["1 Ri-‘(HQNALE FOR THE ESTABLISHMENT OF AREA VOCATIONAL EEUCA’HON PROGRAMS IN MICHIGAN Thesis far the Degree of Ph. D. MICHIE‘M STATE UNIVERSETY LEON J. ALSER £967 ‘ .u‘flb'fi 11M! 23.“. 58“.: I. " LIBRA R y *" IN “35315-13 “rate Uilixik‘: y This is to certify that the thesis entitled A RATIONALE FOR THE ESTABLISHMENT OF AREA VOCATIONAL EDUCATION PROG RAMS IN MICHIGAN presented by Leon J. Alger has been accepted towards fulfillment of the requirements for ___Plt_.0___-___ degree in M f) flM/fl / Date My I9. I967 ! 0-169 ABSTRACT A RATIONALE FOR THE ESTABLISHMENT OF AREA VOCATIONAL EDUCATION PROGRAMS IN MICHIGAN by Leon J. Alger Purpose The major purpose of this study was to show why area vocational education programs should be developed in Michigan at both the secondary and post—secondary levels and to develop a model for organizational and curricular patterns for vocational education at the local level. Procedure The need for vocational education in Michigan was determined through the analysis of empirical data. The type of vocational education needed at various educational levels was determined by analyzing studies and literature dealing with vocational curricula. Broad occupational preparation objectives were suggested for each level. The cost of providing broad vocational education programs at both the secondary and post-secondary levels was determined. Minimum enrollments to justify the scope of facilities needed were ascertained. A comparison of enrollments with the number of people needing vocational training and with projected employment opportunities was made. A philosophy of education and a philosophy of vocational education was developed. The implications of this philosophy for area vocational education programs in Michigan was determined. Models were developed for vocational education curricula and organizational patterns on an area basis. A survey was conducted of local directors and consultants of vocational education in Michigan to secure their opinions relative to the development of area vocational education programs in Michigan. Findings and Conclusions Vocational education is needed by high school youth who will not continue their formal education after leaving high school, students enrolled in full- time post secondary institutions who will not attain a four-year college degree and employed or unemployed workers who require job up-grading or retraining experiences. Approximately 75% of the ninth graders in Michigan will terminate their formal schooling at or before high school graduation. Enrollment data indicate that vocational education programs in Michigan are not adequately meeting training needs of employed and unemployed workers. A Vertically integrated occupational preparation program should be established which involves all educational levels. A capital investment in the neighborhood of $2 million is required for adequate secondary area vocational programs and $3 million for post—secondary programs. A high school population of over 6,500 is needed to generate sufficient enrollments to efficiently utilize adequate secondary area vocational education facilities. Minimum enrollment of 1,000 full-time students is suggested in order to provide adequate vocational-technical programs in community colleges. This latter figure is based on the assumption that half of this total would be enrolled in vocational-technical programs. A curriculum model was constructed which would develop an awareness of the occupational world during the elementary and junior high school years, provide occupational exploratory experiences in the early senior high school, and offer vocational education programs at the late senior high school level based on a "cluster" concept. Post-secondary institutions should provide opportunities for more specialized training and continuing occupational preparation. Organizational patterns for vocational education were suggested for Michigan which involve area centers in densely populated areas established cooperatively by secondary districts or by a community college district. In sparsely populated areas, secondary centers should be established and operated by community college districts. The community college should serve as the post—secondary area vocational center in Michigan. A RATIONALE FOR THE ESTABLISHMENT OF AREA VOCATIONAL EDUCATION PROGRAMS IN MICHIGAN by / Leon JfflAlger UK A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1967 ACKNOWLEDGEMENTS The writer is deeply indebted to his wife, Rosella, for her patience, understanding, support, and untiring assistance in the preparation of the manuscript. The author is especially grateful for the guidance, assistance, and encouragement of Professor Raymond Clark, who as chairman of his doctoral guidance committee, was most generous with time and counsel. Special thanks are also due Professors Lawrence Borosage, Clyde Campbell, Carl Gross, and Sigmund Nosow for their encouragement and advice as members of the author's guidance committee. Further appreciation is expressed to Joanne Cherry for her assistance with the manuscript and to Glenn Smith for his editorial suggestions. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS. . . . . . . . . . . . . . . . . ii LIST OF TABLES. . . . . . . . . . . . . . . . . . v LIST OF ILLUSTRATIONS. . . . . . . . . . . . . . . vi LIST OF APPENDICES. . . . . . . . . . . . . . . . . vii Chapter I. INTRODUCTION. . . . . . . . . . . . . . . . 1 Purpose of Study. . . . . . . . . . . . 2 Need for Study. . . . . 2 The Area Vocational Education Concept . 12 Definition of Terms. . . . . . . . 18 Delimitations of the Study. . . 20 Basic Assumptions Upon Which the Study is Based. . . . . 21 Overview of the Study and Procedures USGd. . . . . . . . . . . . . . . . . 21 Summary. . . . . . . . . . . . . . . . 23 II. THE NEED FOR VOCATIONAL EDUCATION IN MICHIGAN. . . . . . . . . . . . . . . . 2A The Vocational Needs of Youth. . . . . 2A Persons Needing Vocational Education. . 28 Needed Vocational Education in Michigan. . . . . . 35 Resources Needed for an Adequate Vocational Education Program. . . . . A9 Inadequacy of Existing Vocational Education Programs. . . . . . . . . . 5A Summary. . . . . . . . . . . . . . . . 59 III. THE DEVELOPMENT OF AREA VOCATIONAL EDUCATION PROGRAMS. . . . . . . . . . . 62 The Development of Area Vocational Education in the United States. . . . 62 The Development of Area Vocational Education Programs in the United States. 72 iii Page Area Program Development in Michigan. . 80 Existing Area Vocational Education Programs. . . . . . . . . . . . . . . 103 Summary. . . . . . . . . . . . . . . .. 109 IV. A PHILOSOPHICAL BASIS FOR AREA VOCATIONAL EDUCATION PROGRAMS. . . . . . . . . . . 112 Introduction. . . . . . . . . . . . . . 112 A Philosophy of Education. . . . . . . . 112 A Philosophy of Vocational Education. . 118 Summary. . . . . . . . . . . . . . . . . 127 V. A MODEL ORGANIZATION FOR VOCATIONAL EDUCATION PROGRAMS IN MICHIGAN. . . . . 129 Introduction. . . . . . . . . . . . . . 129 A Model for an Occupational Preparation Curriculum in the Public Schools of Michigan. . . . 129 Suggested Organizational Patterns for Vocational Education in Michigan to Implement the Model Occupational Preparation Curriculum. . . . . . . . 139 'Rationale for Using the Intermediate School District or the Community College District as an Organizational Base. . . . . . . . . . . . . . . . . 143 Rationale for Using the Community College as the Post-Secondary Area Vocational-Technical Education Center. 150 Arguments for a Complete Community College System in Michigan. . . . . . 152 Alternatives for Secondary Educatio in Sparsely Populated Areas. . . . . 15A Analysis of the Area Vocational- Technical Education Studies. . . . . 155 Opinion Survey of Local Directors and Consultants of Vocational Education. 160 Summary. 167 VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. 170 Method Summarized. . . . . 170 Findings and Conclusions. . . . . . . . 173 Recommendations. 186 APPENDICES. l92 BIBLIOGRAPHY. 221 iv Table U1 LIST OF TABLES Page Number of Michigan High School Districts by Enrollment in Grades 9-12 for 1963-64. . 30 Michigan Vocational Education Enrollment in Reimbursed Programs, 196A-65. . . . . . 55 Reimbursed Vocational Education Enrollment in Michigan Community Colleges by Occupational Area, 1964—65. . 57 A Model for an Integrated Vocational Education Program. . . . . . . . . . . . . 130 Necessary State Equalized Valuation in Order for a Local District to Raise $2,000,000 @ 1, 1.5 and 2 Mills for Various Bond Terms @ 5.5% Interest. . . . . . . . . . . 1A5 Number of Michigan School Districts with $75, $100, and $130 Million State Equalized Valuation for 196A—65. . . . . . . . . . . 147 State Equalized Valuations for Michigan _ Community College Districts for 196A—65. . 148 Selected Data from Michigan Area Vocational— Technical Education Studies. . . . . . . . 158 LIST OF ILLUSTRATIONS Map of Area Vocational-Technical Education Studies in Michigan. vi Page 157 LIST OF APPENDICES Appendix A. Enrollment in Grades 9- 12 by County for 1963—6A, Michigan. . . . . B. Number and Percent of Graduates of Michigan Public High Schools Enrolled in College by Counties for 1960. C. Projected Population of Youth 15—19 for 1970 and 1980 by County, Michigan. D. Projected Employment by Occupation, Computed Annual Rate of Change, Michigan, 1960-1980.. . . . . . . . . . . E. State Equalized Valuations for Michigan Intermediate School Districts for 1965. F. Enrollment in Grades 9-12 by Intermediate School District for 1963-6A, Michigan. G. List of Completed Michigan Area Vocational- Technical Education Studies. H. Cover Letter and Questionnaire Sent to Local Michigan Vocational Education Administrators and Consultants. I. Responses to an Opinion Survey of Local Directors and Consultants of Vocational Education. vii Page 193 195 198 200 202 206 20? A RATIONALE FOR THE ESTABLISHMENT OF AREA VOCATIONAL. EDUCATION PROGRAMS IN MICHIGAN CHAPTER I INTRODUCTION Throughout history, vocational education has performed the vital function of preparing individuals for work in a I changing society. Vocational education has as its compelling purpose the preparation of individuals to engage successfully in a socially useful occupation. It includes the development of skills, attitudes, and knowledge necessary for entry into or progress in a chosen vocation. The methods and organizational structure for performing this function of vocational education has varied throughout the country. States have attempted to meet the vocational needs of their citizens in different ways. Vocational education programs in Michigan have been provided through comprehensive high schools, a relatively few vocational high schools, community colleges, and some four- year institutions of higher education that offer vocational programs of less-than—baccalaureate level. Other states have utilized area vocational schools, sometimes in combination with the above institutions. As indicated by available data, the Michigan program of vocational education has not adequately met the needs of youth and adults in the state. New types of organizational patterns which involve the area concept of vocational education now are being proposed in the state. Purpose of Study One purpose of this study is to show why area vocational education programs should be developed in Michigan at both the secondary and post-secondary levels. In addition, the study is designed to show that these programs are needed now in Michigan in order to meet the occupational prepa— ration and continuing education needs of youth and adults. Another purpose is to develop a model for organizational and administrative patterns at the local level for the provision of vocational education in the state. Need for the Study Man‘s earliest efforts at vocational training revolved around his need to conquer the physical world. In order to survive he had to learn and teach the tasks necessary to provide food, clothing, and shelter. In addition to these tasks, certain individuals were trained as warriors for protective and expansive purposes. More sophisticated occupations were developed in the ancient nations and in the Middle Ages and the Renaissance. The craftsman's shop was in his home and vocational edu- cation was a matter of handing down from generation to generation the skills and knowledge necessary to each craft.l Vocational education in colonial America took the form Of apprenticeship. Free public education was not present in the lLayton S. Hawkins, Charles H. Prosser, and John C. Wright, Development of Vocational Education (Chicago: American Technical Society, 1951), p. 2-3- 3 colonies and education was based on the principle that every ran was responsible for the care and education of those persons dependent upon him.1 The United States' early needs for trained manpower were largely met by the immigration of European journeymen.2 The 19th century saw the rise of the factory system and increased mechanization in this country. The decline of apprenticeship and the increased need for skilled workers pointed to the need for occupational instruction. The development of manual—labor schools, 1yceums, mechanic‘s institutes, and technical institutes were an outgrowth of this need.3 In the early part of the 20th century, the need for vocational education in the rapidly growing public education system was emphasized by the manpower needs of an expanding A industrial economy. Changing technology reflected in legislation. A growing awareness of the need for an expansion of vocational education throughout the country resulted in the passage in 1917 of the first of several federal vocational education acts.5 These lIbid. 2Ibid. p. 6. 3U.S., Department of Health, Education, and Welfare, Education for a Changing World of Work, Report of the Panel Of Consultants on Vocational Education (Washington: U.S. Government Printing Office, 1963), p. 19. ”Ibid., p. 20. I: JU S. Congress, Vocational Education Act of 1917, Public law 3A7, 6Ath Congress, 1917. acts have proVided categorical financial aid within rather rerrowly defined limits and have been the basis for strong federal influence in the development of local programs. Recent Iederal :fforts. Recent federal efforts have resulted in several acts affecting vocational education.1:2:3 These acts have represented both an expansion of federal support and at the same time provided for greater local and state determination in the development and operation of programs. A significant aspect of the Vocational Education Act of 1963 is the fact that there are no longer any tmcupational restrictions within the sub-professional category for the use of funds.4 Implications for change. As shown in the study conducted ianhe Panel of Consultants on Vocational Education, there is considerable evidence that vocational education programs are rum meeting identified occupational preparation needs in the nation. Among the limitations noted by the Panel were the following: T lU.S.,Congress, National Defense Education Act, Public Law 85-86A, 85th Congress, 1958. 2 Q U.S., Congress, Area Redevelopment Act, Public Law 87-27, 97th Congress, 1961. .3U.S., Congress, Manpower Development and Training Act, Publ1c Law 87—Al5, 87th Congress, 1962. A U.S., Congress, Vocational Education Act of 1963, Public Law 88-2 10, 88th Congress, 1963. U? Vocational education is not sufficiently sensitive to supply and demand factors in the labor force. Vocational education is not available in many schools. Opportunity for vocational choice is greatly limited. Service to the urban population is meager.l The panel set the stage for the Vocational Education Act ti‘l963 when it said: Vocational education has an essential service to perform under. . .changing conditions. Improvements will have to be made and redirection will have to be given to present educational activities in order that vocational-technical education may do its part adequately. Change in the scope and program of vocational education can provide educational opportunities through which many more citizens can achieve the economic security and social well—being consistent with the goals of the Nation. Arnstein echoed this same feeling in his analysis of the "mmhnological context of vocational education. There is also increasing realization that the old patterns of vocational education, based in a large part on the Smith—Hughes Act of 1917 and subsequent federal legislation, are not adequate to prepare youngsters and adults for today's technological needs. IU.S., Dept. HEW, Education for a Changing World of Work, ML Cit., p. 109. 2ibid., p. 217-218. v 3George E. Arnstein, "The Technological Context of wmational Education," Vocational Education, Sixty-fourth Rmrbook of the National Society for the Study of Education, BUT I (Chicago: University of Chicago Press, 1965), p. 39. ON Need for direction. Significant as it is, the effect of the Vocational Education Act of 1963 will depend upon the desire and ability of vocational education leaders to bring about needed change and redirection in the program. The job of implementing this legislation will not be an easy one. The Panel of Consultants recognized the problems which lay ahead: But change is never easy, since it threatens the pattern of life and work of many. Most persons either consciously or unconsciously resent indications of the need for change. Probably'the most common response is to ignore the facts which indicate the need for change and.to continue traditional patterns of conduct. This is true of individuals, it is true of institutions. Other forces that impede change include lack of funds, gaps in knowledge, legislative limitations, and outmoded administrative patterns. However, the forces which hinder change in vocational education can be overcome as the leadership in this field is able to create a program of vocational education to serve society more effectively. The 1963 Act gives states wide latitude in determining the allocation of resources among various needs. One of the Ifluposes for which funds can be used is the construction of area Vocational education facilities which serve the needs of several school districts.2 There is an increased emphasis and trend toward the Ewtablishment of area vocational education programs as Mobley ENd Barlow have pointed out: K lU.S., Dept. of HEW, Education for a Changing World of wRIXLOE. cit., p. 218. 2U.S., Congress, Public Law 88-210, op: cit. has been the development and spread of area vocational- education programs. Some states have had such programs for many years....If this trend continues, and in all likelihood it will, there will in due time be a system ‘of area vocational programs throughout the nation.1 Michigan has not based vocational education on the area program concept. Perhaps one of the foremost reasons for this has been the educational philosophyheld by many educational leaders in the state. Educational Philosophy in Michigan. The basic philosophy of many Michigan educators appears to have been a factor in attempting to provide vocational education programs on a single school district basis. As is shown in Chapter III, deny states have been able to develop broader occupational preparation programs through the cooperative efforts of Several districts. The educational philosophy expressed by the Michigan Department of Education has as its cornerstone the belief "that the programs of any school can best be determined by the people living in that school community.”2 In the past, this philosophy has been interpreted to mean that each school district must develop its own self-contained program and in the process strive to become comprehensive. This philosophy supports the ”community school concept" believing that the school program should be built through \ lMayor D. Mobley and Melvin L. Barlow, ”Impactnof Federall LeSiSlation and Policies upon Vocational Educat1on, .Vocat1ona EdUcation, Sixty—fourth Yearbook of the National Soc1ety for the StUdy of Education, op. cit., p-‘l95- 2Michigan Department of Public Instruction, A Statement (H‘Basic Philosophy Regarding Public Education in Michigan TEEEETEi_-the Department, 1960); P- l- the participation of its citizens and that it should become the center of the community for the use of all. Until rather recently, this philosophy has been built upon a narrow concept of "community". In recent years, however, this concept of community has been broadened as indicated in the latest official philosophy statement issued by the Michigan Department of Education (formerly Department of Public Instruction): Although the school serves primarily those who live in the immediate community, the kaleidoscopic times in which we live make it necessary that we expand our ideas with respect to what really constitutes our community. Today our schools are confronted by problems and situations world wide in scope and import. We can no longer think of the community in a narrow, local sense, but rather, we must consider the community as a vital part of the global whole. We must even face the fact that in the relatively near future our children may well be interplanetary citizens.1 In the past, as indicated by this statement, the community was usually interpreted to include only the geographic territory of the individual school district. This philosophy no longer appears to be in conflict with the development of cooperative area vocational education programs, provided they are developed in such a way that the values of the community School concept are not lost. In fact, the Department of maetion points out in its statement of philosophy that the changing characteristics of our society must be reflected in a.changing school program: lIbid., p. 3. 9 The outstanding characteristic of the 20th Century has been that of change. Each succeeding generation finds itself living in a different kind of world. So dynamic, swift, and all—inclusive have been these changes that every aspect of our lives has been-affected. These facts must be considered as school programs are planned. Past Philosophical Conflicts. State officials responsible for administering the vocational education programs have not always agreed upon the merits of providing vocational programs on an area basis. George H. Fern, former State Director of Vocational Eiucation in Michigan, advocated the establishment of area vocational schools in 1942. Fern outlined a plan for state operated vocational schools in an article published in the incnigan Vocational Outlook.2 This suggestion met with violent opposition on the part of those who believed strongly in the educational philosophy of community schools. Later, in 1944, the Michigan Council for Vocational Thucation Administration, a group of elected local school superintendents formed as an advisory body to the former State Board of Control for Vocational Education, published a bulletin advocating the establishement of area vocational- technical schools in Michigan.3 lIbid. 2George H. Fern, "Area Vocational Schools)? Michi.an Epcational Outlook, Vol. 5, No. 1 (September, 1942), p. 5-8, 3Michigan, Council for Vocational Education Administration, Area Vocational-Technical Schools in Michigan, Second Report of the Council (Lansing: the Council, 1944). 10 These efforts met with considerable resistance On the part of other state educational leaders. In fact, the State Superintendent of Public Instruction publicly denounced the concept of area vocational schools.1 The development of state operated and owned vocational schools is, perhaps, still unacceptable today. There remains, however, some question regarding the acceptability of other administrative patterns :tr providing vocational education on an area basis. Perhaps indicative of a growing acceptability of the irea concept are a number of more recent developments in the state——developments which have as their objective the stimulation and establishment of area vocational programs. These developments are considered in detail in Chapter III. Need for a rationale. Officials in the Michigan Depart- nent of Education feel that considerable confusion exists on the part of educational administrators and their boards of fiducation and boards of trustees concerning the establishment td‘vocational-technical education programs on an area basis.2 Clarification is needed regarding the role of various educational institutions at the secondary and post-secondary A'rationale for the establishment of area programs levels. is needed which is based on a sound philosophy of vocational "Disadvantages of Area Vocational lEugene B. Elliott, Vol. 35, No. 4. (April, 1945). cho Is, The Nation's Schools, 2 4‘ Interview with Robert M. Winger, Assistant Superintendent Ior Vocational Education, Michigan Department of Education on September 26, I966. 11 education and which can serve as a basis for the formulation of policy at the state and local levels relative to organiza— tional patterns and administrative responsibilities. Administrators and citizens need assurance that the development td‘area vocational education programs will enhance the total educational process rather than establish a system which would be in conflict with sound educational practice and administration. As will be shown in Chapter III, the area vocational education concept is widely accepted in various parts of the country. A rationale is needed in order to develop a model organizational pattern for the provision of area vocational education programs which is sound from an economic and philosophical standpoint and which fits Michigan conditions. It is also needed in order to show that the development of high school area vocational programs is compatible with the development of Michigan‘s community college system and that these two developments need not be in conflict. Within this study answers are provided to several important questions: What type of vocational education programs are needed in Michigan? What administrative and organizational structure should be developed for vocational education? To what extent can present organizational structure be expected to meet program needs? What evidence is there in Support of larger administrative units for vocational education in Michigan? Is there a sound philo— Sophical basis for area vocational education programs? I...) R) These questions need to be answered for Michigan within hm context of a rationale identifying needed changes in anganizational patterns for vocational education. The Area Vocational Education Concept The goals of education have expanded over the years and Liattempting to meet these goals, school facilities have Wfifled to become more and more specialized and the size of ‘\ ,iamls has increased. This trend is evident in school :mildlngs being constructed. lack of sufficient resources. Small secondary schools run it difficult to provide the diversified programs required 'T.. v . -_4 :met the goals of modern education. The American ational Association points to two major problems facing :mell schools in their attempt to provide vocational slucation: Vocational education in particular suffers when it is not adequately supported with sufficient funds to build modern shops and classrooms as well as to buy up—to-date equipment and supplies. Furthermore, in a restricted community there are not enough potential students to offer a variety of courses of study and to warrant specialized teachers, supervisory personnel, counseling services, or vocationally-trained administrators. Insufficient funds and insufficient numbers of students inesent serious problems for the small school. Both Sufficient numbers of students and sufficient funds must be amilable for schools to afford and justify offering broad taxational education programs. iAmerican Vocational Association, Area Vocational r" L thwation Programs (Washington: The Association, 1959). This lack of resources on the part of many school districts has resulted in a lack of vocational education program and facilities. The relatively few facilities providing adequate programs have been widely scattered over the country. It must be recognized that only a fraction of the ,otal number of new workers and workers who require additional education can be trained in existing vocational education facilities. Furthermore, it must be recognized that only a comparatively small proportion of the youths and adults who are interested in, qualified for, and able to profit from vocational education have an opportunity to take advantage of such instruction because of the remoteness of training centers from their place of residence, inadequacy of the range of vocational offerings in certain schools, and other limiting factors.1 New method needed. The situation faced by small school districts and the resulting inability to provide vocational tducation opportunities for their students, has prompted some states to develop arrangements whereby several districts can cooperatively provide needed specialized curricula. These ”area vocational education programs” are merely a technique for gathering together sufficient resources so that broad, extensive occupational preparation programs can te provided for both youth and adults. iU.S., Department of Health, Education, and Welfare, Cffice of Education, Vocational Education in the Next Decade: Proposals for Discussion {Washingtonz U.S. Government Printing Office, lgtli p. 69. 