ABSTRACT A COMPARISON OF THE OPINIONS OF ADULT EDUCATION LEADERS AND EMPLOYMENT SERVICE SPECIALISTS REGARDING THE RELATIONSHIP OF ADULT EDUCATION PROGRAMS TO EMPLOYMENT NEEDS IN SELECTED URBAN COMMUNITIES by Kenneth E. Ripple Statenent of the Prohlen The purpose of this study was to investigate the opinions of selected adult educators and enploynent service specialists: (a) to deternine how effectively current adult education prograns conducted in selected schools in Michigan, Illinois, Indiana, and Wisconsin were neeting the educational and job preparation needs of the individual, and the con-unity, and (b) to show the relation- ship of whether present adult education objectives are relevant to the needs and interests of the participants. Method of Investigation and Analzsis It was decided to use the individual, structured inter- view as a nethod of gathering data. The interview contained 68 itens asked adult educators and a total of #9 itens asked of the enploynent service specialists. Interviewees were asked to place each of the educational activities in one of the following response categories: impera- tive, very desirable, desirable, permissible, and undesirable. Kenneth E. Ripple Thirty-five interviews were held with adult educators in the twenty-four urban connunities of four states: Illinois-- Aurora, Cicero, Evanston, and Rockford: Indiana--Fort Wayne, Gary, Hammond, and South Bend; Michigan--Ann Arbor, Dearborn, Flint, Grand Rapids, Kalanasoo, Lansing, Livonia, Pontiac, Royal Oak, Saginaw, St. Claire Shores, and warren: Wisconsin--Kenosha, Madison, Racine, and West Allis. An additional 38 interviews were held in 19 enploynent centers in the four states. Findings 1. No one activity was considered imperative by a najority of adult educators or employment service specialists. 2. Thirteen of the 20 activities were considered at least very desirable by the najority of adult educators, and 8 of the 13 activities were considered very desirable by a najority of enploynent service officials. 3. While adult educators generally approved of the 20 selected activities, an unnistakable priority was given to assuring adequate opportunity for continuous educatien to all adults of the connunity. #. Adult educators are reluctant to be daring and innovative in preparing prograns that would effectively prepare adults for salable positions. 5. The patterns of organization of adult education prograns in the states of Indiana and Wisconsin are undergoing change. It is hoped that these changes will narrow the gap between the educational and training aspect of adult education. 6. 7. Kenneth E. Ripple Adult educators do not seek or solicit the aid and assistance of enploynent service specialists in planning programs to neet the educational and training needs of adults. Guidance and counseling services offered by adult educators to participants in educational and training programs is being relegated to a forn of "lip service" and is not identifying people in need of salable skills. ACKNOWLEDGMENTS The writer wishes to express his sincere gratitude to the nany people who have aided his in the preparation and con- pletion of this study: To Dr. Clyde M. Canpbell for his continuous confidence in the writer, learned advice, warnth and understanding, and valued friendship. Appreciation is also extended to the other nenbers of his connittee, Dr. Ernest O. Melby, Dr. Max R. Raines, and Dr. John Useen. To his loving wife, Betty, without whon the writer could never have begun any fornal course of study. To his children, warren, David, Jon, Wendy, and Cindy who noved with the writer through all of the usual trials and tribulations. To the nany people in the Mott Clinical Preparation Progran who provided the writer the initial opportunity for further education. To Ierbert Beglinger for his untiring assistance during the latter and final stages of the study. 11 A COMPARISON OF THE OPINIONS OF ADULT EDUCATION LEADERS AND EMPLOYMENT SERVICE SPECIALISTS REGARDING THE RELATIONSHIP OF ADULT EDUCATION PROGRAMS TO EMPLOYMENT NEEDS IN SELECTED URBAN COMMUNITIES by \ < Kenneth Ei Ripple A THESIS Subnitted to Michigan State University in partial fulfillment of the requiresents for the degree of DOCTOR OF EDUCATION College of Education 1967 Chapter I. II. III. IV. V. TABLE OF CONTENTS Page I mODUCTION O O O O O O O 0 O O O I O O O O O 1 Statesent of the Problen Inportance of the study Design of the Research Linitations of the Study Definition of Terns REVIEW OF THE LITERATURE . . . . . . . . . . . 15 National EIploynent Needs Current Adult Education Prograns Adult Education Objectives PLANNING AND CONDUCTING TEE SURVE! . . . . . . 5h The Individual Structured Interview Developing and Pro-testing the Instrument Conducting the survey The Interview Sunnary ANALYZING THE DATA GATHERED FROM SELECTED ADULT EDUCATION CENTERS AND EMPLOYMENT SERVICE CENTERS . . . . . . . . . . . . . . 71 Adult Education Centers Enploynent Service Centers Sunsary FINDINGS CONCERNING THE OBJECTIVES AND FUNCTIONS OF CURRENT ADULT EDUCATION PROGRAMS . . . . 78 Isportance of the Objectives Achievesent of Current Adult Education Objectives Priority of Adult Education Functions Examination of the Opinions Sunnary iii Chapter VI. VII. VIII. IX. FINDINGS CONCERNING COOPERATION WITH OTHER AGENCIES BY ADULT EDUCATION CENTERS AND EMPLOYMENT SERVICE COMMISSION CENTERS . . . . Ceoperation with Local Agencies Cooperation with State Agencies Cooperation with National Agencies Examination of the Opinions Summary FINDINGS CONCERNING THE EMPLOYMENT NEEDS or DULTS C O O O O O O O I O O O O O O O O 0 Preparation for Service Occupations Unemployment of Youth with Little Schooling Service Occupations Operative Occupations Clerical Occupations Sales Occupations Craftsman Occupations Mechanic and Repair Occupations Examining of the Opinions Summary FINDINGS CONCERNING THE CURRENT ADULT EDUCATION PROGRAMS AND THE NEEDS OF THE UWLOIED O O O O O O O O O I C O O O O O O Skill Training in Selected Adult Education Prograns Needs of the Unemployed Examining the Opinions Summary SUMMARY AND CONCLUSIONS . . . . . . . . . . . . The Problem and its Background Method of Investigation and Analysis Results of the Interviews Implications Areas for Further Research BI BLI Gama! O O O O O O O O O O O O O O O O O O O mmIczs O O O O O O O O O O O O O O O O O O O 0 iv Page 98 115 lfi} 178 19h 199 LIST OF TABLES Table Page 1. Industries Providing Services Offer More Jobs Than ThOUC ”O'iding 3006. e e e e e e e e e e e 20 2. While Total Employment Will Go Up l/h by 1975 IDdIIltry Growth R‘te. Will Vary Widely e e e e e 22 3. Job Opportunity Generally Will Increase Fastest in Occupations Requiring the Most Education udTr‘ininseeeeeeeeeeeeeeeeee 23 h. Employment in Major-Occupational Groups . . . . . 2h 5. Employment in Major Industry Groups (l96k) . . . . 25 6. Changes in the Labor Force, 1965-75 Number of P.r.°n.1‘M1111°n. eeseeeeeeeeeee 26 7. Unemployment Rates Are Highest for Young workers and For Those with the Least Schooling . . . . . 2? 8. Unemployment Hits Hardest Among Those in the L.l.tm119dJ°b.eeeeeeeeeeeeeee 28 9. Types of Subject Matter Studied Through Adult Ed‘CCtionMCthOd. eeeeeeeeeeeeeee 33 10. Classes Conducted, Enrollment, and Clock-hours in Session for Adult Education Classes Offered by Local Public School Systems by Field of Instruction, for Continental U.S.: 1958-59 . . . 35 ll. Percent Distribution of Classes and Enrollment by Content or Curriculum Areas, 1950-51, and Percent Increase in Classes and Enrollment, l946-k7 to 1950-51, for Adult Classes Offered by Urban Public School Systems in the U.S. . . . 38 12. Aims of the Adult Education Programs of Urban PublicSChOOIBeeeeeeeeeeeeeeeee I"’0 Table Page 13. The Sixty-eight Activities of Adult Education I'Cl‘d.‘ in th. Survey e e e e e e e e e e e e e 58 1h. The Forty-nine Activities of Employment Centers IflCl‘ld.‘ in th. sur'.’ 0 e e e e e e e e e e e o 62 15. Employment Service Office Managers and Labor Market Analysts Who Cooperated in the Study . . . . . . 66 16. Additional Adult Education Personnel Who COOPCrat0d in th. St‘.” e e e e e e e e e e e e 68 17. Composition of the Sample of 35 Adult Education Respondents . . . . . . . . . . . . . 73 18. Composition of the Sample of 38 Employment Service Center Respondents . . . . . . . . . . . 76 19. Opinions of the 35 Respondents of: "making adults economically more efficient". . . . . . . 79 20. Opinions of the 35 Respondents of: "supplementing and broadening educational backgrounds of .dult."eeeeeeeeeeeeeeeeeeee 8]. 21. Opinions of the 35 respondents of: "assuring adequate opportunity for continuous education to all the adults of the community" . . . . . . 83 22. Opinions of the 35 Respondents of: "being conceived of individual and social needs and interests of adults served" . . . . . . . . . . . . . . . 85 23. Opinions of 35 Respondents of: "provision of individual adult guidance and counseling in the selection of adult training and educational activities". . . . . . . . . . . . . . . . . . . 87 2h. Opiniens of 35 Respondents of: "providing adults with education made necessary by special occasions of societal dislocation--snch as occupational retraining made necessary by automation and occupational obsolescence" . . . 89 25. Opinions of 35 Respondents of: "providing adult education for purely vocational training, much of which cannot be secured in formal educational institutions". . . . . . . . . . . . 91 26. Opinions of the 35 Respondents of: "the need for cooperation and coordination of the adult education office with the employment service commission"~ - - - - - ° - : - - ° 0 - ° 99 vi Table Page 27. Opinions of the 38 Respondents of: "the need for cooperation and coordination of employment service commissions with the .dult .duC‘ticn 01116." e o o o o o o e o e o o 100 28. Opinions of the 35 Respondents of: "the need for cooperation and coordination of the adult education office with the state department of public instruction officials who deal with adult education activities" . . . . . . . . . . 102 29. Opinions of the 38 Respondents of: "the need and urgency for cooperation and coordination of the employment service commission with the state department of public instruction officials who deal with adult education .3 t1'1t1.." O O O O O O O O O O O O O O O O O 103 30. Opinions of the 35 Respondents of: "the need for cooperation and coordination of the adult education office with the national adult education association” . . . . . . . . . 10k 31. Opinions of the 38 Respondents of: "the need for cooperation and coordination of the employment service commission with the national .dnc‘tion O'BOC1‘N10DUo o o o o o o o o o o o o 105 32. Opinions of 35 Respondents of: "the need for cooperation and coordination of the adult education office with the U.S. Department OILOBOT"................... 107 33. Opinions of the 38 Respondents of: ”the need for cooperation and coordination of the employment service commission with tho U.S. Department OlebOr"................... 108 3h. Opinions of the 35 Adult Education Respondents of: ”preparation of adults for service .ccnp.ti°‘."oooooeoooooooeooe 116 35. Opinions of the 38 Employment Service Respondents of: "preparation of adults for service .3¢‘p.t1°n.”oeooooooeooooooooo 117 36. Opinions of the 35 Adult Education Respondents of: ”decreasing the unemployment of youth With uttl. .Ch0011‘8" o o o o o o o o e o o o 119 3?. Opinions of the 38 Employment Service Respondents of::"decroasing the unemployment of youth With litth IChOOlin‘" e o o o o o o o o e o o 120 vii Table 38. 39. #1. #2. #3. an. #5. Opinions of the 35 Adult Education Respondents of: "helping prepare adults for service occupations" . . . . . . . . . . . . . . . . . . Opinions of the 38 Employment Service Respondents of: "helping prepare adults for service occup‘tion."eooooooooeoooeeeoo Opinions of the 35 Adult Education Respondents of: "preparing adults for operative OCC‘PCtion."ooooeooooooooooooe Opinions of the 38 Employment Service Respondents of: "preparing adults for operative OGOMpStiOEl".................. Opinions of the 35 Adult Educator Respondents of: "preparing adults for clerical occupation-”.................. Opinions of the 38 Employment Service Respondents of: "preparing adults for clerical occnp.t1°n."oooooooooooooooooo Opinions of the 35 Adult Education Respondents of: "preparing adults for sales occupations" . . Opinions of the 38 Employment Service Respondents of: "preparing adults for sales occupations" . . Opinions of the 35 Adult Education Respondents of: "preparing adults for draftsman occupationl".................. Opinions of the 38 Employment Service Respondents of: "preparing adults for craftsman occupationl".................. Opinions of the 35 Adult Education Respondents of: "preparing adults for mechanic and repair occupations" Opinions of the 38 Employment Service Respondents of: "preparing adults for mechanic and repair Oce‘p.t1°n."ooooeooooeoooooooo Rank of Employment Needs by the U.S. Department of Labor, the Local Employment Service Commission and the Adult Education Center at Auor‘,1111301.ooooooooooeooooo viii Page 122 123 12k 125 127 128 130 131 132 133 135 136 lhh Table 51. 52. 53- 5h. 55. 56. 5?- 58. 59. 60. 61. 62. 63. 6h. 65. 66. 67. 68. 69. 70. 71. Rank of Employment Needs Rank of Employment Needs Ill-1‘01. o o o o o o o Rank of Employment Needs 1111301. o o o o o e o Rank of Employment Needs Indiana Rank of Employment Needs Labor for Gary, Indiana Rank of Employment Needs Indiana O O O O O O O Rank of Employment Needs Indiana Rank of Employment Needs “Ons‘n o o o o Rank of Employment Needs Michigan . . . . Rank of Employment Needs Rank of Employment Needs Michis‘fi o o o o Rank of Employment Needs mCMSOn o o o e Rank of Employment Needs Rank of Employment Needs Rank of Employment Needs Rank of Employment Needs Michigan....... Rank of Employment Needs Rank of Employment Needs Michigan . . . . Rank of Employment Needs Rank of Employment Needs Rank of Employment Needs ix at Cicero, Illinois . at Evanston, at Rockford, at Fort Wayne, by UoSo DOpto O: at Hammond, at South Bend, at Ann Arbor, at Dearborn, at Flint, Michigan . at Grand Rapids, at Kalamazoo, at Lansing, Michigan at Livonia, Michigan at Pontiac, Michigan at Royal Oak, at Saginaw, Michigan at St. Claire Shores, at Warren, Michigan . at Kenosha, Wisconsin at Madison, Wisconsin Page lhs 11:6 1“? 1h9 150 151 152 15k 155 156 157 158 159 160 161 162 163 16k 165 168 169 Table 72. 73. 7A. 75. 76. 77. 78. 79. So. 81. Rank of Employment Needs at Racine, Wisconsin . . Rank of Employment Needs at West Allis, Wisconsin................... Opinions of the 35 Adult Education Respondents of: "in need of additional skill training". . . Opinions of the 38 Employment Service Respondents of: "in need of additional skill training". . . Adult Educator Opinions of the Twenty Selected Educational Activities by Topics . . . . . . . Employment Service Commission Opinions of tho Thirteen Selected Educational Activities by IOP1c.oeooeeooeooooooooooe Influence of Division by States on the 35 Adult Educator Imperative Opinions of the Twenty Selected Educational Activities . . . . . . . . Influence of Division by States on the 38 Employment Service Officials' Imperative Opinions of the 13 Selected Educational A3t1'1t100ooooeoooooooooooooo Ranking of the 20 Selected Activities by Adult Education Rospcndents' Preference . . . . . . . Ranking of the 13 Selected Activities by Employment Service Rospondents' Preference . . Page 170 171 175 176 182 183 185 186 189 191 LIST OF FIGURES Figure Page 1. Opinions of all Respondents Concerning the Importance of the Seven Adult Education Objectives and Functions for 2# Selected Urb‘n Callunitiel o e o o o o o e o o o o o o o o 93 2. Percentage of Respondents Designating the? Adult Education Objectives and Functions as I‘pOrOti'O, by SLCEO. e o o o o e o o o o o o o o 95 3. Percentage of Respondents Designating the 7'Adu1t' Education Objectives and Functions as IipOrat1'O, by Popul‘tion o o o o o o e e o o e‘e 96 #. Percentage of Respondents Designating as Imperative the Need for Cooperation with the Four Agencies by BOPOrOtO Grouping. o o o o o o o o o o o o o e 111 5. Percentage of Adult Education Respondents by States Designating as Imperative the Need for Cooperation with Four Agencies . . . . . . . 112 6. Percentage of Employment Service Commission Respondents Designating as Imperative the Need for Cooperation with Four Agencies, by Bt‘tO. o o o o o o o o o o o o o o o o o e o e e 113 7. Opinions of the 35 Adult Education Respondents Concerning the Importance of the Eight Bd‘O‘tionfil AOti'itiO‘ o o o o o o e o o o o o o 138 8. Opinions of the 38 Employment Service Respondents Concerning the Importance of the Eight Bd‘C‘tionOl AOti'itiO. o o e o o o o o o o o o o 139 9. Percentage of Adult Education Respondents, by States, Designating as Imperative the Eight Educational Activities . . . . . . . . . . . . . 1R1 10. Percentage of Employment Service Respondents, by States, Designating as Imperative the Eight Ed‘OOEiOnOl Aeti'itiO. o o e o o o o o e e 1G2 11. Adult Education Offerings in the 2# Urban Communities in the Area of Skill Preparation 173 Appendix A. B. C. LIST OF APPENDICES Introductory Letter Sent to Adult BdnCCNOI'Cooeeeooooooooeooeo Adult Education Directors of the Twenty-four Urban Communities Which Cooperated in the Stud’eooooeoooo Response Sheet xii Page 199 200 201 CHAPTER I INTRODUCTION Statement of the Problem It was the purpose of this study (1) to seek opinions as to how effectively current adult education programs conducted in selected schools in Michigan, Illinois, Indiana, and Wiscon- sin were meeting the educational and job preparation needs of the individual and the community, and (2) to show the relation- ship of whether present adult education objectives are relevant to the needs and interests of the participants as revealed by the opinions gathered. Importance of the Study Today's educators state that the three major aspects of current adult education programs revolve around: (1) earning credits to fulfill formal requirements of some kind; (2) acquiring needed skills for specific vocational purposes: and (3) attending sessions for the general purpose of cultural enrichment. Thomas D. Baily verified the soundness of these needs when he remarked: "Adult Education programs must recognise those broad areas of human interest and need by providing program activities designed to help adults improve themselves as individuals, as parents, as workers, and as citinens."1 Because adult education covers all aspects of living, it 1Thomas D. Baily, "The School Administrator's Responsi- bility for Providing an Adequate Program of Adult Education," School Life, (February, 1960), pp. 27-32. 2 enabled the writer to look at school problems as a whole. However, its extensive dimension does make the data cumbersome to handle in a single study. Knowles validates the breadth of education when he says: "The term adult education is used to convey three meanings. In its broadest meaning it describes the process by which men and women continue learning after their formal schooling is com- pleted. In this sense it includes all forms of experience, reading, listening, traveling and conversing-~that are engaged in by nature people for the purpose of learning. In its more technical sense, adult education describes a set of organized activities for mature men and women carried on by a wide vari- ety of institutions for the accomplishment of specific educa- tional objectives. A third meaning combines all the processes and activities of adult education into the idea of a movement or field. In this sense, adult education brings together into a definable social system all the individuals, institutions and associations concerned with the education of adults and portrays them as working toward such common goals as the import- ance of improving the methods and materials of adult learning, the extension of opportunities for adults to learn and the advancement of the general level of our culture."2 Concerning aims and goals, different authors have somewhat varied ideas as to the tasks the adult education program should perform. Some aims of adult education as seen by Liverright are: ‘Widespread establishment of informal adult education . . . cannot reverse the trend but it can help peeple to live with bigness more intelligently. . . . volunteer leaders can significantly help people acquire the wherewithall for informal intelligent decision making. Instead of keeping up with the Jonesos' (people) observe their neighbors and fellow workers carefully lest they step too far out of line, for with urbanization comes our accompanying drive for conformity and standardization. Individual differences, varying opinions and points of view are discouraged and frequently penalized. The trend toward spectatorship is fostered and developed in traditional schools and colleges, where major emphasis is placed on classes in which students imbibe information from the teachero-there they are trained to be conformist specta- tors rather than thinking participants. ZM. S. Knowles, The Adult Education Movement 53 the U.S., (New York: Holt, Rinehart & Winston, 1962), pp. vi and vii. 3 Program goals fall on a continuum which moves from ego-involving and deep goals to simple and superficial ones. . . . The three kinds of programs which can be considered on a continuum are . . . attitudinal programs, understanding programs and skill progrmll. Some goals which will be examined in some detail are: Adult Education Goal I: Earning Credits for Formal Requirements Wide use is made of adult education courses in order to obtain ”paper credit" by which the adult may gain the privileges not otherwise obtainable to the individual. High School Graduation Adults from ages nineteen to seventy-five attend classes in local high school evening classes to gain diplomas because they have discovered that desirable promotions are unavailable without this distinction. Even more important, dropouts from high school have difficulty securing their first substantial position. If the supposition is correct that a high school diploma is mandatory for employment, then it should follow as an orderly sequence that the immediate minimal goal for out-of-school youth and adults should be a basic education through the twelfth grade. To say this is easier than to get a program actualized. Both individuals and institutions need to work toward such ends. As was stated in the 1965 State Department of Public Instruction Publication: The community, state, and nation should exercise strong leader- ship and urge local school districts to make basic education available, accessible, and flexible so that no matter where the individual mfiy reside, he will have the opportunity for self improvement. 