[Appendix DJ

SAMPLE COMMENTS MADE BY RESPONDENTS TO THE OPINIONNAIRE

"The vocational division of the U.S. Office of Education must be in a leadership position sufficiently high and effective to make independent decisions for cooperation with the vocational leadership in the various states.

"The independence of this leadership in recent years has been so curtailed as to render it much less effective than formerly. Unless the stature and position of this national leadership is restored, the impact of such leadership on voca tional programs at state and local levels is relatively nil.

"National leadership must be much more than fiscal responsibility in the allocation and accounting of Federal vocational appropriations to states. Dynamic cational leadership in the promotion and development of improved procedures in vocational education is essential. This must be cooperative in all that the word implies and never dictatorial. Thus, the persons at the top in national leadership in vocational education must be highly trained, knowledgeable, dedicated, and with sympathetic understandings in vocational education. Nothing less than this will be condoned by state and local leaders in this important field of education." "We need to have the opportunity to call upon individuals in the national office who can provide needed assistance without having to run the gauntlet and wonder who is available."

"Services should be largely consultative, with the work being done in the various states.

"Federal funds should be used to facilitate exchange of ideas among leaders in the states and in dissemination of research findings and various kinds of information helpful in program planning and evaluation."

"Vocational and Technical Education should have more status and autonomy within the Office of Education, Department of Health, Education, and Welfare. We feel strongly that more staff should be added and that they be selected from the ranks of qualified Vocational Educators."

"Much can be accomplished when personnel from the different states can assemble, discuss mutual problems and plan future activities."

"Adequate leadership from Washington would lead to establishment of co operative selections with state and local systems that could result in nation wide coordination and avoidance of duplication in so many fields with consequent savings in money."

"We need help in the states-perhaps through inter-state workshops, to determine program direction and the preparation of programs and instructional materials. Thus far we have had little if any help-instead we have been delayed.” "Develop simplified, sensible guidelines for State-Federal Plans."

"I do not feel that any of the activities carried on at the Federal level shon'd be de-emphasized. In most cases more emphasis is desirable, especially in the areas of teacher education, vocational guidance, leadership development, and program planning and development. Federal activity should be limited to the providing of services to the state and local rather than to the development of a Federal program of Vocational Education."

"Special help is badly needed in aiding us to prepare and provide the needed Vocational teachers!"

"In the past few years, Federal legislation for education has been somewhat overwhelming. We have been inundated with a myriad of paper work and confused by a mass of printed material attempting to explain policies and procedures for implementing Federal legislation aimed at improving education.”

"State Supervisors have been encouraged to cooperate and assist with many of these non-school programs. If we are to be expected to cooperate with the agencies, Vocational Education should be provided sufficient funds for additional trained staff to assist such agencies."

"Federal assistance for the most part is entirely too short.”

"Since these programs are new and much investigation as well as research will be needed to determine the needs, possibilities, personnel evaluation, materials-in fact. all areas of involvement, it seems that Federal assistance through services of personnel as well as funding would need to be increased.”

"It is of great importance to coordinate vocational programs of Vocational Education, Economic Opportunity and Public Welfare.”

"The role of the USOE should be essential to do those things that cannot otherwise be done or cannot be done as were by individual states."

LEADERSHIP FOR VOCATIONAL EDUCATION AT THE FEDERAL LEVEL

No other phase of the total education program of this nation has had a longer or more successful experience in a federal-state-local relationship than vocational education. This experience has pointed up certain unique characteristics of the program and called attention to considerations that cannot be overlooked if the program is to accomplish its purposes. The clearly defined objectives of the program-the interrelationships with agencies of government, the need to relate the program to employment opportunities, and the fact that vocational education is conducted in many types of institutions at many levels--all point to certain basic principles that must be considered when placing the agency responsible for vocational education within the governmental structure, organizing it to be effective, and utilizing its resources to make the maximum contribution. Vocational education serves the national interest. Congress has recognized this since the passage, in 1917, of the first Act concerned with promoting and improving the program. Since the national interest is involved, the Federal government has a responsibility to provide national leadership. There is growing evidence that the federal agency administering federal funds for vocational education is taking less and less responsibility for leadership and diverting much of its energy to managing the expenditure of the funds.

The following basic principles for organizing the office administering vocational education are evident from a national study conducted among vocational education leaders throughout the nation:

1. Vocational education makes a major and unique contribution to the education of youth and adults by linking knowledge from the disciplines with skills and practices of business, industry, agriculture, and the home. It contributes to the national defense, national security, elimination of poverty, economic wellbeing, and employability of required workers. To achieve these goals, the services of a vocational education organization within the U. S. Office of Education must be maintained as a major and distinct entity.