14 Area schools make possible a wide range of program offerings and consequently many different training choices. Comprehensiveness is the hallmark of area schools. These can well serve as broad vocational service centers for practically all of the needed programs and activities related to distribution, trades and industries, practical nursing, technical occupations, office occupations, agriculture, home economics, and other fields. Area programs provide a direct solution to the problems brought about by insufficient funds and insufficient numbers students. Area vocational education programs offer a constructive approach to the solution of this problem. Programs which serve the youth and adults of a wide geographical region possess the enlarged student bodies and necessary expanded financial resources needed to provide the facilities, the special personnel and broad curricula required for sound vocational education. Area vocational programs operated by the state, by the county, or by cooperation among local school districts, can offer training to youth and adults who do not now have such opportunities in their local secondary schools.2 Organizational patterns. The development of area (“‘7‘ voca'ional education programs in the United States has resulted in several different types of organizational patterns. In developing these, it is usually necessary to cut across or replace existing organizational structures. Within each state, under the area concept, provision is made for vocational schools and programs that are reasonably accessible to residents in all parts of the state. It suggests the need for broad and effective llbid., p. 70. ’3 . . . . . sAmerlcan Vocational Assoc1ation, Area Vocational Education Programs, op. cit., p. 5. planning not only in terms of strategic school locations to meet present and future training needs but also in terms of broad administrative patterns and financial structures developed on as wide a support base as possible In some cases it may be necessary to cut across or replace traditional organizational patterns in developing area programs. Area vocational education centers may be administered by a.variety of governmental units. Large school districts may provide area programs for the individual schools within the .istrict, cooperative arrangements may be develOped among several smaller districts, in some cases county units operate the programs, and in still other cases the state becomes the operating unit. Developed and administered by cities, counties, school districts, or other governmental units, these area skill centers, or technical or vocational schools: should_draw their pupils from a large enough area to permit full staffing and equipment, and should offer a wide variety of courses. The size of the area served will vary; there may be a number of centers in a large city, or a single center for several counties. The schools should be open to adults as well as young people for full—time and part—time instruction. Their entrance dates should be flexible and times at which courses are offered should be spread over both day and evening hours. The curriculum in these schools should provide training for any occupation in which a job may be reasonably expected and for which youth may be qualified. Training programs for high or less demanding skills should be adequate and of reasonable duration, in order to prepare boys and girls for the occupations they propose to enter.2 1U.S., Dept. of HEW, Voc. Ed. in the Next Decade. . ., Cp. cit., p. 69-70. f‘ Presidents Committee on Youth Employment, The Challenge 9§_Jobless Youth (Washington: U.S. Government Printing Office, 1963), p. ll. An important part of the area concept is that area programs be provided for both secondary and full—time post- secondary students as well as for employed adults. As a result, programs are Operated in a variety of training facilities. .area vocational education programs can be-housed in many types of training centers. Probably the most iavored type is an extensive vocational education school with the buildings, facilities and offerings specifically designed to meet the particular training needs of the area. Area programs housed in an identifiable department within a community college, or regional high school, may serve area purposes and functions if ualified leader- ship is provided for such departments. A study conducted by the Division of Vocational Education Michigan Department of Education, identifies the four most cummon types of organizational patterns for area programs in ten selected states. These four patterns are: (l) cooperative arrangements among two nor more high school districts, (2) programs operated on a county—wide basis, (3) programs operated an an area basis by two-year community colleges, and (A) state operated and administered area vocational schools.2 The American Vocational Association has described six types of organizational patterns: (1) decentralized area Ictational programs which make arrangements for exchanging lU.S., Dept. of HEW, Voc. Ed. in the Next Decade. op. cit., p. 70. . ., 2Michigan, Department of Public Instruction, A Surve lected Area Vocational Education Programs in the United LanSing. Michigan Department of Public Instruction, 1 232i EMimeographed.) (DH) students among schools each of which provides different kinds cf vocational training, (2) expansion of the area served by a vocational school to include contiguous non—serviced territory, (3) a separate school for vocational education, built and maintained cooperatively by two or more existing school districts or units, (4) county units EStablished as a basis for vocational education within a county or group of Acunties, (5 ) county schools controlled and financed jointly with the state, and (6) state controlled and financed vocational schools serving regions or areas of a state.1 Under Michigan school law, five alternative patterns 'or operating area vocational programs are possible: 1. Decentralized programs in which several neighboring school districts agree to each offer certain pro- grams and to exchange students. Tuition programs in which one school district makes available vocational programs to students from surrounding districts on a tuition basis. LA} 0 Intermediate school district financed programs in which area vocational programs are operated under contract with the intermediate school district board of education by one or more constituent high school districts or by a community college district. lAmerican Vocational Association, Service Areas for Eggational Schools (Washington: American Vocational Association, lgfig), p. A. p4 L: j) A. Programs provided by community college districts on an area basis for secondary and/or post-secondary students. Programs established, owned, and operated jointly by two or more high school districts. Such districts do not, however, have joint taxing powers for this 1 purpose. Definition of Terms The following terms are used frequently throughout the study and require definition: 3 Vocational Education The term "vocational education" as used in this study refers to formal instruction designed to develop skills, abilities, understanding, attitudes, work habits, and appreciations, encompassing knowledge and information which prepares both youth and adults, at e the high school, post-high school, and out-of—school levels, for initial entrance into and/or advancement within an occupation or group of related occupations. The term excludes education designed to prepare persons for occupations cenerally considered professional or which require a baccalaureate or higher degree. The term also excludes educational experiences which are commonly provided for Michigan, Department of Education, Division of Vocational Education, Establishing and Operating Area Vocational- nghpical Education Programs in Michigan,(Lansingz State Board td‘Eiucation, 1966):7 p. 9. 19 all students and are generally known as ”general education.” The term includes technical education as defined below. It is recognized, however, that vocational education and general education are inseparable and that all education contributes to occupational preparation in the broad sense . Tgchnical Education The terms ”technical education" and ”technician education” are used interchangeably and refer to education designed to prepare persons for occupations which are semi- professional in nature and which require a rigorous science and/or mathematics background. The technician is a person whose work lies in the direction of the testing, development, application, and operation of engineering, or scientific equipment and/or processes. Occupationally, the technician performs semi—professional functions of an engineering, scientific, or highly Skilled nature, largely upon his own initiative and under only general supervision of a professional person. He assists the engineer, scientist or other professional person and supplements his work. flggngocational Education Programs The term "area vocational education program” refers to an organizational or administrative arrangement whereby two or more school districts (or two or more high schools in the case of large districts) cooperatively provide f . QC vocational education programs for their students. 20 The tenn applies also to post—secondary vocational education programs available to students from a relatively large geographical area or an area of high population density. cupational Clusters he term "occupational cluster” refers to a group of closely related occupations which have similar cognitive and affective elements including principles, skills, processes, materials, products, theories, or knowledge requirements. The following Delimitations of the Study delimitations are made for the purpose of *wrducting this study: The study will be limited to Michigan public education. No attempt will be made to use data from non-public schools. Non—public school pupils will, in many cases, participate in area vocational- technical programs on a shared-time basis An analysis will be made of selected demographic, economic, labor market, and educational data which iave been compiled by various agencies, institutions, and individuals. No attempt will be made to collect original data in these areas. The study will limit its application to public secondary schools and community colleges in Michigan. 21 No attempt will be made to apply the study findings to four-year colleges and universities offering area vocational education programs. TLe role of these institutions in a state—wide system of area programs will, however, be recognized. Basic Assumptions Upon Which the Study is Based The following assumptions are made as a basis for conducting the study: 1. That desirable organizational patterns for the establishment of area vocational education programs can be determined by an analysis of relevant literature and data. That vocational or technical education through the public schools and community colleges is a necessary part of the educational experience of a large proportion of our population. That providing a desirable balance among vocational, general, and academic education is possible by offering vocational programs on an area basis. Overview of the Study and Procedures Used Determination of need. The need for vocational education in Michigan was determined through the analysis of empirical data. Pertinent demographic, economic, labor market, and educational data have been collected and analyzed. These data are used in developing a description of the experiences which young people and adults should have in order to acquire and maintain occupational competency. The resources needed for adequate vocational education programs were identified. An evaluation was then made of the (7' extent to which present organizational patterns for public education in Michigan can be expected to meet the vocational education needs of youth and adults. The development of area vocational education programs. lae development of area vocational education programs in the United States and Michigan was traced. Included is a brief iistory of vocational education in the United States. This back” tground information provided a framework upon which a philosophical base for area vocational education programs was developed. Development of a_philosophical basis. A phiIOSOphy of education and a philosophy of vocational education are developed. The implications of this philosophy for area vocational education programs is determined. Development of organizational patterns. A model organizational pattern for vocational education programs in Michigan is developed. This pattern is based on the identified need for vocational education in Michigan and on the resources necessary to meet this need. The philosophical base which is developed forms the foundation for determining the model organizational pattern. Summary This study is designed to provide a rationale for the establishment of area vocational education programs in Michigan and to develop a model organizational pattern for such Recent federal legislation and the need to change many vocational education programs to more nearly meet the demands of a changing technology, provide the basis for conducting the study. CHAPTER II THE NEED FOR VOCATIONAL EDUCATION IN MICHIGAN The Vocational Needs of Youth Vocational preparation has been for a long time one of the important purposes of the secondary school in America. Contemporary statements of the purposes of secondary education have emphasized the necessity for providing both liberal and vocational education. The Cardinal Principles of Secondary Education. The Commission on the Reorganization of Secondary Education, appointed by the National EducationAssociation, formulated the famous "Cardinal Principles of Secondary Education” in 19l8. The ”objectives" for secondary education identified by the Commission were as follows: (1) Health, (2) Command of fundamental processes, (3) Worthy home membership, (4) Vocation, (5) Citizenship, (6) Worthy use of leisure, and (7) Ethical character.l According to Alberty, the efforts of this commission popularized the present-day acceptance of the need for a consistent and unified philosophy of secondary education. He comments that the Cardinal Principles did not lU.S., Department of Interior, Bureau of Education, Cardinal Principles of Secondary Education, Bulletin 1918, No. 35 (Washington: U.S. Government Printing Office, 1928). p. 7. 5‘3) ) 1 rovide much direction for the school program. Courses were 1 v—w Zvided up among the seven principles or in some cases every r‘ ‘a a... subject was expected to help realize all of the ”objectives".1 In listing the main ”objectives” of education, the ’knmission stated that the student is the focus of education and thus education cannot be separated into parts: The naming of the. . . objectives is not intended to imply that the process of education can be divided into separated fields. This cannot be, since the pupil is indivisible. Nor is the analysis all-inclusive. Never-the-less, we believe that distinguishing and naming these objectives will aid in directing efforts; and we hold that they should constitute the principal aims of education. Purposes of education. The Educational Policies Commission has, on numerous occasions, issued statements on the purposes :j‘education. In 1938, this commission published a report tmtlining specific goals for education. Included was one under the heading of "objectives for economic efficiency." Uhe report detailed the abilities, understandings, and know— ledge necessary for the individual to attain economic efficiency. It defined as a purpose of education the development of the individual as both a worker and a consumer. +2 . . . . ’2 .ne statement stressed the importance of vocational guidance.J ‘ lHarold Alberty, Reorganizing the High School Curriculum, (New York: MacMillan 00., 1953? p. 3A. 2 U.S., Department of Interior, Cardinal Principles. . ., ‘3’?" . i: it . , p . 7.. 3National Education Association, Educational Policies Commission, The Purpose of Education in American Democracy tdashington: National Education Association, 1938). p. 92-106. M Q\ Imperative educational needs of youth In 19AM the 1¢ugational Policies C mmission issued its first statement the needs of youth which was revised in 1952 This list cf needs was based to a much greater degree than were previous i_atcments upon the needs of individuals as contrasted to the {lads of society.' One of these ”imperative needs” was All youth need to develop salable skills and those understandings and attitudes that make the worker an intelligent and productive participant in economic life. To this end, nost youth need supervised work »xperience as well as education in the skills and kiowledge of their occupations.l The needs of individuals relative to vocational education a“ be stated in terms of competencies required for occupational troficiency. The Michigan Vocational Education Evaluation Study, completed in 1963, reaffirmed earlier national state— uents regarding the purposes of vocational education. The icllowing needs of the individual are an adaptation of cratements contained in the evaluation report: 1. The mastering of the basic abilities or skills and the technical information according to the standard of the job market or requirements for success in the occupation. 2. An understanding of the requirements of the occupation and how nearly he has met or will be able to meet these requirements. :1— v . o s -1 I t n q National Education Association, Educational PoliCies iflmmission, Education for All American Youth- . A Further Look '5}, ‘Ar‘ —: . 1- o - . H - r‘ o «(f—- f\ 7* Kwieuihgton: hational Education ASsoCiation, 1932), p. 410, bk; 0 An understanding of how to get a job or otherwise to make a beginning in his chosen occupation. An understanding of how to prepare for advancement in his chosen work. An understanding of the relationships Netween management and employees in his occupation, as well as the functions of their respective organizations. An understanding of the relation of government to his occupation. An understanding of how his occupation functions in relation to others and to the local, state, and national economy. A knowledge of how to utilize the public and private services available to him for use in his occupation. An awareness of, and a disposition to make use of, educational opportunities to qualify for advancement in the occupation; and to acquire new understandings, abilities, and skills resulting from increased application of technol- ogy to the occupation of his choice. g) :0 10. The development of some ability to make wise decisions on questions facing workers in a rapidly changing occupational setting. Persons Needing Vocational Education Both youths and adults need vocational education. Youths need vocational education in order to prepare for an occupa— tion and adults need it for either upgrading their job skills ‘ for retraining for another job. How many people in Michigan can logically be expected to need some type of vocational acucation? A large proportion of our population receive their occupational preparation in some manner other than through the attainment of a four—year college degree. ibcational education, as defined in Chapter I, is needed by this segment of the population. The following persons are included in this group: 1. Youth enrolled in high school who will either drOp out before graduation or will terminate their formal education with high school graduation. Youth enrolled in post—secondary educational PO 0 institutions who will not attain a baccalaureate or higher degree. lLawrence Borosage, et a1, Vocational Education in Lhchigan, Final Report of the Michigan Vocational Education Emaluation Project (East Lansing, Michigan: Michigan State University, College of Education, 1963), p. 13. 3. Employed or unemployed workers who require job upgrading or retraining experiences in order to achieve stability or advancement in employment. High school enrollments. Data showing the 9-12 grade enrollment by county in Michigan were compiled. These data are presented in Appendix A. Enrollments in grades 9—12 totaled A88,A32 in 1963—6A in Michigan's public high schools. According to Michigan Department of Education records, non- ymblic secondary enrollments were in excess of 61,399. Accurate data on non—public enrollments are not available due to the fact that such schools are not required to report their enrollments and some schools do not voluntarily submit these data to the Department of Education. Available records show that Michigan's high school enrollment is over one—half million youngsters. Table 1 gives some idea of the relative size of Michigan high school districts. Only seven districts have secondary enrollments in excess of 6,000 students. This figure is significant, as will be shown later in this chapter, in terms of providing adequate vocational programs. High school dropouts. Much publicity has been given to the high school dropout in this country. The popular press has dramatized his plight and it is generally recognized that the dropout is at a distinct disadvantage when he attempts to compete with the high school graduate in the labor 30 TABLE 1 NUMBER OF MICHIGAN HIGH SCHOOL DISTRICTS BY ENROLLMENT IN GRADES 9—12 FOR 1963—6A .Number of 9-12 Districts* Enrollment R) 8,000 or more 7,000 or more 5 6,000 or more 7 5,000 or more 8 4,000 or more 11 3,000 or more 22 A0 2,000 or more *In 1963-6A there were 529 high school districts in Michigan. Source: Michigan Department of Education, unpublished records. market. The Michigan Department of Education_reports that twenty—five percent of the ninth graders in Michigan high Schools do not graduate with their classmates:L High school graduates. Another factor necessary to consider in determining the number of persons who might be lLynn M. Bartlett, Public High School Dropouts in Michigan, 1962—63 (Lansing: Michigan Department of Public Instruction, 196H), p.l. 31 served by vocational education programs is the number of high school students continuing their education beyond high school. Some will, of course, enroll in vocational-technical education programs in Michigan‘s community colleges or four— year colleges and universities. A recent study published by the State Superintendent of Public Instruction, indicates that only thirty-four percent of Michigan high school graduates from the previous year were attending "standard colleges, universities, junior colleges, community colleges, etc." in 1960.1 An additional percentage entered private trade and business schools though it is doubtful that this figure would greatly raise the percentage of Michigan high school graduates who continue their education in some formal manner. Data are presented in Appendix B showing college enrollment of high school graduates by county. The percent of high school graduates in 1960 enrolled in colleges ranged from a high of fifty percent in Grand Traverse County to a low of seven percent in Lake County, with the state average being thirty-four percent. Among the sixteen counties with over 1,000 high school graduates in 1960, the highest lLynn M. Bartlett, Number and Percent of Michigan High School Graduates Who Enrolled in College for the Years 1950, i255 1960 (Lansing: Michigan Department of Public Instruction, 963;, p. l. percentage enrolled in college was forty—six in Washtenaw County and the lowest was Berrien County with thirty percent. There is a degree of uniformity, then, among the more populous counties. It must be remembered that before this class of 1960 reached graduation, twenty-five percent of those who were with the class in the ninth grade had dropped out of high sghool. This means that seventy-five percent of the ninth graders will terminate their formal schooling at or before high school graduation. These persons must be provided with some type of salable skill before they leave school if they are to compete successfully in the labor market. National statistics indicate an educational attainment pattern which is somewhat similar to Michigan's. If present trends continue, thirty percent of our nation's youth will not complete high school in this decade. Of those who graduate, fifty—three percent will not continue their education and only twenty percent of the youngsters now 1 in grade school will finish four years of college. Employed workers. The Michigan Manpower Study predicts that by 1980 Michigan's labor force will total 3,936,000.2 ~ lU.S., Department of Health, Education, and Welfare, Eflggation for a Changing_Wor1d of Work. . ., op. cit., p. 2-3. P CBattelle Memorial Institute, Michigan Manpower Study: hase I (Columbus Ohio: Battelle Memorial Institute 1966 . p. 16?" ’ ) ) Undoubtedly many employed workers will require vocational education for purposes of upgrading their skills or changing their jobs. Continuous education and training will be a characteristic of the future as pointed out in a recent publication of the U.S. Department of Health, Education, and Welfare: Increasingly, workers at all levels will have to devote more time more often to education and training to refurbish skills and knowledge. This may be necessary several times during a worker‘s life as the concept 1 of his job and, indeed, even his occupation changes. Continuing education and training as a means for advance— ment up the "occupational ladder” is implied in the following statement: The main role of training programs is to provide these workers with the skills needed to fill the employment vacancies. Unless workers possess the skills required, economic expansion will create more labor shortages as well as employment opportunities. By training the low—skilled unemployed, and by up— grading employed workers for the higher skilled jobs created by economic growth, Manpower training ca? make economic expansion policies more effective. Vocational education programs have a responsibility to provide continuing opportunitites for employed workers to secure the education and training which they need to keep pace with a rapidly changing occupational world.‘ fi‘ lU.S., Department of Health, Education, and Welfare, Education and Training: Key to Development of Human Resources (Washington: U.S. Government Printing Office, 196A), p. 27. 2Ibid. LA) Unemployed workers. In April of 1966, there were approximately 98,000 unemployed workers in Michigan represent— ing 3.1 percent of the labor force.1 This figure has varied considerably during recent years. A certain amount of unemployment will always be present requiring that efforts be made to assist these individuals to retrain themselves for available jobs. The U.S. Department of Labor has pointed out the necessity of providing training opportunities for the unemployed: — A fourth area of need is for enlarged opportunities for training and retraining of unemployed workers. Current technological developments are leading to obsolescence of skills for a great number of workers, to actual layoffs for some, and to very limited job opportunities for the unskilled. The provision of adequate training opportunities for unemployed and underemployed workers who cannot meet current hiring requirements is thus one of the costs society must pay as it reaps the benefits of technological progress.2 Vocational education programs are a key element in meeting this retraining need. Training opportunities must be provided for the unemployed and the employed as well as for those who are preparing for their first job. 1Michigan, State Coordinating Committee for Michigan's Manpower Development and Training Plan, The Michigan Manpower Development Plan for Fiscal Year 1967 (Lansing: Michigan Department of Labor, 1966), p. II-C-l. 2U.S., Department of Labor, Manpower Report of the Eggsident and a Report on Manpower Requirements, Resources, yfilllzation, and Training(Washington: U.S. Government Printing Office, 1965), p- 95- 35 Needed Vocational Education in Michigan §_yertically integrated curriculum. Each educational level-—the elementary school, the junior high school, the high school, and the community college and university-~must play a unique role in preparing the individual for the world Education for occupational competency should be I or work. thought of as a continuum embracing educational experiences ilom the time a youngster begins his formal education and extending throughout his working life. This concept must ie all educational experiences including those designed -:‘.’,’.j l ILL-Lug. to enable the individual to lead a.full and satisfying life as a participant in a democratic society as well as those designed specifically for occupational preparation. A recent study completed by the Massachusetts Institute cf Technology focused on the need for a new approach to vocational education. The study report contained a statement indicating the need for developing an integrated occupational preparation curriculum: The need for such new approaches and materials exists at all grade levels from kindergarten through college, but the ndddle grades are in many ways the most Critical and form a natural point of entry. It is at the beginning Of the junior high school years that a discontinuity in the pattern of the educational curriculum appears--the transition from the relatively unstructured sequence of courses in separate disciplines. *Furthermore, the rapidly expanding curriculum reform programs for the elementary level in mathematics, science, social studies and the other areas are based on the kind of learning that grows d.) C\ from involvement with the evidence underlying knowledge. These provide an ideal background for the urposes at hand. From the intermediate grades as a base, the flow of students and experience into the senior high school can then lead smoothly into a few, broad, closely related avenues of study with manifold possibilities for crossover. . ..Out of such closely coupled educational operations can come new opportunities leading to the traditional four-year college or other post-high school formal education, such as the community college or techpical institute, or to continuing education on job. the This statement suggests that articulation between the :everal educational levels should be smooth and that there ghould be continuity of programs. Member school districts of the Educational Research Council of Greater Cleveland have undertaken a significant project designed to restructure the school curriculum at all levels in order to develop a vertically integrated curriculum f0r occupational education. This project involves defining the role of each educational level for developing occupational competency. These efforts indicate a need for redefining occupational education programs in terms of all the formal educational experiences of the individual. lN.H. Frank, Summary Report of the Summer Study on Eggupational, Vocational and Technical Education (Cambridge, ihss.: Massachusetts Institute of Technology, 1965), p. 5. 