31.1. Liverright, Strate es 3; Leadershi , (New York: Harper & Brothers, 1959). PP. , 7, 8, 9, and 10. TAlexander J. Kloster, State Department Newsletter, (Lansing, Michigan, 1965), p. u. 4 Another statement supporting the same view as previously stated was taken from a 1965 newsletter which was sent out to all Michigan Public School Superintendents by Acting State Superin- tendent, Alexander J. Kloster: "One of the most exciting areas of education in which work will be done this coming school year is the Adult Education program. The figures in relation to adult illiteracy is staggering. There are about 11.5 million adults in this country who have less than a sixth grade education. There are over 2.7 million adults who have never been to school at all. It is estimated that there are over 23 million adults who have never finished grade school."5 An active campaign was carried on from the White House which followed the same pattern as that on the state level. The following excerpts reveal this relationship:. "In October 1965, more than 10 million sixteen to twenty-four year old youths were out of school and in the work fozce. Over 3 million of them lacked a high school diploma." "Another 900,000 plus youngsters will be added to this growing battalion of dropouts this year unless the Nation mounts its forces to prevent this from happening. This grim fact haunts the Nation: By 1975, it is estimated there will be some 32 million adults in the labor force who didn't finish high school." General Education Development Tests Continuing on with the theme of fulfilling high school requirements, it should be noted that it is now possible to ful- fill high school requirements without formal high school work. In many school districts, high school diplomas or equivalency certificates may be issued to adults who have previously attended 51bid., p. 7. 6Text of Memorandum From the President for the Vice-Pres- ident on Summer Youth Opportunity Campaign, Office 23 the White Press Secretar , (San Antonio: August 15, 1966), p. 1. 7Youth Opportunity Back-to-School Campaign Fact Sheet, August 1966, p. 1. 5 [high school. Credit is usually granted in those sections of the General Education Development Tests successfully completed with an average standard score of #5 or above. Either the high school diploma or the high school equivalency certificate will allow the individual an opportunity to pursue college entrance. Licenses Another way for adults to qualify for work positions would be for them to pursue courses of study whereby they are granted licenses as real estate agents, insurance agents, practical nurses, OtCo Adult Education Goal II: Acquiring Skills for Specific Purposes One of the recognized goals of adult education is job upgrading; the learning of new skills for purposes of maintaining employment in the changing scientific, technological and automated era, and education leading to positions of greater responsibility in one's employment. As one can observe, this is not only bene- ficial to the individual, but to the state, the community, and the nation when citizens can perform services at a higher level of competency. United States Department of Labor Statements in Bulletin lh50 of the Department of Labor are: 1. Job opportunities generally will increase fastest in the occupations requiring the most education and training. 2. Unemployment rates are highest gor young workers and for those with the least schooling. 8United States Department of Labor, Occupational Outlook Handbook, 1966-67, Bulletin lh50, (Washington: Government Printing 0,116., 1966), PP. 16-18e 6 Proggams Administered By the U. 8. Office of Education, 1966 The following programs and purposes have been initiated on the federal level to meet the skill needs of individuals, communities, states, and the nation:9 Progpam Smith Hughes Act Georg! Borden Act Io TiteI be ’1th II c. Title III Vocational Education Act1 1963 a. Research and Training b. Work-Study Programs c. Residential Schools Manppwzr Development Trainipg .2. Title IV Graduate Fellowships Title VB Counseligg Institutes Title VI Langpage and Area Centers a. Foreign Language Fellowships Purpose Provide for vocational educa- tion and teacher training in agriculture, training and industry, and home economics. Extend the Smith Hughes Act to include distributive occupations, fishery trades, and vocational guidance. Develop training programs for health occupations. Train highly skilled technicians Maintain, extend and improve vocational education programs. Develop research and training programs and experimental and pilot programs for special needs. Provide part-time employment for young people to help then begin or continue vocational training. Prepare young people for employ- ment. Train skilled workers in all sections of the nation. Prepare more teachers. Importance of improving the qual- ifications of guidance workers and counselors in college and schools. Training college teachers of modern foreign language and area studies. 9United States 0211.. of Health, Education and Welfare, Federal Money Office of Education, Fiscal Year for Education: Pro ans Administered 21 the U. . 1266, Superintendent of Documents no. rs 5510:1005i;'(wiifiiiétonz Government Printing 0211... 1965). 7 Title II Institute for Advanced an: Education of Handica ed, PL-88-16E, Title III a. Teacher Training NDEA related Fulbright-Hales Fellowship a. Foreign Language training area studies for faculty members b. Elementary and secondary school teachers c. Seminars d. Curriculum Specialists Economic OpportunityAct1 196k a. College Work-Study Program b. Adult Basic Education Cuban Refugge Progpam a. Professional Program of Training Classes in Industpl and Business Improve the qualifications of elementary and secondary school teachers. Prepare teachers and others who work with handicapped. Improve the competence of prospective teachers of modern foreign language and area studies. Improve the competence of faculty members of NDEA language and area study centers. Improve the competence of elementary and secondary school teachers and area study centers. Improve the competence of elementary and secondary school teachers. Provide foreign curriculum specialists to United States schools to help strengthen language area studies programs. Provide part-time employment for college students. Provide literacy programs for adults to help then obtain employment. Provide refresher courses for physicians and teachers. "The notion that education ends with a college degree is completely untenable in industry today.nlO When human beings are properly prepared and motivated, productivity need cause little worry. As business sees it, their problems today demand an 1°Harold F. Clark & Harold S. Sloan, Classes $3 the Factories, (Farleigh Dickinson University, 1960), p. 9. 8 understanding of history, literature and philosophy quite as much as technology and management. Most corporations now conduct an educational program entirely within the jurisdiction of the corpor- ation as well as one carried on outside of its jurisdiction in one or more colleges or universities.11 Classes in the Military Near Port Washington, Long Island, is an almost fantastic institution, the Naval Training Device Center, employing some 600 engineers, psychologists, scientists, and educators, devoted entirely to the creation of devices to facilitate teaching. The center has pioneered in a system known as synthetic training, util- izing a synthetic training machine that simulates actual operating conditions. The annual budget at Port Washington is over 60 mil- lion dollars. Learning by doing seems to be the cardinal principle in the Armed Forces Training and Teaching.12 Adult Uses of Education "For the first time in the history of civilization, the time of drastic cultural change has been telescoped into less than the life time of the individual. The current generation of mature adults now represents the first generation faced with managing a culture different in 5122 than the one originally transmitted to them. The consequences of this new fact of life is such that the well edu- cated youth of today is an obsolete man tomorrow. The implication of this sudden turn in the tide of civilization is clear; a society 111bid., pp. 9-1h. 12Harold F. Clark & Harold S. Sloan, Classrooms ip the Militarl, (New York: Teachers College, Columbia University, 196h), Pp. -9h'o 9 that makes its educational investment almost entirely in children and youth is on the way to becoming obsolete and is reducing its chances for survival."13 According to the National Opinion Research Center's recent survey of participation in adult education, the response to this new fact of living is already becoming impressive. 1. Of the llh million adults that were identified in the survey, 3#% of them took adult courses which were purely vocational: 2. Courses were more practical than academic and theoretical: dealt more with skills than knowledge or values: 3. Some 56% of the students attended classes for their educa- tion and job preparation; 6. Persons with higher social economic status were more likely to study for advancements on the job, and to improve leisure time; those with lower status more concerned with getting new jobs, and home and family living and less with leisure time: 5. Interest in adult education offerings increased with the amount of education: 6. It is estimated that there will be more than 50% mare persons participating in adult education by 1982.1 From an examination of the various functions of adult edu- cation, it was apparent that the most current crucial needs of the individual, community, state, and nation were not being met by that institution. Surely, there is little doubt that much of today's social unrest is the result of a steady decrease in the availability of jobs for the unskilled, and a simultaneous increase in the number of people who are totally unprepared to meet the demands of skilled employment in this technological age. The roster of reasons is 13Howard Y. McClusy, ”Adult Education, Schooling and the Learning Society," Text given at Mott seminar, February 25, 1966, 1). 3e lthid., pp. 3-u. 10 familiar: the advance of automation on all fronts--business, industry, and agriculture; the disappearance of whole occupa- tional categories; the increase of technical content in many surviving occupations: and the obsolescence of skills within 'occupational categories. The need for adult education has taken on still another dimension in recent times. Jobs now require more mental capabil- ity to supplement and complement physical skills. More training is needed because there are higher educational standards required for entry into a field. And last but not least. workmen must be retrained at least three to six times during their working life- timo to meet the ever increasing changes in the industrial world. These all tend to sharpen the line between idleness and employment, dependence and independence, hopelessness and ful- fillment of life's purposes. The trouble with the analysis, however, is that it places the blame on the job, the market, society, everywhere but the schools where some of the responsi- bility must assuredly rest as well. The primary reason that there are more unskilled people competing for fewer jobs within their capabilities is that the schools have failed to prepare them for today's world of work. Undoubtedly, there are other culprits that might be identified such as the failure of the apprenticeship system's instructional programs, obsolete content in preparation programs, restrictive union practices and the like. Surely, the primary responsibility for insuring that adults are prepared to function productively in adult life lies with the educational system, from kindergarten through adult programs. 11 Adult Education Goal III: Cultural Enrichment There is little question about the widespread use of adult education facilities for cake decoration, model construction, art, foreign language, sewing, literature, dance, music, etc. Design of the Research The intent of the study was to identify national, state, and local employment needs and opportunities and then seek to discover whether preparation programs are offered in twenty-four selected cities in the states of Illinois, Indiana, Michigan, and ‘Wisconsin which most meet these employment needs. 1. 2. 3. h. 5. The study utilizes the following sources of information: Data were gathered from the Occupational Handbook of 1266-62 and the Adult Education Association since ii... are the major sources of information which reveal the employment needs of the nation and the adult education programs of the country. Adult Education publications were reviewed to find ways and means that adult education programs can meet the employment opportunities in the community, state, and the nation. Employment commissions were surveyed in the cities of selected urban areas to discover local employment needs. Interviews sought the commission's views of its need for cooperation and coordination with local, state, and national agencies in aiding the local employment situations. Views were also sought which would indicate the commis- sion's ideas concerning the use of federal funds by adult education authorities. Opinions were also requested by questioning the employment officials concerning the needs of the unemployed youth of the commission's service area. A labor market analyst and the office manager were inter- viewed at each employment center Adult education programs were surveyed in each of the twenty-four communities to reveal the kinds of educational and job preparation opportunities available. 12 6. The programs were compared (in nature, type, number of offerings, objectives and people affected) with local, state, and national employment needs. 7. People interviewed in the various adult education pro- grams included the Director of Adult Education, Super- visor of Mechanical Skills, Supervisor of Vocational Education and Retraining, Supervisor of Basic Education, Supervisor of Reading Improvement Services, Supervisor of Business Education, and the Supervisor of Vocational and Technical Education. Limitations of the Study A quotation from Good and Scates is given below: "The social survey provides a cooperative undertaking that applies research techniques to study and diagnose a current social problem, situation, or population, within definite geographical limits and bearings, with a concern for the formulation of a constructive program of social reform and amelioration. The intellectual processes are in part similar to the methodology of the many other research approaches: namely, determining the purpose and defining the problem, analysis of the problem in the form of a schedule for col- lecting data, examination of documentary sources. the neces- sary field work to gather the data called for by the schedules and analyfgs, interpretation and sometimes application of the results." This investigation was a social survey, providing the essential ingredients necessary for research. This method seemed most appropriate for the kind of information that was desired. It dealt with a current social problem, and major concern was given to seeking answers that could be used to bring about revision and/or modification of present adult education programs. The people interviewed were asked a series of questions which related to certain aspects of adult education. 15Carter V. Good and Douglas E. Scates, Methods of Research, (New York: Appleton-Century Crofts, Inc., 195k), pp. 559:560. 13 Twenty-four urban communities' adult education programs were studied in order to discover whether in the Opinion of adult educators: (1) Adults were being identified who were in need of additional educational and job preparation prbgrams; (2) there was any involvement between local, state, and national agencies in the planning of adult education programs; (3) job preparation programs were developed around the known employment needs of the community, state, and nation; (A) the basis for new programs offered adults since the advent of federal aid was related to employment needs: (5) any conflict existed between adult education programs and employment commissions in meeting adult employment needs as related to adult education programs; and (6) general and specific objectives were clearly conceived in order to meet the educational and job preparation needs of the participants. The cities surveyed were: Illinois-~Aurora, Cicero, Evanston, and Rockford; Indiana-~Fort Wayne, South Bend, Gary, and Hammond: Michigano-Ann Arbor, Dearborn, Flint, Grand Rapids, Kalamazoo, Lansing, Livonia, Pontiac, Royal Oak, Saginaw, St. Claire Shores, and Warren; Wisconsino-Kenosha, Madison, Racine, and West Allis. In order to discover individual employment needs in the local cities, the twenty-four employment commissions were also surveyed. Definition of Terms The terms used in this study with specific meanings are defined as follows: Adult--a person who has come into the stage of life in which he has assumed responsibility for himself and usually for others 1k and who has concurrently accepted a functionally productive role in his community."16 Adult Education--activities with an educational purpose that are carried on by people engaged in the ordinary business of 11:.."17 Educational Objectives--ends toward which educational efforts ought to be directed. The Twenpy:four Urban Communities--a case study area in which the total study was concerned with the following cities: Illin- ois--Aurora, Cicero, Evanston, and Rockford: Indiana--Fort Wayne, Gary, Hammond, and South Bend: Michigan--Ann Arbor, Dearborn, Flint, Grand Rapids, Lansing, Kalamazoo, Livonia, Pontiac, Royal Oak, Saginaw, St. Claire Shores, and Warren; Wisconsin--Kenosha, Madison, Racine, and West Allis 16Coolie Verner, "Definition of Terms," Adult Education Outlineslpg‘pp Emerging Field of University Stud , (New York: Adult Education Association, 196“ , p. 29. 17Hartley C. Grattan, Ip Quest 3; Knowled e, (New York: Association Press, 1955), p. 3. CHAPTERII REVIEWOF‘IHELITERATURE The ultimate purpose of the present investigation was to contribute to the knowledge of how well adult education programs are meeting the educational and job preparation needs of individuals as they exist at the present time in the United States. This chapter reports on the review of recent literature related to: A. National hployment Needs; B. Current Adult Education Programs 3 and 0. Adult Educatim Objectives. A. NATIONAL EMPLOYMENT NEEDS m‘ornt: o o oA Kg to M 1m. United States econonv is amazingly diversified with no single industry dominant today. This has not always been true in this nation. The move toward diversification has been a long slow process.1 Our econouc systmn has been plagued with depressions and reces- sions during the nineteenth century when it was dominated by agriculture. men demand for food here in this country and abroad was good, our country had prosperous times: when it was not good, depressions occurred.2 Agriculture remains important to our overall econow, but even when coupled with manufacturing—our major source of employment, the two sources account for only 35% of all jobs. Employment today is so widely lane“. Technical 0.1.1.3. swim a Trendp__andegggss,1266, Toledo: Century Press, Inc., 196574 chart by Litho 13" 0.3.1. 2mm. 15 16 dispersed among trade, services, government, construction, and other sources that only a widespread reversal which affects almost every segment of the economy can cause serious difficulty.3 Robert M. Solow, a professor of economcs at M.I.T., relates the following concepts concerning employment in this age of technology: ...For the whole private ooonow, between 1909 and 1964, output per man hour was rising at about 25 a year. This means that one mm hour or hour of work can produce has boonddoubling on the average every 30 years since 1909. ...Fbr the first 50 years of the century, then, output per man hour doubled about every 36 years 3 since 1957 it has been doubling about every 21. years, at least mtil the '60's. . . .111. appropriate remedy for excessive unemployment in our society is, generally speaking: (1) fiscal and monetary policy requiring the Federal Government either to create markets by expanding the amunt of purchasing power in private hands by tax reduction, and/or to ease credit conditions, thus stimulating expenditures by business, by home buyers, by consumers buying durable goods, and by state and local governments; (2) direct government purchases of goods and MOOOo In the American economy in the past six years and more particularly in the past two years, there has been a sustained improvement in the Cplment and unemployment totals. It has been brought about pri- nrily by operating on the general level of expenditures from consumers, from business fins, and to a considerable extent from all levels of government. ...How do we know that the unemployment rate now or even when it is higher does not represent, in effect, permanent unemployability? How do we knew that it is not a misnmtch between the kinds of skills , education and training industry wants and the kind the unemployed offer? It is possible to argue that the unemployed we now have do not represent real capacity and that the demand for skilled labor has outrun its supply and has generated bottlenecks. The evidence for this " structural unemployment" hypothesis is the heavy concentration of unemployment among people with fuility of skills and little education. ...One can imagine the whole labor force arrayed in order of desire- ability to employers—the college graduates, the well-trained people near the front: those with loss education, loss training, less in thewayof skill comingbehind thug andat theondofthe line the high school dropouts, the Negroes, some (not all) women, older people. hiployers are certainly going to hire fra the front of the line. may will hire as far down the line as they have to in order to meet their need. The higher the dennd for labor, the farther down the line they will go. his. 17 ...So right down the line what has happened is exactly what one ought to expect to happen. Business has been good. Highly desirable employees are harder to find and so industry has moved down the line. ...This has an interesting consequence. It means that the reason uneducated people do so badly in our society, relatively spoaldng, is because there are so many educated people. As a result, at any given level of demand for labor, it is possible to fill met jobs with educated people. Every upgrading program of industry or the Department of Labor disadvantages those who renin untrained. ...Vmat has clearly happened in our eeonoey, is that industries employing educated, white collar, professional people, are expanding mre rapidly than other industries. me biggest such industry is education: but the same is true of other service industries. It is a good thing, by the way, because we supply so many more educated people than we used to. ...since we have the educated, they are hired in preference to the uneducated. ...ihen the margin of excess capacity has narrowed, as it has now done , the training and retraining operations of the Labor Department and of industry become extremely important. If skilled labor is scarce, American industry can generate a new upgrowth of supply by training, by abandoning standards that are not really relevant to the job, by all sorts of methods. 333; 3:33 cure canop about all _t_q the extent that 319.}; m force efforts _t_e;_ train a retrain able. 5mm in Manual Work Need; In a recent article by Isster Velie, he states that, "manual work is swiftly disappearing; only one-third of the working Americans presently labor at production jobs. The other two-thirds are largely in non-manual work; teaching or supervising us, doctoring us, selling things to us and entertaining us.”5 As Dr. Norman C. Harris sees it, the maps of the working world by 1970 will reveal: "At the top will be an estimated 18% of Americans who are engaged in professions which require four or more years of college. ‘Robert I. Solow, "Where the Jobs Go-and Where They Can. I'd-om," M (Her-J1me. 1967). mo 2-7- 5Loster 11.11., um». the Jobs Are," 3.; m age», Vol. 86, (January, 1965), p. 102. 