WEDNESDAY, MAY 14, 1969. NATIONAL EDUCATION WITNESS HON. THOMAS S. FOLEY, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF WASHINGTON Mr. FLOOD. We now have the privilege of having before us the Honorable Thomas S. Foley, our distinguished and respected colleague from Washington. How do you wish to proceed, Mr. Foley? Mr. FOLEY. Mr. Chairman, I would like to read my statement. Mr. FOLEY. Thank you. Mr. Chairman, I appreciate very much the chance to appear before your subcommittee in support of full funding for the Vocational Education Amendments of 1968. We cannot overemphasize the importance of these programs to train productive citizens for the future needs of our society, and to retrain those whose skills have become obsolete. It is my hope that your committee and the Congress will increase the budget requests for vocational education in all essential areas of the program. In my own district educators are expanding vocational education in response to the need for the full training and utilization of the available manpower. Six high schools in the Spokane area presently offer vocational training in a wide variety of occupational fields, and the district is presently considering the appointment of a director of Vocational education to coordinate this expansion. Another important and innovative aspect of vocational education in Washington State is the development of the community college program. The Spokane Community College was recently separated from the local school district and is one of the 22 institutions in the State system. This school has vocational offerings at both the post-secondary and adult levels in all of the major occupational fields. This college is considered a strong community resource. Last year through its efforts in cooperating with the chamber of commerce and other organizations, the Spokane Community College was able to persuade a garment firm to locate in Spokane. The needs for trained personnel in this industry are supplied by the college on a continuing basis. Under consideration at the present time is the establishment of a skills center for the specific training of disadvantaged persons which is to be operated as a part of the community college. A particularly outstanding program in the tricity area of Washington is a program of vocational education in which school dropouts are encouraged to go back to school to a new learning process, with vocational education as the prime catalyst. These students, with new skills and motivation, are then given a chance to apply them to local industry settings. Expanding population, increasing technological changes and mechanization of industry and society make vocational education a most es sential part of our national and State educational structure. The Vocational Education Amendments of 1968 are a positive and constructive effort to meet these demands. We must recognize that to implement the ambitious program we envisioned in these amendments a larger appropriation than that called for by the administration is essential. If these appropriations are not increased, even the existing programs will suffer. For example, estimated expenditures of Federal vocational education funds for the State of Washington in fiscal year 1969 totaled $3,724,103. The estimated budget for basic grants for fiscal year 1970 is $3,519,602, making a reduction of $204,501. In order for the State of Washington to maintain the fiscal year 1969 level of expenditures in basic grants and also meet the required set-asides, an additional $1,347,202 would be needed. Mr. Chairman, to conserve the subcommittee's time, I request that the balance of my testimony be included in your record of hearing. The problem of insuring that people are equipped with skills useful in our changing world of work is the continuing challenge faced by Vocational educators. In essence, vocational-technical education must prepare its students of all ages for employability by providing instruction that meets present manpower needs and future occupational changes. The programs of vocational-technical education, aided by the Federal vocational education acts, are the largest component of the Nation's array of organized efforts to reduce unemployment and eliminate occupational shortages. Other supplemental programs have been initiated in recent years to cope with the massive problem of training and retraining. To date, however, the State and local programs of vocation-technical education partially funded by the Federal Government remain the major permanent endeavors preparing entrants to the labor force and improving the productivity of those at work producing the goods and services. It is quite clear that the intent of Congress was that the vocational education programs authorized by the 1968 amendments were to provide redirection of old programs and should be implemented as soon as possible. The amended act authorized funds to be appropriated in fiscal year 1969 so that the States could get started. However, no funds have yet been appropriated under the new act and under normal circumstances, funds will not be available until January 1, 1970. It is essential that full funding of this program be delayed no longer. An analysis of the budget proposals for vocational education for fiscal year 1970 emphasizes the need to strengthen the appropriation estimates. If we are to effect significant changes of emphasis and direction in vocational education and broaden occupational training opportunities for our youth, an increase in budget levels for the following activities is an absolute essential. The basic grant part of the program provides matching grants to the States for support and improvement of vocational education. Such programs include construction and remodeling of area vocationalschool facilities, secondary and postsecondary education for young people and adults in semiskilled, skilled, paraprofessional, and technical occupations, and the whole range of ancillary services required for quality education programs. The Vocational Education Amendments of 1968 require each State to set aside a minimum of 15 percent of its allotment for postsecondary vocational education, 15 percent for special programs for the disadvantaged, and 10 percent for special programs for the physically handicapped. To maintain this program at the fiscal year 1969 level and provide the States with the minimum funds required to meet these set-asides, the total basic grant amounts should be increased $71,739,000 above the $241,377,455 carried in this budget estimate and the Smith-Hughes Act permanent appropriation of $7,161,455. Part H of the Vocational Education Amendments of 1968 extends the authority for work-study programs which provide part-time employment for vocational students who need the earnings to continue their education. Federal funds may be used to pay 80 percent of a State's expenditures for these programs. The administration budget makes no provisions for funding this program. The full authorization of $35 million is needed for fiscal year 1970. In fiscal year 1968, the amount of $10 million was transferred from the Office of Economic