2Educational Research Council of Greater Cleveland, Sequential Programs in Occupational Education for a Restruct— gggd Curriculum (Cleveland: Educational Research Council of Greater Cleveland, 1966)° Implementation of the vertically integrated curriculum concept. In determining the type of vocational education it is necessary needed in the Michigan public school system, , LO identify the contribution which each educational level should make toward the development of individual occupational rcmpetency. It is important that the contribution of general or Liberal education to the total education of the individual This will be discussed further in Chapter IV. It is noted. is sufficient at this point, however, to recognize that eneral education and vocational education are of equal if“ L) importance in the total development of the individual. In this regard, aspects of general education are provided at all educational levels. Recently, efforts have been made to determine the role of the elementary school, the junior high school, the high c;hool and the community college in developing occupational competency. One of the most extensive undertakings is the project being conducted by the previously mentioned Educational Research Council of Greater Cleveland. This project has resulted in several recommendations for improving the secondary school program. Included are the following: 1. Occupational counseling services should be available for all 6 years (grades 7-l2). Students should develop desirable attitudes about ("er L U work in the elementary, junior high, and senior high school grades. 3. Students should develop appreciation for work. In the junior high school, courses designed to provide occupational exploratory experiences and a course in occupational information should be available. Each student should develop an individual plan for preparation for work upon entering senior high school. Preparation for entry to work should be available for all students who plan to enter the work force prior to graduation from high school or immediately thereafter. 4 Appropriate courses should be provided in high school for those students who will continue their occupational proparation in a post—secondary program which does not lead to a four—year college degree. is a member of The public school of Niles, Michigan, the Educational Research Council of Greater Cleveland and this system is developing a new curricular approach to occupational education following the recommendations of the Council. The Niles project is intended to adapt the tradi- tional curriculum to meet better the occupational preparation l . .. Educational Research Counc1l of Greater Cleveland, Eij' Cit: o .3 p o iX-Xo - . ‘ i needs of youth. Some aspects of the program will start in *he elementary grades with most of the new approach coming in grades seven to twelve. Occupational guidance and counseling will play a major role in the project. The Niles project contains the following elements: l. The development of an awareness of the occupational world at the elementary level. In the junior high school all students will be involved in a series of exploratory experiences U built around several areas or cluster“ of occupations. In the ninth grade additional depth of study in the "cluster" courses will be available. In addition, a unit in occupational information will be taught. Each student will prepare a plan of occupational preparation to guide him in developing his senior high school program. In the 10th, llth, and lEth grades, courses will be available that will afford students opportunities to develop basic skills and attitudes in occupational areas of their choice.1 Another development of significance is the work being done by the American Institutes for Research. Altman recently described several projects being conducted by this organization *_ 1Richard B. Warren, DevelOping a Program f Occupational tducation for All Students (Niles, Michigan: Niles Public Schools, 19667: (Mimeographed-) and outlined a plan for an "integrated vocational curriculum”. He identified the following major objectives for such a curriculum: 1. Elementary school. (a) An elementary concept of career dynamics and alternatives, and (b) the relationships of education and learning to a satisfying career. 2. Junior high school. (a) A sensible tentative choice between academic and non—academic education, (b) a coherent and flexible educational plan, and (c) contingent vocational plans. 3. Senior high school. (a) Realistic career plans and a flexible view of the future, (b) achievement of initial career training objectives, and (c2 development of basic vocational capabilities. I Altman’s "objectives' were based on his analysis of several related research efforts conducted by the American Institutes for Research. The writer recognizes that very little research has been done relative to the concept of a vertically integrated vocational education curriculum. Nevertheless, in describing the type of vocational education programs needed in Michigan’s public education system, some conclusions are drawn which suggest the role of various educational levels in providing occupational education. Consideration is given to the elementary, junior high school, and early senior high school curricula in order to show the relationship of certain 1James W. Altman, Toward a Concept of Integrated Vocational Education (Pittsburgh: American Institutes for Research, 19b5), p. ll. (Mimeographed,) programs and experiences to vocational education which would be developed in the late senior high school and in post—secondary programs. The elementary school. Children, at an early age, should begin to acquire an understanding of the world of work. This should include beginning the development of attitudes and basic understandings which are essential for ‘uscessful participation in the occupational world. Perhaps this can be accomplished by systematically integrating into the curriculum those experiences which will provide youngsters with stimulating opportunities to learn about the occupational The junior high school and early senior high school. At this level, the process of providing information about the world of work should be continued and expanded. This quuires that teachers become more knowledgeable about occupations, especially those associated with their particular subject matter areas. In addition, students should be exposed to exploratory occupational experiences. These experiences should be cmganized as specific courses available to all students-- toth boys and girls, college-bound and non-college—bound—— and should include all major professional and non-professional occupational areas. They should acquaint students with the basic requirements of various occupations and, to the extent PO possible, provide an opportunity to try some skills and abilities required by various occupations. Guidance and counseling should be available for all (I) tudents to assist each one in identifying indixidual interests and aptitudes. At the junior high school level, it is particularly important to identify students who may be unable to progress normally through the high school curriculum. Specialized vocational programs need to be developed for these students so that they, too, can become economically independent and made a maximum contribution to society. Late senior high school. Vocational education at the late senior high school level (grades eleven and twelve) must serve two distinct groups of students: (l) those who plan to enter the labor market immediately upon leaving high school, and (2) those who plan to continue their vocational education in a post-secondary less-than—baccalaureate-degree program. As shown earlier in this onapter, approximately seventy~five percent of all students starting the ninth grade in Michigan terminate their formal education at or before high school graduation. This large group should receive adequate specific training to enable them to enter one of several possible occupations within a given field. For instance, in the metal processing and fabricating field, a student could obtain sufficient skill to enable him to secure a job as a beginning welder or machine operator. This relatively broad training has been referred to as training for a ”cluster” of occupations. In the report of the Panel of Consultants on Vocational Education support was given to this concept: Basic vocational education should be designed to provide education in skills and concepts common to clusters of closely related occupations. The curriculum should be derived from analyses of the common features of the occupations included. These students should receive sp cialized or more advanced vocational training later in post-high—school 1 programs, apprenticeships, or on-the-job experiences. A reoort issued b the Rockefeller Brothers Fund l pointed out the advantages an individual would have if his vocational preparation is based on the clrster concept: In this day of technologies that become antiquated overnight, it is hazardous to predict a favorable future for any narrow occupational category. There will be economic advantage to the individual in acquiring the kind of fundamental training that will enable him to move back and forth over several occupational categories. Individuals so trained will find a market for their talents under most circumstances. Individuals more narrowly trained will be at the mercy of circumstances.¢ lU.S., Department of Health, Education, and Welfare, “ducation for a Changing World of Work, op. cit., p. cc . 2Rockefeller Brothers Fund, The Pursuit of Excellence: Education and the Future America, Panel Report V of the Special Studies Project of the Rockefeller Brothers Fund, Inc. (New York: Doubleday & Co., 1958), p- 10. l: i: Baer and Roebson have even suggested that the cluster concept has application at the post—secondary level: Since most young people have a broad range of interests and capabilities, appropriate initial choices are facilitated by a knowledge of families of occupations. It is becoming more generally recognized that early training, even (t the college level, should be broad enough to give the student the background for a group of related occupations. Thus he is not driven into a specific occupational choice before his interests have matured sufficiently for him to choose a field of work. When he is ready to enter the Job market, his chances of su*cessful placement are increased if he is prepared to begin at anr one of several Jobs in a given field of work. Maley and Frantz have pointed out that a large ‘1- (D percenuag of high school students are not mature enough to make firm decisions regarding their life’s work in terms of identifying a specific occupation. They also remind us that the most reliable interest inventories are those that identify families or broad areas of rim” l . 2 Lccupations. It would appear then, at least at the secondary level, that vocational education should be based on trtining for relatively large groups of occupations. 0 Training for Specific JObS PFObably @003 n t belong in 1 *Max Baer and Edward C. Roebson, Occupational Information (Chicago: Science Research Associates, 196M), p. lbr7 . 2Donald Maley and Nevin R. Frantz, An Investigation ggd Development of the "Cluster Concept” as a Program in Vocational Education at the Secondary_Level (College Park, Maryland: University of Maryland, 1955): P- 3- thimeographed.) f\—. w‘. 1‘ q the high school except perhaps for those relatively few 0 limited that they U; individuals whose capabilities are do not have the capacity for broad training. Several school districts have already put into practice the cluster concept at the high school level. Among these are the Detroit, Michigan, Public Schools and the Gary, Indiana, Public Schools.r Students planning to continue beyond high school in a post-secondary vocational or technical program should develop the basic skills, abilities, and understandings necessary to successfully complete the more specialized post-secondary educational program. ‘he cluster approach in high school, together with the general and academic program to support advanced technical training, can provide this basic instruction is preparation for the C) p st—secondary program. Harris and Yencso conducted a study of technical education in Michigan's community colleges and the preparation high school students received for community college technician programs. They found that there is a definite need for special preparatory programs in the 1Carl H. Turnquist, "Galaxy Approach to Education or the World of Work”, School Shop, XXV, No. 3, (November, 905), p. 25—27. f) ' ' '1 . LLouis A McElroy, Planning for Vocational—Technical sducation Around a Ten Cluster System (Gary, Indiana: Gary Public Schools, lgbo), (Mimeographed.) #0 high school for those students who will enroll in community college technician training programs. One of their major recommendations was: Initiate pre—technical, community college— preparatory curriculums in high schools throughout the state, with the needed content in mathematics the physical sciences, English, drafting, and twa ic shop experiences, to prepare students for entry into community college technical prograr 3.1 The "basic shop e: {periences" Harris an} chcs leUh end could be provided with a cluster approach to vocational education in the high schocl. They also stress that changes need to be made in matlematics and yh‘"ical science courses iOi pre— technical students: What is now needed is a development of mathe- matics and physical science sequences in the high school designed to suit the abilities and interests of middle level students——courses with st4ess on applications to future occupations within the "middle manpower” pactrlm. The idea that Specially structured lather ic s and science sequences in high chool should be offered for students of middle—level abilit'e is ist as defensible as the idea that stetiai zed courses should be offered for the very su.erior students. It is well to remember that 'middle level” students comprise 50 percent of an age group, while uperior students make up less than 25 percent of h age group-3 The American Institutes for Rtsrarch. in proposing a curriculum for the Quincy, Massachusetts, vocational- technical school, aptly summarizes a desirable curriculum Norman C. Harris and William R. Yencs Technical Ednultion in Michigan Pommurity Co llcwcs (Ann Arbor, Michigan: University of Mi chisdn; 1905), p. 8- 9 “Ibid., p. 9. for vocational education in the high school. This organization proposed that vocational guidance and occupational information be available to students throughout the secondary years. A basic technology will be taught (cluster approach) during the four years of high school and this will be interwoven with specific vocational instruction to provide specific skills sufficient for those who will not continue in a post- cccondary vocational program. The plan also provides for further specialization in grades thirteen and fourteen for an increasing number of students.1 It is at the late senior high school level that the area concept can be effectively employed to provide 9 which would meet the divergent r K.) the broadly—based trainin needs of both groups of students——those who will seek employment immediately after leaving high school and those who will continue their education. Both the early and late senior high school programs should be flexible enough that a student can advance at his own rate toward the goal of making an occupational choice and preparing for that occupation. lAmerican Institutes for Research, Proiect ABLE: Qevelopment and Evaluation of an Experimental Curriculum for the New Quincy (Mass.7—Vocational-Technical School, Ehird Quarterly Report (PittSburgh: American Institutes for Research, 1965), p. 10-18. Cc mmunity colle ege and other post—st 1e of the stated purposes of the community college is K L to prov ide OCL upational preparation programs. Ihe Michigan ounc il of Community College Administrators that community col le . es in Michigan tor providing a wide variety of education programs.1 Enrollment data for these programs are given later in this chapter. Building upon the base provided at the secondary ’evel, post- secondaiy iflstltllt ions should provide tne more spec alized vocational preparation n.3e de d j 'nanging technology. Programs shoulc be available for full—time students, persons in the labor force who wish to secure Job upgrading or retraining programs, and unemployed workers who reed to be retrained. In addition to the community colltg some of Inc four-year colleges and unit? illtl offer less—than— iaccalaureate—degree prograzns. The offerings of all *dc‘e institutions should be notll mate i {O hSSUFe l3 r\-o nmetirv labor market needs and to a.0iu unzciil' duplication. ! Ac IMhiistrators, :1. a o a 0 liichigan Counc1l of Community Colleze cil oI Communi ity §_Pm icy Statement (Lansing: Michigan Com. JOlle ege Administrators, 1963), p. 2. ’econdary institutions. Resources Needed for an Adequate Vocational Education Program In keeping with a democratic philosophy of education, each student should have available to him the opportunity to secure the kind of vocational education which will best prepare him for his chosen occupation. Theoretically, this means that every resident of the state should have the opportunity to prepare for any occupation he might choose and that such training be readily available. To the extent that it is practical to achieve this objective, vocational education programs should be defined in terms of the scope of offerings needed. A determination should than be made of the number of students needed to justify constructing and operating the facilities required to provide needed curricula. Decisions can than be reached regarding the type and size of organization required to provide sufficient numbers of students. The cost of adequate vocational education programs. As part of a state-wide effort to develOp adequate vocational education programs, a study was recently conducted in Muskegon County, Michigan. This study determined the vocational education needs of the area and made recommendations for meeting these needs.1 As a 1James TenBrink, Meeting Employment Needs (Muskegon, Michigan: Muskegon Area Intermediate School District, 1965) .. result of this study, plans have been developed for constructing and operating an area vocational education center. The proposed facility would cost $3,9A0,075 and would have a capacity of 587 students and could enroll up to 1,000 students on a half—time basis. The programs to be offered are built around ten occupational clusters involving thirty-eight sub—groups of occupations.1 This center is designed primarily to serve secondary students. Adler surveyed over one hundred area vocational- technical centers in the United States. He found that these units offered programs in from six to forty-two occupational areas with an average of twenty. The capital investment varied from $1,000,000 to $A,500,000 with an average of $2,325,000.2 The Michigan Department of Education has described and determined the cost of a comprehensive vocational education program.at the secondary level. Such a program would contain an instructional program encompassing a minimum of twenty occupational areas. The instruction would provide both exploratory experiences and basic lJamesTenBrink and Harold S. Fisher, Proposed Mpskegon Area Vocational Center (Muskegon, Michigan: Muskegon Area Intermediate School District, 1966). CGerald Adler, Survey of Over 100 Area Vocational- f1“ technical Centers Operating to Serve High School Students \Crand Rapids, Michigan: Kent County Intermediate School District, 1966), (Mimeographed.) occupational training which could be used by the student either for initial labor market entry or as a foundation for additional post-secondary vocational education. In order to justify the capital expenditures {0 necessary to provide a program of this cope, the Department of Education suggested that a minimum of 500 students should be enrolled. The cost of facilities and instructional equipment was estimated at a minimum of $1,022,994. The proposed facility was to be used to provide twenty different occupational training programs. It should be noted that this facility was planned only for boys and that normally vocational education programs are planned for both boys and girls in the same facility. Post—secondary vocational—technical facilities are considerably more expensive than those needed for secondary programs due to their more specialized nature. Roney has estimated that a complete engineering technology program at the post-secondary level would cost approximately $3,300,000 for buildings and instructional equipment.2 Programs of this scope should serve relatively large populations in order to enroll sufficient numbers of students to justify the expenditures required. lLynn M. Bartlett, Michigan Superintendent of Public Instruction, Letter to selected members of the Michigan Legislature, October 7, 1964. m c . - . r, W M.W. Roney, Material presented at the Third summer institute for Administrators and Supervisors of Technical Education held at Stillwater, Oklahoma, June 7—19, 1965. Further evidence of the high cost of adequate post- secondary programs is provided by Macomb County Community College in Michigan. This institution has begun con- struction of a $3,371,692 vocational—technical education complex which will provide a broad industrial technology program. Macomb County Community College serves a population of approximately one-half million persons.1 0n the basis of the.above information it is concluded that a capital investment in the neighborhood of $2,000,000 is required for adequate secondary area vocational programs and over $3,000,000 for post—secondary programs. Number of students needed. How many students are needed in order to make sufficient use of facilities of this scope? A broad vocational education program should te available to all residents of the state. In order to justify the expenditures required for such a program, sufficient enrollment will be necessary to make adequate use of needed facilities. Burns conducted a study in 196M in which he surveyed area programs throughout the nation. He obtained infor- mation from all states which had area vocational education In these forty-six states he programs in operation. 1Michigan Department of Education, Division of Vocational Education, Unpublished records. received returns from 353 of the #66 local directors of area vocational programs. This represented a 75.8 percent return.1 He found that the median population of high school age persons (lb—18 years of age) served by these area programs was 6,83M and the median number of persons in this age group considered desirable by the directors was 7,166.2 It was noted that the Muskegon facility is being planned to serve 1,000 students on a half—time basis. Adler found in his survey that from ten to thirty percent of the tenth, eleventh, and twelfth grade students attend area vocational centers. The average enrollment was fifteen percent.3 To secure enrollments of 1,000, then, would require that the attendance area include approximately 6,666 high school students. This figure compares favorably with Burn‘s findings. At the post—secondary level, the Michigan Department of Education is suggesting a minimum projected enrollment Of 1,000 students as a basis for recommending approval of new community college districts to the State Board of 1Richard Lyons Burns, "Factors Governing the Establishment and Operation of Area Vocational-Technical Schools and Programs in the United States with Application to Missouri" (Unpublished Doctoral Dissertation, Universi+ of Missouri, Columbia, 196M), p. ll. 2Ibid., p. ion-106. 3Adier, op. cit. vy Education. This figure is based on the assumption that approximately one—half of the enrollment (500 students) will enroll in vocational-technical programs. The Bureau of Higher Education suggests that these minimum enrollments are necessary for a quality community college program.l Inadequacy of Existing Vocational Education Programs Inadequate enrollments. We have already shown that approximately seventy—five percent of those students entering the ninth grade will not continue their education beyond high school and thus must receive occupational training sufficient for entry into the labor market while they are still in high school. Table 2, however, shows that only 87,M08 high school youths are enrolled in vocational training programs which are supported by state—federal vocational education funds as compared to a.total high school enrollment of over M80,000. It is recognized that not all vocational programs in the high schools are reimbursed from such monies, however, with perhaps the exception of office occupations it is safe + a -c assume that the great majority of truly vocational programs are included in these figures. It is evident, then, that present programs are not serving an adequate number of youth. While there are 1Interview with John Porter, Ass0ciate Superintendent for Higher Education, Michigan Department of Education, January 17, 1966. r? \I C/ .WwHOoma oozmflfinzazo «coflowozom wo nemeonmmmm cmeSoHE "mossom n\_ )J .n n sq; ova deflxmw Had m won um mawpoe N“ a\\ J .\ x; . Dawnm womww madam no: memsmosm Hmoflcnome Got a ads 0 Us 00H mCOHmeSUUO spasms guano \ u now mmszz Hmoflpomam seamom mso.os somqs, H a a wowwmb nmmmsfl mafimm moancoom mEom mmo.oa mmm 0a - apaseflpmsomooo Hms 3H Hom.H omaqma manpasoaam< kuoe mpaso< new nwzow Hoocom Hoosom .ooa>hom swam-smom _ swam HoosUm-uo-uso HOOEQWlCH mm-s©ma .mzemocmm ommmpmszm 2H mezmzqaomzm ZOHH Eaeaa -aeeaan ossuHSo -aam< B m 2 H A O m z m owoaaoo mm-eema . QmmmDmEHmm N) 74.. .14. 4 ( . fl .rlrlhfl. Q L; O C! )k- .mUMOoea emzmflaozacs «CoaomoSUm mo ocoEpstoQ cmmHQOflz "ooszom maa.wa mae.m eem.a eae.aa Ham sea em maaeoe men 03m em oma MM 3 mm mmeflaoo \. - mpflcsEEoo omesoaooeom ewe owe on mm mwmdaoo .sw cogs: whom mm mm owoaaoo csmflgoflz Snowmochgoz Q owoaaou cwwflnofiz ashoceo spaoz mwsqa mam owe mmm.a we sq mmaaaoo hpflcseaoo wcfimcmq a mnfl mmw \ a mmmaaoo w mm Hm: t: mm mpHc:EEoo cowmxmsz mem.w a mem.m mmeaaoo mpHc:EEoo oEoomE mom mew mm owoaaoo ApHQSEEoo :mwflcoflz oxmq prOB cmfioflc mcoflquSooo Heep“ mmmwmo m>flpso thpHSU usooe spawmm umSUCH :Hspmflm uflsw< emcee e owoaaoo mmssz awofipowsm E z m 2 q q o m z m omDCHpcom 1 fl emcee increasingly important in relation to employment r-i P-.J opportunities in the years ahead. nc.uded in this list are health, clerical, service and technical occupations. Tables 2 and 3 indicate that these are the areas where enrollments are lowest. Whatever the reason, then, the present system of vocational education is not providing trained persons in sufficient numbers for many of the {istest growing occupational areas. Part of the reason, no doubt, lies in the fact that vocational programs are conducted by a large number of small administrative units in Michigan which are unable to provide broad programs. Summary Vocational education is a recognized function of secondary education and provides the means for youth to develop salable skills, urderstandings, and attitudes necessary to make the worker an intelligent and productive participant in the world of work. Vocational education is needed by: (1) youth enrolled in high school who will either drop out before graduation r 'T'" or will terminate their formal education with iigh school graduation, (2) youth enrolled in post—secondary edu- cational institutions who will not attain a baccalaureate or higher degree, and (3) employed or unemployed workers who require job upgrading or retraining experience in order to achieve stability or advancement in employment. so Enrollments in high school and post—high school vocational education programs in Michigan are inadequate to meet obvious needs. The scope of programs is likewise inadequate to meet labor market needs. Each educational level——the elementary school, the junior high school, the high school, and the community college and university—~must play a unique role in preparing the individual for the world of work. The vocational education program needed in Michigan is one in which the student participates in exploratory experiences of increasing complexity in the elementary, junior high, and early high school grades, followed by one or two years of education in the basic skills and knowledge underlying his chosen occupational field and then specialization at a post—secondary institution. The high school program should be kept flexible enough so that as the student matures he can explore and develop his interests and abilities with the obj‘ctive of making an occupational choice and preparing himself for that occupation. For many students this choice will not be made until they are involved in a program of post— secondary education. However, at the present time, a large percentage of high school students require sufficient occupational skill development before they leave high school to enable them to succussfully compete in the labor market. L‘. H Adequate vocational education programs are costly. Capital outlay requirements for quality secondary programs approach $2,000,000 and for post-secondary programs $3,000,000. To justify and efficiently utilize such facilities will require enrollments in the neighborhood of 1,000 students. CHAPTER III THE DEVELOPMENT OF AREA VOCATIONAL EDUC TION PROGRAMS The Development of Vocational Education in the United States Colonial America. Education in the Colonies was generally of two types. Children of the better classes received their education through private tutors or the private dame schools, the Latin grammer schools, and the private academies. Children of the poor and those who were orphaned or the offspring of indentured servants were bound out as apprentices for their education.1 Vocational education in Colonial America was almost exclusively either on—the-job training or apprenticeship. According to Bennett, apprenticeship in 'he Colonies retained the essential characteristics of apprenticeship programs in England and became the most fundamental educational institution of that period.2 Monroe, in describing the apprentice education in the Colonies, states that it was the basic plan of education in all the Colonies. Extcpt for the wealthy, l . . -- . . ' Merle Curti, The Social Ideas or American Educators (New York: Charles Scribner's Sons, 1955), p. 2l-23. aCharles Alpheus Bennett, History of the Manual and Industrial Education up to l870—ZPeoria, Illinois: Chas. A. Bennett 00., l92b), p. 207-208. 