicago, Illinois rBRUNING*IvISION OF Ay CORPORATIONSeattle, Washington'

CONTERARY INSTRUCTIONHillsboro, 'Oregon

CUMMINGS PUBLISHING COMPANY, INC.Menlo Park ,,California

DELMAR PUBLISHERSAlbany, New York

GUEST PROGRAM

BETTY .1, HAMMONp. COORDINATORWomen's Activitic;s and ProgramsSpokane Falls Community CollegeSpokane, Washington

SHIRLEY A . 'MICHAELSEN, COORDINATORWomen's ProgramsSpokane Community CollegeSpokane, Washington

PROMOTION

SANDRA J. HAISON, SPECIAL PROJECTS DIRECTOR -Office of Governmental AffairsWashington State CommurAty Collegl District 17Spokane, Washington

GRAPHIC DESIGN

BEVERLY A. CALICOAT, GRAPHIC ILLUSTRATOR..Office,of Public Information

Washington Stale Community College5District 17Washington

SEIPP(. -)f- Special Programs -Wa . 7?ton State Community College.District 17Spokme, Washington .

DISPLAY DEIIGN

CHARLES R. ROADRUCKArt DeparimentSpokane Falls CommUnity CollegeSpokane, Washington

EXHIBITORS

THE ELECTRIFICATION COUNCILNew York,, New York

JON B . JOLLY , INC.-Seattle, Washington

LIQUID AIR', INC.Spokhne, Washington

McG13,AW-HILL HOOK COMP'ANYNew York, New York

PRENTICE-HALL:INC.Englewpod Cliffs,'New Jersy

SCHOOL FfTTURESLake Oswego, Oreghn

SCOTT-F.NGINEERING SCIENCE'SPompano Beach. Florida

SUN ELECTRICChicago, Illinoi's

. 4

TEKTRONiCS.-Seattle, Washington

XEROX CORPORATIONSpokane, Washington

OFFICEIi5

ODIN C. STUTRUDExec ut ve DirectorNorth Dakota State School of ScienceWahpeton, North Dakota

WILLIAM Nc:PENNINGERExecutivi., Director Emeritus.Delmar, New York .

MARY ELLISPresidentWashington, D.C.

LEON B. HARDISONVice-PresidentMemphis, Tennessee

HARRY BIGELOWPresident ElectArgonne, Illinois

. . TOMpKusPast PresidentWaco, Texas

1974-75 TRUSTEES

Jack L. TompkinsVice PresidentTexas State Technical.InstituteWaco, Texas

Mary Ellis, DirectorWashington OfficeTechnical Education Research CenterWashington, D.C.

Harry BigelowExecutive AssistantArgonne ,Natinnal, Labora,toryA-rgonne, Illinois

Fred BrinkmanPresidentLos Angeles Trad-Tech CollegeLos A'ngeles, California

4' Clyde Hall, ChairManbiv-ision of Technical StudiesSavannah State CollegeSavannah, Georgia

Anna M., Gorman' t

Center for Vocational & jtechnicalEducation

Ohio State Upiv'ersityColumbds, Ohio

Wilson NI. Sorensonresident

'Utah Technical CollegeProvo, Utah

Leon HardisonDiv.. Had, Related Studies

State Technical InstituteMemphis, Tennessee

t*".

Gem:ge Mehallis, DirectorTechnical-Vocational StudiesMiami-Dade Community CollegeMiami, Flordia

Ruth E. MidjaasConsultantOakland SchoolsPontiac,'Michigan

George ParkinsonDirector EmeritusMilwaukee Area Technical CollegeMilwaukee, Wisconsin

Donald Phillips, Assoc . ProfessorTechnical Teacher EducationOklahoma State UniversityStillwater, Oklahoma

Hubert D. Reid, DeanOccupational EducationMacomb Community CollegeWarren, Michigan

Roland Roy, Teacher-EducatorVocational-TechnicalCentral Washington State CollegeEllenSburg, Washington

Anita SmithligHealth Occupations Div.. Chairman

INestern Wisconsin TechnicalInstitute

LaCrosse, Wisconsin

Ji mie Styles, Vice Chancellor*-R search and DevelopmentT rrant Count Junior College

istrictFort Worth, Texas

Fred Thornton, JrSupervisor, Mechanical TrainingTennessee Eastman CompanyKingsport, 'Tennessee

Richard N. CulbertsonChief,,liaison DivisionCommunity College of the Air

ForceRandolph AFB, _Texas

Barbara WalterChairman, Home Fc--:`DivisionWestern Wisconsin Technical

Institute'LaCrosse, Wisconsin

Arnold Metz, DeanVocational Technical EducationSt. Clair County Community

CollegePert Huron, Michigan

Rog er Mussell;Associate Professor \,

" William Rainey Harper CollegePalatine, Illinois

5

Arnold Potthast, ChiefTrade and Industry.Wisconsin Board of Voc . Tech.

Adult Ed.Madison, Wisconsin

REGIONAL REPRESENTATIVES

Atlantic Region

James S. Smith, SpecialistVocational-Technical DivisionMaryland State Department of

EducationBaltimore, Maryland

Central Region

Arnold E. Metz, DeanVocational-Technical EducationSt. Clair County Community

CollegePort Huron, Michigan

New England RegiOn

Joseph Salvatore, ChairmanDepartment of Engineering Tech-

nologyRhode Island Junior, CollegeWarwick, Rhode Islana

NOrthwestern Region

Dr. Roland L. Roy, InstrUctorVocational-Technical EducationCentral Washington State College

.Ellensburg, Washington

Pacific Region

David 0. Taxis, AdministratorCareer EducationLos Angeles County Supt. of

Schools OfficeDowney, California

Plains Region

Walker, Dept. HeadDrafting and DesignWestern Iowa Tech .

Siouki.ty, Iowa

Southeegtern Fegion

Dr. . Ed KurthAuburn UniversityAuburn, Alabama,

Southwestern Region

'E. R. Billings'General Manager of Inst ctionTexas State Technical.Inst LiteWaco, Texas

Canadian Region

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

Bertram F. AddySt. Stephen,'N.BAOG 3A0Canada

6

DIRECTORY OF SPEAKERS

John L. Baird, CoordinatorEnergy Policy **

U.S. Offiee ot EclucatkonWashington, D:Cy(Speech tu-)t available'for publication)

`'"'"Arsr-thntkA. P nnie, DirectorCoordinating Council tUr Occupational Educ'ationOlympia, Wtishington

.lames L. Blue, I2irectorVocational Cyr:peplum ,

Vocational CurNeiculum Management CenterOlympia, Washington'

(Speecb not available for publication)Rob Briley , Public Alfa irsj DirectorKHO' TelevisionSpokane, Washington

Dr. . Robert Brown. ChairmanNuclear Technology ProgramsTexas State Technical InstituteWaco, Texas

Rowland Bond (Retired)EducatiOnal ReporterSpokane Daily ChronicleSpokane. 1VaShington

Cal Dupree, Program Assistant -

Native American Education/and Community Affairs.State Board for Community College Education'Olympia, Washington

Ben F. EppsCoordinator of Industrial TrainingState Department of EducationJackson, Mississippi

.Ed Foss, Chairman,Marine Division(-Nape Fear Technical TnstituteWilmington, North Carolina

Beverly Funk, InstrUctorBUsiness and Office EducationSpokane Community CollegeSpokane , Washington

. (Speech not available forJohn C nStat

ir.,frae:

chnical Institute at MemphisMemphil, Tennessee

Dr'. Kenneth Giudgel, M.D., DirectorFamily Medicine Spo,kaneSpokane, ,Washington '

publication)-..

William F. HagariNational Ptogram Development Officer-OtRice of Education and Manpower PlanningU.S. Environmental Protection AgencyWashingtbn, D.C.

4

Vern Haminer,,Department ChairmanSanitary Engineering .

University of WashingtonSeattle, Washington

f

I.

4

wvnrIell Harrell, Associate DeanOccupational Educ,ationSeAttle Central Community CollegeSetattle, Washington

Dr%. Alberta Hp, Profes'sorDepartment orEducationWashington State University.Pullman, WashingtonBarry Hill, ChairmanBu4iness DepartmentSpkkane Comnriunity CollegeSpoirane, Washirigton'of

Dr. James L. Hoerner, Assistant ProfessortVirginia'Polytechnic Institute'and State University

, Blacksburg, Virginia

Dan Hull, Project 'officer ,Technical Education Research CentersTexas State Technical InstituteWaco, Texas

1 .Armed Forces Vocational Testing Group'Randolph Air Force BaSeUtiiversal City, , Texas.

RalPh Kuhli, DirectorDepartment of Allie'd'Medical Professions'and ServicesAMerican Medical AssociationChicago, Illinois

IP'

Bernard Krockover

Viola Levitt, DirectorHea h OccupAtionsPr George's Community CollegeLargo, Maryland

Dean McCorkle; CETA,RepresentativeU .S . Departmeta of. LaborRegion XSeattle, Washington

3.ohn W. McGoughWalker, McGoUgh, Foltz and

. Spokane; WashingtonLyerla

Roger Mussell, CootclinatorFlectronits TechnologyWilliam Rai4ey l-tarper CollegePalatine, Illinois

Ouida Norris, ChairinaniDepartment of Biomedical Engineering Technology.Monroe Community CollegeRochester, , New York

James-PiercyAssociate Dean of Instru-ctionLane Co;nrnurlity College

/' Eugene dregon

7

Gordon J. RogersEngineering Administrative ManagerWestinghouse HanfordRichland, Washington

'Roland ft,V.YCentraVMshington State CollegeElIenshutg, Washington

Dr . Gene Rutledge, 'Executive Directorof'Nuclear Energy Development

Idaho Falls, Idaho

R. W. Saterlee, ManagerNuclear Energy Relations DepartmentGeneral Electric CompanySan .lose, California

Walter Schriar, General ManagerKSVS TelevisionSpokane, Washington

Edward S. SinglerManpower Coordinator OfficerDepartment of Hialth, Education and WelfareRegion XSeattle, Washington

Bruce Walker'Walker', Mt-Gough, Foltz and hyerlaSpokane, Washington

' Dr. Virginia WhiteJuanita High SchotilKirkland, Washington

Frank Wiingr -Coordinating Council for Occupational EducationOlympia, Washington

Neil Uhlman, DirectorTechnical Education Clearinghouse'Council on Higher EducationOlyMPia, Washington -

*it

V

8

Ladies and nentlemin:

I am very pleased to havebeen invited tonaddre:;s thj :. annualmeeting of the American TechnicalF,ducation National Clinic. Mybackground is in energy research,development and productionl", es-pecially the nuclear discipline,and in recent years the geotber-mal, solar and hydrogen fields-.Therefore, I am especially pleasedto be with you since I shall notbe doing what is a common sinamong many .speakers; namely,talking to themselves.

There has never been a timewhen it has been more importantfdr the energy community, cer-tainly the nuclear commgnity, toestablish a communication withall'people, not just those of theirown household.

First off, I would-like to goback a couple of hundred yearsago. At that time.the Indiansprobably sat in council in thisvicinity. Even Lewis and Clark

-had not completed their famous,journey south of here until a feWyears later in 1804-06.

It might be interesting tonote that it is quite possible thata white man was in this area acouple of hundred years ago, be-..cause if you read your hitorybooks you will find that Lewisuncovered the fact that a whiteman did live with a tribe of Ind-ians east,of here in 1806. Lewisdidn't get to meet this while manbecause he and the Indians man-

paged to get into a little fracus \sndLewis felt that it was yise to put

Dr. Gene Rutledge

Human Resource Development

as many miles between his partyand the Indians as possible asquickly as possible. Lewis andhis party hightailed it out ofthere covering 100 miles in oneday on horseback. The next day-,campwide-there were acute caSesof saddle sores.

Now let us Move to a time per-iod Only 100 years ago. You willfind that in Spokane, January of1875, 1-I.T. Clow ley opened thefirst school in this area in hishome and had six pupas. Thiswas the start of the formal devel-opment.of liuman resources inthis town.

'Today we find that the devel-opment of human resources is A...--more important than ever. In Athe energy field, especially thenuclear field, this development-,is extremely important becauseof the complex nature of today'sproblems.

The cost of retro-fitting auc ear plant after it goes critical

is highly expensive, calling for.a greater degree of engineeringexcellence than ever.before. Wemust do the job right, the firsttime. Only with theproper train-ing of our human resources canwe hope to meet this necessarygoal.

0Now then, I would like to

point out that our speakers to-morrow are going to go into de-tail with respect to manpowerneeds in the energy field. Thesetalks tomorrow we shall find ex-tremely interesting. From yourprogram you Will note that John

. L.vkaird will speak on "Manpower

9 .

Needs for the N:itional 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 but .

their materialjs 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 powerplants by 1985.and an additional150 coal plants by 1985.

Now, if ohe knows themanpower requirements for one1000 megawatt nuclear powerplant, it is rather easy to multiplythis number by about 200 to rough-ly estimate the manpower requiredfor all ofthese plants. You will

ifind the-construction d operatingof a power plant re res a certainnumber of people, ut for a truermanpower need yqu must considerthe entire nuclear 54.e1e-.-miningto enrichment to waste management,and in the coal cyclemining totransportation to pollution control.

So here again, I urge you topay careful attention to the pro-gram tomorrow because there isgoing to be an enormous.need fortechnital training in' our futureenergy program MAYBE.

Now then, I would like tospknd a little bit of time on a con-cern that is facing us in this na-tion---a possible nuclear morator'

Ow is the reason I

the M.VV_BE.

Cenerally. thosewho are (he tiltelt vot iterott. I tl

OW/1' '4.1 atia 111'4 111.in andvc)al for electricald)roductionadvocate, within the next.21 mple solutions Wind 'adarkrothermal are tiiose .vIto )1a%.0contrihytecl, th.e. Iea.t. in _research,(.1.4 ... veloimient aaid _production Of

,promoting the "simple"but there

is no .aysthe!,e simple ,ailtitioo.;can capture 11) ot the nation'sFlectrical Energy Produi.tionlor I ft.rprol).-11,1y not cvell {;,.prIs.

A.: it standstoday, there areonly three options tor futureecteical energy production inthe next 20 years (1) burn coal(2) burn uranium and (3) (I()without a hell )f -a heap. NoWIt a moratorium prevents us trot!)getting the 200 nuclear powerplants desired by the Pre.odentby 1(11.1; that means that about200,000 megawatts of our energyrequirements must he taken up byoption (1) or (3) . Since,thereare many problems associatedwith the coal energy effort-

, transportation, etc'. , we,v,be hard pressed to meet

the President's goal of ISO coal-fired power plants let alone ex- .

pect coal totake up the slack andfurnish an additional 200,000megawatts of power.

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 quantative answers togive you exactly what that means.I do know that during the coal-strike in Eggland that severalthings occured that may relateto our ituation.

.*British industry had to goto a three clay work weak.

*Domestic consumers wpreasked to heat only on6 room (irlicold February).;

*Imported candle sales soar-ed.

Certainly the federal govern-ment br someone credible mustpoint out to us at an early dateexactly who is going to do with-out energy an'd how much wewill do without if the President's

Aro /1,0 tnt.t.

The 1:11,11 i event, h.ri thrtp.tthe etierp,v,,cur.1.; to the centera:talge the ihttioti'N Attent mitfocused there adding .1 sell'ir111.gl`114V. Sol.'ing these problemsmay be' the !.ing le greateu,t challenge ot our time and the II1ViO

110VIloprlIVIlt Oi h11111.411 rtrn all nchnical fields

must focus on two important aspects in our chaFiging societyeducation 141W:A OnIY teach itspetrple to perform the work andpruvide the ...et-vices reqinred tomaintain and further develop the;.(,clety , but also prep.are,its

people to cope with-the rapidchanges that new technologycauses in their personal live!1.

The stlectrurg of skills 1.6br4hadening, and varying, andeducators must nwke new trustsstimulating new thinking and nekcid,eas.

There is a ';,1-owing need to"keep tip." Education is oftenobsolete before the ink is dry onthe diploma. Theise must be waysof retaining and updating skills.

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

Remember the resourceful-ness of a Sergeant Pryor of the

'Lewit.t. arid Clark party. Clarkordered Pryor along with &treeother men to take the relay ofhdrses to rendrzvous at the mouthof the YellOwstone River. Allwell and oc3,(-1---except the planloused tsp the first night out, whenthe Indians swiped all the horses.%So there Pryor was- -unhorsed inthe middle of nowhere. Pryorshowed a_great deal of resource-fulness--he shot a buffalo a o

himself a couple of bullboats.Maskming the craft enroute he,.floate'lethe giver to where Clark.was waiting, to repor:t that hull-boats were better for the riverthan dugouts.'

Today we aren't concernedwith bullboats and dugouts but wedo need to develop the same re-

*sourcefulness as our early citi-zens shoyed4a couple of htindredyears ago so that we meet the

*needs of today and the unknown

10

(.1).1 nttn.t.es totitor row

411.

t.

4

(*mod NIOning.

It is a distind pleaoire to talkto such a fine group of people whoshillre the same interests and whodedicate such a major*portion oftheir lives to serving others.

My talk this,morning, "TheImpact of Technical Education onEconomicDevelopment....ssissippi Story," covers two,,

really three, ideas or conceptsthat are most impOrtant to me,These are Mississippi, and anythingthathelps our state, technical ed-

'ucation and last, but certainly nt .least thcreconomic developmentof Mississippi, Mississippi doeshave. a storY to tell, thankfully,a happy and positive Sory. Itpleases the to say to you thatteChnical education-has played amajor role in the story, continuestO play an importdnt role and will

lay even a larger role in theiture.

I'm sure that you will under--)ktarid when I use the followingterms snynonymouF4y technicaleducation, vocationN education,vocational technical education or

'just plain vo-tech. Is it fair to say?All vocational education is naltechnical but all technical education

'is vocational. Economic devel-opment, vo'-tech education theMississippi Story,

Mis&;issippi is large ir) heart'but small in popnlation with only2,2 million people. From 1946

,until the 1960's, we experienced apopulation decrease, a negativegrvith rate in_population. IThebiri-th rate was declining and our-displaced farm wokers were

Ben F. Epps

The Impact Of Technical EducationOn Economic Development --The Mississippi Story

leaving the state and looking foremployment in the north and west.We were in trouble, we didn't'have the jobs we needed to keepour people home. Our populationin the 1970 census showed agrowth'rate of almost 2 percWe hope that,we have stemmthe tide .of qut migration annow have a 'reasonable pop, ongrowth. I'm sure that you cansee that economic development isa matter of survival with us andwe take it seriously. Our success

,in attrtcting new industry hasslowed down this drain of our topyoung talent and also our formerfield hands--both of which we needin our state. Our nowgrowingpopulation is 63 percent white and37 percent black. Mississippians-are returning home where theirheart has al*ways been.

In land area. Mississippi is.neither large nor a small state. Wehave over 47,000 square miles ofcoastal land, delta, plains, prairiesand a1variety of hills and a bunchof pine tre s. It is a good daysdrive frorl one corner to another.The dcl taJis some of the richestfarm Ian in the nation and we haveabunclanf crops of cotton, an8 soybeans and quite a supply of beefcattle and I hope the price goes upsoon.

We are basically a rural state,but not as much as we were in1940 when wik, 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 hope that I have 1;riven you abit of a mental picture 9f this deep

ii-

Irmuth state without burdening youtoo heavily with statistics. We areaverage in )iize, small in population,rich in larfl and also in heritage,rural in nature, and poor in Orcapita income---the lowest percapita income in the nation. Wehave made strides, hig strideS,but we still have a long way to go.

What about the development ofvocational education? How has it

.drveloped---what part has it play-ied in the economic development of

the state?

Mississippi has been an agri-cultural state and has had foryears organizations to work withthe farming commun't.t. In fact,farming has become s efficient

° that it put a lot of apePle out ofwork . This put a burden on theindustrial sector where no particu-

lar help or expertise was availahle.In the early. 1960's, we began toreally think seriously alout in-dustry needs and how the publicstiortor could lend assistance.

Vo-tech education was one ofth.? agencies challenged to bring 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-tion for the State of Mississippi".

Here are some excerpts fromthis plan, particularLy from therst page which set out priorities.The priorities set stfill hold today.

quote from the plan: "We, inthe south, are engaged in an in-dustrial development program suchas no section has ever seen before

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impo,...ilde tIl 1,rovidi.;in adecili,tte progr.tm to erieet thefle:1-eek1, ',T the e.t.ite. hetniorTti,ttion oltered In sulIstailtiatiori Ill the,pm itiv needs tor

94,." progr.irm..LI(' ' rerul III quote)

included in thi-;In the early 1,4Ify....

the Fype C (Adult PloT.iratl,n)-,ection 'A:A.:. the germ wi1111N1'.' known as Vis,-.$1!,:-.,Ipp;"Start-np' Training, ProgramA.1111 quoting frIMI the plan, -Itis difficult to e,:timate exac.t returns, hut :t (iu Ito evident till!the person trained return tHthe ..tat) , In the tnrm (if taxe'; ,many time,-the co,,t Ut us training,proHatIly oven durInz his firstyear ot- employment , In theca.a o! new or expanding indu,,try,the adult eftucatIon speciali,t wonldwork with the developrnent.groupand pro',H.cle IntormAtN,n to theoperation.ot the prn'gram and a!;,.it:tin determlmng training needs,rpon determlnation ot trainingneeds, a lead time schr.dule wiiildhe set up ar:d preparations fortraining begun." The proposedcost tor this industrial preparatorypr,,gram (Start .T.ra iningS90,000.

As You can see, the need for

olt. t i11..il .111,1 .11.11.11

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1111 111111,0 1.1111 11,11. 111.11 'I 11'11111111 .1

1,1.11,' 111 1111'. 1.1111.,1111 ,11. CI,P11111.111

1 111, 111i..1.1.11 Ill 14.11 VIM 111.1.1

t,,,1,1\' 1411,01,mi! 'ha lino ti ethit anonproyote .t.tt I -lip and

ili,lii..tri.,1 training in.11 I'm! ..e, Ill L 111,11f h 1.114;1`1

viii perhap.. I t ..11.011.1. he notedthat it ai..1 part

,Ithilt rtrot,,,r,tilit.. It 1.oroplettiv %atitert'l.a.d hv I. te, h

I.. not .1 part 1,1 .111V

th'\'1.11111111,1,1 ,1141.11CV ..pe,reate.1 I.ure.111. I'll. V

1,1: do, 11,vvever, HoldITI glove ivith the St.i.to 111.111,t1-1.(1neI'Ohepelleet AC.etiCY, arca developmet1t Chamher.. (

ecce,, hank ., railr...1,1.and .illy lTliiiYlIhl,il eer th.tt

t further the econorni,111 !\.11'.11.'.111111. 1

1111011 add 111.11 1111nt s.valtto he conta; f.y group,.aslIirig, tor tplie help,. We ALIIVelytVetl tile!". group,.and exp.ting as a-. lo.o-pectiveindlo,try. le'e't 1111111--k 1111 door!:

prflynote our product, evtnheneticial tI I ill

training reilliu'r. 111111-11 effort .atid''..ell

Ind listrial ..1.11't Ili/ 1ongiii \111.1`,,'111)1)1 1 C1/11(hwted t

1111. ionior college vocational I elitei '-aro! the .iecontlary vocational con-)plexes, rho state vo tech divisioncoordinate' !hese activities andfunds the., programs. Mississippi

pott.it ,iecondarN,' \'o techcenterti on the Junior college campus and vo-tech is an integral partof the campus. This concepthelped us effectively upgrade thepriatgeff vocational education,as a matter ot tact, vocational edu-cation is popular in Mii-isissippitoday that the academic side 6i thefumor college campus is reflectingin some ot our glorv. In any event ,we do have a happy marriage otvo tech and acaderuic in the lunlot-c

IThe taciltt P., ot our iuniorare,the primary sites,tor

conducting start-up training foreither new or expanding industrie,.;

hese accommodations are providedat no charge to,the company forw-hich we lre training.

