Dr. LOGAN. We have a growing population. A baby is being born every 7 seconds in the United States. At this rate, we're adding a State the size of Georgia or Tennessee to our population each year. Our population has great mobility. They're moving from rural areas to the cities. They're moving from the cities to the suburbs, and they're moving from city to city. Along with a high birth rate, the population concentration cause by masses of people moving into the cities, multiplies the social and economic problems for education. Nearly a million youths are out of school and out of work. They don't stand idle, they get into trouble. At the same time skilled people are needed in industry and business. There are over 4 million unemployed people; at the same time there are jobs available. The difference is skills which the unemployed do not have. I would like to refer at this point to a statement in the Wall Street Journal as of Tuesday, May 14, 1963, under the heading, "More Jobs Than Workers," which explains in a little more detail the statement that I have just made here. NONWHITE UNEMPLOYMENT Senator MORSE. I hesitate to interrupt, but I think the sentence, "There are over 4 million unemployed people and at the same time there are jobs available," as well as the statement that they do not have training on the part of the unemployed to fill the jobs that are available connects directly with a statement in Mr. Peterson's statement, where he said, "One need not stray far from this room to find evidence of the lack of vocational competence resulting from limited vocational training opportunity." Although this problem is not limited in any sense to the Negro population, the ugly fact is that in the District of Columbia, we have this huge unemployed group of Negroes who want to work but who do not have the skills to fill the jobs that are available. Day labor work, the so-called menial jobs, the unskilled jobs are relatively small in number in comparison with the total unemployed seeking them. All we need to do is to go down as I have done to see various gathering centers early in the morning. I have seen groups form early to get such jobs. You will find that there are so many, many more men than there are jobs that it is rather a pitiful scene. We know that statistically, the Negro, the unemployed Negro, has about one chance out of three compared with the unemployed white man to get a job. It is easy to same something is more important than something else. I am not going to make that fallacious mistake in this comment. But I would say to my colleague sitting with me on this subcommittee, Senator Prouty, who is also my colleague on the District of Columbia Committee, I have no hesitancy in saying that one of the greatest economic problems facing us is the so-called Negro crisis in America today is the problem of retraining or, in many instances, initial training of Negro unemployed to fill jobs that can be made available to them. That is why I made my introductory comments as to the importance of the segment of education that our witnesses represent ROLE OF VOCATIONAL EDUCATION Vocational education may not solve the Negro crisis completely, but I will put it this way: We will never solve the Negro crisis in the United States until we solve the problem of economic discrimination from which the Negro suffers. There is no chance of giving the Negro freedom in this country, and he does not have freedom, except in quotation marks in my opinion, until we give him economic freedom. He does not have it today. If we are to provide an economic emancipation proclamation for the American Negro, we will not be parsimonious in providing funds for vocational training for the American Negro. I have taken this time to supplement your comment and Dr. Peterson's comment. I must credit Mr. Peterson for stimulating my comment, because of his observation that we do not have to go far from the room. I assume he was thinking of the Negro problem in the District of Columbia. Dr. LOGAN. Thank you for that amplification. Your remarks are most astute. In all of its deliberations the Panel could find no serious criticism against vocational education. I believe that the members of the subcommittee have been supplied with copies of these reports. The Panel believed that vocational education was doing a creditable job with the resources available. The primary difficulties were that vocational education was not big enough, not broad enough and was not meeting enough needs. The Panel recognized the handicaps of a growing population with limited funds for vocational education; of great mobility, expanding industry and business, with not enough people to perform the needed services; and of the change in technology and automation with insufficient time and money for research and program development. PANEL RECOMMENDATION The Panel made no recommendations for changing existing laws. The Panel took the point of view that vocational education had done a mammoth job with a pittance in funds. Why upset that which is making a contribution? The present programs can use all the funds available and the latitude is sufficiently wide for them to be used wisely. What is needed and what the Panel suggested was legislation which would provide assistance to: 21 million noncollege graduates who will enter the labor force in the 1960's; provide training or retraining for the millions of workers whose skills and technical knowledge must be updated, as well as those whose jobs will disappear due to automation or economic change; meet the demand for highly skilled craftsmen and technicians through education beyond high school; expand vocational education and technical training programs consistent with employment possibilities and national economic needs; and make education and training opportunities equally available to all, regardless of race, sex, or place of residence. The Panel suggested that a minimum of $400 million be made available in fiscal 1964 for use in five categories to meet present and existing training needs (1) of youth in high school; (2) of youth and adults in area schools; (3) of youth and adults who need retraining; (4) of youth with academic, socioeconomic or other handicaps; and (5) to provide qualified teachers, research, and materials so necessary for a solid foundation for the program. J. Chester Swanson, staff director for the Panel, described the need for improving the status of vocational education as "the biggest problem facing American education today." The Panel recognized the tremendous problem and the recommendations which it made to the President were honestly and realistically arrived at. They affirmed the capability of vocational education to meet the challenge for training, they pointed out the necessity for shedding static thinking toward the preparation of people for the world of work; and they emphasized the need for bold action