1\ 3“) CM cu ( all children were expected to receive a training in some vocation. The apprentice was bound to serve his master without pay for a period of years. In return the master would teach him the handicraft or trade or vocation and be totally responsible for his care. The master was also required to see that the apprentice was taught to read and write.1 Education in the Colonies was patterned a great deal after that found in England. The Colonial education system favored the perpetuation of class distinctions. Benjamin Franklin and Thomas Jefferson both advocated reforms in this system. According to Curti, Franklin Strongly believed that the best education was one which was practical and scientific. He did not believe in training the young in the ”frivolous arts and graces” and ”dead tongues" and other characteristics of the aristocratic element of his time.2 One of Franklin's most notable educational writings was his proposal for an academy which was contained in an essay, Proposals Relating to the Education of Youth in Pennsylvania. The purpose of this academy, as .l~*~_-‘_______ M lPaul Monroe, Founding of the American Publig School §l§£§m (New York: The MacMillan 00., 194o), p. ,h-35. 2Curti., o . cit., p. 35. envisioned by Franklin, was to provide a practical . . . - . q . . 1 education for the emerging middle class OI his time. Perhaps Franklin's greatest educational contribution was to have effected a movement which resulted in the m . '. . C creation of a new type of secondary school and college. In a proposal to the Trustees of the Philadelphia Academi, Franklin outlined a program of secondary education which included mathematics, accounting, drawing, . i) and mechanics.J Jefferson went even further than Franklin in advocating the breakdown of class barriers to education: . . .the framer of the Declaration of Independence, inspired by hostility to an entrenched aristocracy and by faith in universal education as a necessary instrument of democratic republicanism, advocated a system of schools and higher institutions which went considerably farther than Franklin's ideas toward breaking down class barriers in education. For all their shortcomings when measured by twentieth-century concepts of democracy, Jeffersgn’s proposals were in their day truly revolutionary. Jefferson's "Virginia Plan" of education would have established a single school system as a means of closing , lThomas Woody, Educational Views of Benjamin Franklin tNew York: McGraw-Hill Book Co., 19517:' p. 139-331. Woody has edited the educational writings of Franklin and reproduces this essay in his book. 2ibid., p. 115. 31bid., p. 129. uCurti., op. cit., p. AO-Al. the gap between rich and poor. Under this plan all youngsters would have had an opportunity (theorically) to obtain all the education of which they were capable.1 In a letter to Peter Carr in 181A, Jefferson outlined the curriculum for his school system. It contained among other subjects agriculture, architecture, and "technical philosophy". He advocated that training in various vocational fields be offered through adult 2 evening schools. In his letter to Carr, Jefferson explains his "technical philosophy": And to that of technical philosophy will come the mariner, carpenter, shipwright, pumpmaker, clockmaker, machinist, Optician, metallurgist, founder, cutler, druggist, brewer, vintner, distiller, dyer, painter, bleacher, soapmaker, tanner, powdermaker, saltmaker, glassmaker, to learn as much as shall be necessary to pursue their art understandingly, of the sciences of geometry, mechanics, statics, hydrostatics, hydraulics, hydrodynamics, navigation, astronomy, geography, optics, pneumatics, physics, chemistry natural history, botany, mineralogy and pharmacy.3 The efforts of Franklin and Jefferson represent beginning efforts for providing vocational education through a system of public scnools available to all. Development during the Industrial Revolution. The rise of the factory system during the 19th century lSaul K. Padover, A Jefferson Profile (letter from Thomas Jefferson to John Adams, October 28, 1813) (New York: The John Day 00., 1956), p. 220. r, 2;§;g,, (letter from Thomas Jefferson to Peter varr), p. 237-2u3. 3Ibid., p. 2Al-2A2. brought about the need for occupational instruction in the United States. During this period manual labor school3,'industria1 schools for orphans and poor children, mechanics’ institutes, 1yceums, and manual training high schools were developed. The manual training movement in the Unitcd States was inspired by a Swiss school established by Philip Emanuel von Fellenberg in 1799. Pellenberg had success- fully established a farm and trade school for boys as well as a school for girls. This institution provided occupational training in addition to general education.1 At the Philadelphia Exposition of 1575, American educators learned that since 1863 the Russians had been tools at the Imperial Technical school of Moscow. The Russian exhibit made a profound impression on those in this country who were involved in the manual training A . 2 movement. As a result of these influences, manual training schools were established in the United States during the (0 19th century. These scnools combin d general education and training in the use of tools and a knowledge of industry in much the same way as present-day industrial arts programs. F—J Bennett, op. cit., p. 128-136. {\3 C.M. Woodward, The Manual Training School (Boston: u.C. Heath and Co., 1887), p. 5-4. Representative manual training schools were the Maine Wesleyan Seminary founded in 1825 and using a manual labor system of the Fellenberg type; the Oneida V . Institute of Science and Industry at Whitesborough, T..-1/ -. , .sacar Academy I") t“ . New York opened in 18a(, and the Manual U) \ .‘ -‘ CIIOGl *1 {In of Pennsylvania at Germantown in 1828. Cthe were established in Tennessee, Kentucky. Massachusetts. Iaihe, Delaware and Ohio.1 Industrial schools were established for orphans and poor children in several locations during the lgth century. Girard College in Philadelphia opener in ldAd and enrolled students as young as ten years old. Provision was made for instruction in several industrial pursuits.2 Hampton Normal and Industrial Institute for Negroes was established '4 in 1868 at Hampton, Virginia.J Perhaps the most famous of Hampton’s graduates is Booker T. Washington who describes the school and his life there in his auto— biography. chnnett, 0,. cit., p. 182-190. ) 4Booker T. Washington, Up_From Slavery (Garden City, N.Y.: Doubleday & Co., 19007} Chapter III- , .1 vL“ Another type of institution, the Mechanic's Institute, was established in this country during the 1800's. The Franklin Institute, Philadelphia, was established initially in 1820 to provide lectures and other services to mechanics. In 1826 a high school was established as part of the Institute which combined general studies with vocational preparation.l Other Mechanic's Institutes included the haryland Institute at Baltimore founded in l825, and one organized at Boston in 1827.2 The mechanic's institutes prcvided evening classes for workers.3 A plan to provide lectures and discourses for farmers and industrial workers, known as the Lyceum Movement, was popular during the first half of the l9th century in some parts of the country. At one time there were between 900 and lOOO lyceums organized in the United States.)4 The manual training movement mentioned above, grew into the development of manual training high schools. One of the most famous of these was the St. Louis Manual Training School established in l879. Woodward states that the purpose of the school was to provide instruction lBennett, OB. cit., p. 319—321. 2 Ibid., p. 32M. ’3 JHawkins, Prosser, and Wright, op. cit., p. ll. u Bennett, op. cit., p. 325-329. in mathematics, drawing, English, and various vocational yourses. Students divided their time equally between Similar schools were 2 mental and manual exercises. established throughout the country. Manual training soon spread from the specialized high schools established for that purpose to the general high schools. This was part of the movement which oventuated in the comprehensive high school.” The vocational education movement. The report of ‘he Douglas Commission in 1906 to the Massachusetts Legislature gave impetus to the vocational education movement. The work of this Commission resulted in legislation establishing the first state system of A free industrial education. Four other state systems of vocational education soon followed the example set by Massachusetts, namely, ~ Jersey in 1906, New York in 1909, Connecticut in 1909, I; w and Wisconsin in 1911. A number of other states sub- sequently enacted legislation for vocational education lWoodward, op. cit., p. 5. 2 Bennett, op. cit., Chapter X. 332291.. p. 396. "U U) {\3 I U) KT! U , . . . Hawkins, Prosser, and Wright, on. Cit.) 5Ibid., p. 39-60, An important event in the development of vocational education programs was the establishment in 1906 of the National Society for the Promotion of Industrial Education. This organization was influential in bringing about the passage of federal legislation for vocational education.1 In 1914 Congress created the Commission on National Aid to Vocational Education. The Commission completed its work in the remarkablx short time of sixtv da 8 and J a y submitted a report to Congress. The work of the Commission resulted in passage of the legislation which became for the cornerstone of federal support for 2 vocational education. forty—five years Federal particiiation. On February 23, 1917 the Smith-Hughes Act was signed into law by President Woodrow Wilson. This Act authorized continuing annual grants to the states for the promotion and development of vocational education in agriculture, trade and industiral education, and home economics The Act provided approximately $7.2 million annually.3 Ibid., p. 63-7u. 'Ibid., p. 80—89. 3U.S. Congress, Vocational Education Act of 1917, Op. cit. 71 Several short-term acts were subsequently enacted by Congress to provide additional funds. These included the George—Reed Act in 1929,1 the George—Ellzey Act in o .. r ' . . . ,4,6 and the George—Deen Act in 1956.3 In addition to programs already covered by federal legislation, the deorge—Deen Act provided funds for support of education in the distributive occupations. Tie George-Barden Act, which was technically an amendment to the George—Been Act, was passed in 1946. This Act greatly increased the amount of financial support and was later amended to include provision for training in practical nursing5 and the fisheries occupations. Title VIII of the National Defense Education Act of 1958 provided funds in support of programs to train highly skilled technicians in recognized occupations 7 necessary to the national defense. lU.S. Congress, George-Reed Act. Public Law 702, /Oth Congress, 1929. LU-S- Congress, George-Ellzey Act. Public Law 245, '7 w , {std Congress, 1934. 3U.S. Congress, George-Deen Act. Public Law 673, Yuth Congress, 1936. U / U.S. Congress, George-Barden Act. Public Law 586, 79th Congress, 1946. SU-S- Congress, The Health Amendments Act. Public Law 911, 84th COLgress, 19567* 6 Public Law 1027, 84th Congress, 1 [/- "O . “r 91~ U.S. Congress, 7 . . a . U.S. Congress, National Defense education Act, op. cit. The Area Redevelopment Acti of 1961 and the Manpower Development and Training Act2 passed in 1962 contained provisions for retraining unemployed workers. The most recent federal vocational education legislation was the Vocational Education Act of 1963. This Act is also the most far—reaching in terms of support and scope. It provides funds for training in any non— professional occupation and makes provision for the construction of area vocational education schools. The 1963 Act was designed to provide a great deal of program flexibility in the development of vocational education throughout the country. In addition to these features, the Act authorizes the expenditure of federal funds for establishing residential vocational education schools and the payment of wages for vocational education DU students participating in work—study programs. The Development of Area Vocational Education Programs in the United States .Early developments. The development of vocational schools in large cities represented a type of area school tU.S. Congress, Area Redevelopment Act, OB; cit. 2U.S. Congress, Manpower Development and Training ~A C.t 3 _Op 0 C it o -m:. 3U.S. Congress, The Vocational Education Act of Al'kjjoj9 0p 0 Cj.t o N' serving students from the entire city. Early schools of this type included the founding of New York Trade School in 1881 and Rochester Mechanic's Institute in 3885. Both of these schools were organized with private funds. Early public city vocational schools included the Columbus Trades School in 1903, Philadelphia Trades School in 1906, and Milwaukee School of Trades in 1906- As indicated in the next section, the first such school in Michigan was the Muskegon Hackley Manual Training School in 1897.3 Connecticut established a state system of vocational- technical schools in 1910. The legislation for this system resulted from the efforts of a commission appointed by the governor in 1903 to study industrial and technical education needs. O'Brien quotes from the commission's 1905 report to the Connecticut General Assembly: Your commission has been moved to advocate the assumption by the state of a part of the burden of the establishment and maintenance of trade schools in order that the state may justly insist l T0533 1, . . . . LeWis F. Anderson, History of Manual and Industri C p. 21 school Education (New York: D. Appleton, 1926), 2Ibid., p. 216. 3Frank W. Dalton, The Development of Industrial gducation in Michigan (Ann Arbor, Michigan: Michigan ndustrial Education Society, 1990), p. 8”. “ Tl H 74 that instruction be free to all her sons. 1f the schools were maintained by the towns exclusively it is fair to suppose that the advantages would be enjoyed only by the residents of the larger towns and this would be a calamity. These Connecticut schools are open to all residents O f the state and are thus truly area schools. Thirteen of these schools are in operation and the names have been changed from "State Trade Schools” to ”Vocational~ “3“}chdl Schools” An early type of area vocational program was the use of circuit teachers of vocational subjects by the state of Maine. These teachers spent four to six weeks in a school and carried their specialized equipment with them. They would provide intensive ”unit courses" of four to six weeks in length.2 American Vocational Association efforts. The Committee on Research and Publications of the American Vocational Association has published three bulletins which deal with the development of area vocational programs. The first of these was the result of two years of work by the Committee and presented arguments for larger administrative units for vocational education. lEmmet O‘Brien, "Development of Vocational Technical Schools in Connecticut”, in Harold T. Smith, Education and Training for the World of Work- A Vocational Education Ercgram for the State of Michigan (Kalamazoo, Michigan: TheuW.E. Upjohn Institute for Employment Research, 1963), p. 9. 2 J. H. Moyer, "Circuit and Part-Time Teachers” Economical Enrichment of the Small Se condayrr School -ulTlCUlUW (Washington: National Education Association, u~partment of Rural Education, 1935 ), p. 29. The pressure behind the idea or the larger administrative units, the so—called “area” vocational school, is largely one of providing for all youth and adults ways and means of acquiring occupational competency in occupations of their choice. Since small isolated schools, or schools that are situated favorably for only a few occupations, and most local schools in some respects, are unable either to have vocational opportunities at all, or to have any extended range of choice, the problem of the larger unit has been recognized as necessary to the equalization of Opportunities in vocational education. As here used, the larger unit school is designed to serve a group of communities, an entire county, a group of counties, or a distinctive area or section which might well include portions of two or more adjoining states. It does not prec ude any existing school from becoming a special school provided it can provide the vocational opportunities contemplated for youth and adults.1 In lgug this Committee published another bulletin dealing with area vocational programs. This bulletin provides guidelines for the organizing of area vocational education programs and discusses possibilities for financing them. Alternative administrative patterns are also discussed. The most recent area program bulletin by the American Vocational Association was published in 1959. This bulletin again provides guidelines for the establish- ment of area programs and updates the 19H9 bulletin. lAmerican Vocational Association, Committee on Research and Publications, An Enlarged Program of Vocational Education with Special Reference to Larger Administrative T— Units (Washington: American Vocational Association, 19H3), P. 3- ‘2American Vocational Association, Committee on Research and Publications, Service Areas for Vocational Schools (Washington: American Vocational Association, lsagTT‘ .4_.-I-IIIIIIlIIazzaEza:Hunt-filiir—____________~—mJ ,, ’ 7; I 5) The purpose of this publication is to let you know how your school system--be it in a city, a small town, or a rural area——can provide for those educational services which will develop vocational competencies in the youth of your community. Not every community or school district can afford to operate a separate vocational school program.1 Federal government activities. Title V111 of the National Defense Education Act of 1958 provides for area programs for the purpose of training highly skilled technicians in occupations requiring scientific or technical knowledge.2 Arnold, in his analysis of the Title of the Act, pointed out that programs developed under its provisions must be area in nature. The program must be an area vocational education program, that is, a program of vocational instruction consisting of one or more less-than-college-grade courses conducted under public supervision and control on an organized systematic class basis, available to residents of the State or an area thereof designated by the State Board.3 While this legislation was restricted to highly skilled technician training, it did provide for an expansion throughout the country of programs on an area basis and thus served to encourage area vocational programs. 1American Vocational Association, Research and Publications Committee, Area Vocational Education Programs *— (Washington: American Vocational Association,1959), p. 3. 2U.S. Congress, National Defense Education Act of. i938, op. cit., Section oC2. w .1 3Walter M. Arnold, "Area Vocational Education Programs” School Life, Vol. #2, No. 5 (January. 1900), p- 11 In 1961, the United States Office of Education published a provocative document designed to stimulate widespread discussion and thought regarding new directions needed for the vocational education programs of the nation. This publication, Vocational Education in the Next Decade-~Pr0posals for Discussion, contains a section entitled "Vocational Education on an Area Basis". The @cncept of area vocational programs is extensively treated in this section. Two of the recommendations of this section are: Vocational education should be further extended so it may serve effectively on an area basis. Funds should be made available immediately to assist in the stimulation of these programs and for school plants and other necessary expenses. During the past four decades, programs of vocational education have been organized and operated by a variety of school administrative units. Many of the newer proposals will require administrative units larger than the usual school districts. Where effective programs require this, special legislation should be secured. To a certain extent, the enactment of the Vocational Education Act of 1953 and its implementation in the various states has brought about the realization of these two recommendations. T lU.S., Department of Health, Education, and Welfare, Jocational Education in the Next Decade. . ., op. cit., . 7', /‘ k l *O' \;l 00 The Act of 1963 has had a definite stimulatory effect and has served to develop interest regarding the area vocational education concept. Key wording of significance to area vocational programs is contained in the Act’s declaration of purpose: . . .to authorize Federal grants to States to assist them to. . .develop. . .programs of vocational education. . .so that persons of all ages in all communities of the State. . .will have ready access to vocational training or retraining which is of high quality, which is realistic in the light of actual or anticipated opportunities for gainful employment, and which is suited to their needs, interests1 and ability to benefit from such training. Vocational education for ”persons of all ages in all communities” is for the first time a stated goal in federal vocational education legislation. There is little doubt that Congress recognized that this goal can only be achieved through the provision of vocational programs on an area basis in most communities of the country. One of the purposes for which funds may be used under the provisions of this Act is the construction of area vocational education school facilities. At least 31/3 percent of each state's allotment through fiscal LU year 1968 and twenty—five percent for each subsequent lU.S., Congress, Vocational Education Act of 1963, 22;_g££;, Section 1. 79 year must be spent for the construction of area vocational education school facilities or for post-secondary programs enrolling full-time students. 1 The interest of the Congress in encouraging area vocational education programs 8 eems clear. The definition given in the 1963 Act for the term ”area vocational education school” is particularly impcrtant in interpreting the intent of the Act as it related to vocational programs: The term "area vocational (A) a specialized high Ibid., 1 2 Ibid., education school” means-~ school used exclusively or principally for the provision of vocational education to persons who are available for full—time study in preparation for entering the labor market, or the department of a high school exclusively or principally used for providing vocational education in no less than five different occupational fields to persons who are available for full—time study in preparation for entering the labor market, or a technical or vocational school used exclusively or principally for the provision of vocational education to persons who have completed or left high school and who are available for full-time study in preparation for entering the labor market, or the department or division of a junior college or community college or university which provides vocational education in no less than five different occupational fields, under the supervision of the State Board, leading to immediate employment but not leading to a baccalaureate degree. Section A. Section 8. 80 Relationship of school district consolidation. The development of area vocational programs is one way in which sufficient resources can be gathered together to support a quality vocational education program which is broad in scope. In this sense, school district consoli- dation supports the area vocational education program concept by combining resources. In 1932 there was a total of 127,24A school districts in the United States.1 By 1957 this number had been reduced to 66,472.2 Similar progress has taken place in Michigan. In 1910 there were 7,333 districts and by February, 1966 there were 1,123. Due to recent state legislation within a year this number is expected to be reduced to about BOO districts.3 It is doubtful whether even ECO districts in Michigan would provide sufficient resources on the part of each to justify broad vocational education programs. Area Program Development in Michigan Early developments. The development of large city manual or vocational training schools in the United States 1Walter S. Deffenbaugh and Timon Covert, School Administration Units, U.S. Dept. of Interior, Office of Education (Washington: U.S. Government Printing Office, 1933) as cited in C. O. Fitzwater, U. S. Dept. HEW, Office Of Education, School District Re organization (Washington: U.S. Government Printing Office, 19577: p. 8. 2ibid., p. 8. ’2 . . JMichigan, Department of Education, unpublished is r(\”(\v* 81 did provide vocational programs on an area basis for these cities. Such schools usually served the entire D L, city and in many cases this involved more than on regular high school. So, in this sense, they were area vocational schools. A number of separate vocational schools were established in Michigan’s larger cities. Dalton reports that with its establishment in 1897, the Muskegon Hackley Manual Training School was the first of its kind in Michigan.1 Other early vocational schools in the state were: Detroit's Cass Technical High School, 1910; Saginaw Arthur Hill Trade School, 19135 Grand Rapids Vocational School (name was changed in 1929 to George A. Davis Vocational and Technical High School), 1920, Jackson Technical School, 1928, and Detroit's Wilbur Wright Cooperative High School, 1928.2 It is eSpecially interesting to note that Michigan had a law permitting the establishing of area vocational 3R of the Public Acts of .,/3 schools as early as 1907. Act 1907 provided for the establishment of county schools of agriculture, manual training, and domestic economy. This Act permitted the board of supervisors of one county or the boards of supervisors of two or more counties to lDalton, op. cit., p. on. 2loid., Chapter v. CO {U appropriate money for the organization, equipment and maintenance of a county school of agriculture and domestic economy. The Act specified that: In the county schools of agriculture and domestic economy organized under the provisions of this act, instruction shall be given in the elements of agriculture including instruction concerning the soil, the plant life, and the animal life of the farm; a system of farm accounts shall also be taught; instruction shall also be given in manual training and domestic economy and such other related subjects as may be prescribed. Under the provisions of this 1907 Act, the board of supervisors could, by a two-thirds vote, present the question of contracting indebtedness or issuing bonds for such schools to the electors of the county. Other provisions included the formation of a county school board to consist of the county commissioner of schools and four other members to be elected by the board of supervisors. The State Superintendent of Public Instruction had general supervision of all schools established under this Act. Such schools were to be made available to both youth and adults and were free to inhabitants of the county or counties. Conflict during_the 1940's. As noted in Chapter I, George H. Fern, former State Director of Vocational Education in Michigan advocated the establishment of area vocational schools throughout the state in an ___._ lMichigan, Legislature, Act No. 35 of the Public Acts of 1907, Regular Session of the 1907 Legislature, Section 6. OD x; f \ \a article published in 1942. Fern pointed out that there was a commitment in this country to a single educational system rather than a dual system. The question, he said, was not whether we have a single system but how such a system can provide for the job training needs of our citizens. The great hope of an approach to satisfactory solution of the training and job needs of these millions of men and women lies in Area Vocational Schools. Such schools have been the vision of vocational educators for years. They should be stratigically located, adequately financed, soundly administered. Fern thus made a plea for area vocational schools in Michigan. He did not, however, in this article advocate any particular administrative structure for such schools. Perhaps Fern's ideas regarding administrative structure for area vocational schools are expressed in bulletin published in 19MM by the Michigan Council for Vocational Education Administration. This Council composed of elected school superintendents throughout the state who served in an advisory capacity to the DiVision of Vocational Education of the Michigan Depart— ment of Public Instruction and thus worked closely with Fern in his position as State Director of Vocational Education. lFern, o . cit., p. 6. U) Ly The Michigan Council for Vocational Education Administration proposed a plan for the administration of area vocational schools which included the following: 1. The State Board of Control for Vocational Education would designate existing city or community schools or colleges as area ivocational schools for specific vocational courses or subjects and designate the service area for such schools jointly in consultation with the local board and the State Superin- tendent of Public Instruction. 2. A local advisory council, approved by the State Board of Control for Vocational Education, would be established. 