Number of NUMBER OF PROPRIETORS AND EMPLOYEES IN PRIVATE INDUSTRY Number of 25 M Includes one million estimated manufacturer's selling force. **Source: 1954 Edition, National Income, Supplement to the Survey of 20 M⋅ 25 M -10 M S M EDUCATION FOR DISTRIBUTIVE OCCUPATIONS IS THE NEGLECTED LINK IN THE CHAIN OF VOCATIONAL EDUCATION SOURCE: Digest of Annual Reports of State Boards for Vocational Education to the Office of Education, Division of Vocational Education, U. S.D.H.E. W. Students THE EFFECT OF FEDERAL FUNDS ON HIGH SCHOOL ENROLLMENT IN DISTRIBUTIVE CCCUPATIONS SUBJECTS In the 18 year period, 1937-1955, during In the 63 year period, 1875-1938, the high school 1875 45,000 YEAR ADVISORY COMMITTEES IN OFFICE OF EDUCATION Mr. STANLEY. May I add to the remarks I have submitted for the record by referring to a remark of Mr. Biemiller of the American Federation of Labor regarding advisory committees in the Office of Education by saying that the American Vocational Association for some time has been on record as favoring the establishment of such advisory committees in the Office of Education. We heartily approve and support Mr. Biemiller's statement. Senator HILL. How long has it been since we have had those committees ? Mr. MOBLEY. The advisory committee was disbanded some 4 years ago, I believe. Mr. STANLEY. I would like to say that the American Vocational Association and its workers and members are certainly very appreciative to the Congress for having given us an additional $5 million. We feel that we will all be pleased and amazed when we see the record that results at the end of this year because of that additional $5 million. It is estimated that upward of 337,000 people will have been trained in some area of vocational education because an additional $5 million was appropriated. There is the problem now of just what is the need for vocational education. The American Vocational Association, during the past year, has made an extensive survey to find out just what those needs might be and we have included the results of that survey in our report to you. The figures presented were submitted by the directors of vocational education from each of the 52 States and Territories. They show the number of additional teachers needed, the cost for such expansion in vocational education and, assuming that the percentage of Federal funds to the total local, State, and Federal would be approximately the same, we have then entered the amount of additional money needed from Federal Government sources. We have shown that a total of about 19,000 additional teachers is needed and about 19 million additional Federal dollars. Senator HILL. Yes. Mr. STANLEY. I do not believe it would be fair to say that, if we were granted the additional $19 million we could overnight put it to maximum effective use. However, we do say that at this time we feel we are ready and able to use to efficient advantage the remaining portion of the George-Barden funds. Senator HILL. $29,300,000? Mr. STANLEY. That is right. The American Vocational Association has instructed me to urge this committee that such appropriation be made available for the vocational program. One other thing I would like to explain. A problem that we have been faced with as directors and administrators of vocational programs throughout the United States is the matter of an adequate program in distributive education for those who are engaged in distributive occupations. Included in the statement are some charts, facsimiles of the charts I have here, which I would like to explain to you. We feel that the programs of vocational education should be well rounded; that adequate production plus efficient distribution plus intelligent consumption equals national health. We in vocational education have the job of training in these areas; agricultural and industrial education, distributive occupations education and homemaking education. The point that I would like to bring to bear at this time is that our distributive education program is the weak link and that we are not now able to do an adequate job. This chart briefly gives you the picture of the numbers of workers in the various fields: in manufacturing, construction and transportation, a little better than 24 million; in wholesale, retail, and service businesses, a little more than 22 million; a little less than 6 million in agriculture, forestry and fisheries; a little more than 2 million in other occupations. Now, what do we have to work with in the solving of this problem? We have a little more than $50 million of local, State, and Federal funds, for training in industrial education; that is, to take care of 24 million workers. We have a little less than $50 million of State, local, and Federal dollars to take care of the 6 million in agriculture. Homemaking we do not bring into the picture because homemarkers are not normally considered as wageearners. But in the case of distributive education, we can make a very definite comparison: 22 million plus workers (25 to 30 percent of the total working force in this country) and to date we have had less than $10 million-considerably less than $10 million-of State, local, and Federal funds. DISTRIBUTIVE TRAINING In fact, of the total appropriations for vocational education made by Congress (Smith-Hughes and George-Barden funds), only 3 percent was distributed or allocated to distributive training. So we are suggesting to this committee that the problem of adequate funds for the training of those engaged in distributive occupations, be provided for. We feel that if we can get more encouragement through the appropriation of Federal dollars, we can do a much better job in distributive occupations. Just this one final chart. In 1873 there was little or no emphasis in any of our schools in this country for training in any of the areas of distribution or marketing. By 1937, through all those years, such training had finally increased to about 20,000 enrollees in our schools. With the passage of the George-Barden Act, just that quickly the emphasis changed, and today we have approximately 180,000 students in our high schools over the country who are enrolled in some phase of distribution, marketing, or advertising. I am suggesting that if you can give us some encouragement in this field, if you can remove the restrictive language of the George-Barden bill which limits funds for distributive education, we can develop very quickly a tremendous program in this field for the 25 or 30 percent of our total working force engaged in distributive occupations. |