2. Since the programs of vocational education often are developed cooperatively with other departments and agencies of the Federal government, the policy and decision making level of vocational education administration in the U.S. Office of Education must enable it to deal directly with its counterparts in other departments and agencies of the government in the development and/or operation of programs.

3. Vocational education is concerned with and is an integral part of secondary education, post secondary education, adult education, education for youth and adults with special needs, and higher education. Because of these broad concerns, vocational education should be at the administrative and policy making level necessary to provide an effective liaison with coordinate offices or bureaus in HEW.

4. Leadership in vocational educational in the United States Office of Education must be provided by competent educators with depth of training and experience in vocational education in the area of their major responsibility.

5. The strong federal-state-local relationship which has existed for many years in vocational education has served the nation well. A strong unit organized for Vocational education in USOE must be maintained for the continuation of this relationship.

ORGANIZATION AT FEDERAL LEVEL

Since vocational educators must work effectively with business, industry, labor, management, other phases of education, and other segments of our econ

omy, the creation of a Bureau of Vocational and Technical Education in the USOE is essential if vocational education is to perform its unique function. Certain of the Bureau responsibilities in carrying out this function should be: 1. Providing materials and information for the National Advisory Committee on Vocational Education.

2. Managing the Office of Education's policies, procedures, and federal share financing in these specific areas:

A. The improvement and expansion of vocational programs in business and office, distributive, agriculture, trade and industrial, health, and home economics program fields for the following groups:

(1) High school youth.

(2) Drop outs and high school graduates needing preparatory training. (3) Employed workers needing upgrading training and retraining.

(4) Persons with special needs.

B. Programs for training highly skilled technicians.

C. Construction of area vocational schools.

D. Work study for vocational education students.

E. Construction and operation of residential vocational schools.

3. Making grants to colleges and universities, state boards for vocational education, and other agencies to pay part of the cost of research, experimental and demonstration projects in vocational education.

4. Coordinate vocational education training with other agencies and organizations:

A. Within Health, Education, and Welfare Department.

B. Other departments of government.

C. Organizations and agencies outside of government.

5. Develop policies and procedures for working with states on a federal-state relationship basis.

If it is impossible for a Bureau to be established in fact, or if it is impossible for the Bureau to perform the above functions effectively within the Office of Education, a separate office for vocational education should be established.

STAFFING AND ORGANIZATIONAL STRUCTURE

OF THE VOCATIONAL-TECHNICAL

EDUCATION OFFICE IN HEALTH, EDUCATION, AND WELFARE OR A BUREAU IN THE UNITED STATES OFFICE OF EDUCATION

The study of services desired by the states from the vocational education organization in the U.S. Office of Education and an evaluation of their responses concerning the availability of such services, reveals that the following principles should be considered for the reorganization of the structure for vocational education within the USOE:

1. Persons providing leadership to the staff for vocational education in the USOE must have had training and successful experience in administering vocational education programs at the state and/or local level;

2. Those providing leadership in the major fields of vocational education must have training and experience in the major fields in which they are employed;

3. The structure of the organization for vocational education in the USOE must recognize the prominent position of the major fields of vocational education in providing services for the evolving program of vocational education in the states;

A. There should be divisions or services representing each of the major fields of vocational education within the bureau of office of vocational education;

B. There should be chiefs of each major field of vocational education with adequate staff on the national level to promote and develop the program;

C. There should be adequate staff representing each of the major fields of vocational education at the regional level;

D. There should be lines of authority from chiefs of each major program field to program field personnel in the regional offices;

E. Persons employed to coordinate the efforts of professional personnel on a regional level should have a background of training and experience which provides an understanding of the total program of vocational education and the ability to work cooperatively with others.

In conclusion, we support the legislative concepts of the Committee Print, "The Vocational Education Amendments of 1968," and urge its introduction and passage.

Thank you for this opportunity to submit our views.

Senator MORSE. We will stand in recess until 2 o'clock. I want to say to Mr. Calkins that I hope to be able to convene at 2 o'clock. Our first witness will be Mr. Hugh Calkins, member of the Cleveland Board of Education, representing the National School Boards Association. I shall try to be here at 2 o'clock.

(Thereupon, at 10:55 a.m., the hearing was recessed, to reconvene at 2 p.m. this day.)

AFTERNOON SESSION

Senator MORSE. The hearing will come to order.

Our first witness this afternoon is Mr. Hugh Calkins, member of the Cleveland Board of Education, representing the National School Boards Association.