The equipment at our centersis also.available for thi,special-ized training, also at no charge.Now, we don't have a warehousefull of surplus equipment just

,111111V, 1t11 ',111tic 111,111..11 V 1,1 .11'11\'t.11. 1'111 0.11.1 1.11211t hut

ee, etpietitly eh, edillecii1.111111111.111 111.1,,, 4'1'11 WV I1.114111.. 111

1111'1'1 .1 11.11'11 11141' I mellt,triv'., TII'f'1111.1-11111114 .

,pet 1.11 and \ye !meetthe emele.trey equip

men, 111r 11',1111114.4 111,11' pro..pectiveemploye..,

1'1101.111'. I .114/11111 111.1111. 1111'.

1)1.1111, Ti.11 /'1,11'1111`t1 11)

11..1111111i.! .11 lilt!' 111111(11' i t1111141'

1111,111 11101 1.1C11.011"., \\'1` and11-,1111 ;t1 the plant

ill !Ill iltIlt. Itl City pre)videel rented tae'llItle, or wherever ,

has post .secon(lary,11.0,1 Center...11111 'el .colitlaryare,i cerlter,, 0,111th pt'etty welltd,frart the eetate, ,.ce exPee are Ile1t

tee lor.1/11/11 v, C tlIiill ..110

.A itiiide We've leitrittdthat t. w..t much hetter trairnes

pro,poctive employe!. tor thecompany in providing this trainnig throligh the junior eollt.ges,Junior college.; have a lot ofprestige and are \yell thought tit:

copsequently,the a!,...ociation of the 111V,' CoMparly

0_'1111 ,111r1111r 1:0111`ge.a1trac1n aht`lt11' 111,1l1 normal prospectite(Tflplove.

We will prof ide the instructor;tor an null:Istria( training program,hut in most Instancei, the in-sfructors are the supervisorycadre for the new plant and infhese caff,es we either pay the in-sTructor direct or reiMburse thecompany for the instYuctors timespent in training. We do providea hrief "effectii.e instruction" pro--gram for these supervisors whowill drip the teaching. If the super-visors are.new to Mississippi. we,dso provide through our peoplesome tips on motivational techni-ques, getting along in the newcommunity and on most occasionsa il hour supervisory trainingcoorse,

line of the most popular itemsin our industrial training packageis the "tailur made" training pro-gram. In Mississippi the ResearchCurriculum rnit prepare ourtraining materials for the new orexpanding company. They worktinder our direct supervision andhave done an outstanding job forus. They visit the company's pre-sent facilities wherever they maybe located, meet with companyengineers, supervisors and man-agement and write the program.

The progr'aiii is written strictly tomeet thie company's performanceobjdc-tives-,--if the compahy requires

.welding on one metal in one posi-tion, that's all we train for.

. We usually prepare an instr-uctors ranual and a participantsmanual. The nual is detailedand to the poi4vthout any rhe-toric; it is fil ed with how to plc-

These manu are frequently ac-/tires and diagrams.

companied ith'videotape which..supplement the manual. RCU

1 personnel do the taping in thecompany's existing plant with ourown equipment. They also edit,script and narrate to provide aprofessional job. This is a typical-manual prepared for one of ournew industries. The company hascomplete ap,prdval authority overthe contents of the manual butwe write it, tape it, illustrate itand print it at no charge to thenew or expanding company. Thequality of whaf our people are do-ing has made this one of the dis-tinctive parts of our full circletraining package.

The vo-tecli start up programwill also participate in the cost ofsupplies consumed in the training.Now, we don't make a carte blanchepromise to provide all supplies re-quired. We plan with the assis-tance of the company and our pro-gram writers the requirements andthen make the decision on ourparticipation. This is determinedby the length of the program, thenumber of trainees, the skill levelsrequired and last, but not least,the total cost. We frequently willbear the total cost but not on alloccasions. The companies that wehave worked with find our approachreasonable and financially sound,you know the companies are inter-ested in how well we control costsas they are taxpayers also. We domake a reasonable and definitecommitment and in time to allowthe company all the time they needto plan.

We are quite proud of whatvocational technical education hasaccomplished in Mississippi, boththrough its regular programs andits special industrial training ef-forts. I have talked particularlytoday about start-up training butour regular programs are the backbone of our efforts and although itis more difficult to measure, theseregular programs are our maincontribution to the economic dev-elopment of our state.

Let me suniniarize just a littlebit more about our start-4p trainingprogram'beforV I close with someexciting factsabout the dynamici,industrial de:teelopment of-the south" -and particularly Mississippi.

In the past two fiscal yearsended Rine 30, 1974, we providedstart-up training for 33 new plantsand 93 expanding ones for ,a totaloi 126 Mississippi industries.

-

More important, 15,881MiSsi-ssippians got a jobor a better job.Some Major national companies havelocated expansion plants in our -

s-tatee recently and used our training programs. These include Geeral Motors, Allis Ghalmers, Litton,Sperry, MilwaukEe Electric Tool,Conoco, Weyerhauser among othe.rs.These plants will be the first totell you that Mississippians areproductive, trainable and still havea fine Work ethic. They art alsowilling to be trained on their owntime, without any training allowancewith the prospect of upgradingtheir skills to get a better job. Wehave had no trouble getting ourpeople to take pre-employmenttraining. lige pay no training al-lowances under this program.

One of the major prob/ems we,in Mississippi, face today and havefaced for some years is our image.Some national companies have theimpression that Missiisippi has a.vast availahlejahor supply thatis tdp-heavy with'unskilled, un-trained and impoverished workers.This impression has some validity,however, ere are compensatingfactors that mus be conveyed.The availability of sophisticatedand comprehensive vocationaltraining schools has enabled em-ployers to upgrade with productionworkers as required to meet theirneeds. On the other hand, employ-ers have found it convenient toadept their requirements and pro-cedures to meet the capabilities ofthe available labor supply.

Industrialists spent more money'in new and expanded industriesin the state in the past three yearsthan in the combined total of theprevious 27 years. Twenty-eighthundred new and expanding in-dustries invested approximately2.5 billion dollars in the state from1944 to 1971. In the past threeyears allone, 550 new and expandedindustries invested 2.6 billiondollars.

Mississippi, historically an

13

agricultural state, has emerged inthe 1970's as an economically ag-gressive part of the nefuth.Today manufacturing is;t1e nurnbeoneemployer in the state:areAsmajor source of income.

We feel that ,4iocational educa-tion has Played a.role in thiS excit-ing growth in Mississippi. Thanks-for the opportunity of sharing abit ofTheMiSsissippi Story with.

' you.

11111MINAs allied heafth educatiOn has

expanded from hospital-based ed.-ucational programs to includeeducational programs based inproprietary schOols, technical in-stitutes, colleges, ant universit-ies, each kind of institution hasseen this development with mixedfeelings of interest and concern.The economics.of this developmentare of critical importance, involv-ing interest in how to get a grantto fund an educational program,and concern for the high costs ofallied health education, with con-comitant pressures for what someadministrators see as dispropor-tionate shares of the budget, fac-ulty, and available space.

Perhaps it would be helpful tohave economists review this wholesubject and give us a professionalanalysis of the economics of alliedhealth education and of the alliedhealth occupations. To that end,I propose to try to stimulate inter-est in the involvement of ec o-mists by commenting on five s-pects of these subjects:

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

2. Management *teamwork inmedical. care.

3. Funding education for team-work.

4. Economic value of alliekealtheducation.

5. Costs of continuing technicaleducation.

Perhaps I should beg-in bydifferentiating between the. words

Ralph C. K6hli

EconomicsOf Allied Health Education

medical and health. The wordsmedical and health are synony-mous and should ribt be used

interchangeably. Much more thanmedical care is needed to assurethe "state of complete physical, Alpmental and social well-being anTrnot merely the absence of diseaseor infirmity" which is so oftenquoted from the first sentence ofthe World Health Organizationconstitution as a definition ofhealth . (1) Medical care is a partof health care; allied medical med-ical personnel are part of the tot-al allipd health personnel. Phy-sicians, other inaependent prac-tioners , and allied medical pro-fessionals serve together as a med-!,:al care team,which providesmedical services to patients. AllAllied health occupations can beconsidered to include a compre-,hensive range of professions a4..services. Those allied health aft c-upations which work With or underthe direction and supervfsion ofphysicians in providing servicesto patients are occupations whichwe in the American Medical Assoc-iation called "Allied Medical" .

1. Economy of Allied HealthTechnicians as Specialists.

For centuries medical carewas provided by the physician.Early in the nineteenth centuryit became obvious that the patientneeded many services which didnot require the education andsupervised experience it took toprepare a physician, so the pro-fession of nursing developed.Notice that both, the physician andthe nurse are concerned with thetotal care of the patient.

14

Shortly after thg beginning ofthis century, new kindS.of.patientservices were developing, andthis called for new kinds of healthpersOnnel. X-ray and laboratorytests were evolved, and non-phy-:sician specialists were tsained totake and develop the x-rays orto do much of the work involved inlaboratory tests. Rehabilitationcalled for occupational and phy-sical therapists and several otherallied health occupations. Unlikephysicians and nurses, theseallied health workers are not con-cerned with total patient care;such allied health workers arespecialists: their education andexperience are concentrated injust one part of the total servicesfor patients. By the way, this iswhy allied health workers cancontribute to better,patient care;physicians are the first to saythat there are certain things whichcan be done best by qualified alliedhealth professionals. My point,of course, is that it is economicalto have allied health.professionalswho require fewer years of tech-nical education.

Dr. C.H. William Ruhe, Sec-retary of the AMA Council on Med-ical Education, explains thatallied health professions begintypically with the care of the pat-ient and then work backward intoeducational institutions. Dr. Riihesaid: "Characteristically, the pro-cess develops as follows. Firsta need is identified at the level ofpatient care and persons beginto perform a function whichsfillsthis 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, an office-ginL, an or:derly,or a high sehool student workingduring summer vacation, developsa certain proficiency in his task.

may be hired away by anotherphysician or bir a hospital to per-form the same task in a differentsurrouriding. The oi-iginal phy-sician then tra_lag another toTe-place him and ang;her, and anotheras the services' of such personscome into demand. EventuallY, hedevelops a small schoorso thatseveral s ch persons may be'''trained sirjiItneously. If the .

need is gerjuine and has,been id n-tified elsetvhere, other trainingprogram's spring up.

"As the number of those pro-duced increase, the'graduates oftlie programs associate with eacho1,11-er and form some kind of soc.-,iety. Gradually, they beeOme in-terested in elevating praticestandards in their own field arid inimproving the training of whfchtheir members are produced.

"Usually, the group of phOi-clans in whose special area of ,medicine the assistants hare beentrained then get together With ihegraduates of the programs andagree on certain kinds of stand-ards. Formal statements of mini=-,, .

mal educational programs are dev-eloped and eventually, if ti-ie pro-fessional bodies agree on the needand methodreview of existingprograms is carried out to deter-mine whether they meet the stand-

-. ards.o

"Meanwhile; the tethnicalsociety has grown in size,strength, and number-and hasusually developed its own set ofethical standards and rules of con-duct. Eventually the group ugu-ally seeks-some kind of registryor certification or licensure withthe legal and legislative channelsof the various states. In this way,tel9new profession has'been born.

'It is only after'many trainingprQgrams have been in operationfor some perioa of time, and for-mal-educational standards havebeen developed, that responsi-bility for these programs isassumed by regular educationalinstitutions. Ultimately, they maybecome completely based in ourtraditional education institution's(i.e., our colleges and universi-ties). But initially, the trainingprograms are carried out underindividual auspices in doctors'

ices or in hospitals or clinics.

Later the clinical training and thebasic higher education are.linkedto form a total professions pro-grams."

.For each practicing physican

trlere are Vdozen other healthworkerfand this, ratio continues

ol to growas physicians delegatemore ta7skS to non-physicians andthe public requests more medicalcareigiervices.paid by insurance.Phycians, nurss and allied med-ic 7professiona.: work as a teamifiity,proding the ,est possible'diagnosis aryi-treatment for thepatient, Ernest B. Howard, 14.D.,ExecutIve Vice President on leave,American Medic-al Association,sael it; like thiS in-the preface Ofthe AMA paperback'boOk titledHorizons Unlimited:

"The two fields medicineand careers allied'to it are in-separable. They are equgl part-ners working together in a'commoncause of the hiRhest order -- mak-ing life happier, healthier, and ,

mare productive for each oflis."

It is cAaracteristic of the.health professions that we expressour love for all mankind by ourcare for individuals. In manycases, we have a one-to-one re-lationship: the health professionalworking with the individual pat-ient. The patient of,whom I speakis you or me, multiplied by 213million other Americans.

Furthermore, each of us issatisfied with only one level ofquality of medical care: the caremust be provided correctly. Forexample, when our blood is typed,it itusf be typed correctly. Ifsomeone is repairing something onour car, the worst that Can happenis that the part will be wreckedand we have to pay for a new part.Now compare that to the eye -- incertain extreme.cases of grossmistreatment, the eye could bedestroyed, and money will not buya new eye. Medical care must bequality Care. That is why stand-ards of medical and allied medicaleducation must be maintained forthe necessary quality.

Undergraduate medical eduCa-tion prepares medical studentsfor care of the patient as a person:the medical care of the entire in-dividual. Graduate medical educa-tion may concentrate.on a medicalspeciality. The continum of medi-cal care consists of undergraduatemedical education, graduate meek

15

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

With the exceptions of nurses,mticlical assistants, and physiCiary's.assistapts, allied medical occupa-tion's censist of specialists in juost

, one component part of total pat-ient care: the electroencephalo-graphic technician is concernedwith recording brain waves, the,histologic techniciaa is concernedwith the minute structure and4nction of tissues, the medicalNiboratory teanician is concern7ed with the work of the.clinicallaboratory, the medical recordstechnician is educated to concen-trate on medical records;,the op-erating room teghnician'Is a mem-ber of ,,Wae surgicai room team ,' andthe re'spiratory flper-py technicianis trained to assist with respira-tory therapy work. I emphasizedthat all these allied medical work-et-s are specialists: their alliedmedical education and work areconcentrated for'years oil their'!1

special part Of patient care. Thus,they'are experts in a particulararea of competency, but becausetheir educatio n. is concentrated injust one par4 of medicalscare wehave the economics of just a yearor two years, of higher education.

Organized-Medicine is involv-ed in allied Medical education 13e-cause phYsicians have a responsi-bility to be helpful in the educationof the non-physician members ofthe medical care'team, and becausephysicians want and need to dele-gate more patient care tasks toqualified non-physicians. But thephysicians need to know thatthese rion-physicians have had theeducation needed to develop theneckessary qualifications. (2)

2. Management for Teamwork inMedical Care.

Education and health seem tobecome increasingly complex Indconfusing. Perhaps it would behelpful to start with the right ques-tions.

The first questions to ask is:"What s;irvices dyes the patientneed?" That question, and ouranswers to it, can help us all getour thinking straightened out.Other questions follow, and in logi-cal order:

a. What services does the patientneed?b. What is the most effective,efficient way to meet these patientneeds?

c. Can the existing health Occu-pations provide these patient careservices most effectively andefficiently?d. If not, what change§ are need-:ed?

Sometimes I think weidok- through the wrong end of thetelescope; we concentrate ourattentioti on whaf the,physiciandoes, or how the university medi-cal center functions, or What weteach a student for in allied healthoccupation. We will get'a clearerpicture of what is going,on if wewill justlook through the rightend of the telescope p see ithepatient who he or sHe is, whathe or sie needs, and what he orshe wants (and is willing and ableto do) for his or her health'. _

In anted health we' have hadweird ideas of who we are andwhat we think we are doing. Hereare just a few examples:

We firmly insist on two-year edu-cational programs and four-yeareducational programs, but untilrecently we seemed to think thatit is acceptable for first aid tobe provided by ambuIancedriversand attendants who had an ele-4-.mentary lPitour course in first-aid--if that!

We seem to think that an alliedhealth professional is someone whoworks in a university hospital orin some other medical center. Welook the other way when the factcomes up that half the hospitals inthis country are small hospitals,many of them with a hundred bedsor less. And that the employeesin these small hospitals must dotasks usually listed in several re-lated allied health occupations .And we seem to just refuse to face.that fact that most patients are noteven hospitalized. We are ob-sessed with the Chinese barefootdoctor and the American barefootpatient!

We think medical care is strictlycivilian. We don't factio3up to thefact that more than ten'million .

Americans get all their medicalservices from the military servicesThe many military medical person-nel are just as much a part ofAmerica as the civilians!

You know, 27,580Voctors of medi-cine are employed by the federalgovernment, and almost twentymillion Americans get all theirmedical care from the governpient.

The Veterans Administration aloneconstitutes the largest-medical caresystem in the country. If--andI emphasize IF -- the federalgovernment has a better v;ay tomantain health an41 fo Pi-acticemedicine for people viho are ill,let the "feds" demonstrate it nowwith all the medical pesonneI andfacilities already under govern-ment control!

-

Medical c4re is distinguishedfor its emphasis on what is bestfor the patient. For decades thevodintary health agencies haveused rehabilitation to visualizeservice to people: for example,occupational th-erapiSts have beenphotographed laelpkig patietits,and the AmericarKpulnic has res-ponded by contributing many tensof millions of dollars these pastdecades., Certainly medical careshould be patient-centered.

Emphasis on patienf needs. -.

concentrates our attention on edu-cation for a different future:

A patient-oriented future, inwhich more millions of people willwant ,and be able to pay for more_meic services for mainten-

ealth and for the care ofdiseases as well as for

me emergencies. Mokt ofthese medical services could, andshould, be provided by non-phy-sicians by allied health pro-fegsionais , working under the dir-ection and 4upervision of physi-cians.

A martaged future, in which theprinciples of good management

be applied tg, medical care.-Th el patient will know who i-es-ponsible for what. It is 'n thebest interests of the pati nt foreach health profession to determineits own role, separately, .and in '

some ways in competition withother professions. Cooperationand teamwork are required for thebest care of the patient.

A changing future, in which newand better methods , ,relationships ,techniques, equipment, facilities,financing, and rewards for pro-ductivity will add up to more ,

people getting more and bettermedical care services

Management people busi-nessmen not only know thevalue of a dollar; they also-knowthe value of a person. Therefore,management for results is Nton-cerned largely with people, and

16

emphasis is on how to help eachemPloyeeat the management le-vel as well as the job entry level,to be most productive.

A lot of professionals work inAmerican industry, and they areproductiveas individuals and asmembers of a business organiza-tion, a team. One importantprinciple is that ,decisions sbouldbe made at the lowest leVel of fullcompetency, rather than only atthe highest level. Another import-

4 ant principle is that there is ahealthy respect for the compe.tencieE of technicians', and for tech--nical education.

-Management for teamwork inmedical care is needed. Manage-ment people cart help the healthprofessions to identify who is incharge, who is responsible forwhat, the economic value or mar-ket-place value of various kindsof health services and of thepeople who provide them, and howto set objectivesoarra measure pro-gress toward those objectives. Abusiness-like approach to medicalcare could provide hetter manage-ment which would enhance the pro-fessional conduct required.

3. Funding Education for Team-, work.

Eagerness for federal funding,of educational programs should

, not blind us to the fact that as,much as 90%..of the costs of alliedhealth educaion has been paid.bystudents and their parents, hos-,pitals, communities supportingcommunity colleges, aind statessupporting state colleges and un-iverrsities . Allied health educationis too important and too permanenta need to be funded primarily by"soft" money. . Funding for educa-,tional programs should be builtlike a pyramid, with a strong baseof continuing financial support.If this is not available, it is betternot to start the program.

Charles G. Richardsotrict Director of the Weconsin Technical Instituhis doctoral thesis on ason of the costs of varioof vocational education.

, Dis-ern Wis-e, wroteompari-s kindsHe found

that costs were highest or pro-grams like printing, where theequipment is very expensive andthe instructors are highly paid.Nursing, on the other hand, wasfoundqa b-e'one of the less expen7sive health education programsbecause the large size of classesmeans that the total costs of the

-4iursing educational program- divided by the large number of

atudents equals a.modest cost perstudent.

tToo much allied mediOil edu-e catiory has been tutoring, with

classes of one or two, four, six,or eigh.t.students! Obviously, wemust consolidate classes wihere

° some commonanity of subject matter Can be found, and we must re-struCture allied health occupationsso that the realities of overlappingresponsibilities on the job are re-cognized by revising the curri-cula of allied health education.

'Econorryies,okclass size and shar-ed laculty can help institutions tocope with the high costsofliealth education. Techr4cal in-stitutes, community colleges, four-

, year colleges, and universitiesshare and allocate scarce re-sources, includindavailable fOnds,faculty, and students.

6

One aspec 'of funding whichmerits more ttention is that tech-nical educati n is -- and shouldbe tailored to the job. Thereis no need for over-education, norto teach competencies not neededor used on the job. Feedback isneeded from the employer, tomake sure that graduates of tech-'nical education programs knowenough to start work at their jobs;and are not disgruntled becausethey were taught things whichare not needed or wanted on thejob. Proposals for foundation orgovernmental grants should in-

\clude requests For funds to follow-up on graduates so that educatorshave such information as well asfacts about how, long graduateswork at the occupation for whichthey were traioed. This is aunique aspect Of technical educa-tion which requires funding, andit is especially suitable for fund-,ing by soft mOney.

Allied health students shouldbe learning td work together, tocooperate, tO follow and to lead,to participat in the work of diagnosis and tr, atynent. I think it ia _great disservice to students to"teach independence when the fu-ture requires interdependence.Of course this is as true of re-alcal students as it is of alliedhealth students.

How do you teach teamwork?It isn't easy but it is being done.Dr. Joseph Hamburg at the Uni-versity of Kentucky doesn't wanta separate building for his school

of allied health: he has the den-tal auxiliary students learningwith the dental students, withhe same faculty and facilities.ontinuing education teaches

ieamwozic: heart and respirator)?therapY seminars welcome all theprofessiionals .the people who

.4,are going to work togethex, learntogether. . Teamwork is a yealityin the operating room, intensive

' -Care facility.;emergency room,and inother settings. 'We need toidentify it;Teach it, and strength-en it. Clinical instructors, teachteamwork: cooperation among pro-fessionals is very good at the bed-side, .and the practicing profess-ionals teach this cooperation to_the students.

The d id town and ,gowo dich-O-tomy is the enemy. We have to

tlearo respect for oursei,ves andtor others: I'm okay -- Vou'reOK! The juFrier college, techni-dal institute; and university mdstbe par tf the tOwn; and the townmust be art of the schools. We,of allpeo le,,should have andteach hea thy attitudes of coopera-tion in an equal partnership.

Once again, the clearest wayto see this is to look at it from thepoint of view of the patient. Afresh perspective is available tous from the management peoplein industry. They can helpus to learn how to manage, setobjectives,'fix responsibility, co-operate. And they do not have thehang-ups of indoctrinated healthprofessionals.

There are many good reasonswhy the physician should not tryto do everything in patient carkg.Delegation facilitates better pat-ient care. That is why more phy-sicians are delegating more res-ponsibilities to more qualified non-physicians: nurses and otherallied health professionalF. No,not "referral". I don't see thephysician as a magnet who drawspatients for referral as thoughthey are customers. Non-physi-cians should forget ,about nationalhealth insurance as a money mac-hine for independent practice,using patients referred by physi-.cians., Instead Patients need careby professionals who cooper,ale asa team in shared diagnny4--`andshared treatment.

When there is a genuine needto carry out a program for whichadequate funds from Campussources are not available, you

might consider outside funding.For examples: perhaps you havea new idea for a course that needsplanning., you weed to trace.in-'formation in your field of special-ization and need time and assist-ance, or you have to attend ameeting and deliver a paper. Off-icial guidelines for writing grantproposals are available, of fourse,and in.addition a smallellkuide toProposal Writing" is available.from the American A ociationofState ,Colleges and t4iivexsities(One;Dupont Circle, .W., Suite700, Washington, D. . 20039.

