offer tions. This chart, based upon Bureau of Labor statistics estimates, indicates that by 1970 a total of 50% managerial, technical, and semiprofessional occupations that require post-secondary school education; only 26% in occupations that require only a high school education; 18% will be into the professions and other occupations that require the baccalaureate degree and graduate study. The MacConnell report predicts an increase in employment of "skilled" personnel in non-government business service in the Washington Metropolitan Area of ted. 56% between 1962 and 1967. It also predicts increases in non-government employment of "skilled" technicians during the same period, ranging from 21% for medical and health technicians to 75% for technicians to be employed in reThe search and development programs. Similar increases in needs for highly trained personnel will occur, without doubt, in local and federal government agencies in the area. Critical shortages of practical nurses and of technicians in the fields of engineering, business-machine repair, automotive repair, and air conditioning are reported in the MacConnell report. These shortages exist now in the Washington Metropolitan Area. Personnel to meet these critical shortages and to provide the large number of "skilled" workers expected to be needed in the Washington area must be trained. Existing institutions, including academic and vocational high schools, business colleges, and local colleges and universities are not prepared to provide the types of training needed. Certainly they are in no position to provide the extensive educational programs required to produce the large number of highly trained personnel that are likely to be needed, if the predictions of the U.S. Bureau of Labor Statistics are reasonably accurate. A community college would be expected to attract students who would prepare to meet local personnel needs. An available market for employment would be a motivating force for hundreds of students. Major Curriculum Areas.-The nature of the Washington community and the information available through surveys indicate a need for several major curriculum areas in the public community college: I. General Education: This curriculum would include courses in the traditional academic disciplines. These courses would be transfer courses acceptable for full credit by a university or a four-year college. II. Business Education and Administration: Curriculums in this area would provide courses needed by those who aspire to become bookkeepers, legal, medical, or private secretaries, salesmen, office supervisors, library assistants, data processing and statistical technicians, graphic arts technicians and technical illustrators, and buyers and department managers in large stores. III. Technical Education: Curriculums in this area would produce semiprofessional personnel in health fields (dental technicians, medical technicians, nursing technicians), mechanical technicians, electrical-technicians, and possibly civil engineering and engineering laboratory technicians. IV. The D.C. Government: The program of the community college should be of service to the citizens through helping the government of the citizens. When I serve the College as Dean, I asked the President of the Board of Commissioners, the Director of General Administration what programs and courses of college level would be of service to the D.C. Departments. Both Commissioners Tobriner and Mr. Schuyler Lowe replied and provided not only a list of courses but certain principles that might guide such programming. I shall not read their letters and the list of courses but include both, appended to this statement, for the record. One important point is made about the "value of post-entry education": "career patterns frequently do not proceed in the direction of pre-entry academic preparation." This statement underlines the need for continuing education in the community college similar in nature to that in the college of arts and sciences and illustrated by the "Workshop in Group Relations," above. V. Associate in Arts Degree: Upon the successful completion of the prescribed requirements of a two-year curriculum, the Associate in Arts degree would be awarded. The requirements for the degree would be determined by the area of specialization selected by the student. All of the two-year curriculums would be organized on the assumption that students choosing one of them would be planning to qualify for this degree. CONCLUSION A public community and vocational college and a college of liberal arts and sciences, under public sponsorship, would greatly expand educational opportunities for the residents of the District of Columbia. The accelerating expansion of knowledge, the growing complexity of our society, and the rapid advances in technology call for persons with higher levels of educational preparation. Idividuals must be prepared to meet the problems of the community in which the live and of the world which they will inherit and help to shape. We cannot wa until tomorrow to educate for tomorrow's needs. Already the District of Colu bia has waited too long to expand its publicly supported higher education. It is imperative that the city and the Congress provide resources at once carry out the recommendations of the President's Committee on Public High Education in the District of Columbia, otherwise, higher education opportunities will remain considerably limited for many individuals in this community, es pecially for those who come from low income families. Colleges planned to mee the needs of the youth and adults of the District would be a powerful factor helping thousands of individuals realize their full potential. Finally, I want to point out that public community college and the college arts and sciences, especially the latter, amy only be laying a foundation to mes the city's eventual need for a public aniversity. Mr. Chairman, I urge the favorable action of this committee on legislation to establish the colleges and authorize a Board of Higher Education. DEAN PAUL COOKE, APPENDIX GOVERNMENT OF THE DISTRICT OF COLUMBIA, EXECUTIVE OFFICE, Washington, D.C., May 14, 1964. District of Columbia Teachers College, DEAR DEAN COOKE: Thank you for your inquiry of April 17, 1964, as to programs and classes of college level that could be of service to the District Govern ment if provided as a part of a curriculum of the proposed junior college at your institution. As has been pointed out by the U.S. Civil Service Commission, among others the value of post-entry education and training for employees rests on two interrelated facts; that knowledge in many fields is expanding rapidly and that career patterns frequently do not proceed in the direction of pre-entry academic preparation. Thus, we face both the problem of enabling employees to avoid obsoles cense in their primary field of specialty and the task of assuring that employees who move in new career directions are equipped with the understandings and abilities necessary for job success. I believe therefore that junior college could be of great help by conducting both regular college-level courses and special courses in subject matter areas that are pertinent to official functions. Attached is a list, by no means intended to be restrictive, of the types of courses that could be helpful to the District Government as well as to other organizations in the community. To be of the greatest value, the junior college should have the flexibility to schedule needed classes during both on and off-duty hours, to provide instruction at the lowest practicable cost, and to provide special provisions for the admittance of non-resident D.C. employees. Dr. Henry