Mr. FLOOD. I have looked at thousands of witnesses who I wished knew that story.

JOURNEYMAN'S CERTIFICATION

Mr. DUNCAN. Your people who come out of vocational educational schools still are required, before they become a journeyman, for instance, in one of the trades, to go through the apprenticeship program, aren't they?

Mr. ARNOLD. If they wanted to get a fully certified journeyman's certificate as a result of a registered program. Of course, other than the registered apprenticeship program, there is no formal recognition of the so-called journeyman in this country. He is generally measured by what skill and knowledge he has and how well he performs on the job.

But, in the registered apprenticeship program, of course, he gets a full journeyman's certification.

In some States-I think in your State and in California-there are formal arrangements between the vocational school, or the vocational department of a community college, and the joint apprenticeship committee at the local level.

Mr. DUNCAN. To give them some credit on their apprenticeship time?

Mr. ARNOLD. Yes. They usually evaluate that sometime after the graduate of the vocational program comes on the job and then he is slotted into maybe an 8,000-hour apprenticeship

SETTING REQUIREMENTS FOR APPRENTICES AND JOURNEYMEN

Mr. FLOOD. Who sets the requirements for an apprentice and a journeyman-who sets the qualifications? You enter upon an apprenticeship program and/or a journeyman program. Now, who determines how long you go, what is the curriculum, what you have to do and so forth? How is that determined?

Mr. ARNOLD. In the formal program, in what we call the registered apprenticeship program, it is done jointly by what is called the joint apprenticeship committee. That is the management-labor committee at some local jurisdictional level with the assistance of the Bureau of Apprenticeship and Training.

Now, the Bureau, since its inception in 1937, has assisted those JAC's, as they call them, in establishing standards, setting the schedule of work processes, the rotation, the time element, wage scales, and so forth.

Mr. FLOOD. Suppose I am entering a career as a journeyman plumber. Are the conditions and requirements the same in California as they are in Pennsylvania for a journeyman plumber?

Mr. ARNOLD. In the registered program they are substantially the same. You might have some variations, depending on some advent of new materials and so forth, but, in the main, the basic standards are the same in order to qualify as a registered program.

Mr. FOGARTY. This is particularly true in the building trades?
Mr. ARNOLD. That is correct.

TRAINING FUNCTIONS OF EMPLOYER

Mr. DUNCAN. In the neighborhood youth program what you are really doing is putting the training functions on the employer rather than on the vocational training school, aren't you?

Mr. LUDINGTON. In part.

Mr. DUNCAN. What do you mean, "in part"?

Mr. LUDINGTON. There are some classroom and guidance counseling discussions and formal education provisions.

Mr. DUNCAN. In the Neighborhood Youth Corps, the youngster will be getting his training right in a shop with the work experience in the type of work he would plan to be placed in, whereas he to would learn it in the other program in a school.

Mr. LUDINGTON. Or in terms of whatever employment opportunities are available.

Mr. ARNOLD. Mr. Duncan, may I point out that in the Neighborhood Youth Corps about two-thirds-perhaps a little less-of that enrollment were in-school youth? They might be vocational students or they might not, but their work training then might be associated with an employer while the youth is in school.

Mr. DUNCAN. Of course, that is what I was trying to get at as to whether they were a different group of youngsters or whether it would be the same group.

Mr. ARNOLD. The Neighborhood Youth Corps starts 1 year later. It starts at 15 and goes through 21 instead of through 20, as in the work study program.

SHIFT TO NATIONAL YOUTH CORPS

Mr. DUNCAN. I think what we are trying to decide is whether this is a replacement. If so, it it a better program than the one we have been funding? If it isn't a replacement, if it is an option and describing a different type or group of people, do we need both of them rather than one to the exclusion of the other, and I don't think we have gotten any testimony on that that has been very helpful yet.

Mr. CARDWELL. I think if you could characterize the Office of Education budget, and the Office of Economic Opportunity budget in these two areas, you would find that the budget policy that they attempt to enunciate is to move forward with the Youth Corps program at a greater rate.