Qf course; the Fedeoal. Guar-anteed ,Student7Loan Pr9grammight be considered to be a majorresource whi h could be utilizedfor funding eduction for ,team-work. Over xjillion studedntsha've 1orroweda tcStaLof about $6

bi. The propose re4uire-

mellionts and standards published inthe Fe eral Register include a nelkdefini ion of "student". The newdefini ion permits a student whodoes. riot have a high school dip-loma 4. its equivalent to obtain aguara teed, student loan to attendan institution of higher education,but only, if the institution doesnot admit more than a small pro-portior of such students.

Th proposed regulationswhich 4iere scheduled to bepublisijed in the Federal Registerearly i4t 1975 -- specify in Sec-tion 17 .65 that "Each participat-ing insitution holding itself outas preppring students for a parti-cular vkcation or trade shall,prior to1 the time the prospective.Studenttuitionmake a

obligates himself to payr fees to the institution,etermination, based on an

appro riate examination or otherappr pr'ate criteria, that suchpeison as the ability to benefitfrom the instruction or training tobe provIded."

4. Economic ue of AlliedHealth EduCation.

The reason that studentschoose an educational programfor an allied health occupation isbecause they see the opportunityfs61- rewarding service to others.Hospitals have been especiallysuccessful in recruiting goodpeople, partly by paying stipendsand providing scholarships. Thefederal government has helped bycapitation grants and by fundingthe establishment of certain alliedhealth educational programs.

?

Look it tF federal funiing forMEDEX p ograms, and for certainprograms for physician s asvis-tants. The largest allied healthschools in the world are conductred by the mihtaliy services, andtheir whole studeL/ body isonsala'ry. FounciatWs havt fundedstudents as well as whole pro-grams the Duke Universitypr4ram for ph'ysician's assis-tants, for example.

sBut in a sense all these ar.eexceptions. Bx far the greatmajority of allied health, educa-

the institutions w ich spcinsortionaly progiiams re funded by

them, and by the uition paid by$tudents. They vote with theirdollars and their vote is for thevalues of alried health edUcation.

Hospitals, technical instittites,and colleges want to sponsor ed-ucational programs which producgraduates who are prepared tostart work at the allied health occ-upationr. Students want and arewilling-lc pay for the educaticmthey need to prepare them tostart work. This is the hard Mon- ,ey whichshould constitute thefinancial foundation of alliedhealth education.

am not completely sold onstrident derision of the "pieces of

'paper": the college certificate,deglree, or diplomai the certificateof competency provided by a reg-isthr; the license provided bygoirernment. The employer hasthe problem of determining whet-hefr or not a job applicant has theequcation needed to prepare a per-scn the responsibilitiesdi the allied health occupation.That education could and doesinclude what one learns fron3 e

rience as well as what is leared in formal higher education at4/technical institute or college.But it is not esy to really examinesa job applicant for a allied healthoccupation., it takes all the re-sources a registryirs to examineapplicants fairly a competently.Such an examination is just too

,ssmuch to expect of an employer who'hires people for dozens of differ- -ent health occupations. So I have

/ a healthy respect for-allied healtheducation of the necesayy quality,and of the need for soe way tocertify graduates to jlrospectiveemployers. It is a play on wordsto deride that price of paper, whenthe issue is how to docpmentthat students have learned whatthey need to know to start work at

the job.

The economic value of alliedhealth education sholaId not be -beneath professional attention. Inour free enterprise system, wehave v,jays of attracting competentpeopleareas of rteed. For ex-ample, hol;.! do <Ye get someone,upon a .windy scaffolsil to wa h win-dows on a skyscralber? Nselling idealistic young people,Onnthe soCial values oT cleanVindows'. . 5. Costs Of Continuing Tekhnical*e make the job attractive, one duc3:ion.way 6r another.

There was a time when nurseswere expected to help sick peoplewithout getting paid what otherwomen earned in other kinds of ,

jobi. Those days are gone, fort-.unately. Health professionalsshould 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-cludes, systems analyses, so thatthe witIrk makes sense (ere islittle point in providing advice onnutrition to people who can't af-ford to buy the food, for example);that includes fire and police se-curity, so the health professionalsdon't get murdered,and robbedfOr drugs; that includes commen-surate remuneration; and it alsoincludes budgets whichprvidefor allied health professionlls,because physicians and nurseswant and need the services of therest of the members of the healthcare ,team . ".

The ecOnomic value 6f allied-health educattn should be deter-

. mined by/economists, who arepaid to give uS theii- views 'of:

(how to handle theosts of medi-cal enkergencies, economics ofout-p'atient care, mediral records,paper-work for insurance, etriployee turn-over, etc.)

Many professional problemsinvoly:ing associations of pro-fessicirials couldsand should be relsolved with the help of economistsand management experts.

Much of the work of healthprofessionalfilis technical, andthis work is Aanging all the time..Therefore, studentS for the hellth

..pnofessions 'm6st, be taught howto learn, and must become indoctrinated with the idea that theymust continue their formal-highereducation for the rest of their pro-fesSional lives,

/ a. Waget yid salaries paid toSollied hellth Nkorkers

.

b. Wages fnd salaries paid tocomparab e workers in other in-dustries How unfortunate it is .when a c mpetent allied health,worker must ge,t out to get ahead! ),_c. Economic value of tho work .

done by allied health profession-als.d.,,Siip3sts of allied health educa-tiA1111 programs as related to thetotal number of years the alliedhealth worker works at-the job

for which he or she was trained.e. Economic feasibility and valueof cOntinUing formal higher educa-tcon as a part employment.f. Most econo ic (efficient andeffective) ways of providing thosepatient care services most closelyreAted to other service industries

In other words, all health pro-fessionals Should be going toschool as part of their jobsthink employers hospitals7fon.

,example shokild employ peopleto work in the hospital for four- ,

.and-a-half days a week, and workas an enrolled student in a techni-cal institute, college, or univer-sity the other half-day each we4.,Life-long continuing education iO,P.a part of the job of all health pro-fessionals.

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

-- Budgets for higher educationshould include provisions to pro-vide such forma' adult educationat the professional level requiredby health practitioners.-- Hospital budgets should pro-Vide for persOnnel needs basednot c3n a'shorter work week, butl'five-day week whichchwies,a halrday spentat an institutidn''of higher education.

Health profesSionals shoul4'tder formal continuing educa-

s part of the personal costsof'w4,kiq like the costs ofcomn`ikAiing and of belonging' to a '

profess'ionaForganization.,Patients should understand

that it pays to be taken care of byhealth professionals who keep. up-to-date who do not allow them-selves to get behind in the fastchanging technological develop-

ments of health care.Taxpayers should understand

that continuing etacation is' anessential eXpense and a bargain

18

mtfc'h better than the shogrtgwork wetk, or care by sorriecgewlo has let himself get behindthe times..

Of course, this poses' anyproblems for technica cation:large numbers of health practi-tioners enrolling for.half-daysonce a week, requ..ring a highlevel of up-to-date instruction,and becoming most critical tu-dents (e.g., How does this helpme do a better job with my pat-ients now?). On the other hand,this challenge is one which shouldbe met by educators and comes ata time when the birth rare is'fall-'ing and younger students mightbe decreasing in numbers.

SUMMARY.

Obvtously all of..us need theassistance of econfintksts to ex-plore the subject orthe economicsof allied health education`.. In thehope of stimulating interest in theinvolvenient of economists, I havecommented c:lfrn five aspects of this:

1. It is economical to have alliedhealth iedhnisians as specialistswho, by the *ay, need qualitytechnical eduCation in relatedfields as well as in their own spee:ialty.2. Management for,teamwork inmedica4l care is needed, prefer-ably by cost"-conscious manage-ment people who can help us fixresponsibility in the best inter-ests of the patient.3. Funding eduCation for team-work is needed to assure that stu-dents are taught interdisciplinarywork, how to cooperate, how tolead, and how to follow. , This isnot a by-product and such educt-tion should be funded to assure itis learned effectively.4. The economic value of alliedhealth education should be deter-mined 1 economists, who alsoconcern themselves with the ec-onomic value of the work done byallied health peoPle, and the costsof theii- education and employ-ment.5. The zostsof continuing tech-nical education should be budget-ed and paid by employers and in-stitutions of higher education aswell as by health professionals .

All health professionals shouldhave life-long continuing formalhigher education-as part of thejob.

The economies of alliedhealth education is so important

that it hould be dealt with.byeconomists and managementpeople as well as by educatorsand allied h-ealth professionals.I hope thft these comments willhelp to stimulate interest in givingmore attention to this importantsubject. '

(r

The economics of allied healthshould, of course, be

considered in the larger cOntextof all education for health profess-..,,,iqns and the larger universe ofthe economics of health. One ofthe most recent b.nd best "state ofthe art".collections of papers onthis has been.putlished aS theproceedings of a 1973, conference-on health economics sponsored inTokyo by the InternationaliEcono-rmic Association. (5)

It might also,be helpful to re-'mind ourselves diat allied healthoccupaqpns are not always a less,experrifve substitute for physi-cians, and that technical educationfor allied health.occupations is notnecessarily a.free ride obtainableby gei'ting gra'nts from the feder-al government or foundations.There is no such aang as a freeItinch. Reuven BatLet/ay, -M.D. ,of.Detroit, wrote 4t well in hisCommeivary titlecP"It's Free" inthe January 23th JAMA: "Notso long ago, before we becaineaware of the ecological crisis, weused to say that water and air

v were !'ree. This obviously is nottrue...,.the assumption that wecan let the government pay forsomething and in so doing lightenour own burden is obviouslyfallacious. The governmegit isourselves .. .." Concerning poli-tical promises of free medicalcare, Dr. Bar-Levav wrote thisabout similar plans in othercountries: "In each*and everycase, costs have soared and de-: 'mand for service has 'risen sharp-ly since it appeared to be free.Moreover; the productivity of "

,.health personnel has droppedsharply, increasing the unit cost'of each visit." (6) Our challenge,is to Manage the future so that itwill be economic more effect-

ive and also more efficient.

, The American Technical Ed-ucation Association could be en-couraged to provide some naticin-al leadership on the economics ofallied health technical education,perhaps by preparing a grantproposal to get the funds necess-ary to employ economists to getthe expensive information needed

19

`to think about these economicfactors. I commend this to yourattention.

REFERENCES1

(1) World Health Organizaton,Basic Documents. Geneva , Swit-zerlan4 Eighteenth Edition',April 1967. "ConstitutionP.ft,(2) Council on MediCal EcNcation,Allied Medical Education Direct-,212. Chicago: American MedicalAssociation, 1974. $7.50 a copy;OP392.(3) Thomas A. Harris, M.D., PmOK, A Practical Guide to Trans-actiona17-kiTTYTis . New-NOrk:Harper and Row, 1969.(4) "'Guaranteed Student LoanProgram", Federal Register.Oct. 17, 1974; ---. 39, No. 202,Part II, pp. 37154-37161,(5) Mark Perlman, editor, Econ-omics of Health and Medical Care.New York: Wiley, 1974. 547pages., $32.50.(6) Reuven Bar-Levav, M.D.,"It's Free". January 13 JAMA,,the Jo4rnal of the American Medi-cal Association', Vol. 231, No. 2,pp 153-154. For reprintS.writeReuven Bar-Levav, M.D., 823 -

Fisher Building, DetPet, Michi-gan 48202.

It appears Certain that his-tory, will record that, aside fromthe civil rights activities, theenvironmental movement will beconsidered the m6st profoundsocietal endeavor of the twenti-eth century. This is , of course,conjecture ,. but the rationale-issound.

HistOry has 'recorded, how-ever, , leht land is ,theioundationfor all human endeav*- andtherefore ,the foundation foi- thisphenomenon 'of environmental,protection. Frorh the, Very mom-ent man planted his first seed,or isuilt Iris first house, or level-ed 14is first road, he realizedthat land-was finite and had tobe managed. In addition, herealized that what came frcim -

the land and what went back in:to it, also needed managementand protection.

Sadly enough, howeller,progress precluded wise and)prudent management. The grow-th of the industrial nation, therise of great cities, and changesin nationals Charac ter overshadow-ed the inherent cautions of onlyso much of any onp resource.In America, the pioneer spiritbecame the impetus for entre-

.> preneurial development, whichin turn became the industrialethic and acres cd stockyardsand faitories. The calf on theTexas range became the cow atthe Abilirte rail head, and thenbecame the meat packed in theChicago plants for shipment tothe East. Hundreds of thousandsof miles of railroads and millionsof miles of highways gave riseto .litter,- partioulate emissions,

Will41-n F. Hagan'

ManpoNiver ImplicationsOf Environmental PrOtection

noxious fumes and the substanceknown as smog. Municipal andindustrial waste polluted ourrivers, streams, .and lakes. In-

v discriminate .use of agri-chemi-cals poisoned cattle, ruinedcrops, and .in soMe cases killedpeople. ,>The growth of a nation

ihas had ts perils as well asits benefits..x

And 'yet, .,the public outcryfor relief frOrn these "perils ofprosperity" has been heard..The 1960s and 11970s will beviewed historically as the timewhen man took out the ultimateinsurance policy on his survivaland the survival of his naturalresources. In recent years, theCongress has passed eigh-t_major.pieces of environmental legislaetion, all of-which are designedtci protect the environmentthrough comprehensive pollutioncontrol and abatement programs.

-These enactments are: The Na-tional Environmental Policy Actof 1969, The Solid Waste Dispos-al Act ,of J965, The Resource Re-covery A t of 1970, The 1972Amendmen s to the Fe ral WaterPollution Control Act The Feder-al Insectkide, Fang c'de andRodenticide Act, Th PublicHealth Service Act as amended,the Sge Drinking Water Act of1974, and the Clean Air-Act of

.1970.

Significant as these piecesof legislation are., and even withtheir high and lofty goals, theywill not, cure the sicknesses anddisturbances of environmentalindigestion by themselves. Forjust as land is the foiindation ofhuman endeavor, man and his

2 0

labors are the predic6-tes -c# theland. Without men..and worrien,good men and women, to'makethese enactrnents work, environ-mental protection and preserva-ticIn of our land and resources isdoomed to dismal- failure. -

In 1973 over 43 percent of _all environmental legal .actionsat the State and local levels werein the area of land use. , Yetour public attorney's' offices re-main understaffed in many casesand are often Outgunned by high-,piiced technical experts. A re-cent survey prepared by McManisAssociates of Washinkton, ,

for the Environmental Protection-.Agency, attempted to determinethe educational and" trafriing re-quirements of State and local $.

attorneys, .rudges, and law en-forcement officials with respectto environmental enforcementactivities. The survey reportindicates a veritable bottomlesspit need for education andtraining in these areas whichare_ critical to the success of theenvironmental programs. Theserequirements emphasize the needto mix the science with the lawin order t6 effect a blend o0justic-e equitable to the science,t)f1i liv and the economy.

This wave of environmentallegislation producei<in the1960s and 197s p1a4s the 'bulkof implementation responsibilitiesupon the States and their sub-divlsi8nS . Statesl- must embarkon comprehensive environmentalquality control programs in theareas of air, water, wastewater,solid waste, noise, pesticides,

and radiation . In order _to ac11-ieve both 'the long-and short-range objectives , these programsrequire an adequate , killod workforce which cart meet the de- !_r

mands of new techndlogy, morefstringent "standa.rds , uniformityof treatnient:- and certification ofcompliance and performance.This work force must be devel-oped in both the public, and the-private sectors and at all pro-fessional and- subprdtjssional

,

In general, it is when theresponsibility for compliancewith the legislation reaches theactual point of implementation ,

i.e. , when a man must performa particular task of a technicalnature , does the skill deficiencyor the inadequacy of numbers ofworkers become most apparent .

Some brief examples are:I. Under. the National Poll-

ution Discharge Elimination Sys-tem called for in the 1972 WaterAmendments , States and slocali-ties are required to become '9elf-reporting with respect tq di-charges and effluent qualit'y..

The outgrowth is an extremeshortage of a) lab facilities , b)qualified lab technicians, c)operators qualified to take and,arialyze samples , a various ,4.other personnel ro eths in thereporting chain .

2 . Under '1972 A end-ments to the Fe eral Inse ticide,

' Fungicide, and Rodenticide Act-, ,

States will embark on certifica-tion programs for applioators ofrestricted-use pesticides . Theseprograms must be in place byOctober 1976. The implicationhere is that a possible 2i millionfarmers arid over 100,000 com-merical pesticides applicatorswill have to be trained and certi-fied under State-operated pro-grams . At the present timethere is not available a sufficientnumber of tralners or instructorsto meet this demand . Nor hasan adequate delivory system fortraining and certification beenset in place.

3. What used to be knownas the city or county dump hasither been shut down or con- -

verted to a sanitary landfill .

This transition to landfills has ,

of course , placed a demand for-increased skills of solid waste. .

managers and landfill operatorsin equipment operation and

maintenance, landfill operation,vector control and the like.

The technological advances ,

being made on behalf of resourceiecovery also place an acrditien-al load on State and local govern-ments to_ ehsure an adequatewell-'qualifiecl Work force.

4 . The Clean Air Act of1970 'has had its greatest man-power impact on the professionalaticl subprofenal technicalrank of the Manpower universe,Oualified s'Cientists and engineersmust be produced to advance theState of the' Art in air pollutioncontrol while the techniciarlsare needed for day-to-day opera-tions an0 maintenance of air Tpollu ion control facilities , labora-tory kfacilities, in ec,tions , andautomobile emisp n systemsma intenance a repairs.

5 . Since it is so- young,the full manpoWer implications ofthe Clean Drinking Water' Billma y not I:re felt for some -tirrie .

However, , you can 'be sure thatadvanced operations and main-tcnance of facilities as well asacf4nces in the technology- willhave signifioant impact on pre-sent water suppl}.° work force andthereby c_keate the need for up-grade trairling and prfesionaldevelopment \

We cduld theh ask, what isthe nature of EPA's commitmentto ensuring a ,sfeady supply ofqualified pollution control per-sonnel at the State and locallevels?

From thi's vantage p9int, the ,Agency perceives' that the Statesand lotalities are faced with theproblems of Manpower supplyfor , and the personnel qualifica-tions of those already employedin, environmental occupations .

° In other -words , we are concern-ed with pt;oviding new-entriesto these ocupations as well asupgrading the skills of those'who occupy positions within theState and lodal environmentalagencies .

Over the last four years, EPAhas , in cooperation with theStates cOm0 up. with some prettyhard data regarding the numberof people who will be needed tokeep the environmental workforce at operating levels andwhat type of occupational develop-ment and training will be needed

21

to keep the environmental workforce at operating levels andwhat type of occupational develop:-ment and training will be neededbyt those in- the system .

In formulating this data manyquestions were asked regardingthe cajoability of the free marketsysteM to supply trained andqualified men and women tocarry out these enormous legis-lative mandates . The answer Icome with is a qualified "may-be." Maybe for the followingreasons:

1. State and local agencies,especially environmental andpublic works agencies , in manyinstances , simply. do not have .

tbe budgetary wherewithall toaccommodate these increases inresponsibility. .

2. Many of our educational,institutions are not addressingthe environmental problem frorrys,a standnoint of producing. c a p 41111.people, but rather provide,more emphasis on environmentalappreciation which, on the openmarket provides few job skills.What essentially is lacking is acoordinated'effort with industryto ensure an adequate qualitypersonnel flow. .

3. Without Federal, State,and local cooperative aCtion withexisting delivery systems formanpower supply and skill dev-elopment through vocational/tech-nical education , the free marketsystem will accommodate only theprivate , profit-oriented, sectorby taling the good people outof public services where thehulk of environmental protectionis .

To day, EPA has made some- fairly significant contributionsto the deployment and utilizationof an environmenta.1 work force.There is much left to be done,but I think 'that we should high-light ,our accomplishments inorder .to provide a traCk recdrdfor the directions we will taken

° in the cornjng years .

EPA 's statutory authorit36 toUndertake manpower deVelopmentand training programs vari sgreatly among the several nvir-onmental disciplines. It c n besaid that there 4e explicitauthorizations in e...ach piece Nfenvironmental legislation, butthe newer pieces , Twith the ex-

ception of the 1972 Water Amend-ments) are rather vague and lessspecific with ree.ards .to actualmanpower and training activitres.

Given legislative authorityto promoti, develop and conducttraining and education programs,'the Agency has attempted tocomply with not only the law ,butthe , intent of the Congress , plusaddi nal commitments to utilizee rnally funded employment,ttaining, and educational pro-grams under such legislationas CETA and the Voc .d Act.

In this respect, PA :.1,1as,,since 1969, cooperated with theDepartment of Labor and 'the De-partment of Health, Education,,and Welfare under the auspicesof several interagency agreementsfor categorical program funding,to deVelop and set in place anadeci,pte rnechanism for the de-livery of manpower and sURportservices to those employed in'the subprofessional environmentaloccupations. Over $15 millionhas passed from DdL and EPAto State and local. agencies andinstituiions of higher learning toassist States in developing man-power an"d training capabilitiesutilizing such programs as MDTA-OJT , -institutional training for .

the disadvantaged.; Work Incen-tive, Military Transition andPublic 43ervice Careers, Plan 13.These programs are in additionto- the EPA-funded Direct Train-ing Short Courses, grants underthe several pieces of legislationfor both pilot and demonstrationprograms and the universityfellowship and academic traininggrants programs. The approxi-mate cost of the EPA-fundedactivities for this time periodis over $20 million..

Over 10,000 persons in theseveral subprofessional disci-plintts have received trainingunder our interagency programs.Of the 10,000 over 3,000 werenew hires, many were disadvan-taged, and pver 1,200 wereveterans from the Vietnam era,.

"C'Over 10,000 more' received

upgrade training under the 17 .W.P .0 .A. '72,Amendments and theDirect Trainirig Short Courses'for Air and ,Water Programs.

EPA's professional academictraining and, fellowship programshave reached-still another 10,000professional career enyironment-alists .

The course offerin'gs for,all these programs range fromwastewater treatment orientationto sampling and identification ofpollen and fungus spore aero-allergens ...from pesticides app-licator training to membrane fil-ter methodst-in treatment plant

4operations.

In essence, the EPA's man-power development and trainingprogram can be char"acterizedunder four separate headings:

I. Subprofessi-Onal/techni-N cal skill train g primarily util-

izin ex resources, such as

2. General e`Mployee up-grade training provided by in-ternal fundinourtes -undeor theseveral,pieces of legislation.

3. Direat training shortcourses conducted primarily byEPA personnel at the NERCs andregional offices for 'State, 'localand private agency personnel.

4. Academic ti-aining grantslcand fellowships 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. Between 1974and 1976, the total upgradetraining needs for both publicand private sectors combined,including all environmentaLcate-gories , was estimated to beslightly over 2 million student-weeks .

For the same time period,the total new-entry personnelneeds for all sectors and in allcategories reached approximately550,000.

Now the bad new! Theinteragency programs formerlyfunded by the Department ofLabor and HEW have ceased.They have been preempted bythe manpower revenue sharingconcept as legislated by the Com-prehensilYe Employment andTraining Act of 1973. EPA hasbeen told by the Department ofLabor that any funding of envir-onmental programs under CETAwould be at the discretion ofsome 403 (437 in FY-76) primesponsors at the State and' locallevels who received 1.9 billiondollars in employment and train-

2

ing funds in 1975 and Will re-ceive the same amount in 1976.The minimal amounts of moneyavailable from EPA to 'do upgradetraining ,has to be supplementedby other sources. CETA has noprovis,ions for upgrading of Stateand local personnel nor dO we.see it being substantially changedin the near 'future.

The EPA academic training'grants and fellowships pr grams,

_have a dubious future at jest.EPA has for the last seve alyeal* a ttempfed to keep t seactivit\es solvent but the progno-sis is hot good byond FY-76.

The Direct Training ShortCourse programs are faced witha very restrictive tuition feepolicy which would preclude theparticipation of a good number ofState and local..agencies 'if it werestrietly, adhered to. These Stateand local agency personnel needthis training tihe most and arethe least able to pay for it.