18 Next, some 50$ of the work force will hold ”middle" manpower jobs ranging from seed-professional and technical to clerical and sales. These will require at least a high school diplonm and up to two years of college or technical training. Below will be an estimated 26% of the work force who are either high school or vocational school graduates who will be involved in doing the skilled work (carpentry, auto repair) or sod-skilled work (factory production, gas station tending). his leaves only 6% of the total force for the unskilled jobs that machines do and that require no more than a grade school education. Therefore, 91% of the future jobs will require at least a high school education or better."6 Ben B. Soligman, in an article entitled, Automation_§pgflgpg .Ltajg relates: "By 1963 the number of canputors in use in the United States had reached 20,000, and another 5,000 will be added by 1965. The Bureau of Labor Statistics estimated that this technological advance resulted in the loss of over one million jobs in manufacturing industries alone between 1953 and 1959. with prospects for the future looking even gloomior."7 Labor View; the Challgge to Education in a Mg World In a speech given by Walter P. Reuther in 1963 on the Harvard University campus, the following excerpts were recorded: "We all agree, I believe, that education, in the broadest sense andinthelongrun, isthekeytoourfuture, eventoour chances of having a future." ”The crisis in American education is both urgent and compelling and if bold and adequate action is further delayed, then the crisis of today may well be the catastrophe of tomorrow." 61bid., p. 103. 713m B. Seligmsn, Automation pad; the State, (New York: American Jewish Connittee, June, 196:, Vol. 37, no. 6), p. 1.9. 19 "One of the most conspicuous failures is in the creation of meaning- ful employment opportunities for all of our citizens able and willing to work. The inability to find suitable jobs is a serious affront to the human dignity and sense of purpose of millions of people. And it is morally reprehensible in that the sufferers are very largely the young, the aging and members of mnority, ethnic or racial groups who have lacked the organized means to do mch about their plight.“ "to. schools are deeply involved in this failure, for it is a failure not only to create employment but to prepare the rising generation and retrain the older men and women for competence in the new skills required by the new technology. Our schools are not now equipped to do this job. Our system of vocational training is obsolete." "he prole will continue to grow, for the relative importance of young people in the labor force is increasing. no number of workers 21. years of age or younger will rise 1.5% between 1960 and 1970, while the total labor force will grow less than one-fifth. The economic future of millions of these young people is bleak.“ "Of 26 million of them entering the labor force in the 1960' s, 7% million, or fully 30%, will have left school before graduating. Tm and one-half million of then will have dropped out before completing the eighth grade. Almost totally unprepared, they will be entering the scenery in which the need for unskilled will be stagnant, while the demand for clerical and sales workers and managers will rise 25% and jobs for professional and technical workers will rise 1.0133 The e t Need as Seen b the ont of Labor In 1939, the Dictiopg 9_f_ Ocmpgtional Titles (first edition) defined some 17,652 separate occupations. However, in 1965, Volume I of the Definition 3; Occuational Titles listed 21,741 occupations, or an increase of some A,289 new occupational listings in the twenty—six year period.9 The Occugtional Outlook Handbook, 1266-61 (Bulletin 11.50) relates that—”those industries that will be providing services will offer more jobs than those that provide goods."10 This is shown in Table 1. 8Walter P. Heather, Speech given by Walter Reuther at Harvard University, May 16, 1963, entitled: "n. Challenge to Education in a Changing World," pp. 1-3. 9United States Department of Labor, Dictiom _o_f_ Occu tional (Washington: Titlep: 1265, Definition; 9; Titleg, Edition, Vol. 1, U. 3. Government Printing Office, 1965 , p. xiii. 100.3. Government Bulletin 11.50, 93. 933., p. 12. e. 20 Table l . Industries Providing Services Offer More Jobs Than Those Providing Goods gillions to 35 30 25 20 15 10 5 0 Service Producin Industries , x--- \ a’ “ 'I an \~‘ - --‘ Goods Producing Industries llLLlllLllllllLlJ 1947 1950 1955 ~ 1950 196k 21 The Department of Labor, in making employment estimates for 1966-67 states that—"while the national employment estimates for the year 1975 will show a 25% rise, that the industry growth rates will show wide variances."11 This variable growth rate is reflected in Table 2. Another sweeping statement is also pointed to in the same pub- lication which states that—J'Job opportunities will increase fastest in occupations requiring the most education and training. ”12 Table 3 reveals the basis of this cementary. Tables I. and 5 taken out of context reveal the employment in major occupational groups and employment in major industrial groups. This information was based on 1961. employment statistics.” The final three tables show the significance of the changes expected in major accepted makeup of the national labor market by the year 1975 (Table 6); the fact that the unemployment rates are highest for young workers and those with the least amount of education (Table 7) 3 and a graphic expression of how unemployment hits hardest, those workers in the least skilled occupations (Table 8).1h In may, this forecast, made by the United States Department of Labor reveals that in proposticating the demands for certain kinds of workers, specific assumptions have to be made about general economic lovenents and broad national policy. he picture of the future as re- flected in this handbook is based on four fundamental assumptionszu 11:59., p. 13. 121333., p. 16. 13:933., p. 10. “gig” p. 18. 15933., p. 20. 22 Table 2 While Total Employment‘Will Go Up K-by 1975 Industry Growth Rates Will Vary Widely Projected Eaploxgent Growth no Less Than More Than Decline Industr Chan e Governaent , ;’ Services _. Contract Construction p Wholesale a Retail Trade a Finance, Ins. Real Estate V Manufacturing a? Transportation & Public Utili- ties ‘5 Mining ‘_____ Agriculture 23 Table 3 Job Opportunity Generally‘Will Increase Fastest in Occupations Requiring the Host Education & Training Projected Employment Growth No Less Than More Than Decline Industr Chan e Avera e Avera e Avera Professional, Technical & Kindred Workers ‘Y Service V Clerical V Skilled Managers, Officials, Proprietors Sales Semi-Skilled Laborers (non-farm) Pars 2# Table k Employment in Major Occupational Groups (Millions of Workers - 196k) Seni-Skilled Clerical Skilled Professional and Technical Proprietors and Managers (ex. pr. House) Services Sales Unskilled (except farm) Private Household rarners and Tarn Manager rarn Laborers and rarners 25 Table 5 Employment in Major Industry Groups (l96h) Manufacturing Trade Government Service and Miscellaneous agriculture Transportation and Public Utilities Construction Finance, Insurance. Real Estate Mining 26 Table 6 Changes in the Labor force, 1965-75 Number of Persons in Millions Labor Force Estimated Projected S of Change 1965 4:1975 l95§225 Age l# and over, both sexes 78.# 93.6 19.9 In formal education age range, le-Zh Men 10.5 13.9 32.0 Women 6.3 8.6 36.3 In Career Committment Age Range, 25-3h Men 10.? 15.0 #0.# Women h.2 6.1 #5.0 In Career Peak Range, 35-5h HUI 21o? 21.5 as Women 11.5 12.6 9.7 In Advanced Career Age Range. 55+ H.’ e 9e9 10o} Women h.6 6.0 32.# 27 Table 7 Unemployment Rates Are Highest For Toung‘Workers and For Those With the Least Schooling 18-2h Tears of Age - - - - - 25-5k Tears of Age Tears of Schoolin Com ent Rate - March l.6# Elementary Schooling Less than 8 years 8 Years High School 1-3 Years k Iears College 1-3 Years # or More o 5 10 15 20 (millions) 28 Table 8 Unemployment Hits Hardest Among Those in the Least Skilled Jobs 96 Unemployed - 1961+ 15 - PrOPPiOtOPB Officialfi ManaBers _ fiTechnical ‘ -Profcssional Heal... UClerical U sell... ed LSOrViCOB —0Perat0r3 _.L anunur.e r a 10- — 0 29 1. that high levels of economic activity and employment will be maintained over the long run even though there may be tempor- ary recessions; 2. that there will be no major war, but at the same time, the defense program will continue at about the current level; 3. that scientific and technological advances will continue; 1.. that the institutional and fundamental economic structure of the United States will not change significantly. In conclusion, the Handbook listed the following national employment needs and classifications that could very well be prepared for through adequate adult education programs. Service Occupations £00,000 per year Operatives 350,000 per year Clerical 300,000 per year Sales 250,000 per year Craftsmen 230,000 per year Mechanics and Repairmen 100,000 per year Unskilled 70,000 per year Banking 65,000 per year Insurance 65,000 per year Building Trades 50,000 per year Hotels 30,000 per year Aircraft, Missiles, Spacecraft 20-30,000 per year Electronics 28,000 per year Machine Operators 25,000 per year Manual Occupations 20,000 per year into Manufacturing 15,000 per year Iron and Steel Manufacturing 12.,000 per year Drivers 12,000 per year Tbundry 9,000 per year Printing 34,000 per year I'brgeshop 1,100 per year Radio and TV 1,000 per year These estimates reveal that a total of some 2,069,h00 Jobs will be available in these categories or classifications over the period of one year.16 30 B. CURRENT ADULT EDUCATION PROGRAMS Fortunately, the agencies and institutions attempting to meet the increasing educational needs and demnds of America's adults are many, varied, and versatile. But they operate and provide educational programs for adults without having either adequate knowledge of the comprehensive needs of adults or sufficient information about the total currieulnm that makes up the rather formless adult education enterprise in the United States. Thus, it is doubtful if the combined adult educa- tion offerings of all the adult education agencies in most comnities in the United States are sufficiently staffed and equipped to meet the challenges posed by the advances in such an industrial society." in extended review of the literature reveals that due to the speed and change of such a complicated society, little intensive research has been devoted to studying whether adult education programs are presently being related to the educational and Job preparational needs of indi- vidual co-unities. A concern about this problem was expressed as long ago as 1937 men A. Caswell Ellis remarked: "In the min, those of us in control of adult education are borrowing and drifting almost as unscientifically and unphilosophically as did the schoolmen of old. The multifarious educational activities that one comonly regarded as adult education have grown up, each in response to some specific demand at the time and place, usually with little or no consideration of its relation to the whole process of education or even to the other aspects of adult education. he aims are often narrow, while the methods and subject matter have been borrowed from some other already existing form of education. No serious continued effort has ever been made anywhere on earth to plan even for one mnall comaity a complete system of adult education 17.! ess Burkett, 'Conmrehensive, Programming for Life-Long Learning, " Adult Education, Vol. 10, No. 2: Winter 1960, pp. 116-121. 31 suited to the physical, psychological and social needs of adults, and properly related to the existing school system and civilisation of the tism. Beginnings in the study of adult education by scien- tific and philosophic methods have been made here and there, but the surface has barely been scratched."18 Interest about curriculum development and concern for more adequate knowledge about our present day curriculum of adult education continues to be of utmost importance to the field. This concern was expressed by film-man White, editor of Adult Education, when he intro- duced the autumn 1962 issue with these words: "The curriculum for the adult student body is incomplete, discontin- uous and unconnected. Consequently, curriculum developaent is one of the most fascinating opportunities in the entire field of adult education. And this is the focus of the current issue of our pro— fessional journal. The subject is presented from a variety of approaches by eight thoughtful contributors. " "nlese articles give a fair sampling of the careful thinking which some of our colleagues are giving to curriculum matters. Ieur study of them may lead you to fresh approaches to the development of objectives, the structuring of learning experiences and the evaluation of offerings. If they do, the curriculum for the adult student will become a bit more complete, more continuous, and better connected."l9 §tudiel Related to the Curriculum of Adult Education The present investigation was concerned with acquiring more knowledge about the present day curriculum of adult education in the United States. Therefore, the review of literature was limited to material published since 1950. e lat n Research Center St of Adult Education in M .0 .R.C. In the 11.0.3.0. national survey, the respondents reported the total outer and kind of adult education activities participated in lsCaswell 1. Ellis, "Problems in Adult Education Needing Study," one; m m '01- 46: October 9. 1937. p. A49. l9Thurman White, "Editor' s Notes,” Adul___t_ Education, Vol. 13, Ho. 1, Autumn 1962, p. 2. 32 between June 1961 and June 1962. One analysis performed by Johnstonezo was the analysis of ”...the total courses taken, and not the total moons who studied within each category“ of subject matter. According to Table 9 which reports the findings according to rank order emphasis of nine broad subject matter categories, the two most comonly reported kinds were "Vocational" and "Hobbies and Recreations." They accounted for slightly more than half of the total courses reported in the study. J ohnstone' s conclusions from findings are worth repeating here: ”It is quite clear from these findings that the major emphasis of adult education is on the practical rather than the academic; on the applied rather than the theoretical; and on. skills rather than knowledge or values. Subject matter directly useful to one's performance in the areas of work, family and social personal scale adjustment, for enmple, represent a significant proportion of the total activities. Taken together, the voactional, agricultural, home and family life, and personal development categories, which are much more representative of the realm of ideas and values, make up just 27% of the total courses. These results point strongly to the pragmatic qualifying quality of adult education."21 he United State Of cc of Educa n U S 0 E St of Public School Adult Education A recent comprehensive study of public school adult education which has relevance for the present study is Statistigg 3; £921}; School, Adult Education, 1258-52. It covered the school year, 1958-59, and was designed "to provide national estimates describing educational programs offered by local public school systems in continental United States."22 The results are based on over 99 percent return from a probability sample of 855 school systems in the United States having 150 pupils or to,“ w. 0. Johnston» mining: is. x A. mad; 9.; the Educational Pursuit; 9; Amerigg Adult Report , Chicago: N.O.H.C., University of Chicago, February, 19 3, p. 1.5. 211bid., p. 1.7. We v. Woodward, Statistic! 2; Public school Adult Education, 1958-59, Circular No. , Office of Education, U.S. Depart- ment of Health, Education and Welfare, Washington: United States Government Printing Office, 1961, p. 1. 33 Table 9 Types of Subject Matter Studied Through Adult Education Methods‘ Total Courses Percent of Categgrz of Subject Matter Reggrted Total Courses Vocational 2,22h 32 Hobbies and Recreations 1,322 19 General Education 850 12 Religion 810 12 Bone and Panily Life 795 12 Personal Develop-eat 377 5 Public Affairs and Current Events 235 3 Agriculture 73 1 Miscellaneous 182 _2 Total 37875 99 No Inter-ation at Total Courses Reported 3:39: ‘Taken fron Table 29, John'U.C. Johnstone, Volunteers 525 Learning -- A_Studz 2;,th: Educational Pursuits g; Auerican Adults, National Opinion Research Center. The University of Chicago, Chicago, Illinois, Report no. 89, February, 1963, p. #6. 3h more enrolled in elementary and secondary full-day time schools. Inas- nuch as a very high rate of return was secured by the survey, it is thought that the “report may be reasonably considered as a report of public school adult education in continental Uhited States."23 One of the things all schools were asked to do was to classify their adult education courses or classes according to the following 20 field classifications: 1. Anericanisation and citizenship 2. Literacy education 3. Elementary education A. High School academic education 5. Advanced (college level) academic education 6. Civic and public affairs 7. Personal development and group relationships 8. finally relationships ‘ 9. Homemaking and consumer education 10. Agricultural courses ll. Distributive education 12. Trade, industrial and technical education 13. Business education 11.. Fine arts 15. Techniques in practical arts and crafts 16. Health and Physical education 17 . Safety and driver education 18. Remedial education 19. In-service training for professional persons 20. Other Table 10 indicates clearly the preponderant vocational and practical nature of public school adult education in America. Whether one, considers the total numbers or percent of classes offered, the total enrollment in classes, or the total clock hours in session for classes, by fieldof instruction the same five fields ranked aucng the five highest on all these factors. These fields were: (1) Trade, Industrial and Technical Courses: (2) Homemaking and Consumer Education; (3) High school Academic Education; (1.) Business Education; and (5) Techniques in Practical 231b1d., p. 2. :‘UIII- ’ ls|0,-Isa.I'| II'-.|‘ - Abel-.. Unit .5 s.s-s.l'l‘ll’lt.- - U‘ 'AIPI 9° “rial . I I- . l‘lllll." II‘I and: Ho Eamon condensed. 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Those five fields accounted for more than two-thirds of the classes reported, more than three-fifths of the enrollment, and more than seventy-two percent of the total clock hours in session of the adult education classes offered by local school systus for the continental United States during the 1958-59 school year. One field of instruction alone—Trade, Industrial and Technical Courses—ao- eounted for mre than 35 Percent of the total clock hours in session. Based on the nunber of clock hours in session, the following six fields received less than one percent each of the total clock hours in session for adult education classes offered by local public school systems for the continental United States during the academic year, 1958-593 (1) Advanced Academic Education: (2) Civic and Public Affairs 3 (3) Personal Developnent and Group Relationships; (1.) Renedial Education; (5) In-service Training for Professional Persons; and (6) Others. e l ti Edu tion Association N E A 3 of Urban Pub School Adult Education A study which closely paralleled both in aims and coverage the one Just discussed was that conducted by the Division of Adult Educa- tion Service of the N.E.A. ngmgmwmw Edugtion 2.12.02!!! 2; 313 m £23.93: a questionnaire was sent to the superintendent of schools in all communities of 30,000 population and over and to one out of every five superintendents in commities of 2,500 to 30,000 population. Although published nine years before the U.S.0.E. study, many of the results of the N.E.i. study are similar. However, exact compar- isons cannot be made in some instances because somewhat different 3? curriculum areas or fields of instruction were utilized in the data collecting process. In the 1962 study the following curriculum areas were used in the questionnaire?“ 1. General academic education 2. Civic and public affairs education 3. Americanisation and eluentary education 1.. Fine arts 5. Practical arts and crafts 6. Oomercial and distributive education 7e Agriculture 8. Vocational and technical education other than agriculture 9. Homemaking education 10. Parent and family life education ll. Health and physical education 12. Self improvement 13. Recreational activities 14. Safety and driver education 15. Renedial special education 1‘s 0th.}? Some results that are pertinent to the present investigation are presented in Table 11. According to Table ll, four curriculum areas- cenercial and distributive education; vocational and technical education other than agriculture; general academic education 3 and homemaking educa- tion—composed 61.3 percent of the classes reported in equivalent cate- gories in the other study of public school adult education. ‘ The findings of the two studies with regard to the percentage distribution of classes according to fields of instruction mirrored each other so closely that the U.S.O.E. study was prompted to remark: "--the nest significant observation resulting from comparison of the class distributions for the two time periods is the striking similarity evident...1'he types of classes reported most frequently in 1950-51 were also offered in largest proportions in 1958-59; and in most fields the 2“Rational Education Association, Division of Adult Education Service, 5 Stud; 9_f_ Urban Public School Adult Education m 9_f_ _t_h_e United States, Washington: 1952. \ose.s.s00 .-.\ns.o|l is! 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S. . “goat. saws. 3335 as. v.33 5&8...— . 39 actual proportion has remained approximtely the sane."25 Several of the most striking findings reported in Table 11 concern the growth in the number of courses and the accompanying growth in enrol- ment in the curriculun areas of "Civic and Public Affairs Education" and Safety and Driver Education during the period 19464.7 to 1950-51. 