3. The State Board of Control for Vocational Education would reimburse such schools for administration, operation, maintenance, and transportation of students in accordance with the State Plan for Vocational Education. A. No tuition would be charged for students under the age of twenty—one. 5. In those cases where designated area schools the state could not serve a particular area, could establish area vocational schools and operate them directly. F“ Successful programs would be continued in those 0\ schools where they were established. The area schools would provide additional opportunities for students in such schools, as well as providing vocational education for those students in schools which provide little or no vocational education. These efforts by the State Director of Vocational Education and the Council for Vocational Education Administration were met with opposition on the part of the State Superintendent of Public Instruction. Eugene B. Elliott, former State Superintendent of Public Instruction, opposed, in an article carried in a national educational magazine, the concept of area schools as proposed by the Council. He particularly critized elements of state control which he thought were inherent in the plan. A proposal setting forth a Michigan pattern for area vocational-technical schools has been tabled by the Michigan Board of Control for Vocational Education on the grounds that local responsibility for education would be drastically and harmfully curtailed by its acceptance. Adoption of the proposal would open the way for a dual system of education, thereby changing a hundred year tradition of complete education authority centered in the local public school systems. ' lMichigan Council for Vocational Education Ad— ministration, op. cit., p. 4-7. CD State Board of Control for Vocational Education, in considering the proposal to establish area schools, has thus been obliged to review the entire structure of Michigan’s education system. It has concluded that the establishment of such duplicate or rival educational organization as is implicit in the area vocational—technical school concept is undesirable and unnecessary. Its establishment, under the terms of the proposal which was made, would lodge the power of arbitrary action with the state and would infringe upon the rights of local school districts to administer their schools. Tile Such an attack by no less prestigious a person than the State Superintendent of Public Instruction resulted in a noticable decline in public pronouncements in support of the area vocational concept by staff members of the State Department of Public Instruction. As will be noted later, it was not until 19M6 that the subject appears in the annual reports of the Division of Vocational Education. The Michigan vocational education evaluation project. The development of area vocational education programs in Michigan has received considerable attention during the past three years. A four—year comprehensive evaluation of Mi*higan's vocational education program was completed in 1963. Five "task forces" were each responsible for a phase of this evaluation which involved well over two hundred persons in actually conducting the project. One task force was 1 Elliott, op. cit., p. 23-24. CD “3 responsible for evaluating the organization, administration, and supervision of the Michigan program. Among the thirty- one major recommendations that emerged from the various studies conducted as part of the over-all project were two of particular significance to the development of area vocational education programs in Michigan: It is recommended that the Legislature, through appropriate action, facilitate the establishment of a network of area vocational schools for youth and adults who find it impossible to secure adequate vocational education in sparsely populated areas of the state, many of whom will find it necessary to migrate to larger metropolitan centers to secure employment. This may be accomplished in part by the utilization of existing facilities, expansion of community colleges, or the construction of new facilities. And: It is recommended that the community colleges expedite the utilization of their facilities to provide vocational education for high school students who are unable to secure training in their schools.1 The importance given to the community college in these recommendations should be noted. As part of the Michigan Vocational Education Evaluation Project, Wenrich prepared a report entitled ”The Need for Area Vocational Schools in Michigan". He presented the case for the establishment of such schools in Michigan. Most high schools in Michigan are too small to provide a diversified program of specialized training lBorosage, op. cit., p. 154. .0, ,3 to meet the needs of employment—bound youth. Assuming a high school would need at least 1000 students to provide a variety of offerings to meet the specialized needs and interests of employment—bound youth, less than 20 percent of the high schools in Michigan could qualify. The plan used in several states, of vocational centers to which students go on a part—time basis for their specialized education, seems to have some merit. Under this plan boys and girls retain their membership in the local community high schools, take their general education with other students, including the college—bound youth, and graduate from the local high school. Vocational schools or centers would also provide better facilities and staff for the pre—service and in-service training of out—of—school youth and adults. It is recommended that to the area concept for purposes of vocational education for high school youth and adults. A thorough study should be made of area schools and/ or programs in other states, including the size of the areas, plan of organization, methods of financing, etc. further study be given Background information bulletin. The Department of Public Instruction published a bulletin in 1963 which was especially significant. Lynn M. Bartlett, then State Superintendent of Public Instruction, said in the foreword to this bulletin: Michigan schools face many problems in providing adequate educational programs for those students who will not go on to college. FOFEIHOSt among these problems is the fact that most Michigan schools lack both sufficient numbers of students and sufficient money to offer the kinds of programs which are needed. Perhaps the so-called comprehensive high school of today cannot completely satisfy the educational needs of all youth due to the rapidly 1Ralph C. Wenrich, The Need for Area Vocational Schools in Michigan (Ann Arbor, Michigan: The University 2f Michigan, School of Education, 1963), p. 12. ‘\O (I) required by our changing employment competencies establish area society. It may be advisable to vocational education programs or centers in Michigan to supplement the fine post—high school area vocational-technicai programs in many of our community colleges. This statement is in direct contrast to that expressed by Elliott in 19A5. This bulletin provides information regarding the concept of area vocational education programs, existing irea programs in the United States, organizational and administrative patterns being utilized, existing area programs in Michigan, and an analysis of existing Michigan legislation with implications for area vocational education programs. The bulletin was widely distributed among school administrators and others and served to bring about considerable discussion of the area concept. The Upjohn study. Harold T. Smith conducted a study in 1963 in which he compared Michigan's system of vocational education with other selected states. He found that the Michigan program was not meeting evident 1 I”: °edS: (r For reasons that are explicable, Michigan has only recently come to realize the severity of its need for a well—conceived statewide program of vocational—technical education for all of its people. The vigor of the state's economy and the ability of its industries to absorb large numbers of the unskilled and the semi-skilled on its assembly lines obscured the fact that so many ill- 1 . . . . 1 M1ch1gan, Department of Public Instruction, gackground Information Concerning Area Vocational Education Programs (Lansing: Michigan Department of Public Instruction, 1963), Foreword. 90 prepared people are in our midst. The result is that Michigan has taken no firm steps toward developing a system of vocational education for all of its people, although it is beginning to do a great deal of thinking about it. Michigan is fortunate that, in the meantime, a heterogeneous mixture of vocational education institutions has iot developed. The way is open to design a system especially suited to Michigan and to implement it with a minimum of investment loss and of disturbance to established interests.i As a result of his study, Smith concluded that: The institutions needed are (l) the comprehensive area post—secondary and adult education institution, located ultimately at the heart of every commuting area in the state; (2) the comprehensive high school, which every high school should strive to be; and (3) the cooperative area vocational facility or education center located at the heart of every commuting area that is not yet able economically or otherwise to support a post—secondary institution. The center would be in fa ct an embryo post- secondary and adult education institution. Smith felt that the community college is the key to the orderly and sound development of vocational-technical education programs in Michigan. He stated that the ommunity colleges in Michigan should open their facilities to the high schools for apprOpriate secondary courses, either academic or vocational, that the individual high schools cannot afford to offer. lHarold T. Smith, author and ed., Etiucation and Training for the World of Work-~A Vocational Educ atTon PI‘Ogram for the State of Michigan (Kalamazoo, Michigan: TTe W. E. Upjohn Institute for Employment Research, 1963), p 1. 2Ibid., p. 3. 91 The community colleges can thereby serve as area education centers for the high schools of their areas, If they should not do so, parallel area institutions must develOp to serve the high schools, for the area institution constitutes the only known device by which training beyond that which the individual high school can offer may be made availe able to youth or adults. The state of Michigan must look forward to the time when there is a modern community college or an area vocational education center in the heart of every commuting area. Smith's study included solicited chapters from selected states in which the authors were asked to describe the programs of vocational education in their respective states. In the chapter describing Michigan's program, reference was made to the inadequacies of vocational education in the state. It has been implied. . .that our present vocational education programs fall far short of meeting present— day occupational training needs. The vast majority of Michigan school districts do not offer truly comprehensive educational programs. Most districts do not have sufficient financial resources or students to afford comprehensive programs. 0 O O O 0 O O O O O O 0 If school districts are to provide students with the opportunity to become competent in the occupation of their choice, a way of combining district resources will have to be found. Con— solidation of high school districts may be a possible answer; but it is doubtful whether most Michigan school districts will ever attain sufficient size to be able to meet the educational needs of all their students. This is particularly true if districts continue to operate vocational education programs individually. Perhaps our secondary schools should consider the advisability of establishing area vocational education programs of their own. lIbid., p. A. 2 . Ibid., p. 132. Council on secondary education. In addition to vocational educators, other educators were giving the area vocational concept serious consideration at this time. The Michigan Council on Secondary Education released a policy statement dealing with ”employment-bound youth”. After expressing concern for adequate educational programs for students who are not going to continue their education beyond high school for a four—year college degree, the Council made a plea for area vocational education centers. This plea was based upon the opinion that many Michigan school districts could not afford adequate programs for employment-bound youth. Michigan needs a system of area vocational education centers or programs. Such occupational preparation centers could serve youth from several cooperating high school districts. These districts could then operate programs under several possible administrative patterns. Two or more districts should be able cooperatively to build, finance, and operate such a center and/or the community college could provide occupational preparation programs for both high school and post-high school students from a number of districts.i f I“. h . ,1. I - V The Council made two recommendations for development of area vocational education programs: That a coordinated plan be developed permitting school districts cooperatively to offer area l . . . . . . Michigan Counc11 on Secondary Education, A Policy Statement ConcerningiEmployment—Bcund Youth (Lansing: Michigan Department of Public Instruction, 19o3), p. 2. 9i Careful study vocational education programs. bes't and consideration should be given to the administrative arrangements for such area programs in Michigan. And: That efforts will be made to secure necessary legislation which will permit school districts cooperatively to operate vocational education programs. Such legislation should include financial provisions for buildings and operation, as well as for administrative arrangements.i Council of(3ommunity College,Adnmnistrators. Another organization concerned at this time about the development of area vocational programs was the Michigan Council of Community College Administrators. Late in l963 this organization published a report indicating the possibility cf Michigan community colleges serving as administrative units for a state-wide system of area vocational—technical education centers. The Michigan Community Colleges should be designated by the State Agency to seive as the Administration Centers for the Area Skill Centers for Vocational—Technical education for all educational levels and all age“. 1. The Community College ccicept, with its goals of providing a program for all citizens has the necessary experience and the philosophy for Operating such a program. The present Community Colleges are so located that all citizens can feasibly in included in a skill center within reasonable proximity to present sites. . . . R) llbid., p. 3. OH 3. The necessary legislation and organizational machinery exists for establishing additional sites, as they are needed. A. A cooperative working arrangement exists with the State Universities and four—year Colleges in the area of professional and technical assistance.1 This report, through a series of maps, proposed to extend the service areas of existing community colleges (eighteen at that time) to cover the entire state. Bach community college would operate, in addition to its major campus, a number of satelite area vocational centers sufficient to serve the needs within the extended service area. The report contained considerable community college philosophy and no doubt served to stimulate additional "5 discussion regarding the proper role ot the community college in Michigan’s system of vocational education. One statement, included in the report, attempted to define the scope of community college responsibility: The Community College being a community institution, is in a unique position. It may offer lower-division college courses and post- secondary vocational-technical courses to its regular students. In addition, it is able to provide evening programs for employed adults to increase their knowledge and culture of to up- lMichigan Council of Community College Administrators, A_Concept of Area Skill Centers for the State of Michigan-— The Michigan Community Colleges as Administrative Units, A report of the Sub-Committee on Vocational-Technical Education, December 1963, p. 3—H. (i) (:1 grade their skills. This is especially important in view of technological change. It can also serve as an area vocational center for the high schools of the area. Prior to the release of the report described above, the Michigan Council of Community College Administrators published a policy statement regarding the role of the community college. This publication contained the following statement: Community colleges recognize their otlig gation to provide, within their capabilities and the needs of the community, edu amps Hoocom oeos new seeCmo Hoogom Hoonom mmflpflaflomw assesocmnuemoav ascoHUMco> meow mEom Hmoemmzm emceaau anwczeaoo mess msmnzooem mewaposm. msbhmZHo Emswosm mHSoHMMSo zhwflm ow ccopmflm nwmsSOo HmQOu so mmmsSOo Necesn masrsmm on m>amsb szom wo pang m as cmomswmoCH mo smoasz ommscocfl msmthHo cmeomacm me pazos ececzem once ceazosw mmHQEme mCOflquSooo %1 can mm>smm mo cflzoz nummflsom anwnam esp mo omczaocfl l. hexane honed whoeemQSooo umpwo sOmme m>eumpcmmmsmms mcoflummsooo any so mccmamm pmoz szow OPCH mmamswxm mo stEZZ meowummsooo Ham asosw coflpmsmmmsm mmocofisoaxm capo; WCHCflMspms HMCOHmeSooo ha0pmsOHQXm HmCOHquSooo one «wcflcmsmas :smumsao: mcfl>osm ecu mo mm>flpommno mwcflcflwsu 20w now use mmoCmpmzm mmmcmswzm mcfl>osa QB wCHCHmsp memassflpm moam>mm mcfl>osa OB ow macepcoo sauna one swam swam sowcmm Hoosom masccoommuumom soflcmm mme hasmm new zswecmEmHm swam Mousse Z DMB pmoo msomw CH ooufiassvm modem msmmmoooz we pesos< f ocom Hmooe ocom mo newsmq emmmmezH em.e o memes mzom mDOHm<> mom muqu m mza .m.a .H e ooo.ooo.ma mmH9.{99 10. Jackson 911 E99, W0 11. Kalamazoo o0c.o09 000 12. Kellogg 13.,19,.008 13. Kirtland 109, {569 ,000 19. Lake Michigan 500,19” l<% 15. Lansing 82',0o9, 533 lb Macomb 1,629,111,935 17. MidMichigan 79,999,000 18. Monroe 373,c2o, goo l9. Montcalm 129,089,8EC 20. Muskegon 985,112,300 21. North Central 56,212,099 93. Northwestern 102,9o1,908 33. Oakland 2,997,383 900 a), Port Huron 116,307,310 35. Schoolcraft 615,399,979 86. Southwestern 109, 997,756 CY. Washtenaw 729,552,907 TABLE 7 STATE EQUALIZED VALUATIQNS FOR MICHIGAN COMMUNITY COLLEGE DIS TRICTS 1",“. 7* ‘- - i‘ \J K ~L if”: ._:V’r\, __-.-—...,--..__ _,._._ ,— Source: Administrators, Michigan Council of Communi icy College Unpublished records. 1919 aiiroximatel 6 500 is the minimum enrollment necessar I ) to justify an adequate area vocational education program. With few exceptions, the high school districts singly d \J O not have sufficient enrollments to justify adequate programs. Appendix F presents secondary enrollments in the sixty intermediate school districts. Sixteen of these districts have sufficient enrollments for an area vocational program. It is clear, however, that in the sparsely populated sections of the State the intermediate district does not have the necessary enrollment to be used as a base for establishing area programs. It is suggested that in these sections, the evolving c mmunity college system be used as the base. 'Proposed plans for vocational education in Huron, Sanilac, and Tuscola Intermediate Districts illustrate a possible organizational pattern for spagsely populated areas. It is proposed that these three intermediate districts form a single community college district and that the community college operate the necessary 1" g secondary area vocational centers as well as a post- 1 secondary center. 1 Max S. Smith, et al., Final Report: Three County Area High School and Post-High School Educational Needs Study Committee of Huron-Sanilac—Tuscola Counties (East Lansing: Michigan State University, Office of Community College Cooperation, 1966). l s 0 Future role of the intermediate school district. Under present State legislation, it is not permissible for the intermediate district to actually operate an area vocational center. As described in Chapter 111, the intermediate districts can form the financial base for area programs but they cannot operate them. It would seem inadvisable to permit intermediate district operation at this time due to the limited size and scope of many intermediate districts. If, through consolidation, the number of intermediate districts were sufficiently reduced in the future, operational status might be desirable. Rationale for Using the Community College as the Post-Secondary Area Vocational—Technical Education Center The alternative to using the community college. The alternative to using the community college for providing post-secondary vocational—technical programs would be to establish a system of post—secondary vocational-technical institutions parallel to the community college system. Several states have done this. Minnesota is in the process of developing a system of post-secondary area vocational schools and at the same time developing a system of junior colleges. It is evident that both types of institutions are striving to become comprehensive post—secondary lbi institutions which provide both vocational education ‘1 and general college—transfer programs.” Harold Smith, in arguing against the establishment of a separate post-secondary vocational system in Michigan, said: This would be a time-consuming and costly thing to do; and if we read the trends in other states correctly, we should expect these new institutions to become comprehensive over to become, a period oL time and in fact, dual-purpose community colleges.L Smith‘s argument is that a system of vocational- technical institutes separate from the cozi‘mur‘iity colleges would, over a period of time, actual“y become community colleges. Thus, it (‘ 2.. DC would seem to be useless to develop such a system which could only serve to delay the orderly development of the comprehensive community college system in Michigan. Need for coordination. In addition to the direct competition for finances and students which a separate system of technical institutes would create, there is another important problem which would be harder to solve. There undoubtedly are a number of occupational program offerings for which the post—secondary 1William C. Knaak, “An Analysis of Vocational- Technical Training in Minnesota“, in Harold T. Smith, Op. cit., p. 135. 2Harold T. Smith, op. cit., p. 19. institution should assume responsibility and which need relatively few workers. In such c {D ses, every institution should not offer these programs. The need for coordination so that program offerings approximate labor market needs is evident. Such coordination would be considerably more difficult in the face of competing post—secondary systems. Arguments f9? a Complete Community COllege System in Michigan The organizational patterns sun: \.',;¢ _/K»_ r T) sted txnfllier in this Chapter, are predicate; on the entire state eventuall becoming art of a communitv collcwe district. 0 \ l.) Michigan now has twenty—seven community college districts and it is anticipated that the entire state would be covered with the establishment of approximately thirty— five community colleges. A state plan is currently being developed which would become the basis for l Completing the community collage svgtpm e VD -0 -vAL The community college is a unique institution in this country with unique purposes. The purposes of a comprehensive community college are unline the purposes of any other institution in our public educational system, The Michigan Council of Community College lnterview with John Porter, ssociate Superintendent, Bureau of Higher Education, Michigan Department of Education, on November 3, lgbo. l " L— < ‘ l /_ Administrators has defined the purposes of the community college in Michigan to provide the to llowinug“ programs l. Guidance, Counseling, and Placement Services 2. Programs that can be transierrel to four-year colleges and un vcr.i ‘ ‘ Tl 3. Training preparatory to employ: ht or ingrov ment in employment, and retraining to meet technological change M. Continuing education for cultural, civic, and avoca ational growth 5. Community service programs These purposes are essential components of a complete state educational system and they embody certain elements vital to a comprehensive system of area vocational—technical education programs. An alternative to a complete community college system. As an alternative to having all areas of the State included in a community college district, some of the four-year colleges and universities could serve a community college function for a particular area of the State. This would seem to be a la r less desirable alternative to a complete community college system. Particularly for vocational education and community Oervice programs, the community college with its closer lMichigan Council of Community College Administrators, Efie Role and Character of Michigan Comnuritv Colleges, 2p. cit., p. 2—3. community roots and local control would seem to be much better suited than the four-year institution. It is entirely conceivable that the four—year institution would consider it "beneath its dignity” to provide lower skill level post—secondary vocational programs. It is even more questionable that they would look with favor upon offering vocational programs for high school students in the sparsely populated areas of the State. The arguments are strongly in favor of utilizing the community college in Michigan as the institution to provide needed post-secondary area vocational programs. Alternative for Secondary Vocational Education in Sparsely Populated Areas It is suggested that the community college provide both secondary and post-secondary area vocational programs in sparsely populated areas. It is further suggested that where commuting distances are excessive, secondary area programs with limited program offerings be provided as additions to present offerings in one of the coop— erating schools. An alternative to this method would be to provide dormitory facilities in centraliz,d locations in order to provide desirable program scope. This could be done for secondary students on community college campuses in such areas. s r: [T -L g; 3, Relationship Between the Secondary Area Center and lndividual high Schools It is proposed that the model organizational patterns for area vocational programs described earlier in this Chapter, be implemented in such a way that high school students attending a secondary area center retain their identity with their home high school. The secondary area vocational center should be considered as a department of vocational education for each of the cooperating high schoolsf Students could attend on a part-time basis and receive their general and academic education in their home high school. This method of operation would retain the advantages of the comprehensive high school and would in fact permit the high schools of the State to (T >ecome truly comprehen- sive. Students of high school age would not be segregated into a "vocational" or ”academic” category quite to the extent they would be if some of them enrolled in a "vocational high school” full-time for all their work. The implementation of this concept would have the added advantage of more easily permitting a student to change his mind regarding a career choice during his high school experience. Analysis of the Area Vocational- Technical Education Studies Thirty-eight "area vocational—tecinical education Studies" have been completed or are currently underway 156 in Michigan. These studies are designed to provide long— range planning for meeting vocational education needs in the State. They all have three primary objectives: (1) to determine what vocational training programs are needed, (2) to determine where these programs should be located (organizational pattern), and (3) to determine how they can be financed.1 Map I shows the location of these studies and indicates that most of the State is involved in this effort. Twenty-one studies were completed by December, 1966. Selected data from these completed studies were compiled and are presented in Table 8. All but three study areas have state equalized valuations in excess of $lO0,000,000. Thus, it would seem that they could afford to support adequate vocational programs. We.see, however, that nine of the areas lack the 6,500 secondary students necessary to justify the kind of vocational programs described earlier in this study. In the case of the Oceana—Newaygo area, the study resulted in a recommendation not to establish an area center but rather to cooperate with surrounding areas in order to secure the necessary resources. Most of the other areas with insufficient numbers of secondary students are in 1Michigan, Department of Education, Area Vocational- Technical Education Studies, op. cit. oooooo .- Study Comp le ted Source: ..- ..... Legencd Study in Progrc : s AREA VOCATIONAL-TECHNICAL '“ EDUCATION STUDIES / ////////// 75"" /7/ , / ‘//2%%%?%/4%% ...... ----------- ....... ........ ........... ....... ........ £ ’4 /.. %% uuuuu uuuuuuuuuuuu nnnnnnnnnnnn I l - u Uyww” %.%%,l 'v 33 3:3: flfi’t‘fiifiz/ 7/ ” f, g. _ . I. %%%%%é%%%:?é%éwg 'LT .15 ///// % .- 5 - .. .j:j: / ‘ . I; %///9% 3:123:12“: :E:E:I:.:.:.:I:I:I; :I:I:._...5.:.;.;.:.;.-. '/ / See Appendix G. ,«r‘l 130 » m mmm.m m HH ooofiqom mm m: sHeHo .so H H moo.m H OH mOqumo gem cancHHo c nommmmsche » n-H smH.m m OH smm mam 9 m cmmmHH< mzmssc fl mum Mamwmw m am 000 Mam w “mmm H QEOQMM H m mmHflmm m 0H com mam mmw H pesw H H zon.m mH ooo www.mH: cemxomm Q m OHHQQ ma omqo oxo mi COmCHMoHQucosw H H MWHnN J OOOnNJmawOH mmdU H m Om®.mH om mmHnomm.HHm socmwm IksMMQICSOQHMU H m mso.mH m :H mmo.mmswmmm cstsmm H m meow: H 3H oooqqunmmH mmcHeOcmz - - Iw%wMoHOO£UmIMpHmQ H H ewe“: m msm.mmmnmmH w wcooH< -«. IzocmsospcoznmchH< hymncoomm zswncooom pcmEHHoscm oHHoDm oflHnsm COHpMSHm> -pmom mHlm Hepoe -coz emNHHmswm msmpcmo mms< mHoogom LMHm mpmpm mms< cmocmssoomm mo pmessz mo smnesz mMHQDBm ZOHB wse camps H m mHm.m m mH oom.:mm.mwm mHmH msammwm nowmmVOucwwzocmgo IXHo>mHHmconmeEm H a mmm.m m mm oom.mm:.wmm a «Hoomse nomHHcmmucossm zydecoomm hsmccooom ucmEHHoscm oHanm oaaosm coepmzam> mmp< -pmom mH-m [Incoz emNHHmsam meme mo mms< mHoosUm cwflm weapm UmUCmEEoomm @o sonssz mo monasz UQDCHuon m mHm 11 CG H ,‘W \a‘ , vT‘ sparsely populated sections of the State. These latter studies cover large geographical areas and according to the recommended organizational patterns given in the first part of this Chapter, would not be expected to develOp programs of the scope possible in other more populous areas. Sparsely populated areas may have to rely to a greater extent on post-secondary centers where facilities could be available for resident students. As indicated earlier, high schools in these areas should band together within commuting areas to provide as many programs as possible. As indicated in Table 8, all of the completed area studies call for a drastic centralization of vocational programs. The number of area centers is far less than the number of individual high schools. These recommenda- tions for centralization tend to support the recommended organizational patterns. Opinion Survey of Local Directors and Consultants of Vocational Eiucation In developing a rationale for the establishment of area vocational education programs in Michigan, it seemed desirable to secure the Opinions of local directors and consultants of vocational education relative to certain aspects of area program development. Method. Questionnaires were prepared and sent to fifty directors of vocational education in high school lfil districts, ten directors of vocational education in community colleges, and eight intermediate school district vocational education consultants. These individuals compose the total population of local vocational education administrators in Michigan whose positions are approved for reimbursement from state-federal vocational education funds. Completed questionnaires were returned by forty— eight (or ninety-six percent) of the high school directors, ten (or one hundred percent) of the community college directors, and eight (or one hundred percent} of the intermediate district consultant. Appendix H contains a copy of the cover letter and questionnaire sent to these local administrators. Analysis of local administrator's questionnaire. Appendix I contains the questionnaire responses from the local vocational education administrators and consultants. In response to the question regarding their choice for the use of funds for vocational education programs, the respondents did not agree. Almost seventy—three percent of the high school directors favor spending money for secondary programs as their first choice and ninety percent of the community college directors feel that first priority should be for post—secondary programs. The intermediate district consultants were unanimous in placing top priority for the use of funds on secondary Programs. It is interesting to note that about twenty- _} .