. What we are approachingthen, due to the decategorizingand decentralization oi, Federalhuman resource developmentfunds and the disengagement onthe part of EPA from full scalemanpower development and train-ing programs, is the point wherewe at EPA must devise the waysand means to effectively managethe system, for delivery of thoseprograms, irrorder .,to ensurethat they address the environ-mental occupational growth anddevelopment, needs oT State andlocal agencies. Over the long ,...

haul, we feel that public employl:`ment programs and special rev-enue sharing programs may beable to meet the manpower supplyneeds for lubprofessional 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 capability to deliverenvironmental manpower develop-ment and training programs,and insofar as possible, institu-tionalize them within their exist-ing .clelivery Mechanisms.

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

ment agencies and program,s to'meet environmental manpower-needs...to work with the States tomeet the Agency's highest priorityobjective, which is full partner-ship with State and loCal govet.n-mvnts. This means "to provide -sufficient techniQal, administrative,training, and financial assistanceto State and local governments toen,sure Plat they are able andwilling tb.accept major responsi-bilities Th all ouia program areas."

Tuthis end, EPA sponsoredthe National Environmental Nfan-power Planning Conference held

Phoenix, Arizona, irf December1974. The purpose of this Confer-ence wag to acquaint State andlocal agencies with the possibleresources available for environ-mental manpower and training pro-grams under CETA and the Voca-tional Education Act.

EPA has, through its Head-quarters and Regional Offices,provided technical assistance toState and local agencies regardingCETA, so that I can report to youthat as of January 1, 1975, over$15 million from Titles I and II.of CETA has been earmarked byprime sponsors for environmentalemployment and training programs

Withinqhe next few weeks, wehope tO consummate an interagencyagreement between EPA and the ,

U.S. Office of Education which wehope will provide, limited fundsfrom both Agencies to demonstratethe, feasibility of utilizing thevocled system for upgrade andnew-entry training. Again, forthe long run, we view the Federal*/State vocational education systemas being the final solution to the -new-entry'and upgrade trainingneeds generate"ci by environmentalprotection programs at the sub-professional level. In this regard,our emphasis will be placed on theareas of curriculum development,teacher/instructor training, con-tinuing and adult education, post-secondary environmental.ecluca-tion, and Federal/State ,linkagesfor continuation of program andtechnical assistance.

It is our hope that, throughthese efforts we may be in a posi-tion to impact the planning cycles,over a five year period, of thoseState and local voc/ed systemswhich would accommodate and ,

continue to program for the occu-pational development of profess-ional and subprofessional techni-cal personnel engaged in environ-

41

mental protection.

Further, , we will continue towork toward'ensuring that theNation's universities and collegesgive proper consideration anddirection toward implementation ofmeaningful environmental pro-.grams.

Finally, a word about myths.A myth, according'to one of Funkand Wagnalls' definition, iA "acollectpe opinion, belief or idealthat i4 based on false premise or isthe product of fallacious reason-ing". There has been one hell ofa lot of mythology.generated bythe environmental movement muchthe same as was generated by thecivil rights movement. Primaryamong these fallacies is the notionthat environmental protection ishighly inflationary and bad forthe economy.

In a recent study by ChaseEconometrics it came out that thecontribution to the rate of infla-tion by environmental protectionprogeams was two-tenths of onepercent,for the period 1973 to1982.. In addition, for each $1billion invested in construction ofmunicipal treatment facilities over20,000 on site-jobs are generated,riot including those generated bymanufacture and transportationof goods and materials. With acorkstruction grants program whichapproaches %17.5 billion (14 Fed-eraS, 3,5 State, and local), thejobs generated will be in the neighborhood of 350,000 in directlyfininced activities. As Adminis-trator Train told Senator Proxmire'scommittee, "There is simply noevidence tha.t environmental re-quirements have had or will hav\ea marked adverse impaot on jobsor existing productive capacity."

We arrive then at the oppor-tunity which I believe will notpresent itself in Ziaell a clear andconcise manner again in our life-time that is to prilvide the

.necessary technical and executiveleadership necessary to ensurethat we dewote our humari, finan-cial and technical resources to thepreservation and prOtection of theenvironment. You, as educatorsand administrators, have theopportunity to ensure that nUt onlythe Federal program continues, butrather, the xhole academic andoccupational development commu-ni`ty responds affirmatively to thischallenge.. EPA has done somepioneering spade work, but it isup to the educational system at thee

2 3

alr

State and local level to reassesstheir priorities and allocate theirresources in a manner which willaccommodate what I consider to bethe Nation's top three priorities,1) energy conservation and devel-opment, 2) increases in our pro-ductivity, and 3) protection andpreserva,tion of Ournatural re-sources.' .We will asj.ist you inwhatever manner we are able5onsistent with our mission and

/authority.

k.

,1

Mi. Chairman, ladies andgentlemen, .the theme for this 12thAnnual Clinic lends itself mostappropriately to the subject o myaddress.

The challenge, as well as thenicessity for developing humanresourcescapable of meeting thetechnical occupational needs re-quired for the protection ofearth's watergenvironment hasnever been rrZre timely.

would like to digress for aminite or two and briefly famili-ariae you with this unique med-ium!, wate , along with some rel-evant facjfs. so that you may bet-ter und rstand and appreciate theneea for its present imprvementand its continued protection infuture years.

Water is,,unquestionably, ourmost valuable natural resource.Yet, we continue to abuse it andtreat 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 to happen?

Consider the demands wemake upon our limited supply ofwater. Today's population of200 milli/5n people, an increase of50 milliOn since only1950, uses(and misuses) 387 billion gallonsa day, Industry and agricultureby themselves account for 354billion of these gallons. Thisamount is expected to increase to

st.

E/d Foss

power Needs Fora?.

nviromental Protection Wat9f

494 billion gallons a day by 1980.Ironically, it.is these same in"dustries and agricultural pur-suits that are largely responsiblefor the present conditions of thecountry!s water supply, alongwith ow cities and towns, havingaccomplished this ignominiousfeat by careless and illegal dump-ing of waste products, by'poorirrigation and use of pesticides,and because of inadequate andpoorly managed waste treatmentfacilities. These actions, irr andof themselves, imply ignorantand negligent past use and con-servation 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 ample room fdrimprovement and growth.

Trained manpower, , in suffic-ient numbers, capable of applyingits technical skills to these prob-lems, has never been much morethan an idgological dream in thiscountry. simply stated, waterresources, pollitticm abatementand conservation measures havetaken a back seat while demandfor.-water has continued its rapidupward spiral over the years.The net result is dirty watereverywhere, with the inevitableand shocking realization that theday of reckoning has arrived.Considering only the two areas ofwater improvement and pollutionabatement, there is already ashortage of qualified support per-sonnel in the related technicaloccupations. The country needsmanpower today just to bring the

2 4

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

Water Improvement and PollutionAbatement.

Many two-year vocationaltechnical institutes and communitycollege are already conductingprogram or.are developing newprogram that are designed toprovide qualified technical sup-port personnel for occupations inare4s directly and indirectly re-lated to water improvement andpollution abatement.

The Federal Water PollutionControl Act of 1972 proclaims twogeneral goals for the UnitedStates:

(1) Wherever possible byJuly 1, 1983, water that is cleanenough for swimming and otherrecreational use and clean enoughfor t.Ke protection and propaga-tion of fish, shellfish, and wild-life.

(2) By 1985, no more dis- .

charges whatsoever of pollutantsinto the Nation's waters.

This is a strong commitmentto end water pollution to thegreatest degree possible, andthe Act itself establishes themachinery and financial supportrequired to accomplish this end.It further implies a great demandfor diverse qualified supportpersonnel in environmental pro-tection.

Present Manpower Requirements

Dr. Walter Brooking has

very aptly defined several cate410gories and specific kinds of re-lated ::::_ipportive personnel re-quirements that can be expectedto be essential in the near future.-The 0e, were det"cribed in his pre-sentltionat the. 1.9711 NationalClin on Technical Education inloiami,-Beich.:i I take the liberty

i9cluding several of these/with the following':

At-Biological TechniciansBiological Laboratory TechniciansChemical TechniciansNuclear ..TechniciansPhysical Oceanographic ;.echni-' fr

cians.Scientiffc Data Processing Techni.--

ciansFreshwater Fish Culture Techni-

ciansAgriculture Chemical TechniciansMarine Life Technicians -

Marine Technicians,Marine Laboi-atory TechniciansWater Conservation TeAniciansPollution Control Techn.ciansSanitation TechniciansEstuarine TechniciansEnvironmental Technicians

Each of these kinds of tech-nicians is already or will soonbe needed in occupations closelyinterwoven with environmental

Jprotection of our wal,pr supply.

. As our population continuesto expand. new kinds of pollu-tants will also appear, water willbe ingreater demand, and accom-panying new technologies willcreate an even greater diversityof special occupations. Impur,edrinking water, due in part to--proper treatment, today

--iuses over 4,000 cases of water-!)orn disease, including typhoid .and salmonellosis. This couldbecome a major probem of thisdecade as we turn to new sourcesof polluted raw water and accel-erate the reuse of water . Theproblem exists because an esti-mated 5,000 of this Nation'scommunity water systems insmaller communities are deficient.They were not designed to cope'with today's raw %ratter supply.Furthermore, the 1969-1970Community Water Supply Study,a field inspection and evaluationof 969 community water supply .

systems, conducte,",y the De-partment of Health, i.ducationand Welfare, di ;do erithat 7-of the plant operatorsit.vere in-adequately trained irt- watermicrobiology and 46% were de-ficient in chemistry relatedto

4to tneir assignment. In a paper/ prepared by th ague of Wo-, men Voters Educati n Fund.published ,this past/year withmoney proVided b the Officeof Water Programs of the En-vironmental Protection Agency,are need for well-trained, quali-fied personnel to construct, op-erate and monitor water supplysystems is emphasized. Thepaper goes on to explain that

- proposed federal legislationwould provide the necessary.funds. to_train These technical

.personnel. The Agency has al-ready funded seveYal training'programs 'this country. Last-summer,- or instance, TufisUniversity -and Oregon State-Uni-versity conducted environment-ally rierifed institutes for facul-ties of institutions that,train tech-nicians-for the environmentalfield. These courses were intend-ed,to increase awareness of op-portunities in the field. EPA lalsofunded the New England Interstate Water Pollution Control.Commission for establishmeht ofan 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 usr bythree technical schools i&theSoutheast to train students tomeet the increasing demahds forwater treatment support person-rel.

The U.S. Department ofLabor recently indicated that atleast 45,000 waste treatmentplagt operators will be requiredin tfcis country by 1980.

In 1972, the EnvironmentalProtection Agency funded andparticipated in one of thiscountry's most ambitious waterimprovement programs. TheInternational Field Year for theGreat Lakes, a joint internationalventure entered into by this p

country and the Canadian Govenp-ment to study the extent of pollu'\tion throughout Lake Ontario asa basis for establishing guide-lines for water improvement ofIhe Great Lakes, was a projectwhich represented .more than justa scientiic expedition. Trainingof two year technicians for futurework in environmental protect-ion-was included as an integraland 'portant feature throughout

2 5

.

its duration. The research train-ing vessel ADVANCE II and sty-dents of Cape Fear Technical In-stitute's two year Marine Tech-nology and Marine LaboratoryTechnology Programs were in-volved throughout in a uniquelarge scale cooperative institu-tional work-study programs.Many of these same students whoperformed support work aboard-Ejship and in the Agency's

, Rochester, New York laboratoryhave since graduated to,positionswith companies conducting en-vironmentally related surveyson this country's rivers andstreams. -

Future Manpower Requirements

yroposed nuclear powerplants, off e oil drilling/ deepwater por con truction and main-tenanc coast engineering,coastal zone use and management,'cgntinental shelf exploration andexploitation, undersea.technology,marine construction, submarinegeology', submarine archeology,oceanography, limnology, mar-ine fisheries, aquaculture, andmarine biomedicine are but hfew_of the innumerably water--related activities that already re-quite and will most certainly in-crease the necessity for protect-ion of the water environment infuture years. Let's consider pro-posed nuclemplants and the im-pact these wfil have oh future

guirernents for trained supportsonnel. A report of the South-'

ern_Governor's Task Force forNuclear-Power Policy, presentedin 1970, outlined that electricalpower demands for the 17 statregion would quadruple by 19 0By the end of this present de-cade, nuclear ractors are epected to account for 239s of thepower generation capacity forthis region. This means thatthere will be between 50 and 60power reactors in operation. 29of these are already under con-struction or committed to bebuilt. Each one will use water inthe cooling process in trymendousquantities, water which must ul-,timately come from and be return-ed, virtually unchanged, to theenvironment. Regulation andcontrol of this process alone willrequire continuous survellianceand assessment. One of the

,principal recommendations of thetask force was' the encouragementof chnica 1 institutes to e nlarczetheir curricula where necessary

to provide specialized training as

the number of these facilitiesincreases.. Such a request hasalready been madeby my owninstitution. Related additional .

manpower needs would be gener-ated because these plants, na-tionally, will be required to pro-vide their own water treatmentfacilities to pnevent endemicpollution from several sources.-

It isn't necessary for ie tocontinue to Aiescribe in ,:jettileach activity and its individualmanpower requireuents relatingto the protection ofwwater. I be-lieve this point'hasalready beenmade. The future demand fortechniclly trained spport per-sonnel can only grow in propor-

..tion- to our incrrasing -dependencyOn water. Otherwise, we willnever reach the goals establish-ed by the Federal Water PollutionControl Act Cif 1972, an.d thequality of our water...will continueto degenerate to:eritical levels.

SUMMARY

To summarize, because ofpast deficiencies, lack of fore-sight or whatever, , there is acurrent increaseet demand fortrained manpowerlo comp;ete theformidable task of returning ourwater to its original condition.There is also the added responsi-bility of continuing to'pro(ide in-creased quantities of this waterto a growing population, all thewhile being responsible for main-taining its quality. In addition,there are many newly developingareas of water-related technicalactivity that will need to- be takeninto account. Fach one of these

. new developments can be expect-ed to generate considerable de-mands on technical education.forsupport personnel- irj occupationsclosely related to The protectionof water. . We not only must, wewill meet this great challenge.

Thank you.

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1

. Dwight Eisenhower, in aspeech before the United Nationsin 1953, pledged the United States"To devote its entire heart andmind to find the way by which themiraculous inventiveness of man

all not be dedicated to his deathut consecrated to his life." Withese words President Eisenhower ----

1 unched the "Atoms for Peacerogram" and committed the U.S.nd the free world to the goal of,

peaceful development of atomicpower. . orgamoo

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-14g* inventive spiritof man. Great studies have alsobeen made in the development ofpeaceful applications of nuclearpower. As President Eisenhowerdreamed, energy from the atom isplaying an increasingly importantrole in our way of life.

My purpose today is to des-cribe the nuclear industry, tomake 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 are involved in activi-ties related to weapons researchand development and production;regulation of the, entire industryfrom the safett-and physical se-

B.W. Saterlee

Manpower NeedsFor Nuclear Energy

curity of nuclear makrials stand-points; and R&D activities pertain-ing to non-military nuclear appli-cations such as the breeder reac-tor. Th7 Nuclear RegulatorCommission is involved in the es-tablishment and enforcement ofsafety standards and licensing ofnuclear facilities. The EnergyResearch and 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 generating stati6hs and is in-olved in generating and aistri-

'Luting electricity through govern-ment-owned Tennessee ValleyAuthority.

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

The business organizationsinvolved in the design, develop-ment, and operation of nuclearpower generating stations make upthe largest portion of the privatesector of the industry. Theseorganizations include nuclearreactor and fuel manufacturers,architect/engineering firms, con-structors, technical consultants,and tlie commercial utilities them-selves.

27

A survey of occupational em-ployment conducted by tne Bureauof Labor Statistics for the AtomicEnergy Commission in March 1974 ,

shows total employment in the .

nuclear 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 em-ployment in government-ownedfacilities has decreased. Accord-ing to the BLS there was a dropof moo() in government-ownedfacilities between 1971 and 1973while privat&nuclear industryemployment rose 24,300 to takethe lead for the first time in totalemployment.

Based on the increasing worlddemand for electrical energy, andto increasing scarcity and high

cost of fossil fuels, growth inthe commercial nuclear industryseems certain to continue. Overthe last 50 years demand forelectrical energy has increased ata rate of about 7% per year. Tovisualize the significance of thatfigure, consider that a 7.2% an-nual growth rate represents adoubling of energy demand in onedecade.

All indications are that de-mand for electric power will con-tinue to grow at a somewhat simi-lar rate for the remainder of thiscentury. While there recently havebeen some forecasts of significant-ly lower rate of load okowth,

ly due to energy conservationefforts, this would apnea to be ashort term phenomenon. When,therealities of the situation a e anal-yed , the inevitable world popu-lation increase, the growth plansof our society and the world interms of industrial production,transportation, housing, and jobsan translate to energy. It is veryconceivable that electric outputin the U.S. alone could reach 11trillion kilowatt hours by the year .1

2,000--that's five times the totalinstalled capacity today. *

To meet this increase in de-mand, it is estimated that by theyear 2,000 43% of the world's in-stalled electrical generating capa-city will be nuclear as contrastedwith 5% today. In the U.S. alone,nuclear generation is expected toincrease from 4% of total capacityto 20% by 1980 and owr 50% by2,000. Dominant incentives forthis growth are the favorableeconomics of the nuclear fuel cyclecompared to fossil fuel, and theshortage of oil and natural gas.Federal government projectionsof 1982 fuel co;ts for 1000 MWeplants starting up in that yearindicate that coal will cost approx-imately twice as much as nuclearfuel. And.the projected price andavailability of oil at that time willmake it an economically impracti-cal fuel for base load generation.

Although capital costs fornuclear 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 usersserved by nuclear utilities. Forexample, one northeastern utilityrecently told its customers of a19% 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 theirrelative availability to generateelectricityAbiTh1United States'most expelighcallonuclear utility,Cononwealth 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 plants.have successfully met very string-ent and escalating safety require-,ments. ExtrAordinary emphasis onsafety dating from the industry'sbeginning has sustained nuclearpower's outstanding worldwidesafety record. Despite the factthat the industry is relativelyyoung and the technology complex,there has not. been a single nuclearrelated fatality or injury to anymember of the public as a result ofcommercial nuclear plant operation

Based on this track record ofsafely and reliability, and offer-ing an economically attractive solAi-tion to the world's growinkenergproblems, the commercial nucleal-industry 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 yisks are excessive. Thatthere is ,risk. involved , as is thecase with all endeavors of ushumans, is true. What is import-ant to understand is that the risksare manageable,afand that the pro-bability,of an extremely seriousor 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 center? Yetthat risk is roughly equal to therisk of a major nuclear accident.

The end of this decade maywell be a long way off. The real-ity of the matter, however, is thatas operating nuclear plants con-tinue to generate electric p6wersafely and inexpensively 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 nuclear gen-erating facilities. So, short termaberrations notwithstanding, thecommercial nuclear industry seemsdestined to continue its growth),while playing an increasingly moreimportant role in achieving theenergy independence goals of ournation. Quite to the point of mysubject today, this growth will re-quire a continuing input of addi-tional trained manpower. .

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

28

tative of .a vendor, supplyingnuclear steasm supplysystems andnuclear fuel, I will limit my com-ments concerning manpower toonly the portions.00f the industryengaged in activities related tocommercial power generation. Asowe'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 unit fromsite selection through construction,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 new plants, arecent American Nuclear Societysurvey points out that an addition-al 1,020 engineers and technicalpersons and 925 non-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 must relate these singleplant needs to the 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 17,000 engineersand 21,000 non-engineers mustbe recruited and trained by utili-ties and other nuclear industryorganizations in the next decadeto meet industry requirements.

One could, of course, debatethe accuracy of these projectionsinsofar as the absolute numbers areconcerned. But the major thrust-that a great many trained personsare 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-dreasing numbers in a variety oftechnical and support functions as

design and construction work getsunder way for additional nuclearplants.

With these significant man-power requirements in mind, letus consider 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:

I. Employees of' utility com-panies and other industry partici-pants who are reassigned tO nuc-lear activities;

2. The 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-'tient manpower in .the years ahead

First, the number of conven-tional power plant personnelavailable for assignment to nuclearactivities will be limited, as manyof the best qualified individualshave already been reassigned: so,this source will be harder to tap.

Secondly, the availability ofexperienced Navy nuclear 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 publishedin Engineering Education magazinein 1974 revealed that the number offour-year engineering degreesgranted in the U.S. is .declining,and based on current enrollmentswill continue to decline in the nextfour years. Engineering Educationreports that in one recent yearonly 324 persons received BSdegrees and onlY 387 received MSdegrees in nuclear engineeringin the entire country. Mechanicalengineers and electrical engineerswho have taken nuclear engineer-ing options or courses are also

,well qualified for positions in the .nuclear industry, but their num-bers are also relatively small.

rdo not want to leave theimpression, however, that allpositions in the nuclear irldustryrequire special nuclear training.In my own company, for example,only a relatively small portion ofthe work 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 hardware. Neverthe-

it is true that if more nuc-lear trained technical personswere available, their skills couldbe well utilized within the in-dustry. The Engineering Man-power Commission reports thatafter considering those that entergraduate study and other correct-ion factors, approximately 800nUdear-oriented engineers enterthe ob market per year to meetthe projected BLS demand of1,700 per year.

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

, What are some of the stepswe in industry and you in

*t*he academic community mighttake to assure an adequate flowof properly trained individuals in-to the growing nuclear industry"in the years ahead?

First of all, we must step upefforts to encourage young menand women to pursue technicalcurricula . We must put to restthe notion, fostered largely bythe highly visible volatility ofcertain industries such as aero--space, that engineers are in over-supply, and likely will continueto be in the years ahead. Thefact is tl the high technologygro itvth ndustries, of which nuc-lear is only one, are going to re-quire a large, continuing input oftechnically trained people overmany years. It is ironic thatthe current recession, as in pre-vious ones, many positions re-main difficult to fill while somany persons are unemployed.For example, I live ir a denselypopulated county where the un-employment rate now exceeds 9%,yet many employers are regular-ly advertising for engineers,technicians, machinists, andother skills. So, I believe ourjoint objective should be to match

2 9

as best we are able the output.of educational institutions withthe requirements -of the industrialcommunity and that clearly meansincreasing the numbers of in-,dividlpls in engineering andother technical curricula .

In this connection, specialemphasis must,be placed onachieving a dramatic increase inthe numbers of minorities andwomen pursuing a technical ed-ucation. I won't take time thismorning to go into the datahopefully you are aWare of it.Suffice to say, the current andprojected*near term outptit ofminorities and women from en-gineering and technical schoolsis alarmingly low in relation tothe targets of employers as theystrive to meet EEO goals andobligations. I can say withcomplete assurante that qualified,technically trained minorities andwomen especially engineerswill be in high demand for yearsto come. So I urge you to en-courage such persons to considerengineering or other technicalprograms which can lead to veryrewarding careers,

Returning more specificallyto the nuclear industry, I sug-gest that efforts to underslandmore thoroughly just what themarket needs are particularlyin the geographic area servedby your own institutions wouldbe productive. I understandthat most of you represent two-year, technically oriented insti-tutions: Undoubtedly, some ofyour stu-dents twill go on to ob-tain an underg*aduate,clegree ata four-year college or univer-sity, and, as we've said, hope-fully you will be able to steermany 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 yourutility company who may be op-erating or building a nucleargenerating station; at an archi-tect/engineering firm with itsheadquarters or a branch in yourarea; at a service company inyour area serving the nuclearindustry; or possibly at a pri-vate or government laboratoryengaged in nuclear work? Asthe industry grlows, jobs forindividuals with associate degreeswill be available in quality con-

Arol.'healthphysics, safety andOther fielas. The ranks of thelicensed reactor .operators willalso have to grOw as more nuc-lear power plants are placed inservice.. Associate degree hold-ers with backgrounds in engin-eering or science could be en-rolled in training programs de-signed to qUalify federally licens-ed reactor operators.

As you explore the potentialnuclear market with utilities andother companies, you may wellfind there is need for specialtraining for which your curriculacould be adapted. Or, possibly,cooperative prograrqs could bedeveloped involving on-site workexperience and on-campus class-room training to prepare studentsto enter technical positions innuclear power plant design, con-

and operation.