F. Hubbard, the D.C. Personnel Officer, will be pleased to designate a staff member to assist you in course planning for municipal employees at such time as you may desire. Sincerely yours, General and Municipal Government and Administration: American Government American Constitutional and Political Theory and Development Government of the District of Columbia Public Administration Administration in Government Municipal Administration Urban Planning Municipal Policy Formulation and Execution Intergovernmental Relationships Municipal Personnel Administration Urban Economics and Community Growth AUTHORIZING PUBLIC COMMUNITY COLLEGE Urban Sociology Juvenile Delinquency Population Trends and Research Intergroup Relations Social Institutions Regional Planning and Development Urban Traffic Engineering and Highway Planning Role of the Administrative Assistant Fundamentals of Management Office Management Personnel Management Procurement and Materials Management Management Analysis Government Contract Administration Executive Development: Public Speaking for Executives Conference Planning and Leadership Supervisory Development: Basic Supervision Advanced Supervision Human Relations and Group Performance 37 Dean PAUL COOKE, GOVERNMENT OF THE DISTRICT OF COLUMBIA, District of Columbia Teachers College, May 15, 1966. DEAR DEAN COOKE: Thank you for your inquiry of April 17, 1964, as to views on programs and classes of college level that could be provided by the proposed junior college unit of the Teachers College that would be of service to this Depart ment. Since this Department is interested in overall employee development, we have not limited our considerations to just the Department of General Administration, but instead have tried to envision the courses needed by all District agencies for further employee development and training. Since at the same time that we were working on this part of the question, you also wrote Mr. Tobriner, we turned our information over to him and our sugges tions and thoughts are embraced in his letter to you of May 14, 1964. Please be assured of our continued interest in working with you on this matter, and we look forward to hearing from you with regard to collaborative efforts wherever that may be practicable. Sincerely yours, SCHUYLER LOWE, Director of General Administration. Dr. COOKE. I serve as President of D.C. Teachers College. That college has been identified to you today as the only public institution of higher education in the District. The faculty of the college by a vote in January of 1966 takes a substantial position in support of these two colleges and a board of higher education. By the two colleges, I mean the Community College and the College of Arts and Sciences. The faculty recognizing that the legislation places the responsibility on the Board of Higher Education for the detailed plan, nevertheless has begun work and proposes to make certain recommendations of a broad outline of curriculum. So I should like to mention to you some of the areas of curriculum of the college of arts and sciences. The statement about curriculum appears on page 4 in this presentation. At the outset we see the college of arts and sciences having a strong core of basic liberal studies. They would be in the area of the sciences, including physics, chemistry and biology. It would include mathematics. Then the social sciences, history, geography, anthropology, economics, sociology and government. In the humanities, English, literature, speech. In foreign languages, French and Spanish, at least at the outset, and the fine arts, art, music and drama. We believe this is a core of general education, which is comparable to the general education that the present Teacher's College offers, but it would be a borader program than we are now able to present. The degree that people would earn would continue as it is now for the present persons majoring in teacher education, a bachelor of science, but we would now be able to add the bachelor of arts degree. The legislation, H.R. 16958, proposes a master's degree, and the faculty concurs strongly in this, sir, because, as several persons testified, including Board of Education representative Reverend Hewlett has mentioned, the school system requires of its high school teachers a master's degree. Mr. DOWDY. May I ask you a question there? Dr. COOKE. Yes. Mr. DOWDY. The master's degree comes with the fifth year of college? Dr. COOKE. It is beyond the bachelor's degree. For some people it is the fifth or the sixth year. For me it was more than five years. But it is beyond the fourth year all right. Every time we hear the term "fifth year" does not necessarily mean that one earns a master's degree, because there are five year programs which do not develop into the master's degree. Mr. DOWDY. That is because they do not take the proper courses. Dr. COOKE. That is right, or don't write the thesis or don't take a sequential program leading to a degree. Mr. Dowdy. Of course, in my question I was ignoring that fact. For instance, in going to high school if you do not take the required courses, you do not get out in four years. Dr. COOKE. That is right. Our position is that masters degree is needed to prepare teachers properly for our school system and ought to be a part of the new college. We do not today at the Teacher's College grant the masters degree although we do have some graduate in-service courses to help the teachers to become more proficient in the class room. I would like to mention to you something about admission to the college. We believe that admission standards should be strong. We have mentioned on the previous page that is page 3-a discussion of admission. Mr. DowDY. You are getting into the question I was asking a while ago. Dr. COOKE. That is right. It is in part covered here, Mr. Congress man. We say this, that admission standards should cover at least five areas. First, they must be high school graduates who are prepared for college. Secondly, we would continue what we have today, namely, entrance examinations in English and math, such as we have at the present time, or comparable entrance examinations administered by the high schools or other agencies. The entrance examination would be to determine if a person is college-able. I am talking about the college of arts and sciences at the moment. We would expect the applicant to have a recommendation from the principal or counselor of the high school from which he graduated. We would expect evidence of a serious desire on the part of the applicant for a college education. These criteria we would not expect to be relaxed simply because we are starting a school for the college-able even if they are not interested in becoming teachers. This large group, we think, should be able to take courses comparable to what are now required for those preparing to become teachers even though they do not want to be teachers. I might mention that of the graduates of the public schools of this city 53.5 percent of the young men and women go on to college. The national average is 53 percent. These are statistics furnished by the Office of Education. In this instance our city is measuring up to the nationwide average of turning out high school graduates that go to college. Actually, the figures go like this: Out of 1,000 in the fifth grade, 710 will complete the twelfth grade and 378 will enter college, about 53 percent, of which about 10 percent are part time and 43 are full time. So this city is measuring up at least to the nationwide average although I would immediately concede that the neighboring areas, where the per capita average may double ours, may have the higher percentage of high school graduates going to college. |