‘x If.) _J_ ’Q three percent of the high school directors felt first priority should go to post-secondary students and that almost seventeen percent of the community college directors felt first priority should go to secondary students. These responses are shown in Table I of Appendix I. This Table also indicates that the high school directors and intermediate consultants would place programs for employed adults in third place while community college directors ranked these prog~ams second. Table 2 of Appendix I shows the respondent's preferences regarding organizational patterns for high school vocational education programs. All three groups prefer offering high school programs cooperatively on an area basis by several schools. It should be noted that only thirty percent of the community college directors favor the offering of high school vocational programs by community colleges. Table 3 in Appendix I indicates what the three groups think about the type of high school program which should be provided. Interestingly, none of the respondents thought that high school programs should provide only occupational exploratory experiences. And yet, only a very few thought the high school should train for specific occupations. Perhaps, it is significant that four respondents did not follow the directions and chose two categories rather than one. The fact that all four chose the same two might indicate that others feel that high school programs should provide both for “exploratory experiences and broad training” and ”training for Specific occupations” and might have indicated this had they had a chance to do so. Over seventy-five percent of the total group felt that the high school should provide exploratory experiences and broad training. Over eighty—one percent of the high school directors chose this category. Table A, 5, and 6 of Appendix I provide information relative to the labor markets for which vocational programs should be designed. Local vocational admini- strators and consultants feel that occupational preparation programs, regardless of level, should be planned for §i__labor markets--local, state, and national. There was a slight tendency toward feeling that high school programs should meet local and state labor market needs rather than national, and that vocational prtgrams in the four—year institutions should be designed for state and national needs rather than those in the local area. Tables 7 and 8 of Appendix I show the respondents' preferences regarding which institutions should have responsibility for vocational programs for full—time post-secondary students and employed adults. The loii respondents do not favor having four-year colleges provide vocational programs for either post—secondary students or employed adults. The community college directors are unanimous in their belief that such programs properly should be the responsibility of the community colleges. The high school directors as a group are not so sure. Though they seem fairly willing to let the community college have major responsibility for post— high school programs (see Table 7), they seem evenly split on who should have responsibility for employed adult programs-~area schools or community colleges. The intermediate district consultants would favor having community colleges provide programs for full-time post- secondary students but would have area schools provide vocational programs for employed adults. The consultants were not unanimous in these choices. Three of the eight made opposite choices in response to the two questions. The respondents' opinions with respect to limiting the more specialized programs to only one or to relatively few institutions are summarized in Table 9 of Appendix I. Most of the respondents were together in their disagree- ment with the notion that specialized vocational Education programs should be limited to only one or to a relatively few institutions in Michigan. As indicated in Table 10 of Appendix I, there was sharp disagreement among the respondents as to whether or not most people will receive their specific vocational training after high school. As a group, the high school directors were evenly divided, while the community college directors and intermediate consultants were oppose; to each other in their views. As a total group, over fifty-six percent of the respondents agreed that in the future most people will receive their specific vocational training after they leave high school. The community college directors feel that all post— high school vocational programs should be coordinated or administered by the community college even though some programs for adults might be provided in facilities of the high school districts. The high school directors, as well as the intermediate consultants, disagreed among themselves regarding this idea as indicated in Table ll of Appendix I. According to the responses shown in Table l2, Appendix I, it would appear that there is general agreement among the directors and consultants that most high school districts will need to cooperate among them- selves if they are to provide adequate programs of vocational education. Tables l3 and 1A, Appendix I, present the respondents' Opinions regarding which groups of peOple would or would not favor the development of vocational programs in such a way that they are cooperatively operated by several l ‘6 o high school districts. Most of the high school directors and intermediate consultants thought that the community college administrators would not favor this development, while most of the community college directors thought the same thing about K-lB district administrators and high school boards of education. Apparsntly, only "the other group" wouldn't favor. On the other hand, the high school directors and intermediate district consultants felt the groups they represent would favor this development. Summary comment on questionnaire results. In general, high school directors of vocational programs, community college vocational-technical directors, and intermediate school district vocational education consultants in Michigan seem to favor the development of area vocational programs. They do not agree on who should have the responsibility for vocational education programs. They are undoubtedly biased toward their own particular institution. It appears unlikely that as a group local vocational education administrators and consultants would be in agreement with any single organizational pattern for area vocational programs. Individual analysis of the returns indicates that opinions regarding organizational patterns depend some— what on the kinds of working relationships wnich have L J ox developed among the various institutions. For example, one set of returns from high school directors and the intermediate district consultant who are employed within the boundaries of a community college district which has developed a rather extensive vocational-technical edu— cation program, indicate that these people are less reluctant for the community college to assume responsibility for all post-secondary programs than do their counter— parts as a group. Summary Curricula which are provided for the purpose of developing occupational competency should be designed to accomplish the following objectives: 1. To develop an accurate awareness of the occupational world during the elementary and junior high school years. 2. To provide exploratory experiences in the early senior high school for all students sufficient to enable them to assess their own abilities and interests in terms of the job requirements for major occupational categories. ° ' ' ‘ '° ~‘ 7 at the 3. To prOVide vocational education programs senior high school level built around clusters of related occupations which will enable students to either, (a) develop skill, knowledge, and understandings sufficient to enter an 168 occupation in one of the clusters, or (b) secure the broad basic preparation necessary to successfully complete a vocational preparation program in a post-secondary institution. H. To provide at the post-secondary level a wide variety of vocational preparation programs designed to give depth training for a particular occupation or for several closely related occupations. U‘l To provide opportunities for continuing vocational education for persons who have entered the labor force and who need either job upgrading experiences or retraining programs. A system of secondary area vocational education centers should be developed in Michigan to provide those programs which the individual high schools cannot justify. In densely populated areas, secondary centers could be developed cooperatively by the secondary schools or developed by a community college. In sparsely populated areas, they should be developed by the community colleges to serve secondary students. Post-secondary area vocational centers should be developed throughout the State as an integral part of each community college. Certain four-year institutions might provide very specialized vocational programs at the Post-secondary level which can be justified in relatively few locations. K "\A 3 ‘LIJ Alternatives to these organizational patterns were considered. Arguments were presented in support of rejecting the formation of a superimposed vocational education district, the development of a system of post- secondary technical institutes, the utilization of four- year institutions to provide a community college function, and the development of separate full-time vocational high schools. The results of twenty—one area vocational—technical education studies conducted in the State were analyzed. It was found that these studies generally supported the rationale for area vocational education programs and the proposed organizational patterns. As the result of a survey, it was found that high school directors of vocational programs, community college vocational—technical directors, and intermediate school district vocational education consultants in Michigan seem to favor the development of area vocational programs and generally tended to support the rationale presented in this Chapter. CHAPTER VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Method Summarized One purpose of this study was to show why area vocational education programs should be developed in Michigan at both the secondary and post—secondary level. It was also designed to show that these programs are needed now and that they should be developed in Michigan as the means for public education to provide needed vocational preparation. Another purpose was to develop a model for organizational and curricular patterns for the provision of vocational education at the local level. Determination of need. The need for vocational education in Michigan was determined through the analysis of empirical data. Pertinent demographic, economic, labor market, and educational data were collected and analyzed. An analysis was made of the vocational education needs of various groups of people. These needs were determined for youth of high school age, youth enrolled in post—secondary institutions, and employed or unemployed workers. The type of vocational education needed at each educational level was determined by analyzing studies IYO l7l and literature dealing with vocational curricula. Broad occupational preparation objectives were suggested for the elementary school, junior high school, senior high school, and community college. In addition, the role of four-year institutions in providing less-than- baccalaureate degree programs was suggested. Description of needed resources. Several studies dealing with the cost of adequate vocational education programs were reviewed. Data obtained from these as well as information supplied by the Michigan Department of Education were used in arriving at the cost of a comprehensive vocational education program at both the secondary and post—secondary level. Minimum enrollments required to justify the scope of facilities needed for adequate programs were ascertained by reviewing previous studies and from information provided by the Michigan Department of Education. Assessment of present programs. Data were collected showing enrollments of high school youth and those enrolled in vocational programs supported by state— federal vocational education funds. These data were compared with the number of youth needing vocational education. Present vocational program offerings and enrollments were compared with projected employment opportunities. 172 Review of the development of area vocational education programs. The historical development of vocational education in the United States was traced and the development of area vocational education programs in the country and in Michigan was reviewed. An extensive review of area program development in Michigan was made. Particular emphasis was given to recent develOpments which indicate an increasing acceptance of the area vocational program concept. An assessment was made of existing area vocational programs in the Nation and in Michigan. Development of a philosophical basis. A philosophy of education was stated together with a philosophy of vocational education. The implications of this philosophy for area vocational programs was determined using the information provided in the first three Chapters for illustrative purposes. Development of models for curricula and organizational patterns. A model for an occupational preparation curriculum in the public schools of Michigan was developed. The model contained objectives for each educational level and suggested the kind of experiences students should have. It indicated the occupational scope for each level and outlined a broad curricular framework. Suggested organizational patterns for vocational 173 education in Michigan to implement the model curriculum were outlined. Organizational patterns were suggested for sparsely and densely populated areas of the State. An analysis was made of twenty-one area vocational- technical education studies recently completed in Michigan to determine the extent to which they confirm the findings of this study. A survey was conducted of local directors and consultants of vocational education in Michigan to secure their opinions relative to the development of area vocational education programs in Michigan. Findings and Conclusions Summarized The area vocational education concept. Small secondary schools find it difficult to provide the diversified programs required to meet the goals of modern education. Two major problems face small schools in their attempt to provide vocational education. They lack sufficient funds and they lack sufficient numbers of students to justify or afford adequate vocational programs. As a result of this situation, some states have developed organizational structures whereby several school districts can cooperatively provide needed Specialized vocational curricula. These "area vocational education programs” are merely a technique for gathering together sufficient resources so that broad occupational preparation programs can be provided for both youth and adults. 17A Several different types of organizational patterns have been developed in the country for area vocational programs. The more common types are: (l) decentralized area vocational programs which make arrangements for exchanging students among schools that each provide different kinds of vocational training, (2) expansion of the area served by a vocational school to include contiguous non-serviced territory, (3) a separate school for vocational education, built and maintained separately by two or more existing school districts or units, (A) county units established as a basis for vocational education within a county or group of counties, (5) county schools controlled and financed jointly with the state, and (6) state controlled and financed vocational schools serving regions or areas of a state. Area vocational programs may be operated at both the secondary or post-secondary level. A variety of institutions have been utilized for providing area programs. Cooperating high school districts, community colleges, technical institutes, and separate vocational school districts have all been used to provide area programs. Need for a rationale for area programs in Michigan. Considerable evidence exists regarding the need to combine resources on an area basis in order to provide 175 adequate vocational education programs. Considerable confusion, however, exists on the part of educational administrators and their boards of education or boards of trustees in Michigan concerning the establishment of vocational programs on an area basis. The role of various educational institutions for vocational education at the secondary and post-secondary levels needs to be defined. A rationale for the establishment of area programs is needed which is based on a sound philosophy of vocational education and which can serve as a basis for the formulation of policy at the state and local level relative to organizational patterns and administra— tive responsibilities. Assurance needs to be given that the development of area vocational education programs will enhance the total educational process rather than establish a system which would be in conflict with sound educational practice and administration. The need for vocational education. Various national educational groups and commissions have on numerous occasions issued statements relative to the purposes of education. These statements of purpose have recognized vocational education as an important function of public education and one which provides the means for developing salable skills, understandings, and attitudes necessary to make the worker an intelligent and productive participant in society. 176 Vocational education is needed by three main groups of people: (1) youth enrolled in high school who will either drop out before graduation or will terminate their formal education with high school graduation, (2) youth enrolled in post-secondary educational institutions who will not attain a baccalaureate or higher degree, and (3) employed or unemployed workers who require job upgrading or retraining experiences in order to achieve stablility or advancement in employment. Latest available data from the Michigan Department of Education indicate that approXimately seventy-five percent of the ninth graders in Michigan will terminate their formal schooling at or before high school graduation. These persons need to acquire some type of salable skill before they leave high school if they are to compete successfully in the labor market. By 1980, it is estimated that Michigan's labor force will total almost four million. Indications are that many people will have to retrain themselves for several different jobs during their working life. In addition to this training need, there were approximatly 98,000 unemployed workers in Michigan in 1966. Many of these people need retraining in order to secure satisfactory employment. 177 Vocational education is a key element in meeting labor market training needs. Training Opportunities must be provided for the unemployed and the employed as well as for those who are preparing for their first job. Types of vocational education needed in Michigan. Occupational preparation should be thought of as a continuum embracing educational experiences from the time a youngster begins his formal education until he completes his working life. Each educational level-- the elementary school, the junior high school, the high school, the community college, and the university--must play a unique role in preparing the individual for the world of work. Children should begin to acquire an understanding of the world or work while enrolled in elementary school. This process of providing information about the world of work should be continued and expanded in the junior high school. In the early senior high school, students should be exposed to exploratory occupational experiences. These experiences should acquaint students with the basic requirements of various occupations and, to the extent possible, provide an opportunity to try some skills and abilities required by various occupations. Vocational education in the late senior high school years should provide for the needs of two groups of 1-78 students: (1) those who plan to enter the labor market immediately upon leaving high school, and (2) those who plan to continue their vocational education in a post- secondary less—than-bax:alaureate-degree program. Vocational programs at this level should be designed to provide the basic skills and knowledge underlying a cluster of related occupations. Salable skills need to be developed by those who will not continue their formal education and a basic background of preparation provided for those who will continue. Post-secondary vocational programs should provide the more specialized preparation required by a changing technology. Such programs should be available for full— time students, persons in the labor force who wish to secure job upgrading or retraining, and unemployed workers who need to be retrained. Resources needed for adequate vocational programs. Recent Michigan and national studies and data suggest that a capital investment in the neighborhood of $2,000,000 is required for adequate secondary area vocational programs and over $3,000,000 for post—secondary programs. These figures are based on the philosophy that each student should have available to him the Opportunity to secure the kind of vocational education which will best prepare him for his chosen occupation. In order to achieve this goal, vocational education programs should l79 be defined in terms of the scope of offerings needed. Adequate programs can then be translated into financial requirements and the number of students needed to justify providing such programs. A high school population of over 6,500 is needed in order to generate sufficient enrollments to efficiently utilize adequate secondary area vocational education facilities. Minimum projected enrollments of 1,000 full-time students are suggested in order to provide adequate vocational-technical programs in community colleges. This latter figure is based on the assumption that one- half of this total will enroll in vocational-technical programs. Inadequacy of existipg vocational education programs. Enrollment data indicate that sufficient numbers of youth are not presently enrolled in vocational education programs in Michigan. Inadequate scope of offerings and their quality are probably major reasons for relatively low vocational enrollments. Comparisons between labor market data and enrollments indicate that existing vocational programs are not providing trained persons in sufficient numbers for many of the fastest growing occupational areas. One of the reasons, no doubt, is that vocational programs are conducted by a large number of small administrative units in Michigan which are unable to provide broad programs. 180 The development of area vocational education_programs. Colonial America relied primarily upon the apprenticeship system for vocational education. This was gradually replaced by instruction provided in the public schools and various private institutions. Federal financial participation in vocational education programs gave impetus to the movement. The federal Vocational Education Act of 1963 directly encouraged the development of area vocational programs for the first time in federal legislation. A few area vocational programs were developed early in the history of public vocational education in this country. Connecticut was one of the first states to establish a state system of area vocational schools. Many of the large cities had vocational schools in the early part of the century which served the entire city. ‘In recent years, increased emphasis has been given to developing systems of area vocational programs by a number of states. These efforts have been encouraged by the federal government and the American Vocational Association. Until very recently, efforts in Michigan to establish area vocational programs have met with little success. During the past five years, several significant studies and reports have appeared which encourage Michigan to develop area programs. The State Legislature has enacted 1631 several laws which facilitate the establishment of such programs and many areas of the State have been involved in studies with the purpose of developing area vocational programs. There are no cooperatively operated centralized secondary area vocational programs in Michigan at the present time. A few such facilities are under con- struction. Michigan's community colleges serve as post-secondary area vocational centers. Philosophical basis for area vocational programs. Democracy is a form of associated living which permits and even encourages the constant reconstruction of basic patterns of living. Freedom of occupational choice is an important concept present in a democratic society. Regardless of ancestral or cultural background, each individual must have the opportunity to prepare for and enter the occupation of his choice within the limits of his abilities if a society is to consider itself truly democratic. Furthermore, the opportunity to change his occupation if he so desires must also be available. To provide these opportunities, vocational education programs which are broad in scope must be readily available to all individuals. In Michigan, larger administrative units for vocational education are necessary if schools are to provide extensive opportunities for occupational 182 preparation. Programs which utilize the intermediate school district and/or the community college district as an organizational base would more nearly provide the resources necessary for adequate vocational education programs. Curriculum model for occupational prepgration. A curriculum model was developed which would provide an integrated occupational preparation program encompassing all educational levels. This model would develop an awareness of the occupational world during the elementary and junior high school years. Occupational exploratory experiences would be available in the early senior high school and vocational education programs at the late senior high school level would be built around clusters of related occupations. Post-secondary institutions would provide opportunities for continuing occupational preparation. Up to and including the late senior high school, programs would be developed so that they cover all occupations. Specific skill development would be provided for a few occupations in the late senior high school for those studeits who do not plan to immediately continue their education after they leave high school. Post-secondary programs would provide more specific train— ing for the needs of the particular labor market served. 