1n. number of safety and driver education courses increased slightly more than six fold with an enrollment increase of 535 percent during the four year period. he increase in the War of civic and public affairs prograns we! second highest in percentage increase; the number of such classes increased nor. than A28 percent between 191.647 and 1950-51. But it should be noted that this mrriculm area in 1950-51 still constituted only h.6 percent of the adult education programs reported, which is considerably lore than the 0.8 percent recorded by the 0.8.0.13. study for 1958-59. The differences were probably due in part to the use of different definitions and criteria by the two studio» In any event, civic and public affairs educatien accounted for only a liner proportion of the total public school adult education curriculum in 1950-51. Another part of the N.E.A. study considered the overall aims or goals of public school adult education programs. Respondents were asked to check the three most important ails or goals from seven aims, six of which were specified in the questionnaire and a seventh category of ”Other“ allowed them to specify other aims in their own words. Respondents were also asked to double check one mjor goal. Some of the findings are presented in Table 12. According to Table 12, three Iajer goals of public school adult education in descending order of importance were: (1) To provide for 2W, 92. $3., p. 13. #0 Table 12 Aims of the Adult Education Programs of Urban Public Schools1 AIM PERCENT 1. Percent of cities reporting that the aim is one of the three most important aims: a. To train for vocational competence and economic efficiency 76.0 b. To provide for enrichment of life 66.6 c. To make adults aware of the civic responsibilities--personal, local, 61.1 national, world d. To supplement and broaden educational backgrounds #6.} e. To improve understanding of and adjustment to socio-economic trends 38.3 f. To promotezphysical and mental health 15.? g. Other aims 3.7 Number of cities reporting 350.0 2. Percent of cities reporting that the aim is the major goal of the adult education program: a. To provide for enrichment of life 30.2 b. To train for vocational competence and economic efficiency 27.0 c. To make adults aware of the civic responsibil- ities-~personal, local, national, world 26.6 d. To improve understanding of and adjustment to socio-economic trends 8.3 e. To supplement and broaden educational back- grounds 6.1 f. To promote3physical and mental health O.# 3. Other aims l.h number of cities reporting 278.0 1 Taken from Table 17, national Education Association (NBA). Division of Adult Education Service, A Studz_ of Urban Public School Adult Education Programs_ of the United States, NBA 1201 Simteenth N.U.,‘Uashington , D. 0., September, 1952, p. 30. 2Other aims reported are as follows: to acquaint parents with personnel and school program; to complete areas of interrupted education, self-realisation; homemaking skills, high school diploma, to reduce illiteracy; worthy use of leisure time: and to release nervous tension. 30ther major aims reported are as follows: self-realisa- tion and homemaking skills. Al enrichment of life 3 (2) To train for vocational competence and economic efficiency: and (3) To make adults aware of the civic responsibilities- personal, local, national, and world. no goal which was ranked first by the highest percentage of respondents is capable of many interpretations. It is difficult to translate it into specific educational objectives or to relate it to the various curriculum areas. It is interesting to note that the two goals or sins which received the second and third highest rankings received about the same number of responses, yet the program offerings in the curriculun areas most closely related to those two aims were vastly dif- ferent in nunber. C. ADULT EDUCATION OBJECTIVES Prior to beginning the review of this literature, two sets of criteria were established to guide the process. First, criteria were established to determine what literature to review. Secondly, criteria were established to govern the identification and selection of statements of educational objectives from the literature reviewed. Those two sets of criteria are outlined as follows: 1. Except for the exceptions noted, the review of literature encou- passed only materials published fro. 1960 to 1961. and included books, periodicals, monographs, bulletins, pamphlets, and other reputable printed sources. . 2. The review of current literature concentrated on the professional literature of adult education, meaning in general that writing done by adult educators for their professional colleagues, never- theless, considerable attention was also given to the professional literature of education in general. Some of this literature proved to be of such general application and has had such an influence on the thinking of adult educators about objectives that it would have been unifies to exclude it from consideration. 3. me review of literature was limited to,that professional litera- ture written by and for educators in the United States. #2 The Task; of Public Education as Identified by a 1260 51:29; at the University of adage A recent and somewhat unique contribution to the literature on sins and objectives of education was that reported by Downey in the - M 9; m Education. Downey's monograph actually reports the procedures and findings of three related doctoral dissertations done under the auspices of the Midwest Administration Center of the University of Chicago. no overall study had two broad purposes ; to identify the elements of the task of public education and to determine the extent to which the public perceived those elements to be important functions which the school should perform. his identification of the tasks of public education was achieved by Downey and his colleagues by a review and synthesis of many outstanding statements of the aims and objectives of public education, beginning with a statement by Horace Mann and concluding with a consideration of numerous contemporary statements. Using a fourfold classification of major ele- ments—the intellectual, the social, the personal, and the productive- Downey and his ce-workers finally arrived at the following synthesis of the tasks of public education at the secondary level::26 A. Intellectual moments 1. Possession of knowledge: Concepts: a fund of information 2. Commication of knowledge: Skills: 'ro acquire and transmit 3. Creation of Knowledge: Habits: Discrimination and imagination h. Desire for knowledge: Values: A love of truth B. Social Moments 1. Han to Man: Cooperation in day to day relations 2. Man to State: Civic rights and duties 3. Man to Country: loyalty to one's own country 1.. Man to World: Inter-relationships of peoples 26Laurence Hm. Downey, 9;; Tag 21; Public Education, 'me Perception; 31;; Peoge, Chicago: The Midwest Administration Center, University of Chicago, April, 1960, pp. 22-23. C. D. 1:3 Personal Elements . 1. Physical: Bodily health and development 2. Einotional: Mental health and stability 3. Ethical: Moral integrity , A. Aesthetic: Cultural and leisure pursuits . Productive Elements ‘ . . l. Vocation-selection: Information and guidance 2. Vocation-preparation: Training and placement 3. Home-Family: Housekeeping, do-it-yourself, family life 1.. Consumer: Personal buying, selling, investment Although this formlation resembles others that have been read, it is quite natural since it is said to be a synthesis of many other statusents. However, Downey suggests that the synthesis possessed some perhaps unique characteristics when he said: "his framework claims to include most of the important elements of education's task as suggested by previous foundations ; it claims that no one element is duplicated by any other : and it claims that each item is stated in such definite terms that there is little chance of overlapping or ambiguity among terlus.”2'7 Before Downey and his colleagues proceeded to use this for-nation to assess the public' a perception of the tasks of education, they felt it necessary to put the tasks into “lay" language readily understood by the general public. ‘ They revised the. sixteen tasks originally stated in the terminology of professional educators to read: 1. 2. 3. 1.. 5. 6. 7. 8. 9. 10. 11. A fund of information about many things. Efficient use of the 3 R' s-the basic tools for acquiring and communicating knowledge. he habit of weighing facts and imaginatively applying them to the solution of problems. A continuing desire of knowledge—the inquiring mind. A feeling for other people and the ability to live and work in harmony. An understanding of govemment and a sense of civic responsibility. loyalty to America and the American way of life. Knowledge of world affairs and the inter-relationships among people. A well cared for, well developed body. An nationally stable person, prepared for life' a reality. A sense of right and wrong—a mral standard of behavior. 27113141., D. 36s M. Enjoyment of cultural activities—the finer things of life. Information and guidance for wise occupational choice. Specialised training for placement in a specific job. no hmenaking and hancbman skills related to family life. Nanagusnt of personal finances and wise buying habits.28 The Broad Goal; of American Education According to Roderick Mr Frederick Mayer, the educational historian and philosopher, has said that the main aims of education can be sumarized under fifteen headings:29 1. 2. 3. h. 5. 6. 7. Reflective twat: attitude of objectivity whereby we formulate tentative theories and try to verify them in a laboratory manner. Ameciation of culture—a transvaluation of our attitudes whereby the arts and the humanities become a way of life and Develgment of crest ivitz—leading the student from passivity to activity, and from imitation to creativity, which demands not only insight, but concentration and dedication. Understandgg and mlication of scienceg—to give the student a balanced view of science, its possibilities, its limitations, and its methods. Contact with goat ideas—leading the student away from the imediate and giving him perspective regarding his own time and culture, emphasizing the ways and means through which life can be changed and improved. Moral and sgtual valueng a questioning spirit and an identification with the highest symbols of cultures. Fundamental sldg_l_1_g-imp1y more than a mastery of reading, . writing and arithmetic: they include an emphasis upon the 8. 9. 10. art of commication and the development of esthetic creativity. Vocational efficiengyg—a primary concern of modern education, but it should not be equated with economic success. Effective educating-implying a better adjustment to family life. Effective citizenship—implies more than the fulfillment of elementary political duties—it implies the need for tolerance and social justice and the development of a genuine social conscience. Edsel and mental health-emphasising the interdependence of the mind and body. PersOnalit interests—education ought to change our personality, it should make us more dynamic and fascinating. Permanent interestg—education ought to give us pernnent interests, it should imbue us with the adventure of knowledge, and ought to go beyond sports, movies, an active social life, etc. Charles 28Ibid. , p. 88. 29Frederick Mayor, A Hist _o_f_ Educational moms, (Columns: s. Merrill Books, Inc., 19%), pp. 17-30. 1:5 11:. Achievement of pace—any system of education which contributes to mistrust among nations and which glorifies chauvism and military force is to be condemned. 15. 'lhe pmetual renaissance of man—education indicates that man is the measure of the universe, that knowledge is an infinite process and that creativity must radiate and not be confined to a few. Statement; of Objectives from the 1260 Handbook of Adult Education in the We in. 1960 edition, like the 1950 edition of the Handbook _of Adult Eduggtion in t__h_e_ United State;, was not a particularly fruitful source of formal statements of the educational obj actives of contemporary adult education in the United States. Nevertheless, some attention was given to the subject by several of the contributors to the Handbook and their contributions are discussed below. me nearest thing to a comprehensive enumeration of the present day goals of American adult education found in the 1960 Handbook was that by Hallenbeck who said that present day American culture requires that adult education perform five essential functions:30 1. Emand communication skills. 2. Develop flexibility, the capacity for changes in all kinds of Way! by adults. 3. Improve human relations. 1.. Facilitate participation by adults in the cooperative life of the local, state, national, world comnities in which they live. 5. Expedite personal growth, by helping people want to grow as well as by providing the educational programs that will enable them to. enrich their lives. Another categorisation of the goals of adult education was that suggested by Knowles in the 1960 division of Part IV of the m Program Areas in Adult Education, into fourteen specific program areas. 3"winni- c. Hallenbeck, "n1. Function and Place of Adult Education in American Society," Handbook 2; Adult Education Q 3.1.1.9. United States, ed. Halo:- 8. Knowles, (Chicago: Adult Education Association of the USA, 1960), pp. 36-37. 46 A chapter was given over to a consideration of each of them as follows: 1. Academic education for adults 2. Education for the aging, 3. Commity development A. m'eative arts in Adult Education 5. Economic education for adults 6. Fundamental and literacy education for native and foreign born Mtge 7. Health education of the public 8. Home and family life education 9. Human relations and leadership training 10 . Lib oral adult education 11. Public affairs education 12. Adult recreation education 13. Science for adults 11.. Adult occupational education31 Only three of these chapters attempted an explicit formulation of the educational objectives for the program area with which it was concerned. ”are, in the chapter on “Economic Education for Adults," presented the findings from a questionnaire sent to adult education leaders. Respondents were asked to state the purpose of programs in economic education being conducted by their agency, organization, or institution. The findings from that questionnaire are too lengthy and repititious to include in this study. 32 Another program area for which definite objectives were outlined was fundamental and literacy education. According to Cass, the purposes and objectives of fundamental and literacy education are: 1. To provide instruction in the basic, fundamental skills and subject matter of elementary education. 2. To increase ability and skill in participation in community life and government. 3. To provide experience which will enable the adult to become an interested, alert, socially contributing member of his commity. A. 1'0 encourage the concept that naturalization is not the end but just the beginning of full citizenship. ”Knowles, 22. 313., pp. 393-550. ”Albert 1.. Ayers, “Economic Education for Adults, n Handbook 9_f_ Adult Education in the United States, ed. Malcolm S. Knowles, (Chicago: Adult Education Association of the USA, pp. LAO-1.51.. 1+7 5. To instill a desire for citizenship and active participation in conmnity life. 6. To create an awareness of the duties and responsibilities of citizens and non-citizens in the community, state, and nation. 7. To foster the belief that citizenship is not to be held lightly by virtue of birth; that it is a priceless possession containing a dual heritage of privilege and responsibility. 33 The third program area for which explicit objectives were iden- tified was science education for adults. White and Kelly suggested that adult science program usually attempt to develop: 1. A feeling for the historian's story of science; 2. An appreciation for the method of science/technology; 3. A working vocabulary of scientific terms; and It. A reasonable amount of scientific knowledge.34 In the section of the Handbook on "Institutional Programs and Resources," Liverright identified some objectives of higher adult educa- tion that were just being formulated at that time by several colleges and universities aromd the country, including California, Wisconsin, (micago, Syracuse, and Boston. At that writing it appeared as though the following were prominent among the emerging objectives of higher adult education: 1. Intellectual and aesthetic development of the individual adult . 2. Dissemination of newly discovered knowledge resulting from research activities within the university. 3. Utilization of university resources to facilitate citizen dis- cussion and decision making in public problems. 1.. Leadership training, program planning and educational aid to voluntary organizations. 5. Education about increasing problems of urbanization. 6. Dissemination of knowledge and information about crucial issues in the fields of local, national, and world affairs. 7. Stimulating of adults' desire to continue their education on their own. 8. Upgrading of scientific and technical personnel to meet the country's growing need for professional manpower. 33Angelica H. Case, "Fundamental and literacy Education for Native and Foreign Born Adults,' Hammock 2; Adult Education _i_n_ _t_h_e_ USA, ed. Malcolm S. Knowles, (Chicago: Adult Education Association of the USA): PP- ‘56-‘57. 3”bur-an White and Harry 0, Kelly, "Science for Adults," Handbook 2; Adult Education in _t_h_e_ fl, ed. Malcolm S. Knowles, (micago: Adult Education Association of the USA), p. h51. 1.8 9. Professional preparation of adult educators, especially for teachers of adults in public schools.35 A 1261 Stat-lent of the Objective; of Adult Education in the Public Schools A very recent statement of the adult education needs that should be met by the public schools is that agreed upon by the Joint Comittee of the American Association of School Administrators, the Council of thief State School Officers, the National Association of Public School Adult Educators and the National . Congress of Parents and Teachers. The Joint Oomitee said: the curriculum of adult education should serve a broad range of human educational needs. morefore, each school district independ— ently, or in cooperation one with another school district, volun- tary organizations and agencies, should provide a program of adult studies and educational activities designed to implement, in terms of adult education needs, the seven accepted cardinal principles of education by: Making available and helping to disseminate knowledge of the basic, as well as the newest developments in medicine, hygiene and nutri- tion to enable adults, their families and the connmnity to approach ' and amintain maxim physical, mental, and social 11mm. Providing opportunities for adults to complete academic programs, such as those leading to elementary or high school diplomas and the attainment of United States citizenship, thereby implementing the second cardinal principle of education: (DMD OF THE PUNDAMHWTAL PROCESSES . Assisting adults at various life-development stages to fulfill with increasing effectiveness the differing roles involved in DDR1!!! HOME MEMBERSHIP, including that of the older adult and of the retiree. Stimulating civic consciousness and the exercise of effective CITIZBISHIP responsibilities and by encouraging broader knowledge and wider interests on the part of all citizens. Promting the man: USE OF IESURE through opportunities to acquire recreational skills and to develop cultural and appreciative abilities. 35:. A. Liverright, "Adult Education in Colleges and Universities,” Handbook g_f_ Adult Education _i_n_ _t_h_e_ United S te ed. Malcolm S. Knowles, (micago: Adult Education Association of the USA , pp. 205-206. A9 Cooperating and contributing effectively, both directly and indirectly to individual and group efforts to strengthen the mom. CHARACTER of all citizens.36 his statement of the Joint Committee is a reaffirmation of the current relevance of the historic Cardinal Principles _o_f_ M Education. hie Joint Comittee has thus said that not only are the cardinal principles timely: they are also applicable to the field of adult education. Another implication of this 1961 statement is that the purposes of public school adult education are very diverse; indeed, they are essentially co-extensive with the purposes of the entire field of adult education. The Behaviofl Objectiveg of Selected Asmcts of liberal Adult Education According to a 19 1 Report A significant statement of the behavioral objectives of selected areas of liberal adult education is that reported by Miller and McGuire in Evaluam liberal Adult Education, a publication resulting from the continuing Evaluation Project of the Center for the Study of Liberal Education for Adults (C.S.L.E.A.). me C.S.L.E.A. Evaluation Project, in the early stages of its work, decided to concentrate on identifying the behavioral objectives of four major areas of adult liberal education: (1) the Political and Social area; (2) The Cominity Participation area; (3) he Moral and Ethical area; and (1.) The area or the Arts. he Project identified specific behavioral. objectives for each of the four major areas and defined the kinds of behavior to be achieved in relation to general content areas. specific issues or problems related to the general content areas were also identified. The evaluation 36.! oint Committee of the American Association of School Adminis- trators, Council of Qiief State School Officers, the National. Association of Public School Adult Educators and the National Congress of Parents and Teachers, Adult Education in the Publi §choolg, (Washington: National . Association of Public School Adult Educators, 1961) , no pagination. 50 project's results are presented below for four major areas of liberal adult education: 111E POLITICAL AND SOCIAL AREA The kinds of behavioral objectives to be achieved in relation to content areas or objectives: (1) Interests, (2) Knowledge, (3) understanding of Relationships. (A) Judgment, and (5) Values. he content objectives on which the behaviors are to operate: 1. Conformity and dissent 2. Organization and the individual 3. Impact of change A. Social organization and disorganisatien 5. Power and responsibility 6. Economic resources; allocation, distribution, stability 7. Intra-society relations 8. Inter-society relations THE cuuMnNIII PARTICIPATION AREA 'Pae kinds of behavioral objectives to be achieved in relation to content objectives: (1) Interest, (2) Knewl e, (3) Understanding , of relationships, (1.) Judgment, (5) Values, (6 Appreciation, and (7) Action skills. Ithe content objectives on which the behaviors are to operate: 1. Land use 2. Transportation and cenmunication 3e HOHSILRB A. Government and public services 5. Health and welfare services 6e Kantian 7. Law and law enforcement 8. Social organisation and differentiation 9. Production, consumption and work 10. Political participation 11. Mtural values 13. Recreation and leisure mmmmsmmma The kinds of behavioral objectives to be achieved in relation to contest objectives: (1) Interest, (2) Knowledge. (3) Understanding of Relationships, (1.) Judgment, and (5), Values. file content objectives on wish the behaviorsare to operate: 1. nature and source of Ian 2. Duty of mu ’ 3. Destiny of Ian A. Man's relation to other men 5. Han and the universe 51 'fi-IE AREA OF THE ARTS The kinds of behavioral objectives to be achieved in relation to content objectives: 1. The individual is able to recognise the events that are occur- ring, for example, that a poem has a certain beat, or that a particular effect related to the presence of alliteration, etc. 2. its individual can identify some pattern or order in these events, that the meter has regular pattem, or that a certain metaphor persists. 