As I conclude, I want to em-phasize that for the remainderof this ceritury there are onlytwo sources of energy which wecan use to replace oil and gasand2 these are coal and nuclearenergy. I believe we will haveto greatly expand our use ofboth coal and nuclear energy inthe next few decades in order tomeet our needs. Where possiblethe emphasis should be on nuc-lear'ene'rgy 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 muchas possible. Nuclear fuels areuseiul only for power generationand with the breeder 'reactor cansupply world power needs indef-initely.

Of course, the nation is try-ing to develop additional sourcesof energy such as solar power,geothermal power, fusion, etc.None of these sources havereached the point where eventheir basic suitability for largescale use for central station*power generation has been de-monstrated 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 nucleir energy and to areduction of energy usage toaccommodate the shortage of oiland gas.

With this reality in mind,

and in the spirit of PresidentEisenhower's pledge to developnuclear power foN4p._ aceful pur-poses over 20 years ago, let uspledge the cooperation of indus-try and -the academic communityin the development and utiliza-tion of trained manpower to ful-fill the nuclear prolire.

tj

3 0

6

Educational Facilities Planning

Bruce Aralker and DanielBoone, from the architecturalfirm of Walker, McGough, Foltzand Lyerla, preface41 their re-marks in the "Educational Facili-ties Pla9ging" workshop by ex-plaining their firm's role in de-signing technical education facili-ties and by presenting slidesshowing many of the buildingsthe firm has designed.

Most of their work with tech-nical education facilities has beenin designing the facilities as partof correctional instifNiOns, ex-plained Mr. . Walker, ne of thefour general partners in the firm.Although the firm has not special-ized in any one area, he said,their principle area of emphasishas probably been correctionalfacilities.

The slide presentation dis-played the variety of buildingsand projects with which the firmhas been involved. Among themwere Spokane's Washington WaterPower building, the WashingtonState Pavilion built,for Expo '74,the women's correctional facilityat Gig Harbor, Washington, a vo-cational-technical education faci-lity at a high sthool in Moscow,Idaho, and other hospitals, in-stitutions and buildings.

The pre-selection category, hecontinued, involves the responsi-

' bility of the client and his role incontributing to the achievement ofthis goal. This phase, he ex-plained, is often minimized or evenoverlooked. Many clients don'twant to spend a great deal of timein selecting an architec t. and willoften rely on obtaining an archi-tect that did a job for "somebodythey known."

Walker anc, Boone divided theremainder of their discussion intotwo main categories'involved infacilities planning: the pre-select-ion and post-selection phases." The goal that we feel every arch-itect and'client must try tofachieve,"Walker stited, "is to receive thebest value in terms of the buildinc;for the dollar spent. That is es-sentially the overriding goal of

,what we are all trying to do."

"Every job," Walker said,deserves a v6ry sincere and care-ful selection process." Generally,he catinued, that involves first ofall announcing the job in a publicnewspaper or publication with abrief, one-paragraph descriptioril

Those who have respondedshould then be sent a brief qUest-ionnaire that.delineates their quali-fications concerning the splasificjob requirements, to which Theyare to respond in writing. Ascreening committee can then eva-luate their answers and screenthe respondents for personal pres-sentations. In an hour- or portionof an hour-long presentation, withappropriate cr,iteria, the client hasthe opportunity to find the mostqualifiec architect.

In this selection process, Walkerexplained, the client should eval-uate carefully each respondingarchi! .4's qualifications in fourmain areasi qUality, organization,experience and committment.

The first of these, quality, canbest be determined; he aid, bycheCking the arChitestqualific-

,.ations vith other-crchitects. Theprofesmion has regular pattern

31

of competition, Walker explained,in which all projects are evaluatedon an annual basis. This is a veryeffective method by which a clientcan judge the quality of work accom-plished by any individual firm.

A second important area for .

consideration is organization--thepersonnel and organizational make-up of the firm. A client must knowthe people with whom he will beworking--can he communicate withthem? can he trust them? does theoperatiOn run smoothly and effic-iently? Evaluating the organization,Walker said, simply involves spend-ing time with the people who willbe involved in the project.

The criteria for experience,Wcalker cautioned, should notalways be limited to experiencewith the particular type of build-ing the client needs. Although

/valuating the same type of workpreviously done by an architectcan help in judging his experience,the client should look to other typesof buildings as well. "If a firm hasdone a quality job on a hospital,"Walker said, "it certainly follows--to my way of thinking--that theycan do a quality job on an educa-tional facility. It may take them alittle time to educate themselves,to get oriented, to discover yourneeds. riiit doing.the quality jobon,a hospit'al has identified thatfirm as knowing- the appropriateprocedures and dedication to getthe proper job done."

'rhe fourth area of concern--equally important in the selectionprocess--is commitment. The

'firm must be in a position thatallows them enough time to take,

care (1 f your lob properly. "Sup-pose a firm signs a contract inMajr to do a million dollar job foryou,." Walker said, "and then inJuly receives a $40 million con=tract from someone else? Thefirm must be very sincere in their

.commitment to the first job, orthe second job will upset theoffice and get the project introuble right away." The firmmust be very sincere in theiicommitment to the first job, or thesecond lob will upset the officeand get the project in troubleright away. The firm a clientselects he explained, must heprepared to make a firm commit-ment what ever circumstancesmight arise.Boone: The Post-SeleCtion Phase

Dan Boone, a sen4or associateand project manager for the firm,explained his role in the architec-tural procedure as more process=than product-oriented. He spokespecifically about some of the pro-cesses and methods that are utilizedby firms to insure reaching thegoal of producing quality pro=duct at the lowest possible tIollaroutput.

"Architecture," he stated, "isa problem-solving profession. Weare most concerned with finding theproper balance between functionand economy." Their firm, he ex-plained, uses a "programmed"approach. In other words, theyemploy a specialist in design, whodoes nothing but design. Anothermember of the team is an equipmentspecialist, who works only withinthat speciality. Each employee hasa specific area of expertise--andworks exclusively in that area.

"This approach," Boone said,"allows each member of the archi-tectural team to grow and maturewithin his area of specialty. Newtechniques. products and materialscan be ca.refully researched. Fachspecialist can remain closely intouch with what is happening inhis area."

This type of efficiency, coupledwith a close, ongoing associationwith the client, can help the archi-tect achieve the nec:,ry qualityin any building pr -iect. "Communi-cation and effecti-. - t, .mwork," hesaid, "constitute the apt)/ ach thatwe feel is most effective. The thingthat most.architectual firms forget,however, is the fact that the clientis the most important mernber of,the team.

."You can see, concludedBoone, "that to.be effective, architects must attempf to reach har-mony not only between functionand economy, but also betweenthe firm's own per'sonnel andthe client."

3 2

sIP

Metriàs Conversion an

Technical Education \"The United States is an island

in a metric world," statet) Dr.Virginia White, area leader of mathand science at Juanita High Schoolin Kirkland ,'Washington . Dr.w.hite, speaker in the "MetricsConversion and Technical Pduca-tion" workshop, continued: "Theworld has been gradually goingmetric, while we've gone our ownmerry way and kept our traditionalsystem."

As far as actual legislation isconcerned, she explained, the U.S.was enabled to use the metric systemas early as 1866. In treaties of 1875and 1900, 37 countries adoptedthe metric system and establisheda planning commission in which theUnited States has been represented.None of the earlier or more recentlegislation passed concerning themetric system has been compulsory,she said; and althoUgh a recent bit'(HR 59) has provided changeoverenabling funds to states, currentefforts are often overlapping andredundant.

A portion of the $50 millionmade available by PR 59 was awardedin a three-year grant to the state ofOhio to be monitored through OhioState University. From these funds,the University will compile an ann-otated bibliography, , write a posi-tion paper on the issues and alter-natives and develop test metricinstructional package for selectedoccupations. The materials willbe formalized and u.sed in the fed-eral government.

The federal government, Dr.White'explained, is not at thispoint concerned about metric con-version in the schools. Schools,

she said, in the science and tech-nical departments, have alwayshad good touch with the metricsystem. The concern is mainlydirected at changes in the commonmeasures for trades and industry."We have some resistance," shestated, "and one of the reasonsthat came up to defeat the latestlegislation on metric was the factthat the trade unions were not forit. They gave many reasons--such as the difficulties of toolchangeover and the expense in-volved."

These problems, she felt, areoffset by the many benefits of metricchangeover in the U.S. "In addi- .

tion to the fact that we're the onlynation of any size that's not metric;"Dr. White stated, "we must considerthe balance of payments. What'sthe predicted loss of exportS thatare not going metric?" We once hadan edge, she explained, on all ofthe best technology. Our materialsand manufactured goods were sodesirable that countries would sendtechnica'l people here to learn andbuy. They bought special tools towork on American goods, and withour help have managed to emulateour country's examples and expertise."Now, in the world of competitiOnfor goods," Dr. . Ilhite stated, "we'renot good enough to continue with ourold measure and there's no hopeat this point for us.to change theworld to our system of measurement."To compound the problem, she said,the Common Market has said theywill not 'accept any goods for bidbeyond 1978 that are not in metric.By that time, the country wantingto do international business will,have to convert those items theyintend to put on the internatiaonal

33

market.

"What does this mean?"Dr. White. "It means that we avea pretty clear indication that t emetric system is inevitably comingto the United States." There aretwo levels 'of conversion currentlyin progress in the country, sheexplained:, soft cogyersion andhard conversion. Soft conversioninvolves no change in the actualmaterials, but all the specificationsare written in metric. "I wouldexpect," Dr. White said, " thatthat's the way we'll manage to tradeinternationally in 1978, becauseit's really impossible to changethat quickly on the primary manu-factural materials. Everything willbe described in metric even thoughthe materials remain the same sizesand shapes."

Hard conversion, however,involves changing the actualmaterials. Several companies areleading the way in hai ci conversion,she said, and recently the U.S.Department of Defense convertedto the metric system . All of theirspe5ilfications are being written inmetric; people who wish to bid ondefense contracts will have tocomply with the metric changeover.

All of these factors involvedin the metric changeover havedefinite implications for thoseinvolved in technical education,Dr. White explained. "We've gota bad job for a few years whilethe changeover is occurring,"she stated, "because we're goingto have to serve both masters.There will be some who will upbraidyou if you haven't taught the custo-

mary system and others who will

upbraid you if you haven't taughtthe metric system. That means wemust continue teaching both inetluidsover a period of time.''

"rhe. changeover to the metric

system won't be difficult lot- clUldren,she continued, but rather for theadultspeople who have lived withthe old system. The system itselfis certainly no more difficult thenour current system. The problemoccurs in convertingchangingfrom a system that is facniliar to onethat seems contusing ant? unfami-liar.

it was interesting to note, shesaid, that a recently .conductMnational survey,showed that thosewho had quick extensive knowledgeof metric liked it a great deal. Thosewh9,had general knowledge of thesyskm were somewhat neutral:those who had little knowledge ofmetric didn't like it at all. Thramount of acceptance for the change-over was directly itelated to theknowledge of the metric system.

"To gain a knowledge ofmetric," Dr. White said, "we needsomething to reach out and takehold of.- I think it will be similarto the change to modern math. Forawhile I converted in my head.After awhile, I stopped convert-ing-and began thinking directlyin the new language." She saidthat while the math itself didn'tclitange the way in which peoplet4lked about it changed; and it(Dok "some time for people to make

that conversion in their minds.

"As soon as you're familar withit," she said, "you'll find yourselfthinking directly in metric." Shealso' Compared it with.drarning aneW tanguage--at first a personmust translate, but soon findshimself thinking directly in the new -latSguage..

The changeover to metric in theschoOls, Dr. White said, willrequire cootteration among alleducators,"and certainly betweenthe variotis departments in anyone school. "Cooperation," shesaid, "is the key. The person incharge of the overall change mustbe someone who can speak effecti-vely- to all department.s."-Mathexperts can help in putting/togetherthe flow of instruction for the scienci-idf teaching measurement and themetric units, she said, but ihe variousareas that will use it and-apiply itwill know better how to-mate reali-stic applications. One thint,thatmust be watched carefully, she

explained,, is quality control on theeducational opportunities. Teachersrroist he adequately trained in themetric system before'attemptingto teach it to students.

"For a time," Dr. White con-cluded, "we must have dual con--sideration . Acil,h systems must be ,taught , and learning packages mustbe utilized that can adequatelyspeak to both the traditional systemand the metric ,system."

a

3 4

1 01

CETA Implications for technical

Education

In a session designed to fami-liarize technical educators withthe Comprehensive Employmentand Training Act of 1973 (CETA),and to demonstrate how technicaleducators can work with, imple-ment and benefit from the CETA,audience members were given theopportunity to view the Act fromthree distinctly different viewpoints.

Workshop speakers were DeanMcCorkle, Regional Specialist forImplementation of CETA and Super-visor of CETA Programs for theU.S. Department of Labor, Region

who defined and clarified thelegislation, giving its backgroundand"methods for implementation;Edward S. Singler, , ManpowerCoordination Officer for theDepartment of Health. Educationand Welfare in Region X, who spokeof r)HEW's role in CETA Planningand Programming; and RogerMussell, Electronics TechnologyCoordinator at William RaineyHarper College in Palatine. Illinois,who outlined development, deliveryand evaluation for specific CFTAproposals.

An Overview

"CETA has been described inmany fashions," began McCorkle."Some say it is a Multi-headedmonster. . Others hail it as the firstmajor change byhe delivery of/-manpower training services in thisnation since the early 1930's, andsome believe that while the playershave changed the game remainsthe same."

McCorkle went on to exPlainthat he felt a person's perspectiveof CETA woulcjdepend to aigreat

tent on its effect on him and his1 stitution, on whether he camefrom a very complex area with apopulation of several million or arelatively simple structure in asmall city or county with a popu-lation of 100,000 or less.

McCorkle next proceeded totrade the evolutionary processes

at have brought the CETA to itscurrent position. In 1970 the De-partment of Labor establishedabout 12,000 manpower planningstaff posi ions under state andlocal ele ted officials. Followingthis ,-a re esigning of the Cooper-ative Area anpower PlanningSystem (C.A S) moved to supportthe decentr lization mode of oper-ation and 4rmit increased initi-ative by stale and local officialsin the planning and execution ofmanpower programs. "CAMPSwas asked to identify communityneeds," McCorkle explained, "tOgather all of the available data andinformation on the training needsof people within their jurisdiction,analyze existing programs as theyrelate to the fulfillment of theseneeds and finally to submit recom-mendations for the kinds of pro-grams that would be funded andwho the program operators wouldbe." To support this new in ence,McCorkle continued, the Man erAdministration established a o1icythat "federal judgments will not besubstituted for those of appropriatestate and local officials if their re-commendations are clearly r,epre-sented, carry out objectives of thelegislation, and are reasonablysuited to local needs and are con-sisted with existing laws and inter-agency agreements." This policyremains in effect today.

35

McCorkle personally has foundthe decentralization policy effective."It is my belief," he said, ''thatthere is a strong commitment andmuch integrity at the local levelin dealing with the complex pro-grams presented in the CETA legis-lation."

Without benefit of legislation,the Admininstration in 1972 movedto implement an administrativeform of decentralization and decate-goriztertion to the maximum degreepossible under existing laws. Mean-while Congress showed increasinginterest and concern in dealingwith a new delivery system for 4

Comprehensive Manpower Pro-grams. The Administration thenturned its efforts to the developmentof the CETA program and in consortwith Congress produced the Com-prehensive Employment and Train-ing Act of 1973. The followingbriefly outlines the seven titlescontained in the Act, as presentedby McCorkle:

TITLE I

"Comprehensive ManpowerService" basically deals with themonies previously used for cate-gorical programs under the Man-power Development and TrainingAct of 1962, and the EconomicOpportunity Act of 1964. Broadpowers in determining the kindsof program design havebeen dele-gated to Prime Sponsors, to whomeighty percent of the monies areallocated directly.

"Ptim ic Employment Programs"basically is administered in a simi;lar way as the Section VI EmergencyEmployment Act of 1972. .The purpose of the Title is to prtwide un-employed and underemployedpersons withitransitional employment in jobs providing rireded publicservices in areas of substantialunemployment and whereverfeasible, related training and man-power services to enable suchpersons to move into unsubsidizedemployment or training. Ninetypercent of the funds under thisTitle must he used for wages andemployment benefits to enrollees.

TITLE Ill

"Special Federal Responsi-bilities" requires that the Secretaryshall use funds available under thisTitle to provide additional...manpowerservices authorized under Titles Iand If to segments of the popula-tion that are in particular need ofsuch services, i.e, , youth, olderworkers, persons of limited Englishspeaking ability, etc.; to provdeservice to Indian tribes and bandsthrOugh a national program; toprovide no less than five percentof these funds for migrant andseasonal Earmworker ManpowerPrograms; to provide financialassistance for''S'pecial youth pro-grams (i.e Neighborhood.YouthCorps), as well as chronically un-employed, special programs lead-ing to career opportunities, specialservices to middle aged and olderwomen, etc., and requireS thesecretary to conduct a study of theextent that artificial barriers restrictopportunities for employment andadvancement within agencies con-ducting programs under this Act.

TITLE IV

Established the .fob Corps withinthe Department of Labor as a nation-ally Administered Program with nobasic changes.

'TITLE V

Establishes a National Commis-sion for Manpower Policy.

TITLE VI

; Signed into law by the Presidenton December 31, 1974, provides foradditional public service lobs andtraining piPograrns for unemployedpersons.,

In differentiating between TitleII arid Title VI, McCorkle said:"We could best describe Title II asdesigniil to serve thc.: individualsavho haveihistorically been in theunemployed or underemployedranks because. of the lack of certainacademic or vocational skills thatprohibit them from being competitive-in today's job market, whereasTitle VI was\ developed during apert& of ecrniomical crisis to pro-vide short term employment to largenumbers of workers recently termi-nated from:employment and who haveexhAusted Unemployment Irrmirancebenefits."

TITLE VII

General ProvIsions providingdefinitions and other conditionsapplicable to the Act.

"CETA is not a panacea for allthe problems that face us tockay intrying to develop the productiveservices and energies of people,"McCorkle said, "but I believethat it is an effort in the right dire-ction to conserve and develop ourhuman resources and to help indiv-iduals adjust productively to chang-ing economic conditions,"

McCorkle felt'it too early tojudge the success of the program;however, he did say that if judgedon sincerity, intellect and manhoursof those dedicated to its implement-ation, it would be determined suc-cessful. "Success or failure of actual'results would depend on many things,"he said. "Not the least will be theinfluence of those present todayand your assOciates throughout theacademic community."

Because Prime Sponsors acrossthe country are trying to find newinnovative methods to solve oldproblems, implications and opport-unities for technical education ar

,quite clear. CETA offers opportu ityfor a truly comprehensive approacto manpower problems. "We mustterminate the fragMented approachthat has historically been made byvarious Federal, State and localagencies," McCorkle stressed,"and resolve the planning and coor-dination problems that have servedto deny services and frustrate thosewho were the supposed recipientsof services. The decision makinghas now been transferred to thelocal level where it is believed thatlocal problems, conditions andneeds can more appropriately beassessed and more intelligent decis-ions to resolve these problems canbe made. I would hope and expect

3 6

that you will be a full partner inmaking these decisions and resolv-ing these problems. I believe suchParticipation is prerrainisite to themiccessful development of CETA."

Singler; DlIEW's Pole in CETAPlanning and Prpgramming.

"Whether you are an old handor relatively new to manpowerplanning," began Edward Singler,"you probably have come torealize that the MEW has a signi-ficant role in manpower trainingactivities in your community."

In 1974, MEW programsaccounted for between 40 to 50percent of the total federal out-lays for manpower efforts, hecontinued, pointing out that maj-or DITEW manpower programs in-clude vocational education, voca-tional rehabilitation, adult basicand remedial education, alliedhealth manpower, paraprofession-al training and supportive ser-vices.

Prior to CFTA, Singler said,the coordination of programmaticefforts betwelen the Department ofLabor (DOL) arid HEW was some-what ineffective. HEW, by failingto aggressively support the oldCAMPS planning process, contri-buted to the lack of coordination.Since implementation of the CETA,he explained, HFW has beencom--mitted to searching for ways tobring about a truly comprehensivemanpower planning process. Withpassage of the Act in August, 1973,HEW immediately engaged in jointdiscussions with DOL to delineateHEW's role in CETA. In June,1974, a Memorandum of Agree-men between HPW and Dm., wassig ed, containing sections pro-

ng the following:

1. technical assistance to DOLand prime sponsors from HEW;2. HEW regional offices reviewof prime sponsor's annual plans;3. HEW and DOL regional officereview of HEW grantee plans.

-Following the signing of theAgreement, a manpower coordin-ation unit .was created in theoffice of each HEW Regional Dir-ector. "The existence of thisunit in each regional office," saidSingler, "is an invitation to themanpower training professionalsto offer creative ideas on howHMV's existing methods of doing'manpower' 11.1siness can be moreresponsive to your needs and thegoals of CETA." The manpower

coordItt.ttieti 1.111 orvideai-o,e.tatice and

tima rega I'd ing1Ihn't.-;. In the future, the fIFIYoffices hope to aid in 1.1eveliipiriP.

arranelanciati.such :is purchaa 0 !.ervit es,-sharing of joint puogramplannirig prograoal administration, j)ossible witstatimaingstaff from one jIrograrn to LIII)tIIO'I -,and jcniut sm-vice referral piooedptI!:,

HEW's ciimmitment, Singler continned, is in aiding better cowclination in program planning andservice delivery. "Development

4ystem to coordinate the act-ivities of all education and train-ing programs and supportive services operating in each local area,"tie concluded, "is the only effective manner by which scarce resources can be stretched to meetthe needs of the total community."

Mussell: Proposal DevelopmentDeliyery 4nd F...aluation

Development of a prowael for aCETA-funded manpower trainingprogram involves, Mr. Mussellbegan, thrm, basic are.as: (I) in-terpretation of the local govern-Mental body's l'equest'for propos-al, (2) identification of a saleableand marketable training idea, and(3) ability of the institutiOn tosupport the development, deliveryand evaluation of the training pro-gram.

Direction and orientation by thelocal government agency indicatesthe form and style the proposal isto take, Mussell continued. Dev-eloping a saleable idea into amarketahle program involves re-sponding to items in a regular for-mat that he outlined as follows:

I. IntroductionA. Background and Organiza-

tion1 History and Location2. Purpose

B. Problem Identification

II. Statement of NeedA. Proposr.'B. Program Objectives (most

important part of proposals)

III. Program (procedures and pr'o-cesses for carrying out pro-gram objectives)A . What you plan to doB. How you plan to do it

1. Sequence of events2. Timetable by major time

frames

1Vho will carry mit the tiro-,. 1,4

1"here V, LII the provrdm t,ikepktre

IV Eva I uat ionV. Future MrectImr,VI. Budget

A. Personnel'. SuppI ies

C. Eq(I ipmentI), TravelE. MaintenanceF.. Consultant ServiceG. Facilities

, This format, said Mussell, re-flects the thne iiequence'of eventswhich must take place to obtain aproposal document that may helooked upon favorably and alsoserves as a valuable guide to as-sure that all key points have beendiscussed.

"The key implication for tech-nical education", Mussell said,"is professional recognition forteachers and administrators indeveloping well thought out strate-gies for conducting short-termtraining programs and meetingspecific local needs."

The delivery mechanism forCETA training programs is depend-ent upon the type of clients enter-ing the program, the project staffand institutional support. Mussellsaid. Once specifications for entryinto the training program bavebeen developed, client recruitmentbecomes a major concern. Adver-tising in several forms as well as

.referrals from the state employ-ment service, local high schools,industry and community organiza-tions can aid in the recruitingeffort, he pointed out.

Closely associated with therecruiting effort is the folynalcurriculum drnielopment fo final-ize initial project proposal planEmphasis is on a performancebased structure that reflectssound practices of curriculumdevelopment utilizing the mostappropriate teaching techniquesto reach and teach the clients.