As you know, Mr. Calkins, the chairman in particular, but the committee as a whole, has had many past relations with the National School Boards Association; the association has been very helpful to us. I see their leaders almost annually. I missed it this year, but I want you to express to the officers and the association the thanks of this committee for its help in the past and I am looking forward to your testimony today.

You have associated with you Mr. Paul Carlin.
We are glad to have you here, too.

He is an old friend of the committee.

You may proceed in your own way.

STATEMENT OF HUGH CALKINS, MEMBER, LEGISLATIVE COMMITTEE, NATIONAL SCHOOL BOARDS ASSOCIATION, AND MEMBER, CLEVELAND BOARD OF EDUCATION; ACCOMPANIED BY PAUL N. CARLIN, DIRECTOR, FEDERAL AND CONGRESSIONAL RELATIONS, NATIONAL SCHOOL BOARDS ASSOCIATION

Mr. CALKINS. Thank you, Senator Morse.

At the outset, I would like to express to the committee on behalf of the officers of the National School Boards Association their personal regrets and apologies that they cannot be here themselves to present this testimony. The annual meeting of the association is just concluding in Detroit and all of the officers of the association are involved there with the winding up of our annual meeting.

Senator MORSE. Will you see that I get a copy of their proceedings at the Detroit meeting?

Mr. CALKINS. With great pleasure, we will do that, Senator Morse. Senator MORSE. Put all the pertinent parts in the record.

Mr. CALKINS. We have prepared testimony which we would like your leave to have included in the record, but rather than commenting directly from that testimony, I would like to mention very briefly, in a sentence or two, four matters included in that testimony to which I would simply like to call attention.

Senator MORSE. The prepared statement of Mr. Calkins will be inserted in the record at this point. He will be free to summarize it any way he cares to.

(The prepared statement of Mr. Calkins follows:)

PREPARED STATEMENT OF HUGH CALKINS, MEMBER, LEGISLATIVE COMMITTEE, NATIONAL SCHOOL BOARDS ASSOCIATION; AND MEMBER, BOARD OF EDUCATION, CLEVELAND, OHIO

Mr. Chairman and Members of the Subcommittee :

I am Mr. Hugh Calkins, member of the National School Boards Association's Legislative Committee and a member of the Cleveland Board of Education. I am accompanied by the National School Boards Association's Director of Federal and Congressional Relations, Mr. Paul N. Carlin.

The National School Boards Association is a non-profit federation of the State school boards associations of the fifty States, the District of Columbia, and the Virgin Islands. Our Association, through its member State school boards associa tions represents 86,000 elected and appointed local school board members. These citizen leaders serve voluntarily on the governing boards of their local school districts without compensation. In many communities, this amounts to a parttime assignment with virtually full-time responsibility.

The Natonal School Boards Association is the only national organization representing local school boards and its primary objective is the strengthening of public education through active citizen participation in the policy-making process of educating our children.

I appreciate this opportunity to appear before your Subcommittee, on behalf of the National School Boards Association, to present our views during this hearing on the proposed Amendments to the Vocational Education Act of 1963 (S. 3099), which is also being cited as the "Partnership for Learning and Earning Act of 1968." My testimony follows, for the convenience of the Subcommittee, the provisions of S. 3099.

The day before yesterday, April 1, 1968, the National School Boards Asso ciation adopted the following two resolutions during our 28th Annual Convention in Detroit, Michigan:

VOCATIONAL AND TECHNICAL EDUCATION

The National School Boards Association recommends that the Vocational Education Act of 1963 be amended to provide increased authorizations and appropriations for the training and education necessary to meet the labor force demands. These increased authorizations and appropriations should be channeled through a single State grant which includes all funding needed for such programs, both those with direct responsibility for vocational education, as well as programs having implications for vocational education. The funds from the singie State grants should be allocated to the local public school districts in order to provide a total program of vocational education which is based upon locally determined needs.

We recommend that the single vocational education grant be administered by the State in accordance with a master State Vocational Education Plan. Such a master State Vocational Education Plan should be developed in a manner which will provide local school districts with maximum flexibility for keeping vocational education courses current with the changing labor requirements, providing vocational training for non-college bound students, and for implementing programs such as the comprehensive high school.

The National School Boards Association urges the States to make use of this Act through the public school facilities in order that every person will have access to that degree of skill training required in order to make him an employable citizen. State educational agencies and large city school boards must provide lifetime occupational education opportunities, beginning at the earliest appropriate age, through the public school facilities.

ADULT BASIC EDUCATION

The National School Boards Association supports the basic objectives of the Adult Education Act. Federal support of adult basic education is appropriate because of the mobility of the "students" and their direct importance to the national economy.

We recommend that the Adult Education Act be administered through the public school system and that adult basic education be defined as persons who have not completed high school.