183 Activities designed to develop an awareness of the occupational world would be integrated into the regular school program during the elementary and junior high school years. In the early high school, four courses would be developed to provide exploratory experiences for all students. These four courses would cover all major occupational areas. Training programs would be provided for clusters of closely related occupations in the late senior high school. It is suggested that this training could be provided in from twelve to fifteen clusters, however, additional research is necessary before specific clusters can be identified with confidence. At the post—secondary level, it is suggested that probably something in excess of thirty different courses or curricula will be needed depending upon the particular labor market served. Many post—secondary programs will be designed to serve state—wide or national labor markets. Suggested organizational patterns for vocational education in Michigan. Secondary area vocational education centers should be established throughout the State to serve minimum high school enrollments of 6,500 students. It is recognized that because of commuting problems, some secondary area centers will have to be established which serve fewer students. In densely populated areas of the State, secondary vocational centers should be established cooperatively by several secondary school districts or operated by a community college district upon the request of the secondary districts. If developed cooperatively by secondary districts, an area center should be financed by an intermediate school district tax, by tuition, or by inter-governmental contract among the cooperating districts. If secondary centers are to be established by a community college district in densely populated areas, they could be financed either by a tax levied by the community college district or by an intermediate school district'tax. In sparsely populated areas, secondary centers should be established and operated by community college districts. Due to sparsity of school population and the accompanfing low taxable wealth in most of these areas, it would be more efficient and economical for the community college, with its area-wide taxing powers, to provide programs for both secondary and post~secondary vocational students. If travel distance to the college site is excessive in sparsely populated areas, secondary area vocational programs could be developed to the extent possible as additions to present secondary offerings in one of the l85 cooperating schools. Extensive secondary centers separate from a community college should not be developed in sparsely populated areas. If a community college is not present and a secondary center is needed before the establishment of a community college is feasible, then secondary centers should be developed with the expectation that they could eventually become comprehensive community colleges. The community college should serve as the post- secondary area vocational center in Michigan. In order to avoid unnecessary duplication of effort and possible competition for students, the community college should operate, or at least coordinate, all post-secondary vocational—technical programs offered within the community college district. In large cities, it may be desirable for the secondary schools to provide adult vocational education for the convenience of potential enrollees. Those areas of the State that do not readily fit either the ”densely" or the "sparsely" populated categories could successfully develop secondary vocational centers by following the organizational suggestions for either area. Area vocational—technical education studies. The twenty-one completed area vocational-technical education studies completed in the State support the centralization of vocational education programs as recommended in this 186 study. All area studies have recommended the establish- ment of secondary area centers or the utilization of centers to be established in neighboring areas. In each case, the community college system is expected to provide the post-secondary area vocational center, sometimes serving two or more of the study areas. Survey of local directors and consultants of vocational education. As a part of this study, the opinions of local directors and consultants of vocational education were secured relative to the development of area vocational programs in Michigan. These people seem to favor the development of area programs, however, they do not agree on who should have the responsibility for such programs. They tend to favor their own particular type of institution. It was concluded that as a group they would be unlikely to be in agreement with any Single organizational pattern for the establishment of area vocational education programs. Recommendations The following recommendations are made as a result of conducting this study: 1. Develgpment_gf curriculum philosophy. The Michigan Department of Education should develop and publish a statement of curriculum philosophy concerning vocational education in Michigan's educational system. Such a statement 187 should be developed with the assistance of educators and industry, business, and community leaders throughout the State. The role of various educational levels and institutions should be defined and the objectives in terms of occupational preparation for each level should be outlined. This statement would be extremely helpful to local educational administrators as they plan curriculum and organizational structures. The statement should contain a clear definition of the role of area vocational education centers and their relationship to existing educational facilities. Research needed on occupational clusters. Research needs to be conducted in order to determine specifically the clusters of closely related occupations. Information is needed regarding the type of training which educational institutions should provide for these clusters. Curriculum development assistance needed. Once the clusters are determined, curriculum guides need to be prepared for teacher use. Because vocational educators do not typically think in terms of broad clusters of occupations when developing training programs, it is particularly 188 important that curriculum development assistance be provided. Research should be conducted to determine the most promising methods of teaching the clusters. The value of such things as team teaching and multi-laboratories vs. large single laboratories should be determined. Answers are needed to questions such as how can individualized instruction be effectively provided in cluster programs. . Teacher education. A critical appraisal of vocational teacher education programs should be undertaken in Michigan. New curriculum approaches in vocational education raise serious doubts regarding the adequacy of present teacher education programs. Perhaps a special task force should be appointed by the State Board of Education to study this situation and make specific recommendations. Studies should be undertaken to determine how teachers can be prepared to teach in an occupational cluster. Organizational policy. The State Board of Education should take the necessary steps to develop and adopt an official policy relative to organizational patterns for the establishment 189 of area vocational programs at both the secondary and post-secondary level. Such an official policy would be helpful to local educational officials particularly in view of the fact that the availability of state and federal vocational education funds for the construction of area centers is dependent upon State Board designation and approval. Area ppogram state plan. A state plan suggesting the location and service areas for a system of secondary and post—secondary area vocational centers should be developed and adopted by the State Board of Education. This plan should be based on the area vocational-technical education studies conducted locally throughout the State and on an organizational policy statement which it is also recommended that the State Board adopt. Such a state plan would provide for the orderly development of a state-wide system of area centers and would also serve the purpose of demonstrating to the State Legislature the need for financial assistance throughout the State for this purpose. Statepplan for community colleges. The State Board of Education should adopt a state plan for the establishment of any needed additional community colleges. This plan should include a lO. 19O map showing suggested district boundary lines. The plan should be developed and recommended to the State Board of Education by the State Board for Public Community and Junior Colleges. The development of such a state plan would greatly assist in establishing post-secondary area vocational centers. State financial support. It is recommended that the State Legislature appropriate sufficient funds to insure the rapid development of both secondary and post-secondary area vocational programs. This support should be in the form of both capital outlay and operational monies. Residential school study needed. A study is needed to determine the feasibility of establish— ing residential area vocational schools for high school students in those sections of the State where the population is too sparse to justify providing broad vocational programs within commuting distance. Such a study should explore other alternatives for providing adequate vocational programs. Finance study needed. Studies should be under- taken to determine detailed actual cost of adequate vocational education programs and the most desirable way in which these costs can be 191 met. The proportional share of federal, state, and local support should be determined for Michigan and methods for securing these funds determined. APPENDICES 193 APPENDIX A ENROLLMENT IN GRADES 9-12 BY COUNTY FOR 1963—64, MICHIGAN 9-12 9—12 County Enrollment County, Enrollment Alcona 330 Iron 1,341 Alger 802 Isabella 2,025 Allegan 4,270 Jackson 8,129 Alpena 1,823 Kalamazoo 10,654 Antrim 621 Kalkaska 331 Arenac 749 Kent 20,353 Baraga 594 Lake 312 Barry 1,987 Lapeer 2,647 Bay 6,193 Leelanau 512 Benzie 692 Lenawee 5,937 Berrien 11,087 Livingston 2,755 Branch 1,908 Luce 588 Calhoun 9,124 Mackinac 681 Cass 2,163 Macomb 26,913 Charlevoix 1,280 Manistee 476 Cheboygan 869 Marquette 3,470 Chippewa 2,207 Mason 1,577 Clare 1,101 Mecosta 1,518 Clinton 2,626 Menominee 1,860 Crawford 340 Midland 4,176 Delta 2,282 Missaukee 481 Dickinson 1,757 Monroe 6,917 Eaton 3,114 Montcalm 3,023 Emmet 1,073 Montmorency 374 Genesee 26,192 Muskegon 9,053 Gladwin 811 Newaygo 2,032 Gogebic 1,627 Oakland 45,833 Grand Traverse 2,131 Oceana 19% 0 Gratiot 2,976 Osemaw 8A Hillsdale 2,450 Ontonagon l Houghton 2,351 Osceola 1,278 Huron 3,376 8:00da 3;; 1 01 -sego Igigzm 3:206 Ottawa 6,883 Iosco 1,605 Presque Isle 1, 55 194 APPENDIX A - Continued 9-12 9-12 County Enrollment County Enrollment Roscommon 582 Shiawassee 4,096 Saginaw 13,062 Tuscola 3,391 St. Clair 6,563 Van Buren 3,962 St. Joseph 2,408 Washtenaw 9,550 Sanilac 2,458 Wayne 144,652 Schoolcraft 689 Wexford 1,493 MICHIGAN 488,432 Source: Michigan Department Of Education, unpublished records. APPENDIX B NUMBER AND PERCENT OF GRADUATES OF MICHIGAN PUBLIC HIGH SCHOOLS ENROLLED IN COLLEGE BY COUNTIES FOR 1960 Number of) Public Number of % of High Number of Graduates Graduates County Schools Graduates in College in College Alcona 1 I64 28 44' Alger 4 93 22 24 Allegan 8 622 205 33 Alpena l 278 112 40 Antrim 5 152 60 39 Arenac 3 154 46 30 Baraga 2 131 34 26 Barry 6 4l6 I44 35 Bay 3 1,044 428 41 Benzie 3 117 51 44 Berrien 13 1,619 489 33 Branch 4 370 117 36 Calhoun 9 1,205 2435 3 Cass 4 3a“ 99 2% Charlevoix 3 104 62 3 Cheboygan 2 138 30 $2 Chippewa 5 385 121 O Clare 3 181 37 2 Clinton 5 3821L 10% fig Crawford 1 “5 Delta 5 323 1%; g; Dickinson 6 $8“ 688 188 29 Eaton 9 Genesee 23 3,863 1,057 3 Q 25 Gladwin 2 lgfi 13% 34 Gogebic 5 3 171 50 Grand Traverse E 3%? 161 31 Gratiot J O Hillsdale 8 “82 1““ 3 196 APPENDIX B — Continued Number of Public Number of % of High Number of Graduates Graduates County; Schools Graduates incCOllgge in College Houghton 5 412 146' 35 Huron 8 432 103 24 Ingham 13 2,294 999 44 Ionia 5 386 108 28 Iosco 4 253 59 23 Iron 4 276 87 32 Isabella 4 333 106 32 Jackson 12 1,057 431 41 Kalamazoo 8 1,397 571 41 Kalkaska 1 57 16 28 Kent 20 2,834 1,214 43 Keweenaw 0 --- --- '— Lake 2 422 Isl 3g Lapeer 5 Leelanau 3 54 23 “3 Lenawee ll 885 289 33 Livingston 5 39)Jr 126 3% Luce l 90 23 2 Mackinac 2 5 18 35 Macomb 20 3,510 1,043 35 Manistee 6 205 64 31 Marquette 6 215 2gg g; Mason 3 C78 02 36 Mecosta 5 286 188 28 Menominee 4 313 . 614 239 39 fildland g 75 26 35 lssaukee 161 18 Monroe 6 899 1 2 30 Montcalm 9 507 26 36 Montmorency 2 72 APPENDIX B - Continued Number Of Public Number of % of High Number Of Graduates Graduates County Schools Graduates in College in College Muskegon 8 1,287 467 36 7— Newaygo 5 350 105 30 Oakland 27 6,129 2,298 37 Oceana 3 173 41 24 Osemaw 2 127 21 I7 Ontonagon 4 119 39 33 Osceola 4 227 53 23 Oscoda 2 44 13 30 0tsego 2 79 34 24‘3 Ottawa 5 1,049 440 42 Presque Isle 2 146 34 23 Roscommon 2 112 41 37 Saginaw 7 1,824 696 38 St. Clair 7 1,056 354 34 St. Joseph 8 552 20“ 37 Sanilac 7 419 179 43 Schoolcraft 2 112 36 32 Shiawassee 8 659 218 33 Tuscola 9 623 138 22 VanBuren 11 577 219 37 Washtenaw 8 1,307 599 86 Wayne 49 l9,834 6,413 32 Wexford 4 272 08 25 menigan 520 70,917 231255 34 Source: Lynn M. Bartlett, Number and Percent of Michigan High School Graduates Who Enrolled in College For The Years, . Michigan Department of Publlc p. 4—5. (Lansing: Instruction, 1963), 1955; 1960 198 APPENDIX C PROJECTED POPULATION OF YOUTH 15-19 FOR 1970 AND 1980 BY COUNTY, MICHIGAN Number Number County 1970 1980 County 1970 1980 Alcona 541 458 Iron 1,975 74,732 Alger 875 635 Isabella 3,535 3,732 Allegan 6,234 5,790 Jackson 12,496 12,731 Alpena 3,003 3,220 Kalamazoo 18,751 18,664 Antrim 1,005 881 Kalkaska 438 417 Arenac 868 820 Kent 40,589 41,547 Baraga 722 662 Keweenaw 154 152 Barry 2,844 2,722 Lake 458 406 Bay 10,959 10,868 Lapeer 4,507 4,524 Benzie 650 662 Leelanau 919 852 Berrien 1 , 34 17,768 Lenawee 7,687 6,618 Branch 3,371 3,316 Livingston 4,499 4,805 Calhoun 13,315 13,176 Luce 630 481 Cass 3,973 3,384 Mackinac 1,057 1,015 Charlevoix 1,316 1,330 Macomb 64,837 97,761 Chebo an 1, 1 1,227 Manistee 1,678 1,880 Chippgéa 3,222 4,427 Marquette 5,836 7,966 Clare 1,168 1,299 Mason 1,968 1,923 Clinton 5,462 4,844 Mecosta 1,781 2,251 Crawford 466 559 Menominee 2,475 2,060 Delta , 8 3,106 Midland 6,597 6,389 Dickinson 3,597 1,823 Missaukee 675 £3; Eaton 6,574 5,618 Monroe 11,659 11, 4 Emmet 1,561 1,549 Montcalm 3,630 3,77 Genesee 45,070 50,596 Montmorency 410 311 8 Gla win 1,075 885 Muskegon 15,897 15,53 Goggbic 1,656 1,177 Newaygo 2,525 §,g§3 Grand Traver e 3,281 3,179 Oakland 91:7 4 91,443 Gratiot 3,723 8,019 Oceana 1,858 3779 Hillsdale 3,141 2,983 Osemaw 3 199 APPENDIX C - Continued Number Number County 1970 I980 County 1970 198O7 Houghton 2,588 2,769 Ontonagon 1,023 973 Huron 3,635 3,121 Osceola 1,334 1,293 Ingham 25,363 27,481 Oscoda 308 332 Ionia 4,491 4,397 0tsego 813 958 Iosco 1,978 4,478 Ottawa 11,900 12,927 Presque Isle 1,366 1,220 Shiawassee 5,972 6,145 Roscommon 661 714 Tuscola 4,541 4,395 Saginaw 21,552 22,628 Van Buren, 4,981 5,289 St. Clair 10,621 10,365 Washtenaw 21,263 28,375 Sanilac 3,421 3,268 Wayne 260,186 214,701 Schoolcraft 799 657 Wexford 1,761 1,652 MICHIGAN 851,189 874,127 Source: Michigan, Department of Commerce, Mippiggp Population 1960 to 1980 (Lansing: Department of Commerce, 1966). , m o of. .om; oom .3; .36: 28783 sustain a .coEouom .coEuafio .850 :4. s .o one .3. oz. .am 35 .3 $322 so a muosafisooe m ._ ooo .2 o2}: So .2 museum an a 3283a a. a 89.1: ooo.o2 oSJS Sensuous a 32282 H .o oow.o~ o2. .o~ So .o~ £35532 o .o ooo .2. o2. .3 at .oo omz soEouom m ._ oom .oN o3 .3 So .2 2.2.2.385 _ .o o2. .3. o; .3 n: .3 235.150 o .o 3m 62. 21$“. «do .8... 552220 N .s oom .3. oz .3 a; :2. 38:03 83m 8.16s? o 4 SN .~m~ S». .2: 3o .9: 8:20 moadm a 5:228 s 4 ooo .mo~ om... .SN o3. .~o~ 82m o .N o3 .Zw 2m .oom m: .oMN 38:03 365x one 16:20 350 :4 a. .m 3.1:. .812 2: .5 32a? o .N o? .2 ooo .3 oz. .2 8238855 o .m own 6: oom .2. of. .3. 333326 o .N oo« .3 o? .«N oom .2 98230 1 .N oom .3. 2%. .8 81...? 3398205 a .N 35 .mS oz. .8... 8m .2; 28:20 o .N 3o .2. omm .on «8.2 muosoauaoum a $2230 £3?ch H2:0 2.4. vo>o~aEM m A one .mq om¢.ow 33;“. nmfiom .UMZ .muouOCQOunm J 330‘.qu .muowmcmz N .m com .~w~ owning pom .cw Outflow .UMZ .muouofm0unm J 39050 6.39332 o .~ o: .3». ooo .mmN -o .oo~ Sounds: s .m- ooo .oN ooo .3 2o .3 flooded} ESE m a own .«3. o~¢ .ooN moo .o: 8652 2:. #223308 850 :4 o .m o; .«2 o~«.oo moo .3 323d: o .m ovo .S. o~o .3 So .8 3....32 mg 23.3 83.3 oooxv 1.3289 .Soufimam o .v o: .33 o2 .34. oom r: m séoamuououa ooooo. o2: 2.2 32 conummsooo 093:0 mo vuaamem mucouunm 0“; “03:64 omouucoau .Zqu 2 .o- ooo Jon ooo .22. ooo .mom 38:3... 3.652 o 3:825 .850 :4. o .2 ooo .mo ooo .5 5m .3 22:5 .8832. a 88:; ¢.o ooo .oN o3 .om 31$ 2382 - 9.23on 4 £89.80 .323 o .o omm .ON 2.: .2 mg .2 :oEmosom a 32:89 u- own .om ooo .3. omm .mm mcwusuumwscmz I wuoouommcu ow .mquMmem 5.8020050 o .o- ooo .om o2. .No omm .3 283882 N .o o: ._ mo 2% .22 2... .ooo $388.5 oo-oo2 22 2.2 oo2 832380 emcmnu .«o vo>oafim mnemuonm 03% 335.4 82:8) - H2 x.._HE/m..._E< APPENDIX E 202 STATE EQUALIZED VALUATIONS FOR MICHIGAN INTERMEDIATE SCHOOL DISTRICTS FOR 1966 Intermediate Valuation Intermediate Valuation District in Millions District in Millions 1. Alger-Marquette $ 169,185 28. Innia .$ 116,270 2. Allegan 173,91A 29. Iosco 77,675 3. Alpena-Alcona- 30. Isabella 78,721 Montmorency 16A,63A 31. Jackson A12,931 A. Barry 7A,865 32. Kalamazoo 606,809 5. Bay-Arenac A23,687 33. Kent 1,229,5A8 6. Berrien 502,886 3A. Lake 15,756 7. Branch 89,A71 35. Lapeer 97,915 8. Calhoun A31,999 36. Lenawee 255,072 9. Cass 102,5A2 37. Livingston 131,176 10. Charlevoix-Emmet 12A,772 38. Macomb 1,638,859 11. Cheboygan-0tseg 39. Manistee 55,017 Presque Isle 120,955 A0. Mason 66,59A 12. Chippewa—Luce A1. Mecosta- Mackinac 121,399 Osce01a 110,970 13. Clare A3,771 A2. Menominee 60,162 1A. Clinton 102,727 A3. Midland 287,1A3 15. Crawford-Oscoda: AA. Missaukee- , Roscommon-Ogemaw 109,66A Wexford 66,21A 16. Delta~ A5. Monroe 361,282 Schoolcraft 102,992 A6. Montcalm 129,073 17. Dickinson—Iron 118,865 A7. Muskegon A28,2A1 18. Eaton 135,676 A8. Newaygo 7A,017 19. Genessee 1,506,837 A9. Oakland 2,A77,6A8 20. Gladwin 29,228 50. Oceana 36,953 El. Gogebic- 51. Ottawa 351,62A Ontonagon 81,2A3 52. Saginaw 688,0A2 22 Grand Traverse— 53. St. Clair A27,30A Kalkaska—Antrim- 5A. St. Joseph 178,701 Benzie—Leelenau 213,767 55. Sanilac 122,A2u 23- Gratiot 120,0A6 56. Shiawassee 158,688 2A. Hillsdale 88,029 57. Tuscola 1A9,13A 25. Houghton-Baragae 58. Van Buren 1A8,216 , Keweenaw 81,963 59. Washtenaw 666,028 26. Huron 161,1A8 60. Wayne .9,1A3,262 EZ, Ingham 780,117 Source: Michigan, Department of Education, unpublished records. 203 APPENDIX E ENROLLMENT IN GRADES 9-12 BY INTERMEDIATE SCHOOL DISTRICT FOR 1963-6A, MICHIGAN records. Intermediate 9-12 Intermediate 9-12 District Enrollment District Enrollment 1. Alger-Marquette A,272 28. Ionia 3,206 2. Allegan A,270 29. Iosco 1,605 3. Alpena-Alcona- 30. Isabella 2,025 Montmorency 2,527 31. Jackson 8,129 A. Barry 1,987 32. Kalamazoo 10,65A 5. Bay-Arenac 6,9A2 33. Kent 20,353 6. Berrien 11,087 3A. Lake 312 7. Branch 1,908 35. Lapeer 2,6A7 8. Calhoun 9,12A 36 Lenawee 5,937 9. Cass 2,163 3 . Livingston 2,755 10. Charlevoix-Emmet 2,353 38. Macomb 26,913 11. Cheboygan—0tsego+ 39. Manistee A76 Presque Isle 2,395 A0. Mason 1,577 12 Chippewa-Luce- A1. Mecosta- Mackinac 3,A76 Osceola 2,796 13. Clare 1,101 A2. Menominee 1,860 1A. Clinton 2,626 A3. Midland A,176 15. Crawford-Oscoda- AA. Missaukee- Roscommon-Ogemaw 1,787 Wexford 1,97“ 16 Delta- A5. Monroe 6,917 Schoolcraft 2,971 A6. Montcalm 3,023 17. Dickinson-Iron 3,098 A7. Muskegon 9,053 1'. Eaton 3,11A A8. Newaygo 2,032 19. Genesee 26,192 A9. Oakland' A5,836 20. Gladwin 811 50. Oceana 1,1AA 21. Gogebic— 51. Ottawa 6,383 Ontonagon 2,A68 52. Saginaw 13,062 22 Grand Traverse— 53. St. Clair 6,583 Kalkaska—Antrim- 5A St. Joseph 2,A08 Benzie-Leelanau A,287 55. Sanilac 2,858 23. Gratiot 2,976 56. Shiawassee A,096 2A. Hillsdale 2,A50 57. Tuscola 3,391 95. Houghton—Baraga- 58- Van Buren 3,962 Keweenaw 2,9A5 59. Washtenaw 9,550 26. Huron 2,776 60. Wayne 1A1,652 2T. Ingham 1A,A01 Source: Michigan, Department of Education, unpublished APPENDIX G LIST OF COMPLETED MICHIGAN AREA VOCATIONAL-TECHNICAL EDUCATION STUDIES Atkinson, W. N., Plan for Area Vocational-Technical Education in Jackson County. Jackson, Michigan: Jackson Community College, 1965. Cook, James E., et a1. Patterns for Progress. Battle Creek, Michigan: Kellogg Community College, 1966. Dannenberg, Raymond A., et a1. Berrien County Vocational- Technical Education Research Study. St. Joseph, Michigan: Berrien County Intermediate School District, 1966. Erskine, Edward J., et a1. Macomb Occupational Education Survey. Warren, Michigan: Macomb Occupational Education Survey Executive Committee, 1966. Feringa, Harold, et a1. Report, Kent County Vocational- Technical Education Survey-—Kent County, Michigan. Grand Rapids: Grand Rapids Junior College, 1966? Fisher, Harold S., et a1. Meeting Employment Neqys. Muskegon, Michigan: Muskegon Area Intermediate School District, 1965. Haines, Peter G., et a1. Improving Vocational—Technical Education in the Top 0' Michigan Area. East Lansing: Michigan State University, 1965. Haines, Peter G., et a1. Education for Economic Opportunity. East Lansing: Michigan State University, 1965. Haines, Peter G. and Meaders, 0. Donald, et a1. Improving Vocational Education in Lapeer County. Lapeer, Michigan: Lapeer Intermediate School District, 1966. Mallory, Alva, et al. A Survey of Vocational—Technical and Adult Education Needs in Monroe County. Monroe, Michigan: Monroe County Intermediate Board of Education, 1966. Philp, W.S., et a1. Occupational TraininggOpportunities. Port Huron, Michigan: Port Huron Area School District, 1966. APPENDIX C - Continued Rinehart, Richard and Samson, Dolores, et al. A Study in Futures. Escanaba, Michigan: Bay de Noc Community College, 1966. Rothi, Eugene and Gebraad, Donald, et a1. Ottawa Area Vocational-Technical Education Needs. Grand Haven, Michigan: Ottawa Area Intermediate School District, 1966. Scarnato, Samuel A., et a1. Cass County Vocational— Technical Education Study, Cass0polis, Michigan: Lewis Cass Intermediate School District, 1966. Smith, Max S. and Dunn, Bruce, et a1. Three County Area High School and Post-High School Educational Need§—' Study. East Lansing: Michigan State University, 19 . Steel, David T., et a1. Hillsdale County Area Vocational Study. Hillsdale, Michigan: Hillsdale County ‘fi Intermediate School District, 1966. Varda, Lawrence, et a1. Dickinson Iron Area Vocational Stud . Kingsford, Michigan: Breitung Township Schools, 1966. Young, Raymond J., et a1. Shiawassee-Clinton Area Vocational—Technical Education Study. Ann Arbor, University of Michigan, 1966i BOO APPENDIX H (Body of cover letter sent to directors and consultants of vocational education) Would you take five minutes to help me out? As you may know, I am engaged in a study concerning the establish— ment of area vocational—education programs at both the high school and community college level. Enclosed is a short questionnaire seeking your opinions regarding several statements about the establishment of area vocational programs. Would you please take a few minutes from your busy schedule to fill this out? Your opinion is important in order to make some judgments relative to certain principles concerning the establish- ment of area programs. I would greatly appreciate it if you could return the completed questionnaire before Friday, May 27. The results will be made available to you. No individual responses will be identified in the compilation. A stamped Se1f~addressed envelope is enclosed for your convenience. Thank you. A QUESTIONNAIRE CONCERNING THE ESTABLISHMENT OF AREA VOCATIONAL EDUCATION PROGRAMS Listed below are several statements and questions related to area vocational education programs. Please read each one carefully and then check the choices as directed after each statement. l. Assuming that you have limited funds available, rank the following groups of people in terms of priority for the use of funds for vocational education programs: (Place a number I in front of your first priority, number 2 for your second and number 3 for your third priority) High school students Full-time post-high school students Employed adults needing job upgrading or retraining 2. Assuming some type of vocational education program will be offered at the high school level, which of the following organizational patterns would you prefer for such programs: (Check one) Programs offered in individual high schools and restricted to students in those high schools. Programs offered cooperatively on an area basis by several high schools. Programs offered by community colleges for high school students. 3. Vocational education at the high school level should provide: (Check one) Only occupational exploratory experiences. Exploratory experiences and broad training for a group of closely related occupations. 'Training for specific occupations. Should not be provided at high school level. A. High school vocational education programs should be planned mainly for the labor market needs of the: (Check as many as appropriate) .____local state nation nal education programs should be planned mainly 5. Community college vocatio . (Check as many as appropriate) for the labor market needs of the: local area __s tate nation 6. Four-year college and university vocational education programs of less than Baccalaureate Degree level should be planned mainly for the labor market needs of the: (Check as many as appropriate) local area state nation 7. Which of the following institutions do you feel should have the major responsibility for providing full-time post-high school vocational education programs of less than Baccalaureate Degree level? (Check one) Individual high school districts. Area vocational schools operated cooperatively by several high school districts. Community colleges. Four-year colleges and universities. 8. Which of the following institutions do you feel should have the major responsibility for providing vocational education for employed adults who need job-upgrading or retraining? (Check one) Individual high school districts. Area vocational schools operated cooperatively by several high school districts. Community colleges. Four-year colleges and universities. Some people feel that the more specialized vocational education programs, such as data processing, numerical control, etc., should be limited to only one institution or to relatively few institutions in Michigan. 00 you: (Check one) strongly agree agree no opinion disagree strongly disagree l0. It has been stated that in the future mOSt people will receive their Specific vocational training after they leave high school. Do you: (Check one) strongly agree agree no opinion disagree strongly disagree ll. ln community college districts, all post-high school vocational education programs should be coordinated or adminiStered by the community college even though some prOgrams for adults might be provided in facilities of the high school districts. Do you: (Check one) strongly agree agree no opinion disagree strongly disagree :9 r: 9 I2. In Michigan, most.high school districts cannot individually provide adequate vocational education programs.- 00 you: (Check one strongly agree agree no opinion disagree strongly disagree l3. Assuming that high school vocational education programs will be developed in such a way that several high school districts cooperatively operate them, which one of the following groups of people do you feel would not favor this development? (Check one) K-l2 district administrators Community college district administrators Parents Students Taxpayers High school vocational education teachers Community college vocational education teachers High school boards of education Community college boards of trustees All the above would not favor l l IA. Assuming that high school vocational education programs will be developed in Such a way that several high school districts cooperatively operate them, which one of the following groups of people do you feel would favor this development? (Check as many as appropriate) K-IZ district administrators Community college district administrators Parents Students Taxpayers High school vocational education teachers Community college vocational education teachers High school boards of education Community college boards of truStees All the above would favor lllll l5. List some of the advantages you see in the development of area vocational education programs operated cooperatively by several high school districts? l6. List some of the disadvantages you see in the development of area vocational education prOgrams operated cooperatively by several high school districts? I7. Assuming adequate finances are available, how would you describe the ideal high school vocational education program in terms of type of program offerings? 211 APPENDIX l RESPONSES TO AN OPINION SURVEY OF LOCAL DIRECTORS AND CONSULTANTS OF VOCATIONAL EDUCATION TABIF l Assuming that you have limited funds available, rank the following groups of people in terms of priority for the use of funds for vocational education programs: 1-1,-_l, i -1. 1 P High SFHDOI Directors L .. - .- — --c.-...-...-..-....L..._.---_... _.-- «<1 -»~ - - «- - -- _..._1,. - ~--—--~-——~-——-—T-——-~ .w-u—a l i No lst ”ndv 3rd Answer Total .._....._.__........!_......,,.I .- .-1 -11.“- A i. 7. E A % , A r # % T High School I i Students 35 77.9 8 l6.7 S IO.A O 0.0 AR I l Full-time Post- 5 high School ii 97.9 77 56.3 6 l2,5 A 8.3 A8 i Students : Employed Adults ‘ Needing Job 7 7.1 in 90.8 32 66.7 A 8.3 A8 Unnrading or Retraining i Total A8 l00.0 A5 93.8 A3 89.6 8 l8.7 ll-b J *One respondent selected both high school and adult as second choices. 212 “lilliiiil. ili il .lnfiriliiflllH-Ul '2 iiilll. _ iii-unillhlmi. .Ii-lmilil-imil..ll, .. n ~ . u ._ .. CL. . .i i . . . . Jo cc. .« “cc. m co.. m Ca CC. “cg ”cc H c u c___ ~ iliL 13L! i. i- r .i-ii iii-.2 ill-ll. ..- ll.- il 3 . . _ w .. _ . _ . . .t. L A i .O . . . H . . . . - . .. u n .. m .. CC . IFLCCT . “ I . v H .. o .— 0 . - w _ on .u do a o c e. as “a .cm _ A M c. . . . c-_x-: . . . .. . . i w M _ ._ . . .. w _ . ”ca—:1... Tt>C—(LL . . r U _. . . ii! -I iii-lili. m i iltiiiiill 4 llllkilLi.lliiwi ii-lllilliwli..llllll . w l~l . m . . H H m L WECT...‘ t , _ . w . _ _. m I . , . ” _-cth rc_r H _ m ea in I up o o e e. m o .c .0. ~ _ 1 co . o . ‘ . A. . _ w . . . . . w M . -..ca ct..-.... I III III .— . . 5 r r . w M- .. I...“ ill. I IIpl-il. - u ll. iir..l.l .s 31. . .-.. ll- -. i .. . . _ I. Ii - . . . . . i .. . ~ _ ._ . . _ . . m . m .Lkrnrmwk..H L . l c . c .c c .c cc. c t. c. . c. L .. I . . -.. .. _ l. . . _ - . _ m . p . M iii. a ...-ll... . m . . i+iii +- “ii-niiia Li M . . . m .. L .. n .. : . _ : _ , e . \ .... . . H . W N \O Q ~\ \C H x. \0 ~ ~\. m \( fl \% H ..C W ... sC ... . w . . u . w . .m r: I‘ii' III ill-all. lull—ill llllilllonv. a “ .Illll‘ «a? . Ila-I'll“. 0 All... w u . — . _ .. . . o u . w . . ...-irln ....< . It: . new» . ANN/...”... .-.i _ ...LC Planin— ” U . . ....... illii- .35. {its +—._iLlH\.. H LLCVLCLWC “ ... .c_ucu.r ..uuw- i-.r. I ccc..tu :a_c:£tCu - . I.L:.‘_.rw.‘mc.I-s.lim .L.~.U — (ZUCO ( i. l‘ I... £213 APPENDIY l--CONTINUEO TABLE ? rcrpmgnn (QMp type of vocational education program will be offered *t the hioh school level, which of the following organi7ational o=ttern< would you prefer for such Drnqrnms? -. .....- .-----_........--.- .- l 1--..-. ...... .-.. "3...“..- ---- --...--...._...-.-_i... ..- .. ..---.5.-.’ 3 High Community 3 Intermediate ‘ 5 I . . l School ; Colleen l District 2 i Dirnctani Directors i Consultants 3 Total . . i , ,‘ .