"The implication for techni-cal education," said Mussell, "isfundamental and direct. We areinvolved in education for work.The education must be explicit,meaningful and include no frills1"The product of the program needsthe job entry level skill to sus-tain the family unit of which theclient is an important part."

4.37

Delivery of the program isenhanced by the availability ofinstitutional supportive tier viceN ,including accessibility to thelearning laboratory for language:Ind math skills development,'counseling from the standpoint ofcareer and academic personnel.ind assistance from the job place-ment office. These services allowtechnical training an importantbackup for referral when specialproblems arise, Mussell explain-ed, aiding in lowering the drop-out rate and helping to meet animmediate need.

The ;-,valuation component isthe most important in CETA pro-gram development, said Mussell.He stressed that because it willbe a concern of the local govern-ment agency, evaluation should beidentified in the proposal and in-corporhted into the ongoing pro-ject . For the most part, he said,descriptive statistics are suffic-ient to evaluate the major thrustof the project--the clients served,the curriculum, and fiscal bud-geting and accounting.

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

Although the implications fortechnical education in the evalua-tion component are not uniqtle,they reflect elements by whichothers judge the work of techni-cal educators, Mussell explained."Therefore," he continued, "inorder 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, deli.Jery and evalua-tion as a concern for all technicaleducator. "We live and work inan environrrient wh justification,cost benefit andp ram worthrepresent majoeØnents of suc-cess or failure, k,e saW.., "Weas teChnical ed tors'Ittlit con-tinue to put the 'best' efrOrts intothat special education which is ofconcern to us."

Training MinoritiesIn Technical EduOiOn

"In order for us as educatorsto effectively train minority stu-dents in technical education, wemust first try to understand who jtis we are trying to educate," be-gan Wendell Harrell. first of threespeakers in the "Training Minori-ties to Technical Education" work-shop. Harrell, Associate Dean forOccupational 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 whQare 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 a.verage;most have been systematicallyex-eluded frpm the mainstream ofAmerican economic life, therebybeing unemployed or underem-ployed.

Most minority students,Harrell continued, will quite pro-bably view vocational-technicaleducation 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 middle class establishment,with the emphasis on wealth andaffluence attainment they theyterm "white nationalism," em-bracing a new set of values thatthey call "black nationalism."

"In a sense," Harrell continued, "the total rejection of theestablishment is based on the fact

that the promises to the blackshave produced tangible resultsonly for the top 10 percent of Am-erican Negroes. For the other90 percent of blacks t the ghettostill remains a closed society,dark and dcwy,with little hopeto advance .W

Harrell referred to a surveyof husinesses conducted by theSmall Business Administration afew years ago. The survey indi-cated that blacks held 8.4 percentof personal service jobs; 1.4 per-cent of other service jobs; 2.6percent of construction jobs; 1.2percent of manufacturing jobs; 1.9percent of retail trade jobs; and1.4 percent 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-tal business is less than three per-cent."

"These industry percentages,"Harrell continued, "coupled withhigh unemploymenttwice Ihenational averagelow 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." 1'

In view of these circumstances,Harrell sees the need for changesthroughout the educational system,in effect providing for minoritieseducation that allows a real op-portunitylor complete participa-tion, acceptance and fulfillment.It is also important, he said, that

38

education provides the means forobtaining a basic income that iscommensurate with the needs ofour capitalistic society.'

The system must stimulate afeeling for the value of exCellence,while providingwith a senseand his heritage,It must also strivebasis for an elimin

e individuale in himself

rell stressed.rovide then of the

feelings of inferior ty tl)at current-ly exist. In order for educationto

'zprovide thefred,

educators3asic needs,

Harrell emphamust become sensitized to the var-ious feelings and failings thatexist in the black and other minor-ity communities. An educationsystem designed to attract, hold,motivate, And prepare the minor-ity youth for creative involvementand upward mobility in the worldof work, must be encouraged bynew plans for implementation.

Ac ding to Harrell, theseinclu

erated recruitment ofminority tudents;

-improved intake counselingand testing procedures that donot threaten minority students;

-after ascertaining the stu-dent's basic skill level, adequateservices to enhance these skills,providing better chance for suc-cess;

--adequate tutorial and sup-port services;

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

new nioani It t Ina nc 1,11 ni, ti minority student'. in educational pursuits;

'expanded tederal aid pr,gram:, fur hard Liirt, Unt.M111111%.,s,..1,

filt ItIll eXp.IntieltC lir V It Idlim development incareer fields open to minurines;

improved teacher tei Ito a that learning styles orstuihnts are taken into consuleration;

-upgraded in service tea( Ii1.1-- education to sensitize teachersto the tit-eds and plfi.zlitity students.

Garza EnCounters "AcademicSyndrome".

Pedro Garza continued thepresentation, sharing insightgained froM his experiences asMinority Affairs Apprenticeshipand Training Coordinator for theDepartment of babor and Indwttries 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-demic syndrome" that often facesminority and non-minority stu-dents alike. In taking a closelook at the minority situation to-day. Garza stated: "Sadly enough.but not surprising, minoritiestoday, to a large extent, are nobetter informed about the tre-me,ndous opportunities that exigtin today's fast-changing techno-logical society than they were 15or 16 years ago."

Minority parents, Garza ob-served, also get that bug knownas "academia." While he agreesthat we need doctors, lawyers,teachers, and many other pro-fessionally skilled workers, Garzasjated that certainly all Segmentsof the educational communitymust make a stronger effort to"aw'aken the av-areness of thosewho may find with technical.train-ing a rewarding and satisfyingcareer, ,"

Speaking with knowledge ofhis own Chicano background,Garza pointed to the Chicanocommunity as an example of thedire need of all minority,commu-nities for skills in the technical

their Nogment of the population, "I*Pis therespoir.ihility ot our training InstiPillow, who have or van developthe rip,thtlity tt, mret the nerriri ntin mord III the area at let lineducation." I le pointed to thehealth field as lust one ()I maw,.

needing ',killed minor,tyworkers, It tett bilingual, III Meetthe needs ill many itiniority communities.

In [trepanation hir the workshop, Garza undertook a urvey ofthe approved technical skillsapprenticeship program at theWestinghouse Corporation locatedat theciaeltreeeCnergy ComMission,

Abk Hanford Works. His purpose was"V in learning who was in the program,

how 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: whiteappli-cants selected for training had anaverage of 2,000 hours of-previoustechnical training at a technicaltraining institution, communitycollege or service school. Westing-house Corporation's affirmative act--ion program ,kias been extremelyeffective, There are now three fe-males and eleven minorities inthe apprenticeship program. Allhave come into the regular programby way of a pro-apprenticeshipprogram developed.by both laborand management at Westinghouse."This highly effective programunderscores the need for positiveoutreach and recruitment of minori-ties for training in the technicaloccupations," Garza stated.

In concluding his presentation,Garza pointed out the awarenessamong technical educators of themany problems that must 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' M-inorities

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

3 9

the tai t eihicators tut Ally Auldare looking tor ways to

get more In inor II leN into piogranot.'Nrver before ha's there heenmuch opportunity to begin toidentity, recruit, counsel, 1111(11.IIIll/t)I' train alld 1911ph)y.iiCit a vast amount 01 untapped

mattplI.ver , " he observed.

State and tederal agencies aremaking a start, Dupree pointedout, since several minorities havenow been appointed to nationaland state advisory policy boards.The minorities on these hoardsare 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 andapproving rules and regulationsfor all bilingual programs in theDepartment of Health, Educationand Welfare.

Duprre mentioned the adopt-ion of new rule, :ittit i-egulation.4for Part J of the Vocational Educa-tion Act, approved March 4, 1975,as another point of impact formany minorities. The Act approvedfunding for $2.B million for Bilin-gual Vocational Training. "Asinterpreted by HEW," said Dupree,"Bilingual Vocational Trainingmeans 'training or retr iningwhich is conducted as I art of aprogram designed to p4epare anindividual of limited E glishspeaking ability for gainful em-ployment or semi-skilled or skill-ed workers or technicians or sub-prOfessionals in recognized occu-pations and in new and emergingoccupations.'"

Although this funding will behelpful in making a start towardbetter technical education train-ing opportunities for minorities,Dupree said that unfortunately,Many do not even know that thelaw exists. (Deadline for applica-tion was April 11, 1975.)

Dupree pointed out otheragencies that are becoming in-creasingly sympathetic to minorityneeds, among them the NationalAdvisory Council on VocationalFducation. He explained that the

Council now incbulea many peopleOf nrinorities'who are completelyinvolved in setting policy thatgreatly etterts the training of nonneitirs.

An ot these advances call help,Dupree felt, although there isstill a long way to go in improvingtechnical education for minorities.In concluding, Dupree stated, "Wewant and need, desparately, thebest technical training possible,so that we can return to our minority communities to teach andhelp them to develop skills thatthey can use.to develop their resources, both natural and humanresources. They're out there-all we have to do is take the hullhy the horns."

Discussion following Q.,presentations focused primarily l,:the problem of motivating minority'.-.students, especially when they arefaced with the prospect of takingpreparatory, entry-level coursesto prepare for regular programs.Carta stated that the problem ofmotivation often stems from theenvironment in which minoritystudents exist. Often too, hepointed out, it's the "whole sys-tem" only.

Some present pointed outthat perhaps motivation could beimproved if students were givena taste of occupational training inconjunction with those catch-upcourses. Harrell stated thatwith most community colleges, thatplan is in the theoretical stagesonly, and is prevented from ad-vancing by lack of resources andmanpower. "Also," he said, "wehave to get our instructors to feelthat four walls and a blackboardis.not the only way to teach--andAtJe have to get them involved in

'some innovative Ways of attackingsome of these problems. We havea big selling job."

41.

"07

The pressing need for the na-tion's educational institution$.4oafurnish industry-based career ed-ucation programs to fit the needsof industry was the impetus be-hind the workshop presentationfor "Industry-Based Career Educa-don."

The workshop presentationunderlined the shift in industrialeducation needs in t e techniealfield and pointe-_ the lack of-response to those needs by mosteducational institutions.

Hoerner Indicates MisguidedDirection

In his presentation, Dr. JamesL. Hoerner, assistant professorand coordinator of occupationaltechnical programs at VirginiaPolytechnic Institute 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 misguideddirection that educational institu:.esare still taking .

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

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

7.

Industry Based Career Education

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

Those with no occupationaltraining, when added to the 24petk cent of today's youth enrolledin vocational-technical training insecondary schools and who needmore training before employment,increase the population seekingservices of the .,),,munity collegesin industry-based education to 77per cent of tod z. secondaryschool enrollment.

Roemer also said that anothertarget population comprises adultswho are either underemployed orunemployed because of obsoles-cence or a desire to change occu-pations.

The community college pro-grams, according to Hoerner,have not been modified to servethis large p pulation and its edu-cational needs.

"Too many of our communitycolleges 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

4

Hoerner summarized hik rea-sons for energetic pursuit of dviable industry-based careereducation program by listing sixadvantages:

+ It has a greater amount ofrelevancy.

+ It removes time lag betweenlearning and earning.

+ Training takes place on thelatest equipment in industry.

+ No expensive equipment-irfacilities need be purchased bythe college.

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

kt.+ It facilitates transition into

full-time emp/oyment.

Piercey Fmphasizes "Intensity"as Solution

Jim Piercey, dean of technicaleducation, Lane Community Coll-ege, Eugene, Oregon, supportedHoerner in His presentation anioffered a solutiqe.

"IndustrV est skilled atdeveloping and producing aimanu-factured product," .13iercor Said."We in technical education ali-ebest suited for developing/end-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 toPierc ey .

Piercey's solution is intensity."If we don't go out after industry,they are not likely to come to us,"he said. "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.

"Tal-e the means to industry,"Piercey said . "Integrate yourbasic education with your skilltraining. Give credit by examina-tion. Give credit for past exper-iences. We've got the delivery

j. systems. Re a manager--usethem."

Hill Points To Advisory Com-mittees Effectiveness

Barry Hill, chairman of theBusiness Department of SpokaneCommunity College, concurred in-the aims outlined by the otherspeakers. He also.pointed outthat Spokane Community Collegehas made substariiial 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 a're composed equally ofrepresentatives from the collegeand from industry. Tbe collegeis thus able to base educationalmaterial and methodology on whatindustry wants and needs. Thistrend is continued by includingone or two quarters of industrialinternship in most industry-orient-ed courses, Hill said.

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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 Fngineering Department ofthe Hanford Engineering Develop-ment Laboratory, who opened dis-cussion in the workshop entitled"Developing Manpower for Nuc-lear Technology."

Training Operators for the FastFlux Test.Facility

The t-upt, facility is managingthe design and construction of aiieix Fast Flux Test Facility (FFTF),an experimental nuclear reactorused for test and development ofnuclear perforthance data. TheHEpL facility does not actuallygenerate power, . Rogers said.

Since Hanford is a 4searchfacility, the "man at the throttle"must be knowledgeable, proficientahd able to analyze problems andreact to them instantly, Rogerssaid. The FFTF must be operatedin accordance with Energy Re-search and Development Adminis-tration (ERMA) guidelines.

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

According to Rogers, person-nel are to be trained for,threedifferent job categories: Opera-tions engineers, reactor techni-cians and operations technicians

Within reactor plant operationsthe operations engineer may be "

assigned to any reactor operatingposition, including the chief op-erator's station. Shift supervisorsmust be qualified as operationsengineers. The fuel-handlingoperajions 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 program willcomprise 85 trainees in threeclasses.

According to Rogers, the ini-tial cla.:s will have 25 studentswho possess a four-year college ,

degree. These students will be-come the nucleus of the operatingcrew during construetion andtesting phases of the FFTF.

The second class of 30 traineeswill start in July 1976. Thesepersonnel should have two yearsof college or equivalent reactoroperations experience. Rogerssaid. Graduates of this coursewill become reactor technicians,but the high performers may qual-ify as operations engineers afterthe FFTF is completed.

Reactor technicians will func-tion at any of the reactor operatingstations including those in thecentral room, but excluding thechief operator's station. Ftrel-handling operations are'within thereactor techniciang responsibility.Two years of college or equivalentnuclear plant experience is re-

4 3

quired.

The third class of 30 studentsshould be personnel with twoyears of college or equivalentreactor operations experience.Most of these trainees should qual-ify initially as operations techni-cians.

Rogers said that operationstechnicians may be assigned toreactor plant operations or fuel-handling operations. They musthave 'a high school diploma or itsequivalent an imum of twoyears' experience. Becauseo r limited duties, NCR lic-ensing requirements do not applyto them .

Graduates of the first classwill become the cadre for theFFTF. They will be involved withactual "hands-on" training follow-ing, remote-site training. Theinstructors, who will be from theHEDL, are fully qualified workingprofessionals.

The trainees will be given acomprehensive writtem examina-tion and a final oral examinationupon completion of qualificationtraining. Graduates will be con-sidered fully qualified to operatethe FFTF.

Training will not be left toone-time qualification, however,Rogers said. Each person work-ing on the FFTF must requalifyannually on emergency and ab-normal plant conditions. Theywill receive biennial requalifica-tion on all remaining subjects.

It is apparent that the expend-

iture of time and funds to trainpersonnel for the FFTF will besubstantial. and according toRogers, the expenditure_mut hecarefully administered. However,the relative increase in effective-ness and production of the facilitywill justify the expcense. he said.

One of the most significantproblems encountered hy person-nel of the HEDL and most othertechnical facilities is the prepara-tion of effectiy.e, detailed writtenprocedures,. Rogers said. Headded that improved skills inoral and written communicationsare goals not always achieved.

"Writing courses are conduct-- ed to impro,,,e the skills of assign-

ed personnel," Rogers said."Outside lielp is often called uponto assist our technical personnelin the improvement of their basicwriting skills. But the problemof development of competent,effective technical writing abilityis 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 Fducation Re-search Centers/Southwest inWaco, Texas, prefaced his pre-sentation by emphasizing thesharp rise in demand for nucleartechnology 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) AEC (nowERDA) owned, Contractor Opera-ted Laboratories, 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 1-etain higher percentagesof their personnel than they hadin the past; resulting in a dwind-ling supply of trained techniciansfor industry. The third sourcewill continue for some time tiut isvery expensive, costing in excessof $100,000 per student." He add-ed that fewer numbers of electricalutility employees in conventionalpower plants will be available forretraining as this limited sou:eventually becomes depleted.

"To meet present and futuremanpower needs in this field,"Hull continued, "two year. post-secondary technical education.programs must be developed andimplemented to prepare,,individ- ,uals for entry level employmentin highly specialized job ca,tegor-ies."

To Operate nucicar powerplants efficiently, safely andeconomically, Hull explained, re-quires technicians trained in re-

actor operation, quality assur-ance/quality control, radiationinstrumentation and radiation pro:tection. Nuclear fuel production,reprocessing, and disposal re-quire technicians with a specialityin radiation chemistry and safety.

Skilled technicians are also arneeded for other applications ofnuclear technology. For example,most major hospitals throughoutthe nation have nuclear medicinelaboratories where radiopharma-ceuticals and radiation are usedin the study, diagnosis and treat-ment of specific diseases. Radlon-ucltde.s have also been extensive-ly employed in plant physiologyto create better and morv produc-tive food Crops and in animalhusbandry to improve the care'and feeding of livestock . Stillanother useful property of radio-nuclides is their ability to renderphotographic emulsions develop-able.

Moreover, Hull continued,radioactive materials are widelyutilized in industry to measureand control manufacturing pro-cesses, to inspect materials andto facilitate research.

Existing Fducational Programs

The Technical Education Re- fsearch Centers and the SouthernInterstate Nuclear Board jointlyconducted a study in 1972-73 todetermine manpower requirements,training needs and existing ed-tIcational programs for nucleartechnicians. "The results of thisresearch," Hull stated. "indica-ted that in order to realiz,e on anational basis the full require-ments of the nuclear 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 4

by personnel from the U.S. NavyNuclear Divisionf, he reiterated,this source of trAined technicianSis no longer adequate to meetindustry's needs. In the past,civilian educational institutionshave offered programs in thenuclear field mainly at the bacc-alaureate and gradualVevels.In contrast, technicians and op-erators have been trained primar-ily by reactor vendors, utilitycompanieA and training consul-tants at extrimely high costs.Although the basic theory is moreeasily taught in junior or comm-unity colleges and vocational-.technical schools, these institu-tions have been limited by inade-quate information on manpowerdemand, occupational tasks-andprogram planning.

Although there are institu-tions in the United States thatoffer technic,1 education in nuc-lear technology, Hull explained,most of these have programs or-iented toward fadiation protect-ion. The few programs that have.been offered in nuclear electron-ics and nuclear engineering tech-nology have4gimonstrated a highdegree of variability in content,duration and orientation.

Current retraining programsto instruct fossil-fuel power plantoperators in nuclear technologyhave also suffered from lack ofstandardization and coordination,Hull said. A basic difficulty withmany of the programs is the limit-ed number of simulators or oper-ational nuclear power reactors inwhich to gain "hands-on" skills.This is a crucial limitation, Hullexplained, in view of the AECrequirement that personnel whooperate reactors have a ReactorOperator License. The license

issued only after the applicantsuccessfully completes both anoral and written exam which testshis kncwledge of control roominstrument indications, reactorand plant controls and i:adiationsafety and control.

"Unlike most other licensesin the power industry," Hullstated, "reactor operator andsenior operator licenses are issuedfor a specific facility rather thana class of facilities." The traineemust master not only the con-struction and operation of one ofthe three masjor kinds of nuclearpower plants, he explained, butalso the idiosyncracies of an in-dividual pla7t. "Thus, hie 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 on-the-job training

.at the particular facility for whichlicensing will be sought." 'Toprovide this type of training, hesaid, educational institutions, re-actor vendors, utility companiesand training consultantg 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 technology 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 thecase of medical applications ofnuclear technology, some stand-ardization and information ex-change has been achieved due id

'the-coordinating efforts of theAMA Council on Medical Educa-tion. Technical EdUcation Re-search :_:enters/Northeast alsc,Arovidei; a curriculum guide for_educational institutions collabor-ating with hospitals in planningnuclear -medicine technology pro-grams.

A National Plan for Nuclear Tech-nician Training

In July, 1974 *the Office ofEducation funded theTechnicalEdkication Research Centers (TE.RC) to develop curricula ,ind in-structional materials for two year,post-secondary training of nuc-lear technicians, Hull 'explained.Based on earlier work by TERCand the Southern Interstate Nuc-lear Board a model was conceivedfor two year educational programs.in nuclear technology.

"To assure that the curriculaare relevant to job requirements,that the instructional materialsare technically accurate, and thatgraduates of the suggested pro-grams are employable," Hullstated, "advice and guicli.ncchave been souoht through the es-tablishment of a, National SteeringCommittee for Nuclear'TechnicianTraining." The committee mem-bers, he explained, were sele.ct-ed by TERC and broadly repre-sent the nuclear, field throughoutthe nation_

At the' first meeting in cto-ber, , 1974 the committee reviewedthe program plan, job and task

descriptions and tentative curricula.Based on theiAsubsequent recomm-endations,- revisions were made,courses were identified and instructional materials develo d.

From the model cu ricula,twenty-nine courses havt beenidentified are not ihormallyavailabl, in othe, -irograms at twoyear, 7 ") st-secone :-y technicalschooli Hull said. The courseshave be ,n groupef2_ according to,subject c(.nr,int .to three-NuclearTechnology Series: Energy Series,Radiation Serir-s and Ouality Assur-ance/Quality Control Series.

The approach toward develop-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 4tated, "tothe following desirable features:

--They are performance based.-They provide flexibility in in-

structional methdds.-.--They can be used for individual-iied learning .

-They can be grouped together in-to different courses for adaptationto the needs of a local school, insti-tution or industry.-They provide multiple entry/exit

levels for students.-They are easily updated."

The validity of instructionalmaterials should be verified accord-ing to job relevance, technical ac-curacy and educational effectiveness,Hull said. Job relevance and tech-nical accuracy are evaluated by theNational Steering Committee, andthe educational effectiveness isdetermined by schools who are us-ing the materials in pilot programs.The two schools using and evalu-ating the instructional materials atthe time of theClinic were TexasState Technical Illistitute in Waco,Texas, and Midlands Technical Fd-ucation Center in Columbia, SouthCarolina.

"The materials," explainedHull; "are evaluated for effective-ness according to pretest and post-test data obtained from studentswho are enrolled in courses as apilot institution. The 'Procedures'portion of the modules is also check-ed in the labs of the pilot institutionsto determine deficiencies in detaili,the degree of difficulty and theaverage duration of time requiredfor completion."

4 5

The most valuable informationto be obtained for improving theModules, he continued, are thecritiques from faculty and students.Faculty membtkrs who have taughtcourses from the modules can ob-jectively evaluate the modules'effectiveness in their particularlearning environment; whereascritiques from students will pointto paragraphs or statements wherethe reading level is too difficult-or a co ept or procedure is notadequately explained.

Hull concluded by saying thatby May, 1975, a National Planfor Nutlear Technician Trainingwas expected to have been develop-ed, critiqued and revised. At thattime, the cOmponents of the plan(job descriptions, task lists, curr-icula. and course descriptions)would be available to interestedschools, institutions, governmentagencies, utilities and indlistry.At the same time, drafts of all sixinstructional modules for the in-t,--oductcry courses in RadiationPhysiCt would be available to in-div1clUals .

.Robert Brown, Chairman .

'of the NUclear Technology Programat Texas State Technical Institute .

in Waco, Texas, 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 instrumentationtechnicians, 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-ployed in utility companies, archi-tectural engineering firms, con-struction and manufacturing firms,field processing firms and researchfacilities.

ite.c.0V

Faculty Development in

Technical Education

Most educators believe thatthe school system exists as thebridge to increased knowledge .

. . that it is the vehiale whichhelps students bridgethe problemsin the learning process."