3. The individual can identify some of the consequences of this pattern of events as contrasted with some other pattern that might have been selected. lI-e The individual responds to or is sensitive to a wider, more complex range of possibilities, that is, he applies more sephisticated criteria to his examination of a work of art, for example, sensitivity to a certain style employed, or the use of a particular tradition, etc. 5. The individual is able to apply to the work a more sophisticated level of esthetic values, that is, he is increasingly able to make more sophisticated evaluations of works of art, or develops "better taste." 6. These increased skills abilities influence his own activity where he has opportunity for choice in this area. he content areas or objectives on which the behaviors are to operate: 1. The visual arts 2. The literary arts 3. me musical arts It. The performing arts37 The reader will notice that the specification of behavioral cate- gories for the arts area is somewhat different than for the other areas discussed. his resulted from several factors: First, as Miller and McGuire have said: "The previous three areas, whatever their differences, are all related in one way or another to the same phenomena, human behavior and the institutions arising out of humn social life. fine arts deal with created phenomena subject to widely different criteria, uploying tot different media, often in a distractingly idio- syncratic way. " 37am 1.. Miller and Christine a. McGuire, Evaluating Liberal gult Education (Chicago: Center for the Study of Liberal Education for Mlltl, 19 1 , We 1.3-1690 3mm" 1). us. 52 Secondly, exploration of this area was undertaken last and the findings were of a tentative nature at the time of publication. .the fiction; of Adult Education a; Eggested y a 1263 Bag; In a recently published essay on Some Reflections 9;; 20M Adult Education, London and Wenkert have suggested that adult education activities can be classified according to seven functions which they fulfill in our society at the present time: 1. Adult education made necessary by special occasions of societal dislocation—such as citizenship training in the past and occupational retraining at the present time, made necessary because of automation and occupational obsolescence. 2. Adult education which serves a remedial function—such as literacy education. 3. Adult education which is provided in connection with actual experience—such as on-the-job training, etc. It. Adult education which duplicates the instruction provided by the formal educational inst itutions—so that adults have the opportunity to gain systemtic instruction in I'academic" subjects after they have terminated their fomal education. 5. Adult education for purely vocational training, mch of which cannot be secured in formal educational instances. 6. Adult education which provides cultural materials and supports the values of education, learning, thinking, and reflection and promotes the fuller realisation of the individual as a human being and as a significant member of society. 7. Adult education which provides instruction for special interests—- such as religious education, hobbies, craft; and special skills such as the playing of msical instruments. 9 Governmen Gone for Adult Education Functio Aflrose Caliver and John B. Holden, in an article written in a 1957 publication entitled, Government's Concern £9; Adult Education, stated that the public school's responsibility is to initiate and provide for-a1 instmction and related services that adults need if they are to ”Jack London and Robert Wenkert, Some Reflection; 93 De Adult Edugtion, SRC Monograph No. K8 (Berkely: Survey Research Center, University of California, March, 1963 , pp. 22-21.. 53 develop and function effectively as workers, citizens and family members, etc.” A 1265, lmesig Related to Adult Education Objectives A doctoral thesis completed in 1964 by George Darrell Russell, relates that the third most frequent objective dealt with in his study of 265 adult education activities of the study was: Occupational preparation and/or In-service Education for a Specific Job or Vocation.“1 mAmrose Caliver and John B. Holden, ”Government's Concern for Adult Education,“ School Life, Vol. 39, J1me, 1957, pp. 5—6. “merge D. Russell, "The Development and Use of a Classification of Educational Objectives to Study the Objectives of Four Comnity Adult Education Agencies,“ (Doctoral ‘mesis, me University of Wisconsin, Hadison, Wisconsin, 1961.), p. 191. GIAPTER III PIANNING AND CONDUCTING um SURVEY his chapter is informative in nature and describes the way in which the study was planned and initiated. he characteristics of the questionnaire were examined. Because of the m rate of non-response (which is about 60%) of the questionnaire-type survey, this study encompassed the individual, structured interview. he means by which the instrument, used in the individual, structured interview was developed and protested, is explained. he latter section of the chapter relates how the respondents were chosen and depicts the typical interview held at an adult education center and an employment office. he _Igdividfl Structured Interview Either a questionnaire or an interview would be appropriate for a survey, and each has its advantages and drawbacks. A larger number of‘ people can be included in a questionnaire, but the rate of non-response (which is about 60%) presents a problem. One can never be certain that those answering the questionnaire are similar to those who did not answer and this bias cannot be eliminated.1 he interviews conducted in this survey did not have this JStephen B. Withey, “Survey Research(Methods," Engclopggia 9; Educational Research ed. Chester W. Harris New York: he MacnIillan COe, E9ES, Pe me 5h 55 disadvantage as nearly all of those contacted actually became respond- ents. It was also less complicated for the respondent to give informa- tion orally than in written form, and fewer people objected to this method. Another distinct advantage was that questions were asked and misunderstandings clarified during the interview. Good sunnarises the any superiorities of the interview over the questionnaire as follows: A resourceful interviewer with insight my produce certain favorable results not possible in the self-administering situation of the questionnaire, where the mistakes of the respondent have a quality of finality. For ennple , the interviewer nay—explain or amplify ‘ a given question, probe for clarification of an ambiguous answer or elaboration of a cryptic report, or even persuade the respondent to answer a question that he would otherwise amp.2 Because the benefits of personal contact would be lost through the group interview, individuals were selected for the personal inte1~ view. The introductory rmrks, the items and the response categories were the same for all respondents. This element of control made more meaningful the comparison of answers among different respondents. Devolo and Pro-Test the Instrument the development of the instrument to collect the data consti- tuted a most critical phase of the study. ‘me first task was to examine and establish guidelines by which the writer could select a limited number of activities to survey. For the it- to be indluded in the survey, it was decided that each category should be: 1. Clearly an area of interest to both the adult educator and employment representative; 2. as specific as possible, thereby reducing the chance of con- flicting interpretation s 3 3. supported by specialists in adult education and labor needs. Zeurtor v, Good, Introduction _tg Educational Research, (New York: Appleton-Century Crofts, Inc. , 19595, p. 208. 56 At this point, the instrument was not yet ready for utilization, even though the content had been thoughtfully selected and the questions carefully formlated. Withey referred to the elimination of errors as follows: ''One inevitably discovers that the best-designed series of questions still includes ambiguities. For this reason it is a standard practice to pro-test any instrument with a number of respondents so that these errors can be eliminated so far as possible." Withey recommended pre-testing' s second aim when he stated: "A second aim of pro-testing is to establish "fixed alternatives among which one may select an answer" that o for a suitable range of responses appropriate for the questions." withey discussed the open and depth interviews as follows: “A cannon compromise is to conduct open and depth interviews with a few subjects as an initial step. By this neana one obtains the typical fgames of reference held by the type of people being studied.“ mus trial interviews served the dual purpose of allowing con- fusing questions to be clarified and in permitting the categories of responses to be determined. Twenty trial interviews were actually conducted, primarily with «heaters associated with the Mott Internship Program, but also with several professors and graduate students at Michigan State University. mese interviews were similar to those eventually held, differing only by the cements nude by the interviewees on the questions, response categories and procedure. Valuable comparisons were made by using dif- ferent questions and alternate response categories with the same respond- out .0 BWithBy, 22o g-E‘ , ppe lithe-h9e l‘Ibide ’ D. We SIbid. , Po We 57 Bring the trial interviews, many revisions were made: some questions deleted, others added, sentences rephrased, and vague words replaced in the context. Finally, four main categories were decided upon for interviews held with employment representatives. A total of 68 questions was asked of adult educators, whereas, a total of L9 questions was asked the representatives of employment centers. (See Tables 13 and 11. for the complete list of the 68 and A9 questions). he response categories were frequently revised during the trial interviews. Finally, five were establidled, allowing four gra- dations of affirmative responses and one negative: Imperative, Very Desirable, Desirable, Permissible, and Undesirable. It is significant to note that while the questions and the response categories were being repeatedly modified during the initial interviews of the pro-testing, no suggestions for improvement were made during the actual collection of the data. his confimd to the inves- tigator that the questions had become sufficiently clear and the choice of responses adequate. Conduct the The Particifltg he intended first contact with the twenty-four urban commities' adult education offices cooperating in the study (see Appendix A) was made by a letter from Dr. Clyde M. Campbell to each Director of Adult Education (see Appendix B). From a pro—arranged schedule, the investigator met with the directors of adult education programs to explain the purpose and procedure of the study and initiate the interview with the director and other mowers of his staff. While in the connmnity, the investigator 58 Table 13 The Sixty-eight Activities of Adult Education Included in the Survey Section 1: Purposes of Adult Education "How important are the following adult education objectives to you: now would you rank each of then?" ‘ l. 2. 3. u. 5. 6. 7. to make adults aware of their civic responsibility to one another and to the community. To make adults economically more efficient. To develop adults with a sense of responsibility and knowledge of how to proceed in making personal adjustment to home life and family relationships. To promote health and physical fitness among adults. To provide adults with means for encouraging cultural develop- ment and an appreciation of the arts. To supplement and broaden educational backgrounds of adults. To provide adults with self-expressive opportunities by which they develop avocational interests. ”How would you rank the present adult education program in achieving the following objectives?" 1. 2. 3. 5. Assuring adequate opportunity for continuous education to all the adults of the community. Being conceived of individual and social needs and interests of the adults served. Providing a clearing house of information concerning all educa- tional and training opportunities available in the community. Provision of individual adult guidance and counseling in the ‘selection of adult training and educational activities. Provision of lay participation in the planning of the individual agency activity and in the construction of the community‘s overall program. 59 "What priority would you place relative to the current adult education program as concerns the following functions?" 1. 2. 3. h. 5. 7. Adult education made necessary by special occasions of societal dislocation-- such as occupational retraining made necessary by automation and occupational obsolescence. Adult education which serves a remedial function-- such as literacy education. Adult education which is provided in connection with actual experience-- such as on-the-job training. Adult education which duplicates the instruction provided by the formal educational institutions. Adult education for purely vocational training, much of which cannot be secured in formal educational situations. Adult education which provides cultural materials and supports the values of education, learning, thinking and reflection and promotes the fuller realisation of the individual as a signif- icant member of society. Adult education which promotes and provides instruction for special interests-- such as religious education, hobbies, crafts, and special skills. Section 2: Cooperation with other Agencies "how do you rank the need for cooperation and coordination of the adult education office with the following agencies?” 1. 2. 3. h. 5. The local office of economic opportunity the local employment security commission The manpower development and training commission The local (community, junior college, college, university) The local social welfare agencies "Bow do you rank the need for cooperation and coordination of the adult education office with the following agencies?" 1. 2. 3. The state department of public instruction officials who deal with adult education activities The state department superintendent of public instruction The state colleges and universities k. 5. The governor's office 60 The State Volunteer Service Council "How do you rank the need for cooperation and coordination of the adult education office with the following agencies?" 1. 2. 3. h. The national adult education association The U.S. Commissioner of Education The U.S. Department of Labor The U.S. Office of Economic Opportunity Section 3: Current Federal Programs "Phases of the adult education programs should be working in areas in which federal funds are being made available. How do you rank the federally funded programs offered through adult education that accomplish the following objectives?" 1. 2. 3. u. 5. 6. 7. 8. 9. 10. 11. 12. 13. 1“. Help prepare adults for industries which provide services. Help get adults into formal education courses—- continuous education. Help decrease the unemployment of young workers with the least amount of schooling. Help Help Help Help Help Help Help Help prepare prepare prepare prepare prepare prepare prepare prepare adults adults adults adults adults adults adults adults for more skilled jobs. for for for for for for for service occupations. operative occupations. clerical occupations. sales occupations. craftsmen occupations. mechanic and repair occupations. jobs requiring little skill by means of basic education courses. Help prepare adults for banking occupations. Help prepare adults for insurance occupations. Help prepare adults for hotel related activities and occupations. 61 Section h: Needs of the Unemployed "How would you rank the needs of the unemployed?" 1. 2. 3. h. 5. 6. 7. 8. In need of more formal education given by our present educational system. In need of additional skill training. In need of retraining for current job changes. In need of more job opportunities in the community. In need of more regular work habits. In need of training and education in developing positive work attitudes. In need of training and education in changing the individual value system. In need of free, varied, sequential adult education activities dealing with the development of work habits. 62 Table 1“ The Forty-nine Activities of Employment Centers Included in the Survey Section I: Cooperation with other Agencies ”How do you rank the need for cooperation and coordination of the employ-ent office with these agencies?" 1. 2. 3. u. 5. The local office of Economic Opportunity The local adult education office The Manpower Development and Training Commission The local (community, junior college, college, university) The local social welfare agencies "How do you rank the need for cooperation and coordination of the employment office with the following agencies?" 1. 2. 3. h. 5. The state department of public instruction officials who deal with adult education activities The state superintendent of public instruction The state colleges and universities The governor's office The State Volunteer Service Council ”How do you rank the need for cooperation and coordination of the employment office with the following agencies?" 1. 2. 3. u. The national adult education association The U.S. Commissioner of Education The U.S. Department of Labor The U.S. Office of Economic Opportunity 53 Section 2: Current Federal Programs "How would you rank the Manpower Development Training Program in accomplishing the following objectives?" 1. 2. 3. k. 5. 6. 7. 8. 9. 10. 11. 12. 13. 1‘}. Help prepare adults for industries which provide services. Help get adults into formal education courses-- continuous education. Help decrease the unemployment of young workers with the least amount of schooling. Help prepare adults for more skilled jobs. Help prepare adults for service occupations. Help prepare adults for operative occupations. Help prepare adults for clerical occupations. Help prepare adults for sales occupations. Help prepare adults for craftsmen occupations. Help prepare adults for mechanic and repair occupations. Help prepare adults for Jobs requiring little skill by means of basic education courses. Help prepare adults for banking occupations. Help prepare adults for insurance occupations. Help prepare adults for hotel related activities and occupa- tions. Section 3: Needs of the Unemployed "How would you rank the needs of the unemployed?" 1. 2. 3. h. 5. In need of more formal education given by our present educational systems In need of additional skill training In need of retraining for current Job changes In need of more Job Opportunities in the community In need of more regular work habits 7. 8. 61+ In need of training and education in developing positive work attitudes. In need of training and education in changing the individual value system. In need of free, sequential, varied adult education activities dealing with the development of work skills. 65 visited and conferred with the members of the employment centers to gather information from this source as well as the adult education centers. Interviews held in employment centers were quite uniform. Ihe office space provided by this organization was usually one large undivided office. The only exception was found in Detroit, Michigan, which served as a regional office for the cities of Dearborn, Livonia, Pontiac, Royal Oak, St. Claire Shores, and Warren. Table 15 shows the respondents listed by city. In only four instances were there found to be more than one person to interview in the adult education centers who had direct responsibility for the program. The exceptions were found in Ann Arbor, Michigan; Flint, Michigan; Kenosha, Wisconsin; and Madison, Wisconsin. Table 16 reveals the total list of respondents by city, name, and title. W Interviews held with adult education personnel sought data on the nature, type, number of offerings, objectives of the individual programs in each community and the total nunber of people affected or participating in the adult program. After this segment of the inter- view was completed, the respondent was handed a stacked pile of 68, 3 x 5 cards; on each was written a purpose of adult education; a func- tion of adult education; an objective of adult education; a name of an agency; or a need of the unemployed. (Table 13) Each section was preceded with a question. To further aid the respondent, Section 1 dealing with the m 2; Aggy Education were on green cards; Section 2 dealing with the Cooperation fl 213g; encies were on 66 Table 15 Employment Service Office Managers and Labor Market Analysts Aurora, Illinois Chicago, Illinois Detroit, Michigan Hvanston, Illinois Flint, Michigan Pt.