by the only group capable of implementing these plans, the Congress of the United States. SUBSTITUTE FOR TITLE V I have made a careful study of title V of S. 580, which has some splendid provisions; I have also given careful study to the proposed substitute for title V presented by Dr. Peterson. The substitute, in my estimation, comes closer to meeting the needs of the day than does title V of S. 580. The provisions of the proposed substitute more nearly meet the recommendations of the Panel of Consultants than those of title V. (Members of Panel of Consultants on Vocational Education follow :) PANEL OF CONSULTANTS ON VOCATIONAL EDUCATION (Requested by the President of the United States) Benjamin C. Willis, chairman, general superintendent of schools in Chicago. Hyman Bookbinder, then special assistant to the Secretary of Commerce. Ernest H. Dean, industrial coordinator, Central Utah Vocational School, Provo, Mark Ellingson, president, Rochester (N.Y.) Institute of Technology. Mrs. Margaret C. Ells, scholarship counselor, American International College, Springfield, Mass. Charles W. Engelhard, board chairman, Engelhard Industries, Inc., Newark, N.J. Edward B. Evans, president, Prairie View Agricultural and Mechanical College, Prairie View, Tex. Henry A. Gonzales, State supervisor, trade and industrial education, Santa Fe, N. Mex. Francis A. Gregory, then Assistant Superintendent, Industrial and Adult Education, District of Columbia Public Schools. Floyd D. Johnson, vocational education teacher, York, S.C. Helen R. LeBaron, dean, College of Home Economics, Iowa State University. William B. Logan, director, Distributive Education Institutes, Ohio State University. Charles E. O'Dell, director, retired and older workers department, International Union of United Auto Workers, Detroit. J. B. Perky, State director of vocational education, Stillwater, Okla. Mrs. Helen Radke, president, Port Angeles (Wash.) School Board. Peter T. Schoemann, president, United Association Journeymen and Apprentices of Plumbing and Pipefitting Industry, Washington, D.C. Paul H. Sheats, dean, University Extension, University of California, Los Angeles. Seymour L. Wolfbein, Deputy Assistant Secretary of Labor. Dael Wolfle, executive officer, American Association for the Advancement of Science, Washington, D.C. E. T. York, Jr., Administrator, Federal Extension Service, U.S. Department of Agriculture. Dr. LOGAN. I sincerely appreciate, Mr. Chairman, the opportunity to make this statement before the subcommittee. Senator MORSE. We are glad to have the statement. I need not tell you we will refer to it very carefully in the preparation of our recommendations. The next witness? Dr. MOBLEY. Dr. Burr D. Coe. STATEMENT OF BURR D. COE, DIRECTOR, MIDDLESEX COUNTY VOCATIONAL TECHNICAL SCHOOLS, NEW BRUNSWICK, N.J. Dr. COE. Mr. Chairman, I am Burr D. Coe, director, Middlesex County Vocational Schools, in New Jersey. I am also past president of the New Jersey Vocational and Arts Education Association and the American Technical Education Association. I am here representing the American Vocational Association. I deeply appreciate the opportunity to appear before this committee. As a local director of a system of 3 county operated area vocational schools which served over 4,400 high school and adult students last year I see a great need for expanded and improved vocational and technical education progams and additional Federal financial support. SITUATION IN NEW JERSEY If we are to meet the needs in our area of New Jersey we should double our program by 1965. This means double our physical facilities, staff, equipment, et ceteria, at both day and evening levels. We should be prepared to serve 9,000 students in 2 or 3 years. We cannot possibly do it with our local resources alone. The major problem facing our schools can be shown by a few simple statistics. In the past 3 years we have had about an 80-percent increase in numbers applying for admission but we have been able to increase our capacity by only 15 percent during the same period. Our actual admissions have increased 16 percent so we have kept our schools full. Unfortunately, in this period we have turned away nearly 1,000 worthy young people who might have made excellent skilled craftsmen or technicians. These are young people and adults who need and want vocational and technical training at the same time that local employers are unable to fill their labor force requirements. This pressure to obtain entrance to our schools will increase as our population keeps growing and local industries keep asking for more and more skilled labor and technicians. Failure to expand 98-466-63-vol. 4-18 will mean a loss in valuable trained manpower and may adversely affect our economic growth and local business conditions. In addition to the pressure on our schools for enrollment in preemployment training at the high school and post-high school levels, we also have an extensive retraining program for unemployed workers under the Manpower Development and Training Act. PRESENT PROGRAM At the present time we have six programs under MDTA and nine more in the proposal stage which we expect to start early in July so as to make use of our schools during the summer months. Again, however, no matter how willing we may be to carry out our responsibilities for retraining unemployed workers, such courses can only be given properly and promptly if vocational school facilities are available when needed. Our schools are area vocational schools and have served the people and industries of our country since 1914. The success of our schools has helped to show that the area vocational school is a type of educational institution which can efficiently and effectively meet a great and growing need for skilled labor and technicians. During the school year 1961-62 we served the following groups of students: Day schools, full time (17 trade and technical occupations): Adult technical schools (grades 13, 14). Total full-time students___ Evening schools, part time: Trade extension (18 trades) Distributive education (2 courses) Health occupations (3 courses) – Retraining (MDTA pilot program). Total... Total persons served-all programs--- Enrollmenta 1,097 210 1,305 1, 170 719 569 431 86 67 65 35 3, 142 4,447 FLEXIBILITY AND RESPONSIVENESS One of the most important features of the area vocational school is the scope of its program and flexibility and responsiveness to local needs. Note the wide range of types of programs and courses, all geared to local needs and desires of the people. We pride ourselves on being able to quickly respond when a local employer or labor union asks our help with a training problem. Present Federal aid legal requirements have never prevented us from responding quickly to local needs. For example, when a large local industry last year told us on a Friday that they had a sudden need for welding training, we had a |