FOREWORD

As we approach the 21st century, we become increasingly aware not only of the great scientific and technological advances taking place, but also of significant changes occurring within our own society. Population growth and mobility indicate a sharp and sustained increase in the number and size of our cities. But accompanying this incredibly rapid growth is a number of serious problems.

In his message on education last January, President Johnson enumerated some of the areas which demand our immediate attention. "Today," he said, "70 percent of our people live in urban communities. They are confronted by problems of poverty, residential blight, polluted air and water, inadequate mass transportation and health services, strained human relations, and overburdened municipal services." In a statesmanlike recognition of these spiral problems and the need to establish a Federal administrative apparatus to solve such problems, the 89th Congress, at the request of the President, established a new Department of Housing and Urban Development and gave the urban population a voice at the Cabinet level. The new Cabinet Secretary will devote his energies to harnessing the talents and resources within our urban complexes to provide a more ordered and constructive development of our cities.

When we attempt to get to the root of these problems we discover that many of them are closely related to the limited education of a large proportion of our urban citizens. Often neither the old residents of the community nor the newcomers seem able to identify or to understand the major difficulties which are facing them. It is no surprise, therefore, that they are unable to investigate successfully the possible avenues to remedial action.

This situation underscores the important role which adult education can and must play if realistic solutions are to be found. But it must be a new concept of education to meet the needs of all urban citizens. To fulfill its potential, adult education must do more than provide traditional vocational training. Today, it must be life centered. It must prepare adults for participation in the economic, social, and political life of their community. In short, it must educate them for democratic living in a complex and changing urban society. Of the many legislative enactments for education and welfare over the past 5-year period, six of them provide Federal assistance for adult education programs and services for both rural and urban areas. These legislative acts are briefly described below:

RECENT FEDERAL LAWS RELATED TO ADULT EDUCATION

1. Amendments to the Manpower Development and Training Act, Public Law 88-214.-This provides for general education for youths

and basic education for unemployed adults. The act is intended to provide the minimum general education and occupational training for unemployed youth and adults necessary to make it possible for them to secure employment and to be taken off the unemployment compensation and/or relief rolls. The general education amendments, subsections (b) and (i) of section 202 of this law, strengthen State assistance to local schools in adult education, including consultative help for stimulation of projects. This program has no fixed appropriation. 2. The community work and training programs of section 105A of Public Law 87-543.-These programs are authorized by amendments to the Social Security Act. They made funds available for general education and/or occupational education for certain categories of persons on relief and their dependents, and for persons who are likely to become relief clients. Welfare funds are available from the Department of Health, Education, and Welfare for distribution by the State welfare, public assistance, or public aid department. The State department of education can, by agreement or under legislative act, provide such educational services to adults. Nearly 20 States now have programs in operation and others are developing the necessary relationships between the two State agencies. This program has an open-end appropriation.

3. The Vocational Education Act of 1963, Public Law 88-210.This law eliminates many narrow categorical limitations among the purposes to be supported by the new moneys available for vocational education, and provides funds for educational programs for persons who have academic, socioeconomic, or other handicaps. It is possible to attack academic handicaps through general education programs at the secondary school level and through adult education programs. Funds made available for adult basic education research and demonstration under this act are discretionary with the Commissioner.

4. Title II, part B, of the Economic Opportunity Act, Public Law 89-25.3.-This provides $18,750,000 to the States to provide programs of adult basic education. This section puts the responsibility on the State education agency to develop plans and to organize and administer programs in partnership with local school systems to educate undereducated adults. It makes funds available to employ professional staff persons to carry on these functions.

5. Part A of title II of the Economic Opportunity Act, "Community Action Program."-Provides for cooperative relationships and coordination within each State of educational, welfare, and manpower utilization programs. Cooperating programs under this title are usually administered by a special State agency reporting directly to the Governor. If planned in cooperation with other related programs this title may, in some States, be used to augment adult basic education and other remedial programs for adults.

6. Elementary and Secondary Education Act of 1965, Public Law 89-10. This act provides assistance for strengthening State educational agencies and enriching and extending services and programs, including adult education, at the elementary and secondary level where appropriate.

7. Higher Education Act of 1965.-With the passage of this act a seventh source of assistance is provided under title I for the develop

ment of adult education programs which can be focused on urban problems.

This report contains discussions of the effects of rapid urbanization, its impact on adult education, and the direction which such education must take if it is to meet basic adult needs. I believe this print will be useful to all who share the committee's interest in the part which adult education can play in solving many of our present critical urban problems.

ADAM C. POWELL, Chairman, Committee on Education and Labor.

PREFACE

The rapid growth of American cities is a phenemenon both fascinating and distressing to witness. As populations of unbelievable numbers are concentrating in our urban areas, a host of problems confront us. Traffic, zoning, and pollution are problems unknown_to former generations. Others such as juvenile delinquency, race relations, and housing, though not peculiar to our generation, have reached dangerous proportions. Further complicating matters are "advances” called urban renewal and redevelopment.

The most successful attack on these problems must be buttressed by an effective program of adult education. But hitherto we have been too restricted in our concept of education. As Dr. John W. Gardner, the recently appointed Secretary of the Department of Health, Education, and Welfare, charged in his book, "Excellence":

*** We have set "education" off in a separate category from the main business of life. It is something that happens in schools and colleges. It happens to young people between the ages of 6 and 21. It is not something-we seem to believe that need concern the rest of us in our own lives.

This way of thinking is long overdue for a drastic change. If we believe what we profess concerning the worth of the individual, then the idea of individual fulfillment within a framework of moral purpose must become our deepest concern, our national preoccupation, our passion, our obsession. We must think of education as relevant for everyone everywhere at all ages and in all conditions of life.

There has been a recent surge of interest in the potential of education as an antidote for many of the Nation's most pressing urban problems. Certain fields of education need to be brought into perspective in order to generate responsible discussion which will lead to some practical solutions. This committee print is designed to help bring into focus the particular task which adult education has in helping to solve some of the difficulties which we face. It is my hope that the information included and the ideas expressed in this document will stimulate new interests and wider discussion of what can and must be done. Not only educators, city officials, and legislators but all citizens must be prepared to participate in the discussion. New methods must be devised, bold innovative approaches must be explored to help solve these problems.

The major portion of this document was prepared in consultation with Dr. Edward W. Brice, Director of the Adult Education Branch of the U.S. Office of Education, Department of Health, Education, and Welfare, and Dr. Wilbur C. Hallenbeck, professor emeritus of education of Teachers College, Columbia University. The several other chapters by authorities on adult education were included because of their relevance to the subject under discussion.

GRACE L. HEWELL, Ed. D., Education Chief, Committee on Education and Labor.

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