‘ i-..--.-.n-- i- - --- - -h_,_- --“L. - --nhrw------, . i 0/ . ,. , i i , i +- - ., - 5. V I. ' , ' 5 i . l i 5 l ,‘ . . ~ ~‘ .....-“... - ‘_ J... .. 4... "if"' -_ ..u . ..A 1. .. . _ ‘ - - ... - 4 ..... 1 . - .. p. - -. - :~-a.. .. . ., i i i i z . . Prnnramr offered . i l , 1 i - E”. lquisJ-iriunl Hiqh i 3 _ g 2 l E i I i i i I 0 ' rfirtrirtod to i f . i . 5 , 5 1 a - O. ' 1 1' I ‘l ' ('fllr‘nnf" In thlce 1! l i ! j E ‘ i i L‘ir'li Cr‘vnnli; 3 i l . 2 3-4“ _* “.3 -..- —— - - - .... 1 -_ - .11.}- -. - .. A- .. .. - 4 . - ... - «A 4 - . ~— 4 1i - - I : i 1 . - l ‘ 2 3" "WC? FTP". Of l tirrvi ’ i 2 i i ‘ ,. b a i a l | I _ i 3 .-. --r»i.voiu on 373 77 i . s i an « 7 i R7 6 3A9 , 7 . i W 3 i i z ; "~P‘.""l""l high i . i i e ...--- ] -.-.-.) i . 3... ‘53-” fi - .. ! I j ; I l i i I Prorar‘ww: nf fprnrfil i i i i : J) C 7 6 ; hv rwvruniiv 93 A l i 3i 30 3 n; 0.0 ; , . l ("\l lnr'ir‘C for hinh I i i l I i i . - 3,. _- 4‘ .... ...- _ y_ __4 _ ____ , ' 14...”... ‘ ‘ -- .... i , , , , , 4 . . 1 fl . ‘ .. I calml- 7 3 in: ion. . 8 10.0 . A! » l _. ., . . , l -. -....-ii-...._-s--- . i “.-....1-.- L ~ ~--» 1- - _- 0:1} ; -... :f #1: '__'__~';__: I. '“ ' ..-"- --.- 1.-.... d l I 2T~o respondents checked both individual sthnfilfi and O prob b3~¢.‘.'¢re Vocational education at the high school — .‘ 7 ---“-.. ..-. On!” (sq-(iionl‘ l0n8l thloratorv humoripnrpc APPENDIX 21A l--CONTINUED TABLE 3 .——.-- ----¢-—-—~.—- High School Directors “-..- ...— — -.a O... ‘uw -—...a.b—-- non-... Community Colleoe Directors ”*II % ...-”-.-.-.T‘... a. ...- _i l A l A 7' ! i i l n O. {D ‘23 .-.-.... .‘ P~oloratnrv 3nd hrfi‘fli‘I tr“;n;nn "floorionrns -_ b-.. .- -.~----,-s k. T 'Sccif‘r filtr‘ir‘T‘f ifinc raininn fur ..-~--— .. -- ...... ._, cl‘nttld nqt he "rovided at hioh 'Irlnnnl I --o-. .- 4 hm.—m~ ”‘w- .41 ..-‘dal MT tuna-.- r O ‘ t“ ? I08 3 l0 lOO , 5 _ , , i . I ._' "‘ ~« -~. 0‘ ...-.- .. — ----— — ...- I-‘—. I —& o- ‘— ‘—. b. s» _‘, .....- _..... w. __—- ‘— _M-” ...—u— «..--.- -... .u. “-..—- hon-a. v. . -..... -_, .n..... mg. .1 - —-—.—a— -_ -~. . ...-..-. .i . Him“. School C i . Directors Directors ’ I -- 9 - ‘P ..WW -5- .c—---— .— ‘a-o-G -- i l l i J! i 0/ i N OI I‘. i i) I ' /{) i . l- .. _ -- - .... 5......— --—o-—‘ ...-*- . nonunity Coll. inter. 3 cc..- -._~m i Consultants « ‘- ...“... I! i . i ; :’_D"?i 1 ”8 1'27-5 I 9 I 90 Q . ..- . 5. .... ...—o h... -..- ..—.. .. A : “tatn : i" I Q7}: I l0 I l'lC L~ -u 3 - J --»~~ .i“,..m-..¢ E Nation: 7 , fi‘ 8 l I in L-“ n L: -- -. e.-- ..---.I-. we--- -- TKBLE 8 Fc'Ov‘...\-e- .-.-... -5 0'; l ‘ I I ' .-L ~-.-.— +-.—4-——~0-—-— —-- o .so—o‘nL—rn—n own-4.." .- _ .‘ i l .. 1‘ - ~ o-u‘v‘ . ‘“f‘*““‘*“‘*“‘“‘“‘1 Dist. Total I __L. -.. 1. I l 7, I a i 58 I 87.q I ‘- ~.~‘.—-.‘ an... MA~—”* db.-.- -o-..4T-M—~ 00““: ...... .-. 60 Ofi‘r‘ . ‘ a . ... n - .-*&r.. -..—v..--. -- - ..--- c..‘.’~ --.. .....,s.. . . D D ! in U o a. co..- - . , g I . ..-..o-o‘-g s- -a .1 “" r~lirnn “on university vocational education programs of loss than Percal‘nroato D oron level should b? planned mainly for *5" ’”h‘* Parrot nocds “F the: ..--fl‘ . . # w u-O—wo D Community Coll “*0 ..-.——..-o~.4 Inter . .. 5.-.; . Dist. DI. ... g-co-uo—o-m-i .~ 0- v I . ‘7——- O... High School 3 Directors Directors Consultants Total 3 . ,. “*r*. ,*,MH,‘W_¢rH-_nfl-_e___ -tfl....-,....,.-..---...-_. ‘ .‘ 0 (I ' O R ‘ C/ i 1"! I 0/ fl 0 i i -... - .L- - - . ......JL ..-...-... z .. ._ -....- . . . ... ..-..i...._......--r.... . 4: i i I i ! '“P‘l 7? 3 66.7 7 I 70 i 5 I 6?.5 “h 66.7 i i t C. i ’ i i ..... J . . . ._‘ ....... 4......“.- J . - . ... ‘ . . - .. .. r.~.~wa-- .‘fin. . . . .. . M * ' m 589.6 I 9 I no I 6 ‘ 75 I 58 87.0 I i I i . I'm.- -............. 5. .... y-.. ....-- ..J... -.-.I -.. -.-.,-.-.~...I. .-..-.- -...-. .-.-.._ “I. “..1 Marian, b7 . 87.5 I o i on I 7 I 27.5 56 8h.3 I ' i’ l ‘ ._ --- . ...- «-4- --. .. .. . .... .e- ....-,_.... .. - ---. - . ..--...-..-.....~-... .- - . -...-. ..-..- - .. --. ..iI. . __ “-‘l 2113 APPENDIY l--CONT|NHFD TABLE 7 ”kirF nF rhn following institutionc do you feel should have the maior ,,amqnc;h;1;tv fnr providinq full-time post-hiqh school vocational "uratifin nronrams of le¢§ than Baccalaureate nearee level? i l ATS; ?c.l{oo~l ; "“c'AAm'JAa'tv'"rjol’i.” " (other. 0 I st. ”E“ m" ‘ ' MW” 1 ' Directors l Directors M} Consultants L Total l 5 i l i l l -rnuu-o-q. .-.... o . --...—--—— yaw-.— ...-“-aw-‘g-.. I I 1',‘ 1 o/‘ g ’1, O/ # i 9A ' ' t 4 ‘ F l _ ‘ z . ; t l’. | (1!. (\I‘T'lw ("1] ‘, 1. . 6 q n : 0 0 g 0 .2 i i o O n .1 .... a... ,.‘-. o—n l 16 333 3 M-_t_. l l 04..o—otu-...g.r¢-..n~.-— - ‘qflu... ..‘u.- - ...-.--.“ | U I 0 ’ 0 . . l '. ”i” t l ' ...... - .-.”? ....-- ‘ “...;— ‘ ~‘ _. ...... ..--A. -...Q-nou—o .W 0- gram... .W’ _ .00.. ~ 5.! r '. I i . c4~~ cnlnnnrct ?0 l6? 5 7 lo 1 100 l 9 5 67*5 i“5 i 5R'° . l l l - - . . .. _ . t . u- -.-- mad -. .-.A-.—-a»---J~- w -- -~-. ...-4w --~—-‘:f.‘. H “u‘ I’m—... ...—i..-‘ M -- “-..—--..-. J. "-r‘ - *flm‘ > ... ...4 : + l l 1 ’--Yr‘ Collfirpfii 0 go i 0 i 0 l 0 0 '0 i 0 : 1 i ' ‘ ' -.H “.41. ”a..-~..m-.. -‘dm..~A~~~‘~~w+v~-*~~—~‘- ~-~~~~**r~"‘“* #"-‘*+"'~"‘*1 -. ‘n ‘ | i I 1 . :nr l 1 Ag il02.l ; IO , in” i 8 i '“0 l i . y r ' l L- .“ ., “i: 2.1.1,."3. :7: I: i . ;.. 41......“ Ll": T'T'Qt.':7.‘.“‘.;l 17.72:}; .' 1:: "Milli-...: -.I'T'ZLI 777.71": I...'.:.:.'.'.::::I'_'I;L': If} *flnn refioondnnt checked both Hiqh School and firea Schools. TABl ? 8 "hirh AF tho Following institutions do you fool Shani” have I“? ”aifir r~cw~ncihilitv far flrnvidinq vocational rdUCDtinr for Pmbloved “Grit“ ‘“4 “And lab—upfiradina “r retraining“ ‘~ '—-~ ~-—-~t-..- .~.M« . ...r-«q—nr ' ...-w -‘-"-- -U-.~* -—'-U—' — “-r --' - ---"--- “-1- ...-“L -, _,-,,.‘,_. T , l High ¢rh~ml ‘ Co“runltv Coll l Inter D i. —. .-.-:1.-.-——.-~.--—-~v~L-a--- . -L ‘ ,.. ‘ .-u- ._ “ 3‘ - “" E 'Thrbn rocnonfiontti Phrrko” Aron ichoolc 3nJ Cow noitv C5‘l0C”€ T'fi rotnnndpnts chncP’H l‘iflh Crhfifil, Irn? Crhfin'q. an? Cn'“”nitv V llernc on rn4 .... — - - - ... scno. - «r . . _ .. u a- ...... -w.-— ...... \o . , .— .v --o.¢.4,,-- - ~ »...9 . .: .--- m 4 «A- .,.~ H. ~.- - .. ~n ..- - CH TABLE l0 It has been Stated that in the future most people will receive their toecific vocational training after they leave high school. Do you? *7~--..o ..-..-H-g ... - W“M“.~~' «m-mu-‘~u-w“ cs. ~.ch-‘ ‘m**M‘J-‘\QF-M.1"—-_.~"v_,‘M; EH gh hSChool l Community Coll; Z Inter. DiSt I 5 i . Hi 0 rectors ' Directors I Consultants Total ‘ I.“ m- ‘-V~.‘-_. .M.~.aw..a.- ....-§.-. .. ~. \‘ g--M*’ .. a... _.‘.__‘_. ..— ! if l 7 fl ? V; g 5 i W # l i”; I ., .. A— nyv-’ \ ‘ . _-- .--.M-.._ m . . .. - I . ...“ ..., ......— ~47 . ...... .. -..—... can... * u-“s— ...... «nu—n. . -Ipufi—T“ ...-4-.-; I... _’-f T , ‘: I 1 l i . i I ‘i"°”°'Y { 7 l h,l ' 5 I 50 I 0 0.0 7 : In,6 Caren ! -~-~‘. - g _ .. .4 *u— “.u.-w“«~w- -.. r-~_ .- l I c ~.A .—-—....“ ... . ‘ —- A_-._..,.-. . ...— .” w. ;,.._. """"""" ,. ... .. - ...I.‘ ....— o ‘ I .-." ‘—-4s-rolv—._ u. L T T ’ ._ f. ' I l i -Qree I 27 l56 3 I 33 l 30 i O O 0 I30 E DC 5 l 2 - - w «- ... .. “...-...... __-_ 1i'__ 1 ‘4 ._ ......u‘-+~ ---—on——‘-—-a- a... 4...“; . L—«a A —-—~-u—-.----—o-— wi-vomb- ,=.. .... ......h- ‘ No Opinion : 0 I DID l l '0 l l l7IC I 7 1 ?.Q I L --. -w- .-- “-‘H . A .... - .‘n'l?.--~c_u‘—‘-—~Mn ...-t‘,‘ J M - .4..." _».-... .4, I‘*” 'T_-— .. ”' . . .... . .- A. . h.“ " m -' AFMI -W~’ *fi'u'- , :- E Disagree IS 3|.3 I I ; In % 7 ; 78.0 ;I8 l 77.2 ‘ " "' " - -W-...—..---. ...—...Ir.‘ ...... Qtrongly Disaoree .~.. ‘ ' l —.... “'Q- ... - ...-...... ... .- 9:. ...~ .. I a-“c-nu mn~> ‘Q-fltb—h—~ --. c-vw. -u-o or”. ‘7 un‘- u. . -- M-Lw‘ .- - .. .4: .q I .1 I . . I i ' ' i I l I l I . I -I-'—..—..-..w§—-~...uv A Total i #8 . 0‘ ‘fl.“...._ . . A .... n n.u..~~-.».. ~. -. . .—‘._ Ir .. «+43-.. —_.-. .\_,,__‘_ ...-...4..-.a-‘su..- _. a“- +"\ ~q.» - AU-‘ufl-IK. I I l l I loo 0 I In I Ion i R EInn o \ _ . CV- ,— . --.4 ¢_--.t~.___.m~-.a—-t“,. . .n-“a.” I. .w .0- una-n—a. ... ‘-.--¢ vb, .. n- .- ... s ctr“ A ,.,V < u... ‘- .w—n... on“. r- - ~ -ua-. ~-~, .... . .~_.. x. .-. -4 u..v~ I- " " M ~0- ~-' “osr-Ov- cum. “...—.....- ... -~ ... .... ...-c- .-.‘-o .0. ,. -- o .- . - »-- «o .. ,—‘ .- ... . r.- . L . ‘. , a .~ -.H ‘ _ In cormunity college dlStflctS, 218 APPENDIX l--CONTlNUFD TARIF ll all nost-hinh school vocational “duration programs should be coordinated or administered by the F“"””nifv college even though some programs for adults might be nrovided in facilities of the high school districts. . . . “I ' -c-c.-w __“_m .~__ ....q I I High School I CummunIty Coll I Inter. DISC; I I = Directors 3 Directors E Consultants Total I I-” .4__T_ . . ....-.“- ,I l.- .I... .. “1......“ - . .. ...... .-..“ as... he “flaw-..” .. «....-. Wu“... ”......I I I # 6 % i g i j/ i g % l 5 I r I l"'"” ....4‘... --...- --.-..cm-.- w 3.. .. -.. -... w»... -.- ....- ...-.I....~_-—..II—.. -..—II__% ...... .....4 ~ strono v - ' l ' ‘ ‘ ‘ . l . ' “MN I 6 I l?,5 I. 8 I 80 l l l l?.5 I” 22.7 ; z I l l i" aron No Opinion -r-..-a..-..-v‘-. .....u~_-.--a-- ..----w-..——a. - - l Ifilf‘nroo l Irlrnnqlv "-"‘""' '5'" ~— 04- nu-..--q i l €Di=anreo ! l b W. In Michiqan, l l I E l Stronnlv I Aaron 1 I ”OVER - H..- on... _-o “7-.....q- c..- .0 l.- ..o-uo-aH .— - c ..v - ——-..~...—oo.n-- . b... l l l9 1‘... 39.6 u-w““- ?.l -L - .......A... has... -..... -.... 7-”. -¢~~ ? ...-co- 0 7O ...-.- I ...—.1..- -. ”...—.- ..n l l l l l ...—...“.1... Q“...- -.-. .. _. . . . . - ~_. ll l 079 n n .I~L.. -_- ,- _ -- . --...-.. ”w- -o¢-—-¢-t a...” ...-.-...- s. .....- w-.I... l l --.. now»... ' “"“ 'WM— - ..... ......» ....-. .- I 0 ll l l l -- a ,...+-, a. a - I as? 7?,9 l”0.0 - ._..o.-._ w 0 -..-... . - ...-o- A lfllialllDfl ...-.- «gt-‘- ...-3;: ...A .... . v 4-.....“ TABLE I? ~W-‘J-Ib .w- ‘q-n HIgh School Directors I No Opinion \ I .4..- I Disaorep E .m.- .... a»- u- ..p .w'm.‘ I fltronnlv ‘ QIS‘nrnn 3| -. ...— .-. ,-,-_..... I .... 3 Toto! *Dne resnondont hoth aorond and "”1”“ l I- TCommunity Coll Mimi-‘4‘ “- ‘- o-“u-firgv Directors ’1-.- I I W 1‘ a n “-..-‘15».- mJ-u.u—‘-—--s 0 0 —.~-~..~u~¢-im -..-... ..-. ma...“ u‘. I 7‘70 I ..l l l” -... .3mm .4 lOn n I l l b8 I T: t l: ...-— !; --. 3 Mil L“..- I l I l: e An. “..-“...- no.1. --‘.I¢ ap'm-MI ....l l ..-. an. u-a---a~~.1 . ...-...... -..-....I on“ ... ...-so. I,- 1—-u'Q~A'-‘.'. “...—*n a.“ Do you? ...-an; 'w ... w' ‘9 79.0 hint—n .....4.-.‘ -n l 0.0 l La-O-Au-w ...- .. J 75 O “-h— ....“ -~ '2 "““"‘T ln I_.._...I l i? ‘:._s 73 ' t .. -H-q “.fi-AIQ-w- c‘v- u -‘ ...-L4 IVJ‘THT 3 I 17.5 a P.." ....“ an.0 l.:‘.".::: ::~ I... -‘g. ....— ..~ ~50... 0 'ID...‘ a Do you? most high school districts cannot individually provide PH“mate vocational education programs. l Inter. Distt Consultants p— “........_ I“ ...q # PI. 5— ...—u no... % .m—u- I! w W‘M‘ ,0 gar- ‘- Aa. ...-w..- Total l_# ...-u-fi %. r IS “67513 .44".._--. ....n ...-p“. l h7.0 I 37.5 I? Lug... l ...“--- _.I o . mo “...—c . ud— u..- --.-.L -...C‘ ‘w. 0 0.0 I. .... ...—.... A ...4_-_. .— l um 9 h3.q l.5 I... “”1 ... ...-.4 6.] . gumml 0 0.0 ‘ ~ “.-.. _ II ~_,__ I ;. .— ..~ wanton-i I 9 NM 0 I I ~jl.‘. 'iggfi‘:;;.r;,f:-;_ ‘ APPFNDIX l--CONT|NUFD TARlF I? ”scuminq that high school vocational education programs will be developed in such a way that several high school districts cooperatively operate than, which one of the following groups of people do you feel would not lavar thifi development? —A ' IHIgh School Community Coll. ' lnter. Dist. I , Directors Directors Consultants Total I 7 . o u I.“ ":7- ...-Mm‘Ig-‘T. “I”? ---—-— WI H...” o A II I {7’ I/Im . /r, I t— I/ # A f— -— -- -- Lv-o-~-—.-—--~~.~o«——— .-—--.—— ? I ,. I f “I ; K-E" IIfi , 7c.n I 7 I 7n ; l I l7 G I ?0 3! 8 I -— -. . - ......__ .....- “...: ..., . _. .I..- .5. -.-...J.-.“ “.-....” -4-..“ .... ...... ...-.-.... -.-AL... .....JII_._.._...._._..1 no~m Coll l a l i I P I - . 76 l Sb 7 I 7 I 90 I 6 I 75.0 34 Sl.S Amini'tratnrs I I I - l I I l I h-”_-“mm I __Iw_,fi,._I,.uo ..J-_-J-_.JvJLJ_JJJ. mm: 7 a i 83 “s I 3. lo I . I-_-u- “-.,..-JJ J.,".~+ u J“..Jl_--4,a~i.. I— ““* I‘““—*"‘ : Stur'nnt' ' 6 I 17.5 I o I 0.0 6 9.! I .mu¢ _I _Lj_J_L__J.JJ.JJ_J.HMM_LJJJ J I I I I so i Tn maver< 16,7 l 1 lo I 0 I 0.0 I 9 ”..-"... ..T—w-‘mrno-u-s‘. '1 — ‘. .“uu-.—-u 4— Y I I I 30 i o I 0.0 In I 15.? i 'r -- «u -- ..K,. M- .. .7 .A.-__“~ i . I “I l. I l ””1 I HIQ’I c(fhn‘l V“C'. 7 ‘ F”. Toarhnrr I —-—0v .- fibula- A - I I.“ - .. I“ " " “'" “—‘ “ “"- ‘r*'-“"""‘L‘~“"-'-~'““‘~--4‘ “‘"‘-‘~-'- ”“;‘-~ ""'-.'"." ‘éfi-‘Q-‘-U~II3~O-fi—n— PAL—.m‘. o . . r, v“ r l I I I l I , ‘"'- “-‘ Vncrlu 29.2 i I I I0 7 I 25.0 I? 25.8 1 "*~ Tn‘rher' I I I ' I I M-W-h I I . . ".-..«”.m- -Iaflh...Ih. ...--.“. ..s fihJfiru..eJfl... - . III __‘. I “In“ thfi‘I ' I I Pwvr4 a? "A II" I 2” 3 Iv“; I o.— _.—..c- . “..o‘q ‘ 6 60 l 0.0 I6I7hflm 7 I «Am... “0“, ' “WA-a. ‘l‘ .....‘g—Q-” -V’r.‘ . n I I m u. .u . L. ‘ CC—Q ‘ an. - . “.‘m-VL 4»‘—o—n~~.-—l‘\-r_. r\‘-" (all n“rd ruf- i 4.. —--~ urn m<~l-fl-‘-r‘-" ““ I . i b 5 w l3 37-5 ...-w-"" _ '.-..-_a-o~ "I" I I T’jll‘fr‘h’ Ml n o h i 50.0 77 I 33 2 . I 2 i l :1 .- ...- ...... .- _ ... .. . .. . I“ .. . ..-Im- n --- .... “may ~ ......n.-- I..." -—-—-----—-»<-- -- -—-. Tau—«u». : ~ I I o 0.0 I I I I0 I n ; 0.0 I l I.: i -H..- we-, H-“L_,“:I _du,,,J_ .--WJ“_ n- J_ML_ I ”Wu”. --J -- . R) l‘\ A) (3 APPENDIY l--CONTlNUED TABLE lh ‘rrvmino that high school vocational education programs will be Anvoloped in such a way that several high school districts cwooeratively operate them, which one of the following groups of people do you feel figuld favor this development? vs ... ..- .0 .— ”--ww”-hnw‘u High School I Community Coll. inter. Distfhm 7 I Directors I Directors Consultants Total l .‘I" _ Luwfl‘ 7 I 7. I 7 I 7 7 7 fl % - -...--I -.. ,, K-l? 77 56.3 7 I— 20 7 87.5 36 5h.5 Cfi"¢. Coll. ’dministrators - a l3 I ””r°nt< I ?3 : 68.q . 5 2 50 I 8 l00.0 - ~-— - -~ - o c . .--“ {-wq -..-, I. m... . - ... -..‘4-uu J~—- ‘7 --.” -.‘o---a in. o M» q.-.—-o. -t...n ‘.u...=—q‘.-I-o——.J-— ! .. Ctudontfi I? 60 l I 66 I 60 I 8 l00.0 o- -. ...JJJL_._JL___--.JL-..cm_L.-m_-k_fi__r_-J- . ...—”-...- Pom-Iphflroflvun—au \D \l - Tfi”havar’ I 72 I b: 9 I h I 1.0 I 8 l00.0 3h . Sl.S ' m. . - .--J ....T._--L fi.---..+_m-w . I —— -—r-—-4-~L~~« -m—~wuf~~»‘-*I .ioh 9cknnl Voc . I I I I ‘. I I Q I ”a_ T.achprs 7° I 60.14 I I . In I 7 7.9 37 I 56.1 I _ . I ‘ I ' I I . ' ‘ -.L- .U--_~m _“___.JJ-J_J.J-._,Jr_*,.hd-“J,r\‘- -7 ..J_, _ ‘*'*f*~ ~«m4 r , I l I r: n. Coll. VncI 7 I lh.6 h I DO I 3 37.: . lh I 7].? I 1,, Teachers I I I I I i I ... _ I. ..-“--- .. - .....-n...“ m.-. -. .._- -.I-.-..L-..J. ---- l l I I Hinh 9rhonl I at to I I n I on I 7 07‘: I up I r: r I Roar” «I ”d, I I I . a I i r . I . “II _ .I . I. i . I - -. I. .. ......— .I- .. ..-”... 41,—-.- -.f....._. 1 ."‘¢‘-“."". .. C”. I ' i - I I I 7 l I I Board of I R I l6.7 . g 5 on I 7 I 7c n I 17 I IQIo l : Trutto"r I l I I I I I l E F . . - ‘7‘, --. .... .. J .I . LN... . I I. .- -....- JI- M ...-I. . . ......IJ -..- I- ..._. ...: i .ll 6 . 17.9 l n : n I n I 0,0 I 6 I 9.] I '- - ~-—- - ,. . .‘ ..." .... .... P...“ , ......J ..-...1 . . -.. I o ...... . . .. -—.—-- ‘~ .. a ...44 ;_—--.~_- .. ‘ BI ELI OGRAPHY f“. 4" 1‘) /, V, / BIBLIOGRAPHY Books Aloerty, Harold. Reorganizing the High-School Curriculum. New York: MacMillan Co., 1955. Anderson, Lewis F. History_of Manual and Industrial School Education. New York: D. Appleton, 1926. Paer, Max and Roeber, Edward C. Oggupational Information. Chicago: Science Research Associates, 19o4. bennett, Charles Alpheus. History of Manual and Industrial Education up to 1670. Peoria, Illinois: Chas. A. Bennett Co., 1926. Rode, Boyd H. Democracy;as a Way_of Life. New York: MacMillan Co., 19A3. Curti, Merle. The Social Ideas of American Educators. New York: Charles Scribner‘s Sons, 1935. Dalton, Frank W. The Development of Industrial Education in Education. Ann Arbor, Michigan: Industrial Education Society, 1940. Dewey, John. Democracy and Education. New York: MacMillan Co., 1916. Hawkins, Layton S., Presser, Charles E., and Wright, John C. Development of Vocational Education. Chicago: American Technical Society, 1951. Henderson, Stella Van Petten. Introduction to Philosophy of Education. Chicago: University of Chicago Press, 19H7. Monroe, Paul. Founding_of the American Public School- System. New York: MacMillan Co., l9AO. National Education Association, Educational Policies Commission. Education for All American Youth: A Further Look. Washington: National Education Association of the United States, 1952. ... J: (Lg- ) BIBLIOGRAPHY - Continued National Education Association, Education Policies Commission. The Purposes of Education in American Democracy. Washington: National Education ssociation of the United States, 1938. Pidover, Saul K. A Jefferson Profile. New York: The John Da Co. 1(50. Y a / Washington, Booker T. Up From Slavery. Garden City, N.Y.: Doubleday & Co., 1900. Whitehead, A.N. The Aims of Education and Other Essays. London: Williams and Norgate Ltd., 1932. Woodward, C.M. The Manual Training School. .oston: D.C. Heath and Co., 1887. Woody, Thomas. Education Views of Benjamin Franklin. New York: McGraw—Hill Book Co., 1931. Bulletins and Reports American Institutes of Research. Project ABLE: Develop— ment and Evaluation of an Experimental Curriculum for the New Quincy (Massfj'Vocational-Technical School, Third Quarterly Technical Report. Pittsburgh: American Institutes for Research, 1965. American Vocational Association, Committee on Research and Publications. An Enlarged Program of Vocational Education with Special Reference to Larger Administrative Units. Washington: American Vocational Association, 19MB. American Vocational Association, Committee on Research and Publications. Area Vocational Education Programs. Washington: American Vocational Association, 1959. American Vocational Association, Committee on Research and Publications. Service Areas for Vocational Schools. Washington: American Vocational —. Association, 19A9. f\ ) I“ . :i‘ I BIBLIOGRAPHY - Continued Battelle Memorial Institute. The Michigan Manpower Study——Phase I, An Analysis of the Characteristics oiT—I—‘iichigan's Labor Force in the Next 15 Years. Columbus, Ohio: Battelle Memorial Institute, 1966. Borosage, Lawrence, et al. VOcational Education in Michigan. Final Report of the Michigan Vocational Education Evaluation PFOJECt. East Lansing, Michigan: Michigan State University, College of Education, 1953. Detroit Board of Education. Preparing Pupils for the World of Work. Report of the Special Staff Committee Appointed by the Superintendent of Schools. Detroit: Board of Education of the City of Detroit, 1962. Educational Research Council of Greater Cleveland. Sequential Programs in Occupational Education for a Restructured Curriculum. Cleveland: Educational Research Council of Greater Cleveland, 1966. Frank, N.H. Summary Report of the Summer Study on Occupational, Vocational and Technical Education. Cambridge: Massachusetts Institute of Technology, 1965. Harris, Norman C., and Yencso, William R. Technical Education in Michigan Community Colleges. Ann Arbor, Michigan: University of Michigan, 1965. Michigan Council for Vecational Education Administration. Area Vocational-Technical Schools in Michigan. Second Report of the Council. Lansing: the Council, 19%. Michigan Council of Community College Administrators. A Concept of Area Skill Centers for the State of — Michigan—~the Michigan Community Colleges as Administrative Units. A report of the Sub-Committee on Vocational—Technical Education, December, 1963. Michigan Council of Community College Administrators. .5 Policy Statement. Lansing: Michigan Council of Community College Administrators, 1963. "W f“) [i‘ Li (I J) BIBLIOGRAPHY- Continued Meyer, J.H. ”Circuit and Part-Time Teachers,” Economical Enrichment of the Small Secondary-School Curriculum. Washington: National Education Association, vDepartment of Rural Education, 1954. Rockefeller Brothers Fund. The Pursuit of Excellence: Education and the Future of America. Panel Report of the Special Studies Project of the Rockefeller Brothers Fund, Inc. New York: Doubleday & Co., 1958. “with, iarold T. Education and Training for the World of Work-—A Vocational Education Program for the State of Michigan. Kalamazoo, Michigan: The W.E. Upiohn Institute for Employment Research, 1963. ' «4 Smith, Max S., et a1. Final Report: Three County Area High School and Post-High School Educational Needs Study Committee of Ruron—Sanilac-Tuscola Counties. East Lansing: Michigan State University, Office of Community College Cooperation, 1966. Ten Brink, James. Meeting Employment Needs. Muskegon, Michigan: Muskegon Area Intermediate School District, l9o5. ‘Ten Brink James, and Fisher, Harold S. Proposed Muskegon Area Vocational Center. Muskegon, Michigan: Muskegon Area Intermediate School District, 1966. Wenrich, Ralph C. The Need for Area Vocational Schools in Michigan. Ann Arbor, Michigan: The University or Michigan, School of Education, 1963. Articles and Periodicals Arnold, Walter M. “Area Vocational Education Programs," School Life, V01. 42, No. 5, (January, 1960), 11. Arnstein, George E. "The Technological Context of Vocational Education,” Vocational Education, Sixty— fourth Yearbook of the National Society for the Study of Education, Part I. Chicago: University of Chicago Press, 1965, 39—63. LEO BIBIIOGRAPHY - Continued Eiltctt, Eugene B. "Disadvantages of Area Vocational Sihools'” Tie l“ition's Schools. Vol. 35, No. A, .w W, n . , - ., ~. ..H ..9 Loin, UCCIWB H. AfEd JUCdlehdl ubhvulb , WI; Ulgfi n ".7 _, ,1 g -_ «r .. " , .‘I. ’ ,-\ V ‘2 ~. I r C‘ ' J VQCatioriaI Ou tlooh . Vol. 5, MO. I, (Septeaner, 1942), r I: )-u Hamlin, H.M. "New Designs in Vocational and Practical 1 -'~ ‘ I—‘I - «- r -~' -” ... a; n Pub 3 \ “*1 Arts Education , American VOLdthflal Joorn at, T . " r, v _\ «. WA ‘_ 7‘ ”A, , 7T ("1 —~, :' Vol. ,9 Ac. 9 (Lecember, 1904), e-ig. ) /) Mobley, Mayor D., and Barlow, Melvin L. "Impact of Federal Legislation and Policies upon Vocational Education”, Vocational Education, Sixty~fourth Year— book of the National Society for the Study of Education, Part I. Chicago: University of Chicago Press, 1965, 186-soc. ~ Morse, Nancy C. and Weiss, R.S. "The Function and Meaning of Work and the Joe” , Man, and Sociegy, ed. Sigmund Nosow and William H. Form. New York: Basic Books, Inc., 1962, 29-35. Turnquist, Carl R. "Galaxy Approach to Education for the World of Work”, S hool Shop, XXV, No. 3 (November, 1905), 25-27. ‘Public Documents Bartlett, Lynn M. Number and Percent of Michigan High School Graduates Who Enrolled in College for the Years 1959, 1955, l900. Lansing: Michigan Depart— ment of PDblic Instruction, 1963. artlett , Lynn M. Public Hich SC ho ol Drop outs in Michigan, qr -63 Lansing: Michigan Department of Public Instruction, 190A. Bartlett, Lynn M. "Statement of Dr. Lynn M. Bartlett, State Superintendent of Public Instruction, State of Michigan”, Hearings Before the General Sub- committee on Education of the Committee on Education and Labor. House of Representatives, 88th Congress, First Session, on Title V—A of the H.R. BOOO, and H.R. A955. Washington: U.S. Government Printing Office, 1963. BIBLIOGRAPHY - Continued Jiltaover Wilbur E., and Nosow, Sigmund. ”A Sociological Analysis of vocational Education in the United States" Education for a Changing World of Work: Appendix III. U.S. Department of Health, Education, and Welfare. Washington: U.S. Governmenf; Printing IIic e, 1963. Iitawater C.O. School District Reorganization Policies Iocedures. U.S. Department of Wealth, Education, 5rd welfare. Office oI Education. Washington: U.S. Cc er“ ent Printing OIfice, 195T. Vichigan C uncil on Secohdary Education. A Policy State- ment Concerning Employment—Bound Youth. Lansing: Michigan Department of Public Instruction, 1963. ii Iir‘n, Department of Education, Division of Vocational Education. Area Vocational-T echnical Education hilias. Lansing: Michigan Department of Education, l9ojh Unimeographed.) Michigan, Department of Education, Division of Vocational Education. Establishing and Operating Area Vocational— Technical Education Programs in Michigan. Lansing: State Board of Etucation, l9bb. Michigan, Department of Public Instruction. A Statement of E sic PhilosopIn.f Regarding Public Education in Michigan. Lansing: the Department 1900. Michigan, Department of Public Instruction. A Survey of Selected Area Vocational Education Programs in the United States. Lansing: Michigan Department of Public Instruction, 1963, (Mimeographed.) MltIi an, Department of Public Instruction. Background Information Concern ing_Area Vocational Education Programs. Lansing: Michigan Department of Public Instruction, 1963. Michigan, Legislature. Act No. 35 of the Public Acts of 190?. Regular Session of the 1907 Legislature. Michiga an, Legislature. Act No. 237 of the Public Acts of 1964. Regular Session of the l9bfiflLegislature. h l": (D "1 c) _»... BIBLIOGRAPHY — Continued r—v Legislature. Act No. 2A6 of the Public Acts of dichigan Regular Session of the l9oA Legislature. I ,/ I l 0 196.44 w— Michigan, State Board of Education. Annual Descriptive Report for Division of Vocational Education, Department of Education for Fiscal Year 1965. Lansing: State Board of Education, 1965. Michigan, State Board of Education. Minutes of the State Board of Education: February 10, 1905. Lansing: State Board of Education, 19o5. Michigan, State Coordinating Committee for Michigan's Manpower Development and Training Plan. The Michigan Manpower Development Plan for Fiscal Year 1967. Lansing: Michigan Department of Labor, 19oo. Michigan, State Board of Control for Vocational Education. I I -/ Annual Descriptive Reports for 19Ao, 1950, 1951, 1933, 1955, igni, l9t3, and 196A. Lansing: Michigan Department of Public Instruction. President's Committee on Youth Employment. The Challenge of Jobless Youth. Washington: U.S. Government Printing Office, 1963. U.S. Congress. Area Redevelopment Act. Public Law 87-27. 88th Congress, 9o1. Public Law 586, 79th c: O) . Congress. George—Barden Act. Congress, 1 ’ O . E Public Law 673, 7Ath C U] Congress. George—Dean Act. Congress, 1930. U.S. Congress. George—Ellzey Act. Public Law 2A5, 73rd Congress, 1933. U.S. Congress. George—Reed Act. Public Law 702, 70th Congress, 1929. U.S. Congregs, Manpower Development and ngining Act. Public Law )7— 15, 7th Congress, 190a. U. Cf) C "1 CO 03 U) 0) O) U) R) [‘0 KO BIBLIOGRAPHY - Continued (Ni- ... -1 g ._ - r ‘a —‘ - songiess, National Defense Education Act. Public Law O5—OOA, O5th Congress, 1958. Cong ~ “‘w rv o “ fi’>c Dress. Public Law lo2f. O4th Congress, 1956. Congress. The Health Amendments Act. Public Law 911, 54th Congress, 1950. Congress. ’Vocational Education Act of 1917. Public T h. "5 . f (‘1. . . . ‘\ LdN 5+7, 04th Congress, 1917. L \._/ Congress. Vocational Education Act of 1963. Public Law 88-210,—BOth Congress, 1903. Department of Health, Education and Welfare. Education and Training: Key to Development of Human Resources. Washington: U.S. Government Printing Office, 196A. Department of Health, Education, and Welfare. Education for a Changing World of Work, Report of the Panel of Consultants on Vocational Education. Washington: U.S. Government Printing Office, 1963. (Mimeographed.) Department of Health, Education, and Welfare, Office Of Education. Summarv Report of Vocational—Technical Program Development by States. Washington: U.S. Government Printing Office, 196 . ealth, Education, and Welfare, Office tion in the Next Washington: Department of H of Education. Vocational Educa Decade: Proposals for Discussion. Government Printing Office, 1901. U.S. Department of Interior, Bureau of Education, Cardinal Principles of Secondary Education. Bulletin 1918, No. 35. Washington: U.S. Government Printing Office, 1928. Dictionary of Occupational Department of Labor. Washington: U.S. ’fitles. Vol. 1, 3rd Edition. Government Printing Office, 19 5. BIBLIOGRAPHY - Continued U.S. Department of Labor. Manpower Report of the President and a Report on Manpower Reguirements, Resources, Utilization, and Training, Washington: U.S. Government Printing Office, l9b5. Unpublished Materials Adler, Gerald. Survey of Over 100 Area Vocational— Technical Centers Operating to Serve High School Students. Grand Rapids, Michigan: Kent County— lntermcdiate School District, 1966. (Mimeographed.) “L ,nY ,..,| - Altman, James W. Toward a Concept of Integrated Vocational Education. Pittsburgh: American Institute for nesearcn, l9b5, (Mimeographed.) Bartlett, Lynn M. Michigan Superintendent of Public Instruction. Letter to selected members of the Michigan Legislature, October 7, 196A. "Factors Governing the Establish- of Area Vocational—Technical United States with Unpublished Doctoral Columbia, 196A. Burns, Richard Lyons. ment and Operation Schools and Programs in the Application to Missouri.” Dissertation, University of Missouri, ”The Detroit or Galaxy Plan Detroit Public Schools. Improvement for Career Preparation." Division for of Instruction, igec, (Mimeographed.) Maley, Donald and Frantz, Nevin R. An Investigation and Development of the ”Cluster Concept” as a Program in Vocational Education at the Secondary Level. College Park, Maryland: University of Maryland, '1965, (Mimeographed.) Martin, William E. Southeastern Indiana Area Vocationgl School. (Mimeographed. McElroy, Louis A. Planning for Vocational-Technical ___,_.___.______L, Education Around a Ten Cluster System. .Gary, hools, 19 , (Mimeographed.) Indiana: Gary Public Sc .»._‘ 1 i k A) }_J BIBLIOGRAPHY — Continued Michigan, Department of Education, Division of Vocational Education. Grants for Area Vocational—Technical Education Construction Projec s, l9ou:65 and Tentative Grants for Area Vocational-Technical Education Construction Projects, 1965-66} Lansing, l9oo, (Mimeographed.) Michigan, Department of Education, Division of Vocational Education. Locations of Joint Vocational Education Programs in Operation in Michigan. Lansing: Department of Education, 1966, (Mimeographed.) Honey, M.W. Material presented at the Third Summer Institute for Administrators and Supervisors of Technical Education held at Stillwater, Oklahoma, June 7—18, 1965. St. Clair River Area Program of Coordinated (Mimeographed.) Educational Programs. Warren, Richard B. Developing a Program of Occupational Education for all Students. Niles, Michigan: Niles Public Schools, 1966, (Mimeographed.)