‘Uayne, Indiana Gary , Indiana Grand Rapids, Michigan Hammond, Indiana Kalamazoo , Michigan Who COOperated in the Study John Forrster William May Hilliam Airhart Robert Gulloy Stanley Mayhouse S.C. Stearn Mayne Armstrong William Calendar Sidney Merar Paul Kimball Herman Kaplan Richard P. App Kenneth Johnson ‘Willian Johnson Mrs. Leon Earle Frank Christiansen Arthur Biddle Martin Laone Michael Holleen Robert Vegan Jacob Ponse Office Manager Labor Market Analyst Labor Market Analyst Labor Market Analyst Labor Market Analyst Director, Labor Market Analysts Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Kenosha, Wisconsin Madison, Wisconsin Milwaukee, Wisconsin Lansing, Michigan Racine, Wisconsin Rockford, Illinois Saginaw, Michigan South Bend, Indiana 67 K.J. Havanaugh A.C. Harp H.H. Forster J.B. Joyce Willett S. Main A.P. Coughlin Fred Hanses Paul Russell Henry J. Mathson E.J. Vosberg Walter D. Springer Mrs. R.D. Willis C.F. Sinclear William Meranda William Marker Keith Heckimann Jerald Hayner Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Labor Market Analyst Office Manager Director, MDTA Labor Market Analyst Office Manager Labor Market Analyst Office Manager Referral Officer, MDTA 68 Table 16 Additional Adult Education Personnel Flint, Michigan Iencsha, Wisconsin Madison, Wisconsin Who Cooperated in the Study Myrtle Black Charles Kempf Louis Schultz Byron Chapman Nick Manych Charles Clark Keith Stoehr E.E. Leschinsky Gould Morrison Director of Extended Services Director, Mechanical skills Director, Vocational & Technical Skills Director, Reading Improvement Services Coordinator, Basic Education Coordinator, Vocational Education Retraining Supervisor, Instructional Services Supervisor, Continuing Education Director, Vocational & Technical Train- ing 69 brown cards; Section 3 dealing with Current Federal Programs were on yellow cards; and Section A dealing with y_e_e_d_§_ p; the Ungmplozed were on blue cards. Each respondent was then requested to indicate his response by placing each of the 3 x 5 cards in one of five groups sig- nifying the response categories (Imperative, Very Desirable, Desirable, Permissible, and Undesirable) . The cards were then collected with the response category placed on top of the group of choices made by the respondent. he interviewer then placed a rubber band around each group and recorded the responses by section on an interview form (see Appendix 0). Interviews held with employment center personnel sought data initially on local employment needs. After a short period in which the purpose and procedure of the interview was explained, the respondent was given a stacked pile of 1.9 3 x 5 cards; on each was written a name of an agency; a function of adult education; or a need of the unemployed (Table 14). Each section was preceded with a question. To further aid the respondent, Section 1 dealing with Cooperation gi_t_h 92135 Agencies were on brown cards; Section 2 dealing with Current Federal Programs were on yellow cards; and Section 3 dealing with 119933 _o_f_ _t_h_e_ Unemployg were on blue cards. Identical procedures followed the interview that took place with the adult education directors. be following interview would be typical of the 38 interviews held in employment service offices in the four states: "Good day. My name is Kenn Ripple. I an a doctoral student at Michigan State University, presently on a Mott Fellowship in Flint, Michigan, and this interview is part of m doctoral study. I am talking with employment office managers and labor market analysts in each of twelve Michigan cities as well as four cities in Illinois, Indiana, and Wisconsin. Each of the cities I have selected has a 70 population ranging from 60,000 to 205,000. I am trying to determine their views on local employment needs as well as opinions dealing with the need for cooperation with other agencies, ideas concerning the use of federal funds, and views about the needs of the unemployed." "I am also interviewing adult education directors and staff members to discover the kinds of educational and job preparation opportunities that are available in their individual programs and then try to show how these programs either meet or do not meet the current employment n0aae“ "On this stack of multi-colored cards is written the name of an agency, a function of adult education or a need of the unemployed. I shall preface each section or subsection with a question. You will then place each card in one of the five piles which indicate your evalua- tion of it: Imperative, Very Desirable, Desirable, Permissible, or Undesirable." "nae main advantage of the card sorting method is that it allows a person the opportunity to set the question aside if he is unsure, or to switch easily from one answer to another if he does change his mind.” Similar interviews were held with the 35 officials in the twenty- four adult education centers. Naturally, the interview was re-structured toward the aims of the adult education officials. A total of 38 interviews were held in l9 employment service centers in four states, while a total of 35 interviews were held in the twenty-four adult education centers. The grand total of interviews held ‘33 73o 3.291;! This chapter explained how the study was planned and conducted. First, individual structured interview quickly was chosen as a method of gathering date. Next, the items were selected from the Occuational Handbook pf 1266-61 and various adult education literature; these were revised and modified with the use of the trial interview procedure. Following this, the adult education centers were contacted as were the employment service centers and the 72 interviews were held in twenty-four communities in the four state area. CHAPTERIV ANALYZING THE DATA GATHERED FROM SEIECTED ADULT EDUCATION CENTERS AND EMPLOYMENT SERVICE CENTERS his chapter has but one major purpose—to relate how the material gathered in the study was analysed by the writer. I . Adult Education Centers maid: of the Macs, Objective; and Functions of Adult Education Progflg Using the related literature referred to on pages 42-53, the investigator organised questions that would reflect the authorities' views concerning the purposes, objectives, and functions of current. adult education programs. The opinions of the various adult educators were then tabulated to indicate: (1) how important the objectives were to the individual adult educator; ( 2) how the individual would rank the adequacy of the current adult education program in meeting objectives; and (3) the priority placed on current adult education program functions. All of the purposes, objectives, and functions gathered from the literature were interrelated. The divisions were separated, however, only for the purpose of analysis. Since the twenty-four adult education centers were geographically set apart and the programs organized to meet varying needs, it was expected that the choices made would vary according to the individual situation and the specific interviewee involved. Moreover, the invest- igator could not be assured that the interviewee would assign the same 71 72 ranking to each category. Furthermore, the basis of selecting the purposes, objectives, and functions for use in the survey from the related literature in the adult education discipline provided the comparison as to whether the selected adult education centers were complying with national, state, or local purposes, objectives and functions. compliance with known national and state purposes, objectives, and functions was considered confirmed for any activity designated as Imperative by more than 50 percent of the 35 adult education respondents. Adult Education respondents were further classified by states and population. (Refer to Table 17, page 73). Compliance with known national and state purposes, et., was considered confirmed for any activity designated as Imperative by more than 50 percent of the respond- ents by states and by population. These numbers are made available to the reader on Table 17. Applzpis of the Need fer Cooperation With other Agenciep If the statement made by Knowles is valid that "...adult educa- tion brings together into a definable social system all the individuals, institutions and associations concerned with the education of adults and portrays them as working toward such common goals as the improvement of the methods and materials of adult learning..."1 then surveying adult educators as to the need for cooperation and coordination on a local, state, and national level should reveal whether such efforts actually exist in the selected twentyhfour communities. LKnowles, App, 5gp, 17A. 173. 73 Table 1? Composition of the Sample of 35 Adult Education Respondents g1 States Indiana Illinois Michigan Visconein Total QIPopulation 150,000 - 205,000 100,000 - 1h9,000 81,000 - 99,000 60,000 - 80,000 Total 19 _Z 35 8‘1!me 7!. Any need designated as Imperative by more than 50 percent of the adult educators on the composite total of 35 respondents or by like percentages on the state or population composite was considered as valid in light with Knowles' statement. Analysis of Meeting Moment Needs The Occupational Outlook Handbook, l966--672 was used as a primary source from which deployment needs were gathered. The occupa- tional shortages were used as a basis from which federal supported prograns could be organised by adult educators to train or retrain people to meet local, state, and national employment needs. Again, any adult education program judged as Imperative by more than 50 percent of the adult educators on the composite of 35 respondents or by similar percentages on the state or population composite was con- sidered as confirmation of the U.S. Labor Department data. Analysis of the Need; of the Unemplom In order to confirm two major ideas expressed in the Occuational Outlook Handbook, 1966-67 that: (1) "job opportunities will increase fastest in occupations requiring the most education and training" and (2) "unemployment hits hardest those workers in the least skilled occupa- tions. '3 Adult educators were polled in the twenty-four conmunities in order to discover whether they felt these needs were valid. Confirmation of the needs of the unemployed was regarded as positive when any need of the unemployed was designated as Imperative by more than 50 percent of the 35 respondents or by like percentages on the state and population composite. 20.3. Government Bulletin 11.50, _1_o_c. git. 3mm. 75 Analysis of Adult Education Programs Because of limitations of time and financial resources, a decision was made by the investigator to limit the study to only those adult education activities concerned with acquiring needed sldlls for specific vocational purposes. (Refer to page 5). All twenty-four communities were compared as to the type, nature, number of offerings and total number of adults affected. no comparison was made again on a total composite of the twenty- four adult education centers, by state, and by population. II. Employment Service Centers wrgs of the Need for Cooperation with other Agencieg Similar assumptions were made in handling the data gathered from employment centers as in dealing with the data from adult education centers. Since the local employment center was part of the total social system which is interested in having its job seekers maintain employment, it should, therefore, maintain a cooperative basis with other local, state, and nation- al agencies in order to attain its goal of total employment. Any need as signed as Imperative by more than 50 percent of the total 38 respondents or by over 50 percent of the state composite of employ- ment representatives interviewed as considered a valid need. (Refer to Table 18). An sis of Meet the 0 ant Needs In order to confirm the employment needs as revealed in the Occugtional Outlook Handbook, 1266-61, and to gather data related to the 76 Table 18 Composition of the Sample of 38 Employment Service Center Respondents g1 states Illinois 10 Indiana 8 Michigan 12 Wisconsin 8‘40. Total 77 import and influence of federally supported programs in meeting the employment and training needs of the locale and state, the employment offices were surveyed. Any program judged as Imperative by more than 50 percent of the total respondents or by more than 50 percent of each state composite was considered as validating the U.S. Department of Labor data. Analzpis of the Needs of the Unepplozed hployment centers all over the country, in every major city and in every state work daily and constantly to place and guide the unemployed. If any one source would know the needs of the unemployed, it would be this group of people. Using the statements expressed in the Occupational Outlook Handbook, 1266-61 that: (1) "job opportunities will increase fastest in occupations requiring the most education and training," and (2) "unusployment hits hardest those workers in the least skilled occupations“ the centers were surveyed to ”at. those statements. Confirmtion of the needs of the unemployed was regarded as positive when any need was identified as Imperative by more than 50 percent of the total 38 respondents or by the same percentage on the state com- ”Sites m: In this chapter, each of the selected adult education activities was classified from two perspectives: from the opinions received from adult educators and from the judgments received from representatives of the employment service centers. “mm. CHAPTER V FINDINGS CONCERNING THE OBJECTIVES AND FUNCTIONS OF CURRENT ADULT EDUCATION PRDGIAMS This chapter considered the results of the nineteen items in the interviews which were concerned with the objectives and functions of the twenty-four selected adult education programs. They are presented under three headings: importance of the objec- tives, achievement of current adult education objectives, and prior- ity of adult education functions. wrtance of the Objective! Only two of the objectives judged by the interviewees were concerned with acquiring skills for specific purposes. These were listed in Section 1, items 2 and 6 (see Table 13 , p. LB). Revealed in Table 19 are the respondents' opinions of the item, "to make adults economically more efficient." The opinions of all of the respondents are reported in Table 19A. From this it can be seen that only 20% viewed this objective as imperative, but 83% (20% 4 63%) of the respondents considered it was either imperative or very desirable. No one felt that the objective was undesirable. The effect by states on the opinions of the respondents is shown on Table 193. Adult educators f'trom Michigan viewed this objective as Imperative more frequently (27%) than did adult educa- tors from Illinois (0%), Indiana (20%), and Wisconsin (14%). 78 19A. 193. 190. 79 Table 19 Opinions of the 35 respondents of: "making adults economically more efficient." Respondents' opinions by response categories Response Categpries Rggpondents Percentage Imperative 7 20 Very Desirable 22 63 Desirable # ll Permissible 2 6 Undesirable _Q 0 35 100 Respondents designating the objective as imperative, by states States Respondents Percentage Illinois 0 of h 0 Indiana 1 of 5 20 Michigan 5 of 19 27 Nissonsin l of 7 1# Respondents designating the objective as imperative, by population Population Respondents Percentagp 150,000 to 205.000 2 of 12 17 100,000 to 1t9,000 0 of 7 0 81,000 to 99.000 3 of 8 37 60,000 to 80.000 2 of 8 25 7‘ I..- “ {ll 80 Table 190 reports imperative responses when the adult educators were divided into population groupings. A lesser proportion of educa- tors from communities of 100,000 to 149,000 (0%) and communities of 150,000 to 205,000 (17%) rated the item.imperative than did educators from commnities of 81,000 to 99,000 (37%) and educators from communi- ties of 60,000 to 80,000 (25%). The second objective pertaining to acquiring skills for specific purposes was "to supplement and broaden educational backgrounds of adults." As Table 20A relates, 23% of all respondents looked upon this objective as being imperative, while 63% considered it at least very desirable. When compared with the previous item, this represents an increase in one category (23% vs. 20%) and a decline in the other (63% ‘vs. 83%) with the percentage of undesirable responses remaining at 0%. When respondents were divided by states (Table 20B), it was found that a greater proportion of adult educators from the state of Illinois (50) thought the objective was imperative than did respondents from Indiana (0%). Michigan (27%), and Wisconsin (11.5%). When comparing these responses to those in Table 198, it can be seen that imperative responses by adult educators in Michigan and Wisconsin remained ident- ical (27%) and 14%) while adult educators in Illinois increased (0% and 50%) and adult educators in Indiana decreased (20% and 0%) in response. Table 200 shows the percentage of imperative responses by population of the twentyhfour communities of the sample: 150,000-205,000, (0%): 100,000-149,000. (29%): snow-99,000. (37%): and 60,000-80.000. (37%). By referring to Table 190, it can be seen that the percentage of imperative responses to the two objectives by adult educators in 20A. 203. 200. 81 Table 20 Opinions of the 35 respondents of: "supplementing and broadening educational backgrounds of adults." Respondents' opinions by response categories Response Cate‘gries Respondents Percentage Imperative 8 23 Very Desirable 1% #0 Desirable 8 23 Pernissible 5 1# Undesirable _9_ __9_ 35 100 Respondents designating the objective as inperative, by states States Respondents Percentage Illinois 2 of h 50 Indiana 0 of 5 0 Michigan 5 of 19 2? Visconsin 1 of 7 l# Respondents designating the objective as isperative, by population Population Respgndents Peroentagg 150,000 to 205,000 0 of 12 0 100,000 to lk9,000 2 of 7 29 81,000 to 99.000 3 of 8 3? 60,000 to 80,000 3 of 8 37 82 communities of 81,000-99,000 (37% vs. 37%) and communities of 60,000- eo,ooo (25% vs. 37%) was relatively similar, but that the other two communities' responses fluctuated; an increase of imperative responses by adult educators in coulnunities of 100,000-149,000 (0% vs. 29%) and a perceptible decline from.adult educators' responses in communities of 150,000—205,000 (17:: vs. 0%). Achievement of Current Adult Education Objectives Three items in the interview were concerned with how well the current adult education program achieved the objectives of acquiring skills for specific purposes. These were listed in Section 2, items 1, 2, and A (see Table 13, p. 58). Table 21A shows the opinions of all respondents concerning the importance as an imperative activity of adult education centers of ”assuring adequate opportunity for continuous education to all the adults of the community." A A0% total considered it imperative, and.nore than half of the adult education personnel (h0% + 26%) regarded it as being at least very desirable. Only 3% of the respondents looked upon this as undesirable. As Table 213 indicates, respondents by states rated the item highest in Indiana (80%) and lowest in Michigan (37%). Table 210 reports the opinions of adult educators by population. Adult educators in communities of 81,000 to 99,000 viewed this as imper- ative must often (75%), followed by communities of 60,000 to 80,000 (50%), then communities of 150,000 to 205,000 (25%), and finally cosmmities of 100,000 to 118,000 (11.35). 83 Table 21 Opinions of the 35 respondents of: "Assuring adequate opportunity for continuous education to all the adults of the community.” 21A. 213s 210s Respondents' opinions by response categories Response Categories Respgndents Percentagp Isperative l# #0 Very Desirable 9 26 Desirable 10 28 Persissible 1 3 Undesirable _l, __2 35 100 Respondents designating the objective as imperative, by states States Respondents Porcentagp Illinois 2 of h 50 Indiana 8 of 5 80 Michigan 7 of 19 37 Wisconsin 3 of 7 #3 Respondents designating the objective as imperative, by population Population Respondents Percentagp 150,000 to 205,000 3 of 12 25 100,000 to 189,000 1 of 7 1h 81,000 to 99.000 6 of 8 75 60,000 to 80,000 8 of 8 50 84 The second item pertaining to achievement of current adult education objectives was "being conceived of individual and social needs and interests of adults served" (see Table 22). The two objec- tives viewed in this section of the data are certainly related; e.g., provision of continuous education for all adults has to be related to meeting the needs of the adults of the conmmnity. Even with the resem- blance of the objectives, the reversal of respondent opinion toward than was unexpected. Conflicting percentages (17% and 10%) named the two objectives as imperative. However, continuous education was rated at least very desirable by 66% (1.0% 4 26%) of the respondents, while only 54% (17% + 37%) of them named imperative the individual needs. When imperative responses were considered for the two objectives by states, a decline was noted for Illinois (50% vs. 0%), Indiana 80% vs. 20%) and Michigan (37% vs. 16%). Only Wisconsin showed an increase in imperative responses “3% vs. 57%) . Table 230 shows the percentage of imperative responses by popula- tion: 150,000 to 205,000 (33%), 100,000 to 149,000 (11%), 81,000 to 99,000 (25%), and 60,000 to 80,000 (25%). By referring to Table 220, it can be seen that the percentage of imperative response to the two objectives by commities of 100,000 to 116,000 was identical (14%) but that the other three groupings declined in comunities of 150,000 to 205,000 (25% vs 8%) 81,000 to 99,000 (75% vs. 50%), and 60,000 to 80,000 (50% vs. 0%). no third item, alluding to achievement of current adult educa- tion objectives, was ”provision of individual adult guidance and coun- seling in the selection of adult training and educational activities.“ 85 Table 22 Opinions of the 35 respondents of: "Being conceived of individual 22A. 223. 220. and social needs and interests of adults served." Respondents' opinions by response categories Response Categories Respondents Percentage Imperative 6 17 Very Desirable 13 37 Desirable 13 37 Permissible 3 9 Undesirable _Q __Q 35 100 Respondents designating the objective as imperative, by states States Regpondents Percentage Illinois 0 of k 0 Indiana 1 of 5 20 Hichigan 3 of l9 16 Wisconsin # of 7 5? Respondents designating the objective as imperative, by population Population Respondents Percentage 150,000 to 205,000 1 of 12 8 100,000 to 189,000 1 of 7 1# 81,000 to 99,000 e of 8 50 60,000 to 80,000 0 of 8 0 86 In Table 23 is found the respondents' opinions of the third objective. Table 23A reveals that 26% of the respondents viewed this objective as imperative , but almost three-quarters (26% + 1.6%) of the respondents considered it either imperative or very desirable. None felt that provision of guidance in the selection of adult education activities was undesirable. The state response, however, as shown in Table 233 revealed that two states—Illinois and Indiana had no imperative responses (0%) while Michigan responded with 1.2% and Wisconsin with 11%. Table 230 relates that communities of 150,000 to 205 ,000 responded highest in the imperative category (33%), followed by com- munities of 81,000 to 99,000 and 60,000 to 80,000 (25%) and finally communities of 100,000 to 119,000 (14%). All three objectives were then compared from Tables 21, 22, and 23 in sequential order. Percentages (1.0%, 17%, and 26%) named the three objectives as imperative. Provision of guidance in the selection of adult activities was rated at least very desirable by 72% ( 26% 4 1.6%) of the respondents, followed by continuous education, 66% (1.0% 4' 26%) and then by individual needs, 511% (17% + 37%). When imperative responses were considered for the three objectives by states, Illinois showed a decline (50% vs. 0% vs. 0%); Indiana a de- cline (80% vs. 20% vs. 0%); Michigan fluctuated (37% vs. 16% vs. 1.2%) as did Wisconsin (1.3% vs. 57% vs. 11%). When grouped according to population, the three comparisons showed that colummities of 100 ,000 to 11,9,000 responded identically in their imperative response to the three objectives (11$) , but the other three population groupings fluctuated. 87 Table 23 Opinions of 35 respondents of: "provision of individual adult guidance and counseling in the selection of adult training and educational activities.” 23A. Respondents' opinions by response categories Response Categgries Respondents Percentagg Inperative 9 26 Very Desirable 16 #6 Desirable“ 8 23 Pernissible 2 5 Undesirable _Q 0 35 1'66 233. Respondents designating the objective as inperative, by states States Respondents Percentage Illinois 0 of h 0 Indiana 0 of 5 0 Michigan 8 of 19 #2 Wisconsin 1 of 7 1k 230. Respondents designating the objective as inperative, by population Population Respondents Percentage 150,000 to 205,000 k of 12 33 100,000 to lh9,000 1 of 7 1* 81,000 to 99.000 2 of 8 25 60,000 to 80,000 2 of 8 as 88 Priority of Adult Education Functions Two items in the interview were concerned with the adult education function of training and educating for specific skills. Table 211A shows the opinions of all respondents concerning the importance as a function of adult education of "providing adult education made necessary by special occasions of societal dislocation—such as occupational retraining made necessary by automation and occupational obsolescence." As can be seen, slightly over one-tenth (11%) regarded it as imperative, but nearly two-thirds considered it at least very desirable (11% + 1.9%). Only 3% of the respondents believed that this function was undesir- able. When respondents were grouped accordingly by states, (see Table 21.3), it was noted that only Michigan (16%) and Wisconsin (14%) rated this function as imperative. As Table 21.0 reveals, Opinions fluctuated by commity populations. A wide range of opinions (25%) separated all four groupings; the imperative responses by population being: 150,000 to 205,000, as; 100,000 to 119,000, 0%; 81,000 to 99,000, 25%; and 60,000 to 30,000, 13%. The second item in which opinions were sought concerned the importance as a function of "proffering adult education for purely vocational training, much of which cannot be secured in formal educational institutions. " 89 Table 2# Opinions of 35 respondents of: "Providing adult education nade necessary by special occasions of societal dislocation-- such as occupational retraining nade necessary by automation and occupa- tional obsolescence." ski. Respondents' opinions by response categories Response Categpries Respondents Percentage Inperative # 11 Very Desirable l7 #9 Desirable 12 3h Pernissible l 3 Undesirable .4; __3 35 100 2&3. Respondents designating the function as imperative, by states States Resppndents Percentagp Illinois 0 of h 0 Indiana 0 of 5 0 Michigan 3 of 19 16 Hiseonsin l of 7 lb zhc. Respondents designating the function as inperative, by pepulation Population Respondents Percentage 150,000 to 205,000 1 of 12 8 100,000 to lh9,000 O of 7 0 81,000 to 99,000 2 of 8 25 60,000 to 80,000 1 of 8 l3 90 Table 25A reports the opinions of all respondents concerning the importance as a function "purely vocational training." Nearly one-quarter (20%) looked upon this as imperative, and approximately three-quarters (71.