Opportunity for this program. Due to the lateness in funding, most of the States were unable to provide for programs during the school year and used the funds basically to support summer programs in the large cities. Approximately 50,000 students were enrolled in these programs. The authorization for work-study programs under the Vocational Education Act of 1963 expired June 30, 1968, and there are no provisions for funding in fiscal year 1969. The full authorization of $35 million is needed for fiscal year 1970 to permit approximately 72,000 or 3.3 percent of the estimated 2,200,needy students aged 15 to 20 to continue their academic and vocational training on a full-time basis while obtaining work experience. The work-study program has demonstrated its effectiveness at the high school level where 60 percent of the young people terminate their education before or at graduation. The opportunity for students to learn about various kinds of occupations while participating in a work-study program provides employment experience and a foundation for occupational decision which would normally be denied to many disadvantaged youth. The program operates through the established State vocational education agency and, at the local level, through schools, junior colleges, and other institutions; thereby reaching needy youth in both urban and hard-to-reach rural areas. School administrators throughout the Nation have reported that many potential dropouts have remained in high school and successfully completed their vocational training as a direct result of the availability of work-study programs. This has been true in my own district. The programs have also been effective in encouraging needy students to enroll and complete Vocational-technical education programs at the postsecondary level in jnior or community colleges and technical institutes. The Vocational Education Amendments of 1968 added section 102(b) to the Vocational Education Act of 1963 which authorizes $40 million for fiscal year 1970 for grants to States for vocational education programs for persons who have academic, socioeconomic, or other handicaps that prevent them from succeeding in regular vocational education programs. These funds are in addition to at least 15 percent of each State's allotment of funds available under section 102(a) of the act which must be used for this same purpose. Funds appropriated under section 102(b) may be used, at the discretion of the Commissioner, to pay all or part of the expenditures of the States, not to exceed the amount of their allotments, for these special programs for the disadvantaged. No funds are provided for this program in the administration budget. An amount of $15 million is needed for fiscal year 1970 to provide special programs for 150,000 disadvantaged students. Many disadvantaged students are left out of, or are not able to succeed in, regular vocational education programs because of poor academic background and lack of motivation. These are the students most likely to drop out of school, who do not look for employment, or who are unable to find employment because they are not trained for any kind of job. Special programs must be provided these students. beginning at an early age, to motivate them to stay in school and to acquire the academic and occupational skills needed for successful employment when they leave school. The Vocational Education Amendments of 1968 added a new part D to the Vocational Education Act of 1963 providing separate authorization for exemplary and innovative programs to stimulate new ways to create a bridge between school and earning a living for these young people. The act authorizes $57,500,000 for these programs for fiscal year 1970. Of the funds available, 3 percent is reserved for outlying areas and the remainder is allocated among the States, with a basic allocation of $200,000 to each State. Federal funds may be used to pay all or part of the cost of planning, developing, establishing, operating, and evaluating programs or projects designed to broaden aspirations and opportunities for youths, with special emphasis given to those who have academic, socioeconomic, or other handicaps. Projects supported under this activity will explore new approaches, techniques, and methods for giving attention to the job preparation needs of youth and will serve as models for the States to be incorporated in their regular vocational education programs. Thank you very much, Mr. Chairman, I appreciate the opportunity to appear before you. Mr. FLOOD. The committee is very fortunate to have a colleague before it who is knowledgeable on this subject which is of great importance and on which this committee has been concerned for some time. I am sure the Nation in general feels the same way. Vocational training in the field of education is very important. Mr. MICHEL. The only point I would like to make, Mr. Chairman, is the process to which Mr. Foley referred in his area is one I think has been the subject of discussion and dialog in the hearing heretofore. We have something similar in my home community. You have a very sympathetic ear from all of the members of this subcommittee on the value of this kind of program in reclaiming those dropouts and getting them into the stream of productive activity. We are going to do the very best we can under the restraint imposed upon us. Mr. FOLEY. I do not know anything I have seen in the education field in my community that has broader public support from every aspect of the community than these vocational programs and the community college programs. Mr. MICHEL. That is all. Mr. FLOOD. Mr. Smith. Mr. SMITH. I want to thank the gentleman from Washington for bringing these things to our attention and for his statement and to say that I think he has brought out some good points. Certainly they should be thoroughly considered when we mark up the bill. Mr. FLOOD. Mr. Shriver? Mr. SHRIVER. I have no questions. Mr. FLOOD. Mr. Hull? Mr. HULL. No questions. Mr. FLOOD. Mrs. Reid? Mrs. REID. No questions. Mr. FLOOD. Mr. Casey? Mr. CASEY. I want to commend the gentleman for his statement and it is falling on sympathetic ears. I think we agree with you the vocational education program has wide national support. Mr. FOLEY. Mr. Chairman, thank you very much. WEDNESDAY, MAY 14, 1969. INTERNATIONAL EDUCATION ACT WITNESS HON. ROBERT MCCLORY, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF ILLINOIS Mr. FLOOD. Mr. McCLORY. We are now pleased to have with us the Honorable Robert McClory, a colleague of ours in the House of Representatives. How do you wish to proceed? Mr. McCLORY. I wuold like to proceed informally if I may, Mr. Chairman, because I do not have any prepared statement although I believe I am familiar with the subject and prepared to discuss it generally, and then to answer questions. Mr. FLOOD. We will do it your way. Thank you. Mr. McCLORY. I am here, Mr. Chairman, to express opposition to a proposed $2 million appropriation to implement the so-called International Education Act, a bill which was passed in the 89th Congress. I express my opposition not because of opposition to inter |