With this statement, Dr. RolandL. Roy opened discussion at the"Faculty Development in TechnicalEdUcation" clinic workshop. Dr.Roy, associate professor of teachereducation- in vocational-technicaleducation at Central WashingtonState College in Ellensburg, Wash-ington, added that if technical ed-ucators accept this prejnise, it istheir duty to be "well prepared tooffer experiences that will motivatea student to learn, to gain dignityand to be able to compete success-fully and live amicably with his 4"fellowman."

This cannot be accomplished.,he said, unless technical instruc-tots have additional expertise thatgoes beyond a narrowed scope ofskill 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 ountry.

, we must prepare teachers(and re-lated personnel to develop indivi-dual frames of reference that willconcur 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. Because of

this need, he said, " . . . the ex-isting barriers or walls that existbetween academic and skill pro-ficiency must be eliminated to al-low a total education concept toexist."

Dr. Roy, whose experienceshave been in industry, the publicschool system, post-secondaryand four-year institutions,. be-,

lieves/that the duty for the finalpreparation of school personnel 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 com-munity. Plans should be developedthat organize the academic disci-h.plines with the necessary manipalative 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, mus,t"retool" for present day needs,and this can best be accomplishedthrough honestY among colleaguesand openness both at the adminis-trative and teaching levels. "This,"he said, "will induce leadershipand positive productivity."

Current teacher requirementscan often serve as a disadvantage,he continued, because they oftenencourage hiring of technical andvocational educators who do notpossess the necessary tools for theteac4ing trade. They may have

4 6

41,

the industrial proficiericies orskills of their trade areas or oc-cupations, but little experience inor knowledge of academic theory.Many, he added, may fill a degreerequh-ement, but not necessarilyin their area of trade expertise.The academic skills associated \with the degree may carry no re-

<Fated background to the trade ed-cation needed. This results in ed-ucators who may often be too spec-ialized, or conversely, over-gen-eralized.

Curriculum objectives for teac-bers preparation should differfrom those that prepare individualsfor roles in business or industry,he felt, but this trend is foundlacking in many of the four-yearinstitutions teaching vocational-technical courses.

Those involved in technicaleducation, he said, often cornpdundthe problem by setting a highei;priority on technical skills than onacademic necessities. "Instead,"he stressed, "there should 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 cooperative plan withstudent personnel staffs in the plan-ning for career and personnel gui-dance; they need to 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. In addition, he said, ateacher must be familiar with atleast the fundamentals or functionsof the following:AdministrationOegan-izationPhilosophySociologyAnthropologySupervisionPsychology,LegislationFinancing and BudmetingUse of Surveys and Advisory Com-mitteesMethods of analysis, course organ-ization and preparationLeson planning and evaluationProgram' and curriculum design

' The development of qualifiedpersonnel can come only throughplanning, evaluating and re-desi-nging, Dr. Roy said-. "We must allbe held accountable for our suc-cesses and failures," he stressed.'Education is a continuum and can-not be designed for a single_life-time style."

"We need to design a realisticprogram of faculty preparationand a systematic plan for inserviceand continuing education, ' hestated. "The outdated courses 'ofcertification still being used bymany states leave.a lot to be de-sired in maintaining quality per-sonnel."7 As a result, he said, too manytechnical educators today do nothave the*well-rounded backgroundsnecessary 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 theneessary tools for the teachingtrade. Thi's team effort, he 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 acso has

well-rounded,, thorough aca*le-mic and educational background.

"If we persist in saying thattrade experience is the major-- 4and 'sometimes onlyprerequistefor teaching in technical or voca-tional areas, then we are only/fooling ourselves," Dr. Roy stated."Worst of all, we are depriving ourstudents by furnishing them,.Withsub-quality instruction. '4

Dr. Roy stressed that new pro-prams must be designed to blefaculty members to obtain ugraduate residency credits w ileoff the university c/ampiis. 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 developed tomeet the academic requirements oftechnical and vocational instructors.In addition, plans for release timeshould be divided to allow facultyto gain additional studies in acad-emic and trade skills.

"To accomplish our goals," hesaid, "the forces within our educ-ational system must lay aside theirpolitical animosities and philoso-phical differences--and communi-cate with understanding." Accord-ing to Dr. Roy, with teAmwork, a"positive blueprint" for pre-serviceand in-service education for facultydevelopment in technical educaiionis possible.

"Some good programs alreadyexist," Dr. Roy concluded, "butas teacher edpcation and total staffdevelopment are paramount to ourneeds, we should not sit on exist-ing 'laurels, but moire 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 Tenn.essee,re-emphasized the growing needfor faculty development in technicaleducation. He explained that in theearly '70's, in their annual assess-rrient of educational manpower needs,and enrollment projections of the;state boards of vocational education,the U.S. Office of Education recog-nized and identified a need for345,000 vocational-technical teach-ers at secondary, post-secondaryand adult levels between 1970 and1975. "This," said Dr. Glenn,"meant an estimated deficit of 5,000vocational-technical educators inthe U.S.

The need increased, Glennadded, wheii the career educationconcept began to gain popularityin 1971. Federal and state legisla-tion brought the concept to the locallevel when in 1973, CETA replacedMDTA legislation of 1962 as well asParts A, B, and E of Title I of theEconomic Opportunity Act of 1964."CETA brought about flexibilityand decentralization, creating an

4 7

opportunity for,programs to be con-ducted by community-based organi-zations." Dr. Glenn stated, "ancl/thereby opened a whole new areaof vocational-technical teacher needs.Federal and state priorities sincethe implementation of the CETAhave increased the need for additio-.nal and better qualified vocational-technical teachers, he added.

Recognizing these growingneeds,,the State Department inTennessee encouraged the develop-ment of a two-year vocational-tech-nical teacher education program tomeet teacher preparation needs thr-oughout the state. They knew thatto be successful, the program must1) be within ccimmuting distance forinterested persons; 2) fill currentand future needs of pre-servicevocational-technical education teac-hing requirements; and 3) be arti-culated with colleges but broughtoff the campus and made availablein the field.

Those who envisioned the pro-gram saw it as a means for improv-ing the quality of teacher prepara-tion in vocational-technical educa-tion as well as for helping increasethe numbers of prepared instructorsavailable to meetthe state's needs."The goal in implementing the two:year-associate degree in vocational-technical teacher education at post-secondary institutions throughoutthe state," Glenn said, "was togive an individual increased ac-cessibility to professional improve-ment and encourage him to worktoward receiving academic certifi-cation for the time, energy and ef-fort that he has invested in his pro-fession."

"The program," he continued,"was implemented two years agoin Memphis and the westernTennessee area." The overall pro-gram contains three componentsthat have been developed to coverthe total spectrum of vocational-technical teacher traininP needs at

, Associate degree level:1) The specialization component

provides four methods for obt-aining a required 24 credits inthe desired skill area, includ-ing niethbds allowing credit forpast skill-training and exper-iences.

2) The education component con-sists of in-service and pre-servfce professional vocational-technical education coursesfor meeting minimum seatecertification reqUirements.Courses are coordinated andarticulated withthe state's

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 componentenables individuals to selectcourses depending on theirdesired areas of specializa-tion and 'allows for maximumindividualization within theprogram.

Based on its acceptance dur-ing the past two years. Glenn con-tinued, it is anticipated that theprogram will (1) give individualscurrently teaching accessibility tovocational-technical teacher courses;(2) provide a goal of attaining theassociate degree; (3) provide thenecessary vocational-technical teach-er preparation courses for minimumstate vocational-technical certifi-cation and re-certification; (4) pro-vide a means for allowing educatorsin the field to stay current on ed-ucational techniques and methods;and (5) increase the supply of qua-lified vocational-technical teachers toassist the public and private'man-power and education sectors inmeeting the challenges confront-ing them as a result ornationalPriority emphasis and federal andstate manpower and educationallegislation.

"In summary," Glenn conclud-ed, "the two-year associate degreeprogram is just one alternativemethod for providing additionalvocational-technical teachers tomeet local needs in our schoolsand manpower training facilities:

F cult Development at the Gradu-atb Level

Dr. Alberta Hill, professor inthe department of education andthe Dean of the College of HomeEconomics at Washington StateUniversity in Pullman, Washington,concentrated her remarks on fac-culty development at four-yearinstitutions, particularly at thegraduate levrl.

Before faculty development pro-grams at the graduate level caneffectively be established, shesaid, educators and administratorsmust work together to determinethe priorities for faculty develop-ment.

Referring to her own exper-iences, Dr. Hill said that she hasdiscerned five maior areas in whichsho feels priorities must 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 work as teams,both within a program and in re-lated areas; (3) preparing facultyto work with individuals of alltypes, many of whom will e un-motivated; (4) developin facultymembers who really un erstandhow people learn and who,knowthe differences in learning patternsof different kfnds of people (minor-ities, disadx4antaged, rural, urban,etc.); (5) developing faculties whocan teach efficiently, with know-ledge of evaluation to allow con-stant improvement of methods:techniques and curriculum mat-erials.

In her participation in the de-velopment of a graduate level pro-gram to prepare vocational educ-ation curriculum specialists, Dr.Hill said, she has found that cer-tian assumption5 can and shouldbe made when working with voc-ational-technical faculty develop-ment.

"Perhaps most important," Dr.Hill explained, "is the assumptionthat all educators and vocational-technical education leaders havesome 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 analysis

in the same way asskills neededin occupational areas in which we're teaching are identified. Be-cause curriculum cannot be cons-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. "Vocational andtechnical educators must learn towork effectively with people inbusiness and industry as well asin science and research in thedevelopment of programs."

Although this type of faEl'ultydevelopment requires realisticand real experiences, and shouldtherefore be a field orientectoprn-gram it shoutd not be divorcedfrom the University," Dr. Hillstressed. "There are many ad-vantages to coordination with un-iversities, with resources and re-search facilities in a number of

4 8

disciplines."

In summary, Dr. Hill reiteratedthe need for coordinated effortsbetween educators and adminis-trators in all the various Segments

(-Da the educational community, em-phasizing the need for concentrat-ing on future needs and futureRoalso, "Like so many of the tech-t,cal occupations you're concerned

cc .ith at this conference," she con-cluded, "we cannot rely cor:Apletelyon making an analysis of what isbeing done . . . because we mustproject-ourselves into the futureand see what should be done."

Growth Areas in Medical Services

"The potential for growth inhealth services is great not onlyin basic preparatory (pre-employ-ment) programs but also in thearea of continuing education forthe updating of knowledge andskills," stated Viola Levitt as theopening speaker in the workshopfocusing on "Growth Areas in Med-ical Services." Levitt is directorof Pea 1th Occupations at PrinceGeorge's Community College inLargo, Maryland.

Other speakers in the work-shop were Ouida Norris, Chair-person of the Departmentof Bio-medical Engineering Technologyat Monroe Community College inRochester, New York, and Dr.Kenneth Gudgel, Director of Fam-ily Medicine Spokane in Spokane,Washington.

Establishing 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 thosepremises as follows:1) growth is dependent 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 determine demand for grad-uates one must look at job opportu-.nities, growth of services or faci-lities planned and/or approved,

nd turnover rates of health per-sonnel in.the job category beingstudied. 11Supply on the other hand:"she 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 programs can ex-pand to accommodate the numbersneeded, whether other facilitiesand resources can be used to offerthe needed program, or whether

new programs and facilities areneeded.

Contact with local and regionalservice agencies, professionalgroups, health planning bodies,knowledge of the newet trendshealth care, delivery of serviceand current legislation affectingthe system can all assist in identi-fying new growth areas in medicalservices, she felt.

The lack of available accuratedata and statistics, she said, makesthe determination of need a difficulttask. Furthermore, the availabilityof resourcesphysical, human andespecially financial-also complicatesthe need for growth.

Extending health services toa wider s ment of the populationand assist g in reducing the costof health c re are legitimate con-cerns and re directly related todeterminftion of growth areas, Ms.Levitt pointed out. Most of the func-tions of given health service can becategorized into simple, interrned-

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 arrange-ment, she explained can help faci-litate those concerns

Based on this information, Ms.Levitt focused her discussion ongrowth in the newer occupation inthe health services field. Amongthose she discussed were thefollowing(

Medical Records Technicians--Because of the emphasis on Account-ability and the increased use of thecomputer to store and retrieve data,medical record administrators haveincreasing need for technicians toga ther, organize, retrieve, releaseand analyze health information.

Nuclear Medicine Technicians--Phypicians have a growing need forskikd technicians as advances inthe tie of radioactivie substancesnecessitate the use/-of more sophis-ticated equipment,.

Respiratory Therapy-Skilledtechnicians, knowledgeable aboutrespiratory condnions and the eq-uipment used for treatement, areincreasingly in demand with therising incidence of respiratbrydiseases and the newer treatmentmodalities of these conditions.

..

Emergency Medieral Technic-ians--The changing role and func-

ition the hospital emergency roomhas reated a need for shock andtrauma units to treat the victims of

accidents and major catastrophies.Skilled attendants who can initiatelife saving treatment immediately

- while, transporting patients tothese highly specialized units areneeded in increasing numbers.

Human Services/Mental HealthAssociates--Because patients over-burdened by social, financial, em-otional or family problems often donot respond well to medical treat-ment, the need to offer assistanceto people with these problems hasincreased as our society has be-,come more complex.

Physician and Dental Extend-ers--The shortage of doctors anddentists make these assistants andassociates invaluable as extendersof medical services. The changingemphasis for cure to preventativemedicine and maintenance,of healthwill require additional pefs9nnelto assist the physician and dentist.

Physical Therapy Techniciansand Social Worker Assistants--Be-cause professionals requiring agraduate degree to practice are inshort supply, technical assistantswould allow more people to beriefitfrom the services offered and wouldassist in keeping the cost of healthcare down.

Veterinarian Technical Assist-ants-zVeterinarians spend up to65 percent of their time performingtasks that should be handled bytechnicians. There is a desperateneed for people to assist in veteri-nary practice, laboratories andanimal research.

"As long as knowledge contin-ues to expand and technology ad-vances,emerging 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 ofhighly specialized workers withinclearly defined roles, function andjob responsiblilities. "If an exist-ing group of health workers havethe skills and knowledge desiredbut are in short supply," she con-cluded, "it would seem more pra-ctical and economical to expandrecruitment efforts to increase thenumber of those graduates to fillthe void rather than create a newjob category with overlapping jobfunctions." This, she said, wouldreduce fragmentation of care as

well as the number of people car-ing for each patient.

Biomedical Engineering Technology

Ouida Norris, associate pro-fessor and chairperson of the Bio-medical Engineering Technologyprogram at Monroe CommunityCollege in Rochester, New York,focused her discussion on the de-velopment of that program as thefirst community college based cur-riculum of its kind in the UnitedStates.

"The early 1960s," M s. Norrisstated, "begSn an.era in which 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 added, it has becomealmost routine to expect to see, ina given hospital, many examples ofproducts of this synergism betweenelectronics and engineering andmedicine. In citing just a few ofthose examples, Ms. Norris pointedto coronary care units in hospitals

. . . the highly specialized andsophisticated instruments used toassess the pulmonary status in pat-ients with acute or chronic respir-atory problems . . . and clinicallaboratory instruments used to testthe blood for numerous conditions.

These were just a few examples,she said, that support the statementthat there are now many instrumentswhich are potentially useful to phy-sicians and others that did not existas recently as twenty years ago."The key word here," she stated,"is 'potentially. Whether or not aninstrument is used to its fullest pot-ential--whether th'e measurementsmade using it do the patient moregood than harm--depends upon howwell the 'care and feeding' of thatinstrument are implemented."

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, nurses, techniciansand others whose expertise, nomatter how great, seldom includeselectronics. "It is this individual,"she said, "whom we graduate fromour program in Biomedical Engineering Technology.

Monroe Community College be-gan the biomedical engineeringtechnology program ,Norris explain-

ed, as a result of the State Uni-versity of New York's decision totake its part in meeting the healthtechnician demand delineated bya Joint Committee on Health Tech-nology established by the NationalHealth Council and the AmericanAssociation of Junior Collegesabout eleveri years ago. Firstunderway in 1967, it was begunwith the expectation that, beforemany years passed, hiring grad-uates of the program as membersof the health care team would be-come almost standard procedure."In other words,'' she stated, "wethought that the idea of running ahospital without such individualson the staff, or at least availableon a shared-service basis, wouldhave become as unthinkable as theidea of running a hospital withoutdoctors, nurses, laboratory tech-nologists or even administrators.This expectation, after havinggraduating our seventh class, hasnot yet been fully met."

The biomedical engineeringtechnology program, Norris con-tinued, is planned to give thestudent 1) a general foundation inelettronics and related fields;2)' special courses in physiology;3) special laboratories and lecturesin repair and preventive mainten-ance of medical electronic equip-ment;. and 4) feld experiences inlocal hospitals where the studentmay observe the use, repair, cali-bration, etc., of specialized equip-rnent for anesthesia- and cardiac-monitoring, cardio-pulmonary di-agnosis, routine 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 andZIab-oratories), of which approximatelyone-half are spent in electronicsand related subjects, one-fourthin liberal arts and one-fourth inspecial biomedical cout.ses.

Gra u tes 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-pairing 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-panies--again traVeling from onehospital to another, but in this caseimplementing service contractualagreements on a wide variety ofinstrumentation.

The Family Physician

"We're witnessing a real dich-otomy in health care today in theUnited States," explained KennethCudgel, who for twenty years wasa General Practitioner i 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 Medicine Spokane, conti-nued: "We're in a horse and buggydelivery system on the individualphysician basis, yet we're in themidst of space-age technology . . .

we can transplant corneas, hearts,kidneys . . .solve by compqtersfuture genetic problems that wemight run into . . .we can havecardiograms interpreted in Chicagoinstantly on a person here inSpokane . . . yet out in the ruraland ghetto areas, indigentAmericans go wanting for even thesimplest of health hare."

The problem, Cudgel fert,stems from the fact that we're un-prepared for medicine's new tech-nology. . .In. spite of tremendousmedical adyances, health care isstill dispensed on a one-to-onebasis'. "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, is a family physician, nota physician who is specifically concerned about this or that illness,this organ or that organ, or a cer-tain condition.

Cudgel explained the familyphysician .as "a little bit like theancient general practitioner . . .

the ord Doc Holiday type of guy."In spite of this image, receivesthree years of intensive trainingin the broad spectra of medicine.

The recognized "specialty" ofa traditional medical specialist,Cudgel felt, is a vertical specialty,

in which an individual comes toknow,more and more about lessand less. He considers the familyphysician approach much broader,cressing all the fields of medicinein the training pro'gram . . thesurgery, physchiatry, pediatrics,orthopedics, etc., on a broad base.The family physician, he explained,is trained to take care of the entireperson. This, he said, is not anew idea---rat.her a rediscoveryof an old idea. "We feel that we'resort of a new quarterback to thegame plan of health care delivery,"he stated, "and we think that it'sin our handsithat the ball shouldrest in someOf the game deCisionsas far as health care is concerned."

The family physician concept,he said, requires 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 communicationswithin the field, especially in thearea of medical records, The workof,the computer--in automated bill-irig procedures, data retrievalmechanisms, automated historiesand laboratory procedures--hasgreatly increased the number ofcomputer-trained medical techni-cians required.

Another new development inmedicine,'he said, is a multi-phasic screening study,. called"data base." With data base, heexplained, a patient Who requiresa complete physical exam speodstime with a computer rather thana physician in outlining his med-ical history. In addition, hetre-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 inter-pret the data. At the same time,the system saves a great deal ofvaluable time for the physician."Instead of my allocating an hourto an hour-and-a-half to do a com-plete physical, I can do an except-ionally good job in thirty minutesbecause I have all this data in frontof me," Gudgelsexplained. "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 mearito imply that the

51

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, he pointed to a pat-ient who visits an internist, com-plaining of a stomach ache. "Theinternist, "'said Gidgel, "will sendthe patierifto the x-ray department,the x-rays will show the ulcer, thediet is prescribed and the medicinegiven . . . and the patient is toldto check in every two weeks untilit's hetled." He explained thatthe family physician, on the otherhand, is trained to look beyondthe immediate probleni . . . to howthe patient should be treated, notas an ulcer, bitt as an individual."When the time comes," Gudgelsiid, "we'll send this man to thetraditional specialist--perhapsseveral, depending on his internal,dietary, environmental and social-ogical seeds. And this, in turn,will again increase the need fortechnicians in all of these areas."Gudgel said that physcians havepretty well recognized that theaverage person in his life span willhave over 400 medical incidents.Three hundred of twould normally

. . the cuts,

se a personf himselfhe

sprains and bruises': . . self-limit-ing illnesses and injuries. Theremaining 100 incidents must passthrough 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 healthcare for these United States."

4,

I ntifying Human Resources Now--The Department Of DefenseHigh School Testing Program

What is being and can be cloneto refiqe our nation's most import-ant resource--youth? This ques-tion was the focus of Bernard(Rocky) Krockover's workshoppresentation on the Department ofDefense High School Testing Pro-gram. Krockover, a personnelpsychologist for the Armed ForcesVocational Testing Group atRandolph Air Force Base in Uni-versal City, Texas, issued a stim-ulating challenge to all of America'seducators.

If we can all agree that theboys and girls in our high schoolsconstitute a most vital part of ournational resource of youth, he said-,then it follows that our schoolshave the primary obligation ofassaying the qualities possessed bythese human assets and providing.opportunities for their appropriatedevelopment.

Krockover referred to the 1973Gallup Poll of Attitudes TowardEducation, which showed that over-whelming approval is given todayto proposals that suggest more em-phasis in schools to the study oftrades, prpfessions and businessesto help students decide 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 education program, and mostfelt it should start at the junior andsenior high school level. Manyprofessional educators feel itshould start even earlier--in t..eelementary grades.

Krockover went on to pointout figures released by the Voca-

tional Industrial Clubs of America(VICA), indicating that by theyear 1980 there will be some 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 schools

-throughout the nation still placethe major emphasis on college pre-paration courses."

As did many of the speakers atthis 12th National rlinic, Krockoverpointed to the "academic syndrome"that seems to permeate and plagtfeour 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-portancie 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 success in the wcfrld ofwork. For whatever reason, thefact is undeniable that the mass ofstudents are still plugged into thedegree illusion."

The illusion exists, accordingto Krockover, simply because get-ting a degree is not the only way tosuccess in the world of work. Infact, he said, more and more grad-

5 2

uates of 4-year degree programsare finding themselves ill-prepar-ed for the job market; many findthemselves trained for jobs thatdon't exist or are so over-crowdedas to prevent entry. As examples,Krockover pointed to the threesupposedly "secure" professions.According to the American Councilon Education, 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 majorityprograms should be. In short, wehave done, and are continuing todo, a lousy job in engineering ed-ucational systems tn fit the occupa-tional realities of today."

Krockover stressed that thisdoesn't mean or imply that collegeorientation should be 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 only a few need tobegin training for that position."A means must exist for channelingyoungsters into positions that re-flect their aptitudes and the stigmaof non-college orientation must beremoved, enabling students tomove in the right direction at theright time. In short, Krockovercontinued, "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."-N.:.

Pro' ress Borne Of Necessity

)?A, At the onset of World War II,rockover explained, the Depart-

'ment of Defense found themselveswith a need to establish a methodfor identifying the right person forthe right job in the most expedient'time frame possible. They foundtoo many people trained and quali-fied for jobs which did not existor were over-flowing, and notenough people for the jobs whichwere most in need of filling. Toalleviate the problem, the Armed-Forces developed classificationtests. "By current standards,these were crude instruments de-signed to merely lump like jobstogether, and then identify theincoming servicemen who appear-ed capable of performing in thatjob cluster,' Krockover stated.

The services soon realizedthat as technology advanced, theneed for qualified personnel wouldincrease, creating a need for teststhat would do more than merelycategorize jobs and people. "Class-ification," he stated, ''had pro-gressed to aptitude." Since WorldWar II, he continued, each servicehas worked independently to dev-elop its own aptitude battery. Withcontinual revising and refining,the batteries have been developedto reflect changing manpowerneeds.