%) viewed it as at least very desirable. (20% + 51%); (3%) thought it was undesirable. Compared with the opinions of the respondents of adult educators (Table 25A), these opinion percentages represented an increase of 9% in imperative responses (20% vs. 11$) and in those viewing it as at least very desirable (71.% vs. 60%); undesirable responses remained the same (3%). As Table 253 indicates, this function was rated as imperative more often in Wisconsin (29%), followed by Michigan (27%), Indiana 20%) and Illinois (0%). These findings revealed an increase in imperative responses in Wisconsin (29% vs 14%), Michigan (27% vs 16%), Indiana (20% vs 0%) over the imperative response indicated in Table 2&3. Illinois imperative response toward both functions remained constant (0%) . It may be noted from.Table 250 that adult educators judged this function as imperative much more frequently in comnunities of 150,000 to 205,000 (1.2%) than in oomunities of 100,000 to 115,000 (ll.%), commities of 60,000 to 80,000 (13%), and conmmities of 81,000 to 99,000 (0%). These findings were in sharp contrast to the previous function of “occupational retraining" where commnity population affected the opinions of the respondents very little (see Table 21.0). 91 Table 25 Opinions of 35 respondents of: "Providing adult education for purely vocational training, much of which cannot be secured in formal educational institutions." 251. Respondents' opinions by response categories Response Categpries Respondents Percentagp Imperative 7 20 Very Desirable 19 5h Desirable 5 1h Permissible 3 9 Undesirable _1 __2 35 100 253. Respondents designating the function as imperative, by states States Respondents Percentagp Illinois 0 ef # 0 Indiana 1 of 5 20 Michigan 5 of 19 27 Wisconsin 2 of 7 29 250. Respondents designating the function as imperative, by population Pepulatien Respondents Percentagp 150,000 to 205,000 5 of 12 #2 100,000 to 1k9,000 l of 7 1h 81,000 to 99.000 0 of 8 0 60,000 to 80,000 1 of 8 13 92 Examination of the Opinions Figure 1 sunnnarizes the opinions of all respondents for each of the seven selected educational objectives and functions concerning the twenty-four selected adult education programs. No activity was viewed as imperative by a majority of the respond- ents, the range being from 11% for "occupational retraining" to 1.0% for "continuous education." The average for the seven questions was 2201.%. Stated another way, on the average, one respondent in five thought the objectives and functions concerned with acquiring nulls for specific purposes were imperative. The importance of the seven adult education objectives and functions was not confirmed as none of them was judged imperative by a majority of the respondents. However, one must be cautious in interpreting these results and not confuse a failure to confirm an objective or function with a rejection of the adult education activity. In fact, adult educators clearly approved all of those activities; by adding the imperative and very desirable responses together, it can be seen that all seven of the objectives and functions were considered at least very desirable by a majority of respondents, the range being from 51.% for "individual needs" to 83% for "economically more efficient adults." The average of these two response categories for all seven objectives and functions was 67.4%, or two respondents in three thought that the adult education objectives and functions were at least very desirable. Another indicator of the adult educators' approval was the small number of negative responses, the rating of undesirable. 93 Making Adults economically more efficient Supplementing and broadening educational backgrounds of adults ' Assuring Adequate Opportunity for Continuous Education to all the Adults of the Conmunity Being conceived of individual and social needs and interests of adults served Provision of individual adult guidance and counseling in the selection of adult training and added educational activities. Adult education made necessary by special occasion of societal dislo cation—such as occupa- tional retraining made neces- sary by automation and occupa- tional obsolescence Adult education for purely vocational training, much of which cannot be secured in fermal educational institutions FIGURE L Opinions of all respondents concerning the importance of the seven adult education objectives and functions for twentyb fOur selected urban communities VII/Ill). Imperati“ - Permissible mm Very Desirable [ j Unde sirable :;1 _;§ Desirable 9h The range was from 0% for four objectives to 3% for "continuous education, occupational retraining, and vocational training," the average being 1.3% when these responses for all seven objectives and functions are averaged together. In other words, on the average, only one adult educator in ten judged these activities as'undesirable. Figure 2 shows the percentage of imperative responses for each of the seven adult education objectives and functions when the respondents were divided by states: Illinois, Indiana, Michigan, and Wisconsin. When the imperative responses for all seven objectives and functions were averaged together, 27.1% of the respondents fran Michigan believed these activities to be imperative followed by Wisconsin with 21.1%, Indiana with 20%, and Illinois with 14.3%. One may conclude from.this that those states ranking highest in imperative response tend to place a greater importance on acquiring skills for specific purposes. Respondents were also divided into four groups based on the population of the community they represented. Responses were considered confirmed for>any objective or function in which the percentage of imperative responses for any one population group exceeded each of the other three groups by at least 5 percent. As Figure 3 shows, this was true for every adult education objective or function in communities with a population of 81,000 to 99,000--with two exceptions. The results of the other three population groups were inconclusive. By averaging the imperative responses, the results were somewhat similar: communities with 81,000 to 99,000, 35.6%; 95 _ Egg U 53ng g HEbons u m m m S 8 r f 0 do. i. we _. H mongoose. oooogofie zooms 8.5 echo-bee sons chafing. on mock: a. Econome— a. unwashed a. «Hug a. weapon a fig N menace—demo on Henson—noose 8&9an Es scene can: sausages oeucogdou moo goodness no 950.3343 6% nominee 1.. mos mucus H Hoe sane... 83g on go wees. 96 § women. 98.8? _ 3.8? I 8.8? Freon . _ $.80 8.8o % of respondents m m noosoflopfie. enchants. confines: zone. can geese. s escapades v eooefiocfi zone cavemen—n on mosh—«e a. 3:00.505 a. Hogeoneu * 1...;pr * 0.9.me a. . . 3% u weeogomms on 33030:: angina .80 e305 .53.... 09330: 0303943 one $503.03 on E03340. .ow pom—Peace a. mac 3.980 P Hon sumo». Song on are Home. 97 communities with 60,000 to 80,000, 22.4%; communities with 150,000 to 205,000, 19%; and communities with 100,000 to 149,000, 12.1%. §EEE§£Z This chapter presented the results of seven items concerning the objectives and functions of the twentybfour selected adult education programs with regard to acquiring skills for specific purposes. They were presented under three headings: importance of the objectives, achievement of current adult education objectives, and priority of adult education functions. CHAPTERVI FINDINGS WNCERNmG mOPERATION WITH OTHER AGIWCIEES BY ADULT EDUCATION CENTERS AND EMPIDIMENT SERVICE COMMISSION CENTERS This chapter contains the findings of four items concerned with the need for the cooperation with other agencies by adult educators and enmloyment service comission officials which were included in the study. The agencies were of three types, each of which comprises a section of the chapter: local agencies, state agencies, and national agencies. A review of the literature supporting the need for coopera- tion can be found in the second section of Chapter II. Goomation with local Agencies 0f the one agency in which opinions were sought, a decided preference was shown by adult educators to cooperate and coordinate their activities with the "employment service commission" (Table 26). The cooperation was rated as imperative by 20% of a]. adult educator respondents for the local agency and as at least very desirable by 63% (20% + 1.3%) . For cooperation with the local "adult education office" the opinions of the 38 respondents from the employment service centers were less than favorable, only 14% viewed it as imperative, and less than one-third (14% + 16%) Judged it to be at least very desirable (Table 27). A still further decline in approval of the respondents from the uployment service conmissions is seen in Table 27B; whereas the adult educators (Table 268) ranked, on an average, imperative 98 99 Table 26 Opinions of the 35 respondents of: "the need for cooperation and coordination of the adult education office with the enployment service connission." 261. Respondents' opinions by response categories 263. Response Categgries Respondents Percentag: Inperative 7 20 Very Desirable 15 #3 Desirable 9 26 Pernissible # ll Undesirable _Q_ __Q 35 100 Respondents designating the ageney as inperative, by states States Illinois Indiana Michigan Wisconsin Respondents Percentagg 2 of h 50 l of 5 20 # of 19 21 1 of 7 1k 100 Table 27 Opinions of the 38 respondents of: "the need for cooperation and coordination of enploynent service connissions with the adult education office." 271. Respondents' opinions by response categories Response Categories Respondents Percentagp Inperative - 5 1h Very Desirable 6 16 Desirable l7 ht Pernissible 10 26 Undesirable ._0 __9_ 35 100 273. Respondents designating the agency as inperative, by states States Respondents Percentage Illinois 0 of 10 0 Indiana 0 of 8 0 Michigan 1 of 12 8 Hisconsin ' h of 8 50 101 28.8%, the employment officials, by states ranked, on an average 14. 5% the inmerative responses. Due to the fact that, in many instances, the employment cen- ters served many cities, no comparisons were made on the population base. Cooperation with State Agencie! This section deals with the one agency in the survey which was concerned with state adult education activities (Tables 28 and 29). The highest proportion of imperative responses received by "state department of public instruction" came from adult educators. A total percentage of 23% (Table 28A) and the sum of the imperative and very desirable responses nearly reached two-thirds (23% 4- 37%). On the other hand, the employment service officials avoided the imperative response (0%) , with only 16% believing the cooperation to be at least very desirable (Table 29A). Opinions of adult educators, by states, ranged from 0% (Indiana) to 50% (Illinois) with regard to imperative responses (Table 283); however, employment service officials in all states responded identically at 0% (Table 298). Cooperation with National Agenciel Cooperation with two national agencies in which opinions sought were: (1) the national adult education association, and (2) the U.S. Department of Labor. As can be seen in Tables 30 and 31, these two agencies were viewed similarily by adult education and employment service 102 Table 28 Opinions of the 35 respondents of: "the need for cooperation and coordination of the adult education office with the state department of public instruction officials who deal with adult education activities." 28A. Respendents' opinions by response categories Response Categpries Respondents Percentage Inperative 8 23 Very Desirable l3 3? Desirable 7 20 Permissible 7 20 Undesirable _Q __Q 35 100 283. Respondents designating the agency as inperative, by states States Respondents Percentage Illinois 2 of h 50 Indiana 0 of 5 0 Michigan # of 19 21 Hisconsin 2 of 7 29 103 Table 29 Opinions of the 38 respondents of: "the need for cooperation and coordination of the enploynent service connission with the state departnent of public instruction officials who deal with adult education activities." 29A. Respondents' opinions by response categories Response Categories Respondents Percentagp Inperative 0 0 Very Desirable 6 16 Desirable 10 27 Pernissible 19 #9 Undesirable 3; __§ 1 29B. Respondents designating the agency as inperative, by states Itates Respondents Percentagp Illinois 0 of 10 0 Indiana 0 of 8 0 Michigan 0 of 12 0 Wisconsin 0 of 8 O 101} Table 30 Opinions of the 35 respondents of: "the need for cooperation and coordination of the adult education office with the national adult 30A. SOB. education association." Respondents' opinions by response categories Response Categories Respondents Percentage Inperative l 3 Very Desirable it #0 Desirable 11 31 Pernissible 7 20 Undesirable _2_ _§ 35 100 Respondents designating the agency as inperative, by states States Respondents Percentagp Illinois 1 of t 25 Indiana 0 of 5 0 Michigan 0 of 19 O Visconsin 0 of 7 O 105 Table 31 Opinions of the 38 respondents of: "the need for cooperation and coordination of the enploynent service connission with the nation- al educational association." 311. Respondents' opinions by response categories Response Categories Respondents Percentage Inperative l 3 Very Desirable 1 3 Desirable h 10 Pernissible 19 5O Undesirable % _35 100 313. Respondents designating the agency as inperative, by states States Respondents Percentagp Illinois 0 of 10 0 Indiana 0 of 8 0 Michigan 1 of 12 8 Hisconsin 0 of 8 O 106 respondents, only one respondent in ten rating them as imperative. However, the adult educators (Table 30A) felt that the cooperation with the "national adult education association" was at least very desirable 1.3% (3% 4- 1.0%) 3 whereas, the respondents from the employ- ment service commission remained consistent with the very desirable rating (3% + 3%). See Table 31A. The effect by states on the opinions of respondents of both adult educators and employment service centers can be seen in Tables 303 and 313. With the exception of Illinois (25%), all of the adult educators felt that the cooperation with the "national adult education association" was not imperative (0%) . Employment service respondents rated the imperative response to cooperation with the "national adult education association" similarily (0%) with the exception of Michigan (8%). Mien adult educators viewed the need for cooperation with the "U.S. Department of Labor," only 9% responded with imperative (Table 32A) . Etnployment officials, on the other hand, judged the imperative response 12% (Table 33A). Adult educators rated this need at least very desirable 1.6% (9% 4 37%) as compared to employment officials' 76% (42% 4* 31$). I State opinions concerning the imperative response indicated that only Illinois (25%) and Wisconsin (57%) felt the need for cooperation of adult educators with the ”U.S. Department of Labor (Table 323). All but Indiana, however, ranked imperative the need for cooperation with the U.S. Dopartment of labor by employment officials. The opinions were: Wisconsin, 25%; Illinois, 40%; Michigan, 83% (Table 333). 107 Table 32 Opinions of 35 respondents of: "the need for cooperation and coordination of the adult education office with the 3.3. Depart- 32‘. 323. nent of Labor." Respondents' opinions by response categories Response Categpries Respondents Percentagp Inperative 3 9 Very Desirable 13 37 Desirable 12 3t Pernissible # 11 Undesirable _3 __2 35 100 Respondents designating the agency as inperative, by states States Respondents Percentagp Illinois 1 of h 25 Indiana 0 of 5 0 Michigan 0 of 19 0 Wisconsin # of 7 57 108 Table 33 Opinions of the 38 respondents of: "the need for cooperation and coordination of the enploynent service commission with the U.S. 33A- 333- Departnent of Labor." Respondents' opinions by response categories Response Categpries Respondents Percentagp Inperative 16 #2 Very Desirable 13 3t Desirable 8 21 Pernissible 1 3 Undesirable O O '58 _100 Respondents designating the agency as inperative, by states States Respondents Percentagp Illinois # of 10 #0 Indiana 0 of 8 0 Michigan 10 of 12 83 Wisconsin 2 of 8 25 109 When the results of the need for cooperation with the "national adult education association" are compared with the need for cooperation with the "U.S. Department of Labor," it can be seen that both the adult educators and employment service officials rated the "national adult education association" less frequently (3% and 3%) than the U.S. Department of Labor” (9% and 1.2%). Two conclusions may be drawn from these canparisons: first, although it may be argued that cooperation with national authorities and/or associations is a tradition and an urgent function of adult educators, the adult educators do not attach a high priority to than; secondly, adult educators do not accept as imperative the need for cooperating with the national groups who are constantly involved in forecasting employment and training needs for the country. Due to the lack of imperative response by adult educators for cooperation with the national adult education association and the 0.3. Department of Labor, the average for undesirable responses increased to 7.5%. Examination of the Opinions Figure l. sunnarized the percentage of imperative responses for each of the four agencies when the respondents were grouped as adult educators and employment service officials. As can be seen, neither the adult educators nor the ' employ- ment service officials confirmed that cooperation with any of the four agencies was deemed imperative. Yet, the percentage differences between adult educators' and employment Officials' imperative 110 responses of cooperation with "employment service commissions vs. adult education office" and "state department officials" was greater than 5%. A significant percentage difference was also noted with cooperation with the "U.S. Department of Labor.“ Employment officials ranked their imperative responses at 32% vs. the adult educators' responses at only 9%. A slightly higher rating was given by employment service officials when the imperative responses are averaged, 14.75% as opposed to 13.75% for adult educators. Contrary to the involvmnent of adult educators concerning cooperation with other agencies, when a comparison was made with employment officials, the scope of coop- eration by either group affected very little either group' 3 response of the need for cooperating with other agencies. Figures 5 and 6 wmarize the percentage of imperative responses for each of the four agencies by states when the respond- ents were grouped as adult educators and employment service offic- ials. Imperative responses by adult educators In Illinois (Figure 5) relate the need for cooperation with the employment service comissions (50%). However, in Figure 6 only the Wisconsin Employ- ment Service Commission officials rated the imperative responses ( 50%) for cooperation with the adult education offices at a signif- icant level. Concerning the cooperation with "state department of public instruction," it can be seen that employment service officials did not respond in the imperative category (Figure 6); whereas, Illinois adult educators ranked their need for cooperation with this agency at 50%. % of respondents I H00 wspwowsnnd OHHHoHoHa “WW““wM\\\ peeve mosomwowm \ “\\\\\‘ V w E S4. 33s E3338... >85 mesa. ewes. zefiesew Fm. sees. CHROO ge Ede Huméee >QHPH¢ Es FCC“ >mmoo. manww r mowoessmmo ow nomposnonwu noupmsedwsm on Mspceesase ewe soon How ooopmumuuop swam are none emesoueu. dw_ncpewe¢o meospHnMa % of respondents Emu—.3534. convene H moose use»... was. menswear“. as: Fm. moon. on Hades Housesofibn mo. >u moo. 39am 3333mm on as: woodman—bu commonsense cw needed no «Humming on Spaces»: .28 been no». ooopeweawos swan Home omen—open mu 113 S\\§ HHHHsOHo EBB Hnmwnnn M 5.0353. H twosome»... u H00 .3 s t n u n 1 WC 0 P s e r .M 1 mm aw ‘mo 20 Hommonuon WNM w N bncwn MD. munae down. now. zwwwosww >mswn d.m. wean. Canvas Hnonsnowpos Mn. bacon. on fleece eHmasu a MouneneeMe on eauwoqnesn newswoe eonswomwos Henwoseenee menwmscwwsm so Haveseawee «we noon non ooowowenwon twnw Hose emosowee. cw unease. 111. The imperative responses by both groups in the area of need for cooperation with the national adult education association was insignificant as can be seen on Figures 5 and 6. The employment service officials' opinions in Michigan revealed an 83% imperative response for cooperation with the U.S. Department of Labor (Figure 6). However, only the opinions of adult educators of Wisconsin responded 57% on the imperative responses to cooperation with this agency. When the imperative responses of the two groups of adult educators and employment service officials for all four items were averaged, the difference was less than 7%, 19.5% for adult educators and 13.h% for employment officials. The findings relate, to a degree, that although the opinions of both adult educators and employment officials are similar, that a greater degree of cooperation with other agencies is displayed by the adult educators' group. §EEE§£I. This chapter contained the opinions of respondents from adult education offices and employment service emissions in regard to cooperation and coordination with other agencies, They were presented in three sections. O'IAPTERVII FINDINGS mNCERNING THE EMPLOYMENT NEEDS OF ADULTS This chapter has the unifying theme of provision of adult education activities which aid and abet the identifiable employment needs of the adults of the nation. 0f the fourteen items, opinions were sought for eight activities. These activities were considered under seven sections: preparation for service occupations, unemploy- ment of youth with little schooling, service occupations, operative occupations, clerical occupations, sales occupations, craftsmen occupations, and mechanic and repairman occupations. 'me background literature corresponding to these activities may be found in the first section of Chapter II. Prepgration for Service Occumtiong One item in the interview was concerned with how federal funds should be allocated and made available through adult education programs that "help prepare adults for service occupations. " Adult education staff opinions can be seen on Table 31.: officials of the employment service comissions' views are reflected on Table 35. As Tables 3AA and 35A relate, the adult educators and employ- ment officials' opinions vary widely on the imperative responses, but are identical when viewing the at least very desirable responses. Imperative responses for adult educators were only 3%, whereas, the same category as viewed by employment officials revealed 21% response. 