The current testing system hadits beginnings, according to Krock-over, , when the Department of De-fense, in 1966, directed the indiv-idual jservices to examine theirbatt ies and to formulate a com-b ned, unified aptitude battery tosatisfy the requirements for alloccupational training offered in allbranches. "The result," Krockoverstated, "is known a's the ArmedServices Vocational Aptitude Bat-tery--with special emphasis on theword 'Vocational.'"

The test, commonly referredto as ASVAB, was introduced inhigh schools throughout thecountry in 1968, with 350,000 stu-dents in 7,100 high schools tested.In 1974, using ASVAB Form II, theDepartment of Defense tested 1.1million students in over 15,000high 5ichools.

Continuous technological ad-vancements have caused continuousrevisions in the test battery. "Asproducts and vocations are refinedand new applications are discover-ed," Krockover stated, "the skillsand aptitudes required must beidentified in addition to those weare already utililing both in andout of the services." The level ofeducation, experience and othervariables concerning youth arealso changing, he continued, caus-ing a need for changes in the tet--;t

to 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 student aptitudes ina variety of vocational areas.Scores are reported to the counsel-or on each of nine subtests, andon five vocational clusters: GeneralMechanical,' Motor Mechanical,Clerical, General Technical and.Electronics.

Raw .scores and percentilescores, he continued, are reportedon each of the subtests and com-posites. These scores are furtherbroken down to reflect each stu-dent's rank by grade, and bygrade/sex. Literature is also avail-able to reflect state and regionalnorms.

"ASVAB," Krockover stated,"is now the only comprehensivevocational 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 juniors, both male and female,in addition to seniors. Researchhas shown a high correlation be-tween graduation from hie; 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 fact, no type of recruiting isallowed during its administration.

Because it is not a recruitmenttool, said Krockover, the test canbe effectively utilized to benefitboth the educational communityand the military in solving commonproblem4. In order to identify the

5 3

abilities of each and every student,to provide the educational oppOrt-unities for optimum developmentof the discovered talents, and toguide each youngster into a pro-gram of training which is the mostappropriate for him, educatorS andmilitary personnel need facts aboutthe range of individual differencesand the proportion of studentspossessing important human abili-ties. Additionally, Krocicover con-tinued, each school needs to knowwhat courses should be offered andwho should take them.

An Opportunity To Work Together

"The Federal Government andthe Department of Defenise," Krock-over stated, "have both concludedthat: (I) any program which en-hances student awareness of jobopportunities and alternatives invocational pursuits is in the bestinterest of the individual and thenation, and (2) it is unquestionablythe obligation of federal agenciestt return to the taxpayer the les-sons learned through government-funded research programs."

Naturally, he said, the ser-vices wish to stimulate interest inmilitary jobs and training oppor-tunities among young people, andto convey the message that militaryservice is not a single occupation."While we are fully aware that themajority of students who take theASVAB will never enter the 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 counselingstudents regardless of their futureplans. In addition, he felt thatby offering the ASVAB, "studentinterest will be stimulated in thevariety of skill trairrthg opportuni-ties available through both themilitary services and comparablecivilian institutions."

According to Krockover, thehigh schools of our country'havethe viable answer to educational .

and career planning for students.Schools can plan individualizedcurriculum; they can identify -which and how many studentspqssess various patterns of ability;and they can plan a positive pro-gram for personal counseling. Itis the responsibility, he said, ofboth the educational community andthe military services to assay theabilities which cover the entirerange of individual differences'

from the near genius to the lessable, for all human resources. .

"All this is possible throughthe use qf ASVAB," he stated."Used constructively, it is a toolwhich can make a significant con,-tribution to the development of ourhuman resources along sociallyuseful lines, both in terms ofsociety's needs. and the individual'spossibill ies."

5 4

r'Tec6nicaI Education In Mshington

An overview of technologicaleducation in Washington, with em-phasis on both chronological andphilosophical development, led toan intriguing discussion of itscurrent and potential status in thestate during the "Technological's-..Education in Washington" worksho

Mr. . Vern Hammer, Mr. Franker and Mr. Neil Uhlman, each

wit broad, diversified backgroundse unique insight

on's approach in pro-viding technical education programs.

in theint

Idashi

An Overview

Mr. . Hammer, professor ofcivil engineering and head of thewater and air resource center atthe University of Washington inSeattle, presented the chronologyof technical program developmentin the state, highlighting many ofWashington's unique achievementsin the 20th century.

Although the state has beensomewhat traditional in its overalleducational system, Hammer point-ed out, Washington has alwaysbeen at the forefront in junior col-lege program development. As thissystem has developed, broadeninginto a statewie system of "compre-hensive community colleges," allof the state's vocational-technicalschools have been absorbed intoand made an integral part of thesystem. Presently, 22 districtscomprise the state's communitycollege system, with a State Boardproviding overall guidance anddirection.

In 1975, Washington remainsin the forefront of community col-lege education, Hamnier said, rank-ing third in the nation in percent-age of total tate undergraduateenrollment. Almost 50 percent ofall Washington underikaduate stu-dents are ern-olled in communitycolleges.

At this time, 'he continued,approximately 60 percent of cOmm-unity college enrollees 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 the state's communitycolleges.

. 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 doekist," he said, "are usually verysmall and very specialized."

During the early and mid-1960's , concurrent with the "boom"development of the community col-leges, came a development withinthe four state colleges of bacca-laureate programs toward degrees.in Industrial Technology. Thiswidening development, in turn,caused statewide recognition dur-ing the late '60's of the need tocoordinate an technical educationprograms being offered at thestate's various institutions. As a

55

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)was formed.

"This is very unique," Hammerstated, "and has not happened any-where else in the United States.

.It's really the first time when ed-ucators from very diverse technol-ogical programs at all differentlevels--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 organized 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 institutionswithin the state, and has beenfound to wield considerable in-fluence in legislative 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 PhilosophicalDevelopment

Frank Wimer, Deputy Directorfor the Coordinating Council forOccupational Education in Wash-ington state,, stressed the relation-ship of state developments withfederal legislative evolution. Hepointed out that vocational educa-tion in Washington has evolveddifferentlyqan in many states,with most trade programs servingmore adults on a "post-secondary"or "non-graded" basis.

Because the 1960's saw the ab-sorbtion of vocational-technicalprograms into a comprehensivecommunity college program, Wimerexplained, Washington was able toexpand quite rapidly when federalvocational-technical education

- funds became avatlable. The 1963Federal Vocatignal Act and 1968amendments removed most restric-tions in the range of programs tobe offered with less than a.bacca-laureate program.

T-he intent o\kvf al legisla-tion, to "expand the breadth ofvocational-technical education" wasclearly carried out in Washingtontatc, rording to Wimer, because

the shift to omprehensive com-munit rolleg, system allowed amore sop..,stic,'efd development oftechnical educa7 on within the al-ready devel,)pec educa-.tion system:*

In its N:ocaticnal-technical ed-ucation system, -iammer said,Washington has emained firm inits aciheence t: basic tenets.Hammer went to point out thefollov.;ng principles upon which

.,vrani development is based:

I) Instruction is based on indust-rial 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, matefials, facilitiesand activities are similar to thoseused in industry;5) Students experiense, 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 intensitycan 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 funding is based on thesame formula.

"In this state," explainedWimer, "it has been philosophicallyan expansion of vocational educa-tion concepts rather than a separatesystem for 'technical education,'and-technical education in thisstate is identified as a separategroup only in coding of the occu-pations in reports."

(. In re-emphasizing Washington'sachievements, Wimer stated, "Wehave in As state been able tomaintain technical education as anexpansion in filling the gap in thetotal educational spectrum."

Uhlman: Technological EducationClearinghouse

Meeting the state's currentand future needs in technical educa-tion areas is a prime conc n forNeii D. Uhlman, Director theTechnological Education earing-house for the Council on HigherEducation in the state of Washing-ton. -

Focusing his remarks on thearea of engineering technology,Uhlman observed that educators,people from industry, legislators,students and others have becomeincreasingly aware of the need forexpanding educational opportuni-ties for technicians,

Recent assessment indicates avery possible need for a baccalaur-eate degree program in engineeringtechnology within the state, accord-ing to Uhlman. The fact that stti-

dents desiring the baccalaureatedegree in engineering technologyhave to leave the state to satisfythat goal, he explained, constitutesa problem area, since,those stu-dents appear to4be steadily growingin number.

What is the state doing to sat-isfy this and other needs? In 1969,a group of community college in-structors made a survey of the"Technical Needs of WashingtonIndustries/ Industry indicateda possible need for engineeringtechnologists, and as a result, thesurvey attracted the attention ofmany of the state!s politicans.

The 1969 Legislature directed&a study to determine the feasibilityof establishing a polytechnic insti-tute in the state with the primaryintent of awarding Bachelor of

5 6

of 7echnology degrees in certainsOcified fields. A ciansultantwas retained to develop a compre-hensive report. "In general,"Uhlman stated, "the report saidthat the creation of a polytechnicinstitute would be an appropriatesolution to meeting the state'slong term need for technicallrtrained manpower. However, thereport indicated the immediateneed of such an institute was un-clear."

TI,, report further suggestedthat a technological educationstudy cen:er be created to pro-\ridL statewide coordination oftechnical education and to contin-ue the needs' asSessment 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 JointCommiottee 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 locally.

After reviewing the variousstudies that had been made, thefoint committee made the follow-ing recommendations to the 1973session, of the legislature:

1) There should immediately beestablished a clearinghouse intechnology, with responsibilitiesfor compilation and distributionof information to provide careerguidance information of all pro-grams and levels of technology;assistance in curriculum develop-ment; coordination of long-rangetechnological planning; andassistance in maximizing federaland other non-state fundinggrants for program developmentin technology.

2) Programs beyond those offer-ed by community Colleges andtechnical institutes should notnecessarily by geared to thetraditional ba&alaureate frame-work requiring residency, gen-eral education courses, etc.,

and should not necessarily resultin the awarding of a baccalaureatedegree.

3) The efforts of the state collegesto expand and impi="87r4heir cur-rent industrial technological pro-grams are commendable and shouldbe given.continued priority.

"As a result of these recom-mendations," Uhlman said, "theLegislature, early in 1974, dir-ected the Council on Higher Educa-tion to set up arid operate the Tech-nological Education Clearinghouse."Uhlman assumed the duties asDirector of the Clearinghouse onNovember 1, 1974.

Several goals were establishedfor the Clearinghouse, and fromthose goals have developed threemajor projects that the staff iscurrently working on. As a prior-ity, the Cleringhouse 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 prelimivaarystage, die model is being developedin cooperation with an ad hoccommittee composed of people re-presenting the various institutionsin the state.

,40

In addition, the Clearinghouseis proposing a "mobile technicaleducation guidance center." Thestaff will compile information ontechnological education opportun-ities presently available in allpost-secondary institutions in thestte. The mobile unit will allowdissemination of the information ina non-recruiting fashion. Accord-ing to Uhlman, the unit wouldvisit fairs, industrial plants,shopping centers and other areasof population concentration. ."Thecareer guidance effort presentlybeing done in the agencies andinstitutions," he said, "will notbe duplicated, only supplemented."

5 7

4Marketing Technical Education

The public image of technicaleducation, the'public's right toknow in terms of dissemination ofinformation ar I priorities in im-proving communication were issuesfor discussion in the "MarketingTechnical Education" workshop,chaired by Jane A. Johnson, Pub-lic Information Coordinator ofWashington Community CollegeDistrict 17.

Rowland Bond, retired educa-tional reporter for the SpokaneDaily Chronicle, Bob Briley, Pub-lic Affairs Director fer KHO-TV inSpokane and Walter Schaar,, Gen-eral Manager for KSPS EducationalTelevision in Spokane each offeredideas for bettering communicationof the technical education story.Although each pointed out that fewproblems usually exist on locallevels, each acknowledged pro-blemsespecially with the imageof technical education--on 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 potentialto provide media with resou,rcesfor 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 beof help to the college. Briley alsoacknowledged the importance ofbuilding up an awareness withinthe community that technical skillsare necessary, , and that technicalinstitutions can make an important.contribution 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 verpus educa-tional media. In educationalmedia, Schaar stressed, politicalproblems must often be overcomebefore effective education-mediarekationships can bb built. Oncethi problem is overcome, saidSch r , educators and mediapeopl must work together to"marke the product" of technical

,colleges.to the public, the probeing, n mely , students who areequippe to take jobs within thecommuni y.

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 andmedia people must work hand inhand in attempting to change theimage that often attaches thatstigma to those who receivetechnical training and later ta.ke

NCI

career positions utilizing theirspecialized skills.

By taking a positive, adver-tising-oriented approach, attitudescan be changed, all the speakersagreed. By stressing positiveachievements of technically-educa-ted adults, by stressing the needin society for teChnically skilledpeople, and by pointing 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 educationsince World War II," he said, "I'vefelt tha,i4he vocational educationpeople as an entity have beenwearing kind of an apologeticsmile." Per4haps the Teason 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,awyer or dentist. Therefore,)echnical education has been\help-

people get where parentsdon't really want them to go. Per-haps, he continued, this, stemsfrom too much separation betweenvocational education and academiceducation. "Tile CarnegieFoundation," Bond point out, "re-commends that community -collegesshould provide a diverse programof academic, occupational and

adult educatibn rather than strict-ly specialized training ." By be-coming more demanding , he felt,technical schools can turn out abetter product culturally, chorten-ing the gap between graduates ofcommunity and technical collegesand four-.year colleges.

Schaar went on to point outthat although the nation as a wholeis higher-education oriented, ourfour-year institutions are oftenprodu* academically educatedperson ho have little successin fipdirig*-nployment. An import-ant aspect of marketing technicaleducation, he said, is in showingthat technically educated personsare well-equipped for the jobmarket. An important part of thisconcept, he pointed out, is de-monstrating the relationship be-tween the technical college and thecommunitys job market situation.Discussion from the audienceprompted the observation that often"marketing technical education"requires a two-prong thrust: one,in the recruitment of students,iandthe other in the recruitment,ofemployers. The media's role,observed Schaar, was not to "sell"the institution, but to get thevarious targets of the thrust"matched up." Parents, studentsand employers must all receivethe message of technical education'svalue and place in society.

In a discussion of internalcommunication pi blems faced bycolleges, the need for individualas well as-collective effort was 0,itoquickly pointed out. No public \,47relations effort in the communitycan be successful, the audienceagreed, without positive reinforce-ment from all members of theinstitutional "team" that includesadministrators, faculty, staff, andcurrent and past students.

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 efforts, the importance of

,technical education and the posi-Thvism and success of technical

education programs, to parents,employers and students, who inturn can corpmunicate that attitudeof success in an evolutionarypattern of continuance.

5 9

I recognize and appreciate.--tte efforts of Community College

District 17 and its President, Dr.Walter Johnson, in putting toget-her this very succebsful confer-encsti, He 4id his staff deservethenks4rozr vocational educatorsfrEm ail acrbss the State, and Itli/o.k fOr heni in saying, congrat-ulatiolis or ajob well done.VicaribVS .'', each of our state'spractitioners shares in welcomthisVistrious gathering.

The topic chosen by your a!r-rangements committee was "Tech- ,

..nisal Education - the State of the: ArtY . Thinking about that at vr°first, the notion came to pfe-'that

k * 4ih, ap s this "art""was Ieally ob-'sZl,,11o, no3 the techhica14educaticiF4rt.,..thi'S Art Art innie.

- ,Yrui know, I haven't tau a class ....r,,,in-technical education ce 1968.And while my administratilYe' ex-,.;periences since then certainly. -'

-,keeps mein tough with the-pro-gress yOulhiave been malZing asp ctifioner's,.iyou and I both know

at it isnq the same viev'dne getaby being where the action is..,right in iiirk,xlassioom.., So, per-

: haps Art the instructor is obso-i.' lete. In preparinrmy remarlv

then, h:determined refocus onsome of the bretadef; issues . .Thatthought promptecl,AtillAnothernotion about heIrt0-have

itc ch ng4d, Back-in 114 wh6,-1 I, w sleachirti, if the iSsti -under

di sion'ame under the head-. ,,-

in.g o road", it woUldn't,havehad any.$111 g to do with Aechnicaleducat'b

. .

What should clinic do foryou, its particfpants?,

A;

Arthur A. Binnie

Technical EducatiOn --The State Of, The Art

4,It seems to ine:it should ac-quaint yoU,with some/a( the nation-al perspectives. When,yqu, leaveSpokane, yo* should carry awaya bettor understanding of both the

'strengths arid weaknesses of,tech"2-`nical education. Ann, if those.,Who've participated here wi4 youhave done their jobs 'well, 14:11should have identified some of the,pa'iticulawways these issues .ofnatidnal scope relate to yourparticular problems in your home%i''communitteS.1 You should leaVethis clinidwith some solutions to,4tthose pr,oblern.s.

It s emed appropriate to me\to employ the termruclinic" in amedical sense and t.o uSe somemedical Jermifiiilogy and medical-tnethodegrof these remarks..First, we are-going to exhthine

..'"'the patient and make a diagnosisOf its health. Second, we willwrite some prescriptions, if, in-deed, poor_jiealth is discovei-ed 4

."'" and medicatIon will,be of value.;

Now<, how does one go acbout.examining a)Patient as large andcoaiplcx as $he field ,of Aechnicaleducation? Itseemedithafmanyoftrnos;pf its cOrnponent parts

s. were represente&right here at .this clinic. So I've 1.4ed this set-ting in, the past few c*s' io con- .

duct My examinatiChi. you and Ihave heard from som*"-y know-ledgeable persons. They haveprovided glimpses of emergingtechnologic change. Topics haveranged into environmental pro-';tection, fossil fuels ;and nuclearenergy, health sciences, ecdnomiZ .

deiKlopments, and quite a range'otimpress:ive and even excitic: al

I.

.

disciplines. The data emergingas forecasts of the future for tech-nical education certainly lookspromising.

The clinic conferees have;poked at emerging educationalpatterns. There have been talksabout faculty development; theedorts being directed toward dev-

'eloping a bilingual delivery sys-tem; discussions about the emerg-,...ing trends brought about by thetransition from MDTA anti 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`prdblems. Curriculum dis-semination, relating to emerging ,

technologies, has also been inthe topical coverage we have view-ed of the national curriculum net-

- work and its regional laboratoriesthat are'dedicated to reducingcluplicatiOn and improving aceessto newly developed materials.

Another opportunity to exa-mine the patient came about frompe'rusing many of the vendor dis-plays. I was 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 s med throughsome texts' tha re being sold to-

.'day. _From t11se many new deve-lopments, I saw much of the tech-

: ,Pical education stale-of-the-art.

And if each of ydu doesn't plantime to view convention displays,I urge that you,make some time todo so. It's time well spent.

A good diagnosis should in-clude x-ray examinations. For myx-ray machine, I chose the in-sights provided through the ERICsystem (Ec tcational Resource In-formation C nter). I ran an ERICsearch into beilealth of technicaleducation that produced a list ofeach filed resource and an ah-stract of its contents. The ERICsystem can produce informationthat identifies problems, arrivesat conclusions, and offers recom-mendations. An ERIC search re-veals who the producers of newdevelopments are, Not only arepublic educators listed, but I dis-covered many contributors fromlabor, the military, and non-pub-lic education. Thelist of contri-butors is large and the subjectscovered are wide ranging.

As a result of this careful ex-amination, 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 worst,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 needof further help; the kind that youand I, as professionals, should beable to provide.

Ten years ago, I attended asimilar clinic on technic:11 educa-tion at Charlotte, Nortl- (..arolina .There was little doubt hen aboutwhat we were there to plore anddiscuss. But several times sincemy arrival here, I've gor, backout the door to take another lookat the signs over the entrance.PerhapS they would have beenmore accurate had they been let-tered "Western AVA Conference".The span of the problems discuss-ed and solutions being sought hasextended to all chases of vocationral education and technical educa-tion 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 processing. z,Technical education had a defini-tion. In substance, that defined

an occupational area, not requir-ing a baccalaureate degree, thatwas based upon a foundation re-quiring manipulative skills andheavy applications of mathematics,life, and physical scienceIi.

Today, that definition 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-clusion of health sciences, envir-onmental sciences, and someothers. Perhaps that is as itshould be. But when does acraftsman become a technician?If technical education, or techni-cal educators, cannot define thatpoint, and technical education asa discipline becomes fuzzy andunable to communicate its goalsand Sbjectives to labor, to govern-ments, to the publics, 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"B.A fever" oi- "academic culti-vation". The 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 USOE Committee on Institution-al Eligibility and Accreditation.Make no mistake, there is a realexamination taking place of bothpublic and proprietailr schoolswith regard to what students havethe right to expect from institu-tions as "full disclosure of fact"and what obligations those institu-tions have in making prospectivestudents aware of circumstances

'prior to enrollment. Reliable

61

data must be available regardingjob opportunities, success of grad-uates, drop-out ratios, class sizesand facilities descriptions, andother pertinent facts that affectthe students decisions to enroll.We must provide them with thereasonable assurances that thegoals they seek are achievable.These increased responsibilitiesfor consumerism issues requireadditional clarity amongst thepractitioners about theaoles andgoals of their respective disci-plines.

As a final diagnostic evalua-tion, I believe the patient evid-,ences absent-mindedness at times.The ERIC search to which I pre-viously referred, revealed a richset of resources with which tosolve our problems. But I find adisappointing level of awarenessof those or application of them: Inalmost every conference room,the audiences contained personswho had solutions to offer to someof the problems surfaced by therespective panels. Inside thecollective heads of you peoplehere, is a data bank already con-taining enough information togreatly improve technical educa-tion in the United States and tobetter serve the needs of the dis-advantaged, handicapped, andothers who want to be trained astechnicians. These 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.

Having 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 technicaleducation as a part of vocationaleducation, but with a body andknowledge of its own. If wecan't identify that body and know-ledge, then holdlng futureclinics on technical educationwould be futile. We can andshould participate in the AVAconventions and lef it go at that.

A prescription needs to es-tablish a mission and role fortechnical education. We need anational plan. One that 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 trainingfor baccaltreate 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 further college or univer-sity education.

My prescription includes in-struction to the patient regardingdosage. We need to ingest anyof the pills already on the ar-ket. I'm speaking of th indsof information in research andtechnical journals su9h as myFlI,IC search revealed. For ex- 4ample, let me highlight just twobits of ERIC data. One studyexamined'upper-grade highschool programs and reported

!that a chief concern among tech-laical educators teaching in thejunior and senior year classes

}4was ho to move from collective,or gro p instruction, to highlyindividualized instruction. Thatwas a need perceived in second-ary schools, But also in the vERIC files isirhe study of a mannamed Sullivan that contains somespecific solutions to their pro-blems. The Sullivan study foundthat individualized instruction is'cost effective when it was design-ed to clearly meet well defined,existing instructional needs; it iscost effective when it specifiesstudent performance requirementsand when it is administered undera Unified system with controlledquality. Individualized instruc-tion, Sullivan 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 canassume that the grout which dev-eloped the needs study never in-quired into What was alreadyavailable. We are not using whatwe already know. And I submitthat it will go a long way towardimproving our collective abilitiesto deliver technical education if

we begin to look before we leap.

Finally, my prescription ad-vises that you accept the fact thatwe have a system of deliveringvocational education services inthe United States that consists ofa number 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 Comprtihensive Em-ployment and Training Act are go-ing into public educational insti-tutions. Private iqdustry is ineducation. Many in-house train-ing programs are in the field oftechnical education. Communityresources of many types are em-ployed to provide educationalopportunities and, in my judg-meni, mapy more will need to be-come involved in the months a-head. The financial cruncl-i-newfacing education no longer canlpermit 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.But 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 ,a.di-tional rivalry is a luxury Americacan no longer afford. But toavoid being lost in such alliances,clearly defined parameters forechnical education must exist

going in.

That's your challenge for to-day.

If all this leaves you feelingsomewhat uncomfortable aboutthe state of the art of technicaleducation, then this clinic hasbeen successful. Few real im-provements come about from_per-sons being satisfied with thestatus quo. You may not agreewith my prescriptions,'Nbut I hope

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they will not detract from thevery real nature of the illnessand the need to search for cures.