115 116 Table }# Opinions of the 35 adult education respondents of: "preparation of adults for service occupations." 3kA. Respendents' opinions by response categories Response Categories Respondents Percenta‘! Inperative l 3 Very Desirable 21 60 Desirable 9 26 Pernissible # 11 Undesirable _Q __Q 35 00 343. Respondents designating the ebjeetive as imperative, by states States Respondents Percenta‘g Illinois 0 of h 0 Indiana 0 of 5 0 Michigan 1 of 19 5 Visconsin O of 7 O 35Ae 353. 117 Table )5 Opinions of the 38 enploynent service respondents of: ”preparation of adults for service occupations." Respondents' opinions by response categories Respondent Categpries Respondents Percentage Inperative 8 21 Very Desirable l6 “2 Desirable 10 26 Pernissible k ll Undesirable O __0 “3'8 100 Respondents designating the objective as inperative, by states States Respondents Percentage Illinois 3 of 10 30 Indiana 0 of 8 0 Michigan n of 12 33 Wisconsin 1 of 8 l} 118 The situation becomes more favorable when the two more favorable response categories, imperative and very desirable, were added tagether; adult educators (3% + 60%) vs. employment officials (21% «t 12%). Neither the adult educators nor the employment officials judged the objective as undesirable. ‘me influence of responses by states was reported on Tables 3A3 and 353. Only the adult educators in Michigan ranked as impep ative 5% of their responses. In Table 353, however, it was noted that only the enploynent officials of the state of Indiana did not respond with an imperative respon se. The other state employment officials judged as imperative ”preparation of adults for service occupations" as follows: Michigan. 33%; Illinois, 30%; and Wiscon- sin, 13%. Ungmplozpent of Youth with little Schoogdjg The interview contained one objective on providing adult education courses to help decrease the "nnanployment of youth with little schooling.” This is shown on Tables 36 and 37. Tables 36A and 37A reveal the similarity with which this objective was viewed by adult educator and employment service officials. Inperative responses by adult educators were recorded at 9% while employment officials responded with 11%. Nearly half of the adult educators (1.6%) looked upon this objective as at least very desirable (9% 4 37%); whereas, over half of the employment service officials (58%)~ judged this objective as at least very desirable (11% + 1.7%). Opinions of this objective were influenced only slightly by the respondent's state (Tables 363 and 373). Only adult educators in Illinois (25%) and Michigan (11%) ranked the objective as Wrative. 119 Table 36 Opinions of the 35 adult education respondents of: "decreasing the unemployment of youth with little schooling." 36A. Respondents' opinions by response categories Response Categories Respondents Percentagp Imperative 3 9 Very Desirable 13 37 Desirable 19 5h Permissible O O Undesirable _g __g 35 100 363. Respondents designating the objective as imperative, by states States Respondents Pprcenpggp Illinois 1 of k 25 Indiana 0 of 5 0 Michigan 2 of 19 11 Wisconsin 0 of 7 O 120 Table 3? Opinions of the 38 employment service respondents of: ”decreasing the unemployment of youth with little schooling." 371. Respondents' opinions by response categories Response Categories Respondents Percentage Imperative h 11 Very Desirable l8 #7 Desirable 15 39 Permissible l 3 Undesirable O __Q 38‘ 100 373. Respondents designating the objective as imperative, by states States Respondents Percentagp Illinois # of 10 #0 Indiana 0 of 8 0 Michigan 0 of 12 0 Wisconsin 0 of 8 O 121 Employment officials in all but Illinois (#033) neglected the impera- ative response. Service Occumtions Tables 38 and 39 show the adult educator and employment official respondents' opinions of "helping prepare adults for ser- vice occupations.” in Table 38A indicates, only one adult education respondent in twenty (6) thought that this objective was imperative and less than half (6% + 40%) of the adult educators looked upon it as at least very desirable. Table 39A, however, presented a somewhat different view. Employment service officials imperative responses were recorded at 29% and 60% (29% 4 69%) viewed this objective as at least very desirable. When the adult educators were grouped by states, it can be seen that only Wisconsin (11%) and Michigan (5%) ranked as imperative their response to "service occupations." The employment officials' opinions to the imperative category by states differed somewhat, with Illinois (30%), Michigan (25%) and Wisconsin (25%). Only Indiana did not respond (0%) to the imperative category. Operative Occugtionp Another item concerned with meeting employment needs was "helping prepare adults for operative occupations.“ This can be seen in Tables 1+0 and Al. A wide variation is noted in the imperative responses of adult educators (11%) in Table ADA and employment service officials (47%) in Table AM. The expanse is further increased when viewing 122 Table 58 Opinions of the 35 adult education respondents of: "helping prepare adults for service occupations." 38A. Respondents' opinions by response categories Response Categpries Respondents Percentagp Imperative 2 6 Very Desirable 1h #0 Desirable 15 #3 Permissible t 11 Undesirable O __2, 35 1 38B. Respondents designating the objective as imperative, by states States Respondents Percentagp Illinois 0 of h 0 Indiana 0 of 5 O Miehigan 1 of 19 5 Visconsin l of 7 It 391- 393- 123 Table 39 Opinions of the 38 employment service respondents of: "helping prepare adults for service occupations." Respondents' opinions by response categories Response Categpries Respondents Percentage Imperative 8 21 Very Desirable 15 39 Desirable 11 29 Permissible 3 8 Undesirable 1 ‘__2 '38 100 Respondents designating the objective as imperative, by states States Respondents Percentage Illinois 3 of 10 30 Indiana 0 of 8 0 Michigan 3 of 12 25 Hisconsin 2 of 8 25 12h Table #0 Opinions of the 35 adult education respensents of: "preparing adults for operative occupations." #01. Respondents' Opinions by response categories Response Categories Respondents Percentage Imperative # 11 Very Desirable 8 23 Desirable l6 #6 Permissible 6 l7 Undesirable _l __3 35 100 #03. Respondents designating the objective as imperative, by states States Respondents Percentagp Illinois 0 of t 0 Indiana 0 of 5 0 Michigan 3 of 19 16 Wisconsin 1 of 7 1h #11. #13. 125 Table #1 Opinions of the 38 employment service respondents of: "preparing adults for operative occupations." Respondents' opinions by response categories Response Categories Respondents Percentage Imperative l8 #7 Very Desirable 13 3h Desirable 6 16 Permissible 1 3 Undesirable _Q} __Q 35 100 Respondents designating the objective as imperative, by states States Respondents Percentagp Illinois 8 of IO 80 Indiana # of 8 50 Michigan 2 of 12 17 Wisconsin h of 8 50 126 the adult educators' response to at least the very desirable category (11% 4- 23%) of less than one-half 1.4% as opposed to the employment officials' response in this category of 81% (1.7% + 34%). When grouped by states, the adult educators' response to the imperative category revealed on Table AOA that only Michigan (16%) and Wisconsin (W) recorded such response. All of the state employment officials responded to the imperative category as follows: Illinois (80%), Indiana ( 50%), Michigan (17%), and Wisconsin (50%). mis information is shown on Table 1.18. Clerical Occupgtions 'lhe next objective in which opinions were sought was "helping prepare adults for clerical occupations.” The opinion results are found on Tables 1.2 and A3. As can be seen in Table AZA, only 17% of the adult educator respondents regarded this objective as imperative, although two of three respondents (68%) thought that it was at least very desirable. When compared with the employment officials' response on Table 43A, a dissimilarity can quickly be detected by viewing the imperative response of 50% vs. the adult educators' response of 17%. A compar- able differenco occurred in the at least very desirable category with 97% (50% + 1.7%) of the employment officials' opinions bulked in these two categories as opposed to only 68% (17% 4» 51%) of the adult educators' response. In viewing the opinions of respondents by states (Tables 42B and 1.33) , only the adult educators of Illinois (0%) did not rate this objective as imperative. All four states' employment officials rated 127 Table #2 Opinions of the 35 adult educator respondents of: "preparing adults for clerical occupations." #ZA. Respondents' opinions by response categories Response Categories Respondents Percentagp Imperative 6 17 Very Desirable 18 51 Desirable 10 29 Permissible l 3 Undesirable _Q __Q 35 100 #23. Respondents designating the objective as imperative, by states States Respondents Percentagp Illinois 0 of e 0 Indiana 1 of 5 20 Michigan 5 of 19 27 Wisconsin 1 of 7 1h #3A. #33. 128 Table #3 Opinions of the 38 employment service respondents of: "preparing adults for clerical occupations." Respendents' opinions by response categories Response Categories Respondents Percentagp Imperative 19 50 Very Desirable 18 b? Desirable l 3 Permissible O O Undesirable O _<_)_ 38 100 Respondents designating the objective as imperative, by states States Respgndents Percentagp Illinois 6 of 1O 60 Indiana 5 of 8 50 Michigan 8 of 12 33 Wisconsin 5 of 8 62 129 this objective as imperative. When the average of adult educator imperative responses by states is compared to the average of imper- ative response by employment officials, it is noted: adult educator response 20.3% vs. 51.3% average for employment officials. §312p10ccupatig§g The objective "helping prepare adults for sales occupations" and the opinions of adult educators and employment service officials is shown on Tables AA and AS. The lack of approval of this objective'by both groups of respondents is seen on Tables AAA and ASA. Only 3% of the adult educators and united employment officials thought it was imperative, and just often enough one-third of the adult educators (3% + 29%) and employment officials (3% + 34%) considered it at least very desirable. Tables ALB and #53 relate that the imperative response by states was also very similar for both groups of respondents. Only 1A% of the adult educators in Wisconsin ranked this objective as imperative. Employment officials in Wisconsin also registered a 13% imperative response to this objective. The adult educators and employment officials in Indiana, Illinois, and Michigan all responded (0%) to the imperative category for this objective. Craftsman Occugtiong Tables L6 and A7 reveal the adult educator and employmont officials' opinions relative to the objective of "helping prepare adults for craftsman occupations." ##A. #83. 130 Table #8 Opinions of the 35 adult education respondents of: "preparing adults for sales occupations." Respondents' opinions by response categories Imperative Very Desirable Desirable Permissible Undesirable Respondents l 10 13 11 0 '53 Percentagg 3 29 37 31 o ib'd Respondents designating the objective as imperative, by states States Illinois Indiana Michigan Wisconsin Reppondents O of t O of 5 O of 19 1 of 7 23:22am: 0 O 0 1h 131 Table #5 Opinions of the 38 employment service respondents of: "preparing adults for sales occupations." #51. Respondents' opinions by response categories Response Categories Respondents Percentagp Imperative l 3 Very Desirable 13 3# Desirable l8 #7 Permissible 6 16 Undesirable O __Q 38‘ 1 #53. Respondents designating the objective as imperative, by states States Respondents Percentagp Illinois 0 of 10 0 Indiana 0 of 8 0 Michigan 0 of 12 0 Wisconsin 1 of 8 13 132 Table #6 Opinions of the 35 adult education respondents of: "preparing adults for craftsman occupations." #61. Respondents' opinions by response categories Response Categpries Regpondents Percentagp Imperative 9 26 Very Desirable 13 37 Desirable 8 23 Permissible 5 l# Undesirable _O _Q 35 100 #63. Respondents designating the objective as imperative, by states States Respgndents Percentagp Illinois 0 of # 0 Indiana 1 of 5 20 Michigan 5 of 19 27 Wisconsin 3 of 7 ‘3 #7A. #73. 133 Table #7 Opinions of the 38 employment service respondents of: "preparing adults for craftsman occupations.” Respondents' opinions by response category Respgnse Categpries Respondents Percentagp Imperative 20 52 Very Desirable 10 26 Desirable 8 22 Permissible 0 O Undcsirable 0 __Q 38 100 Respondents designating the objective as imperative, by states States Respondents Percentage Illinois 7 of 10 70 Indiana 6 of 8 75 Michigan 0 of 12 0 Wisconsin 7 st 8 88 131. As Table 1.6A indicates, only one adult education respondent in four (26%) thought that this objective was imperative and yet three—fifths (26% 4' 37%) looked upon it as at least very desirable. The employment service officials' imperative responses listed on Table 1.7A exceed twofold (52%) the se gathered from the adult educa- ters. Sidlarily, when the two highest categories are bulked together, the employment officials response of 78% (52% + 26%) exceeded the adult educators' response to at least very desirable by 10%. ' 7 When the two groups were separated by states, the average adult educator imperative response averaged 23.3% as compared to 77.7% for the employment officials. Mechanic and £16th Occupatiogg Opinions were also sought from adult educators and employ- ment service officials concerning "helping prepare adults for mechanic and repair occupations." The results of this'segment of the study are found on Tables 1.8 and 1.9. The imperative response by both the adult educators (20%) and employment officials (21.%) to this objective was found to be quite similar as revealed on Tables 1.8A and 1.911. In addition, the adult educators ranked their response as at least very desirable 57% (20% 4 37%) as compared to the employment service response of 84% (24% + 60x). 4 Tables 1.8B and 1.98 reflect the breakdown of the two groups of respondents by states. Adult educators ranked their imperative responses ranging from a high of 1.0% (Indiana) to a low of 11% (Mich- isen) . The comparison range of imperative responses by employment Officials revealed a high of 50% (Indiana) to a low of 0% (Michigan). 135 Opinions of the 35 adult education respondents of: "preparing adults for mechanic and repair occupations." #81. #83. Respondents' opinions by response categories Response Categories Respondents Percentagp Imperative 7 20 Very Desirable 13 37 Desirable 13 37 Permissible 2 6 Undesirable _Q’ __Q 35 100 Respondents designating the objective as imperative, by states States Respondents Percentage Illinois 1 of # 25 Indiana 2 of 5 #0 Michigan 2 of 19 11 Wisconsin 2 of 7 29 136 Table #9 Opinions of the 38 employment service respondents of: "preparing adults for mechanic and repair occupations." #91. Respondents' opinions by response categories Response Categpries Respondents Percentage Imperative 9 2# Very Desirable 23 60 Desirable 6 l6 Permissible O O Undesirable O _Q 38' 100 #93. Respondents designating the objective as imperative, by states States Respondents Percentagp Illinois # of 10 #0 Indiana # of 8 50 Michigan 0 of 12 0 Wisconsin 1 of 8 13 137 Respondents' opinions of the eight activities are sumarized in Figures 7 and 8. For the first time in the study, an objective was confimed; "preparing adults for craftsman occupations" was designated as imperative by more than one-half of the employment service commission officials but by only 26% of the adult educator respondents. The range of all eight activities for adult educator respondents was recorded at a high of 26% to a low of 3%. The range of all eight activities for emioyment service officials was from a high of 52% to a low of 3%. The average of the imperative responses by adult educators for these activities was also markedly lower (11.9%) than for objectives and functions of current adult education programs (224%) or for coop- eration with other agencies (13.8%). There was, however, a marked increase of imperative responses for these eight activities by employ- ment service officials (28.6%) than for cooperation with other agencies (14.8%). When the two most favorable response categories were averaged together, it can be seen that just over one-half of the adult educa- tion respondents (51.1%) thought that the employment needs of adults were at least very desirable. 'lhis total was lower than the "at least very desirable" responses of the cooperation with other agencies (53%) and the objectives and functions of current adult education programs ( 67.1%). Averages for employment service officials for the two most favorable response categories revealed a 69.8% for the eight activities. When compared to the "at least very desirable" responses of the employ- Preparation of adults for service occupations Decreasing the unemploy- ment of youth with little schooling Helping prepare adults for service occupations Preparing adults for oper- ative occupations Preparing adults for clerical occupations Preparing adults for sales occupations Preparing adults for craftsman occupations Preparing adults for mechanic and repair occupations 138 f? ~ .11 [571 E————51r———- f Till /é:/_:e_Z j: 14 W1 J7 ‘ 6 Percentage of Respondents FIGURE 7 Opinions of the 35 adult education respondents concerning the importance of the eight educational activities Inperative Very Desirable Desirable Pernissible fl! - Undestrable 139 Preparation of adults -, for service occupations [/jjéi/l 4 4° 11 Decreasing the unemploy- ment of youth with little ‘_—‘1§T————* schooling Helping prepare adults for service occupations // ,}/r 6L l 8 P i d 1t 1 - iiiii :gcsztiznsor Oper _,/€><}#?/:?i23T b“ *° 1 Pr 1 d it f clziiczf :cgupZtizzs A/<;<;C;5bC;C;/’ *7 Preparing adults for sales occupations 84 16 Pr 1 d It I ., c;::af:s:sn‘o:cu;at::ns Wfl/jy 2 4 Preparing adults for mechanic and repair rC9/3fij/7 * O ‘ i6 occupations Percentage of Respondents FIGURE 8 Opinions of the 38 employment service respondents concern- ing the importance of the eight educational activities 2:222:22, Imperati'O Permissible Very Desirable - Undesira‘ble Desirable l lsJ J I_J F:J [W ! I 1&0 ment officials in cooperation with other agencies (33%) this represents an increase of 36.8%. Figures 9 and 10 summarise the imperative responses of the eight activities by states for both the adult educators and the employb ment service officials. In Figure 9 it can be seen that none of the activities were confirmed by more than 50% of the adult educators in any of the four states. However, Figure 10 reveals that three activities were cons firmed as imperative'by the employment service officials in one or more states. Preparation for "operative, clerical, and craftsman occupa- tions" were the three activities confirmed as imperative by the employ- ment officials. §EEEE£I This chapter discussed the results of the eight adult education activities which aid and assist in meeting the identified employment needs of the nation. The results were presented in seven sections, "preparation for service occupations," "unemployment of youth with little schooling," ”service occupations," "operative occupations," "clerical occupations," "sales occupations," "craftsman occupations," and "mechanic and repair occupations." lhl % of respondents wmmwmnmww HHHHsowe Heavens. assumes U caboose:— I POO em. o no. .er. esp. meeewos . ‘ saw a sane .meor. meedwoo uses on Homer goes . hoes mods noes wow. move mHmde m weuoen«IMo on wasps ensemwwon Hensonaonnn. cw cannon. assumsmnwmm so Hiveesevde «to spawn onsomnwossw soweduuwes . mes Humane u now «we swoon tonnwsn on are passe. l. 5%.. “Fright- U HON: a‘ls‘ ‘tOllkl‘ IIIIIII 142 % of respondents Heapess \N\ HHHMmoHs l! H00 u m .meem. on ma. Use. esp. menswoe owes. node monduoe “can on «agar nods mHmdwu HO wenoemesms on eamHoRmecn meH0nH4H¢Hee oesceuuwsm ocueanudeu r nanoseco- ~m.ma 0 ea 9 mw.m& 9 cu Q H.wR 0 on Q HH bedepreu concensfinm cocoon-«Hos Hu.mm o on r mwx m on r u.mx 0 on r HHH >onueHaHe- concenuHsm MIeHoHIeun HH.0R o on m mH.Hx u on m .:a o on m H4 >onw4ueuen aosaeecwcn dueluHoHIese Nam 0 on H mom H on H 0 on H 183 awdHe nu wluHoHIesw meedwoe col-Heehos oUHsHone ou.ere «rune-es eeHeoeee ensoewwoseH soowepwuee cw «oeHee nn>. new. Qua. leeumane H. beennme m. Heaven on eeanpwhee bn Hence :Hloeeevwde: cw I InuoeHnu on «we neeeoameone fleece domulueuwnecHe dwlvenenuee one deew H. N. beewnedHev >4enene Heston on eonudHnwee apnea on Home» seenw neeHnedHes cw e sou: oewa on «we Houoosuu can. duneswwsvHe H. >4enene N. acuten on enquwnHeu Hence no scene-HnevHe: d% e leuoanw on are Heevouneune H >onH4H¢eee ooseeHaHun ovueowwdee w unsonHou- zone Hose Hone lose Home Zone HH >9¢H4Huuee nosoeHsHsn aoovewenuou Hr.mR o on k umx H on k w.ma 0 on # HHH boaHdHuHee coueenuHun HIoHoHIsuw ~m.mu H on m $.mfi q on m .e& o on m H4 >onH4H¢Hee oosoenuHum aseIeHoHIeun 0 on H umx o on H 0 an H 184 from the results shown on Tables 76C and 770. It can be seen that none of the activities was rated as "undesirable" by a majority of adult educators or employment officials. On the average, an activity was looked upon as undesirable by 1.4% of the adult educators and 1.3% of the employment service officials. Division of Opinions by States 1. 2. 3. It will be remembered that both groups of adult educators and employment officials were divided by states to check whether a grouping of this nature would influence the result of the respondents' opinions. Tables 78 and 79 reveal the imperative opinions by both adult educators and employment officials in the four states. When the imperative adult educator response of Table 76A is compared by state response (Table 78A), it was noted that respondents from Indiana compare similarily with the average response on Table 76A concerning the objectives and functions of current adult education programs. The adult educators' opin— ions from Michigan (27.4%) and Wisconsin (26.l+%) do, however, exceed the average response of 22.8%, whereas, Illinois rated the educational activity somewhat lower (14.3%) than the average. It is further revealed that the accepted majority of respondents from Indiana and Wisconsin ranked one activity of seven concerning the objectives and functions of current adult education programs as imperative as compared to O of 7 from Table 76A. When the imperative employment service commission officials' response by states (Table 79) is compared to Table 77A, it was 185 um». emu. Qmo. Qmu. HIUHI Qm HsuHcssoe on AHdHeHou cw onIneI on «we um InoHn ensconon HaesnIaH4e ewHuHoes on «we «tesww IeHeonen eoeoenHosIH IaewdwwHeI H HH HHH H4 beoHdeHeu boanHnwes powdenHes bowHeHste nonsenuwsm oouoeHuHIm nonosuoch nonoeHuHom oouseanse ooouoeInHou mseHoHaesn duesvHowueeu m fisconHonm HHHHsoHe He bddfifififl H#eU* WV. U* meUR me m. mousse on IoeHdHnHee nInen II HBfisNIaHde 6H 0 oh Q 0 on r 0 on m 0 on H I lIuoanH HBDHIUI H. beseeme NOR mm HOR 0* m. zolcee on IenHeunHeu nIaea II HeuseInH4eesne ~Q.£& Ho.mx H~.m& wux N. mousse on IoanHnHen anse In HaesHIane «N 0 on Q 0 on r o on m 0 on H I BIuoHHcN tHnoooIHn H. pdewIme mm.:& mufi HQR H£m N. 2deuen on IonwdHeHeu HInea In HaeeHIaHds cm H on Q H on Q 0 on m 0 on H I aIgonwa 186 Q0». Qow. Qon. Qmu. eIdHI Q0 HsHHceIoe on mH4eeIae m. nelson on IodeHnHeI nInsn II HloseInude cw I sIuoanw HooHIsI H. Heszms m. menace on IoanHwHII end-e II HnosnIoHde cm I IIuoHHnu xHoanmm H e 5""..“0 m. fiancee on IoanunwsI HInsa II HavenIane cw I BIuoanu tHIoosIHI H. >oeH