But, to preserve and maintain the basic concept of the work study program that is directed more toward the traditional vocational education with emphasis given to both, but with greater emphasis given at this time to the Youth Corps program which seems to have been successful in its initial ventures. In a tight budget where there had to be some hard choices the choice was made to move faster in the direction of this new innovation than in the direction of the older program.

Mr. DUNCAN. That is an adequate explanation except it isn't accurate. You used the word "maintained" and you are not maintaining it. You are down $10 million.

Mr. CARDWELL. That is not reflected all against this program.

Mr. DUNCAN. There is a $15 million cut in the whole program, is •hat right?

Mr. CARDWELL. In this one area.

Mr. DUNCAN. That is all.

Mr. FOGARTY. Is there anything else you would like to say, Mr. Ludington?

Mr. LUDINGTON. We appreciate your interest.
Mr. FOGARTY. Thank you very much.

1. To increase grants to States in the Appalachian region for construction of vocational schools to the full authorization of $16,000,000.

2. To initiate the program of residential vocational schools..

3. To provide for additional vocational student loans:
(a) Advances for insurance reserve funds..
(b) Interest payments on insured loans..

Subtotal, program increases.......

8,000,000 3,500,000

175,000 675,000

12,350,000

-8,000,000 -15, 000, 000 -50,000

-23,050,000

-10, 700,000

EXPLANATION OF CHANGES

1. The Appalachian Regional Development Act of 1965 authorized $16 million for construction of vocational schools in areas of the region where such education was not available. The $8 million requested represents the balance of the total funds authorized which are needed to carry out the intent of the act. The decrease of $8 million represents the unobligated balance which was brought forward in fiscal year 1966.

2. The decrease of $15 million for the work-study program is attributed to the phasing out of the program as the Neighborhood Youth Corps program gradually assumes responsibility.

3. The requested $3,500,000 will be used to begin a program of residential vocational schools on a demonstration basis authorized by the Vocational Education Act of 1963.

4. In order to provide for additional vocational student loans to meet the expected increase in new borrowers in 1967 will require increases of $175,000 for the insurance reserve fund and $675,000 for interest payments on the loans. The $50,000 decrease reflects a transfer of this amount to the student loan insurance fund.

Expansion and improvement of vocational education, Office of Education

An amount of $209,741,000 is requested for fiscal year 1967 for grants to States to extend and broaden vocational education as contemplated by the Vocational Education Act of 1963.

The maximum authorization of $49,991,000 is requested for fiscal year 1967 for grants to States under the George-Barden Act. This represents the same amount appropriated in fiscal year 1966. This authorization includes $15 million for area vocational programs, now a permanent authorization under the GeorgeBarden Act; $29,311,000 for allotment to States for vocational education in agriture, the distributive occupations, home economics, and trades and industry; million for practical nurse training; $375,000 for the fishery trades; $80,000

for Guam: $80,000 for American Samoa; and $145,000 for Puerto Rico and the Virgin Islands.

It is anticipated that the States will continue to use their allotments for the purposes stated above. However, the Vocational Education Act of 1963 provides that amounts not needed for these purposes may be reallotted for other purposes or to other States. Greatly increased flexibility will thus permit maximum utilization of available funds.

The Vocational Education Act of 1963 authorizes $202,500,000 for fiscal year 1967 for grants to States for persons who are attending high school, who have left high school, who need training or retraining for employment stability, and who are academically or socioeconomically handicapped; and for construction of area school facilities and certain ancillary services such as teacher training and supervision and State administration and leadership. This estimate proposes maintenance of the program at the 1966 level of $159,750,000.

Based upon the actual number of students served under vocational educational programs in the past, the projection of enrollments from 1964 to 1970 is as follows:

The availability of funds for construction under the Vocational Education Act of 1963 will materially speed up the Nation's efforts to meet the needs for greatly enlarged vocational and technical education offerings. State projections indicate approximately 1,400 area vocational-technical schools will be built by 1975, costing more than $1.2 billion.

The demands for vocational training and retraining at the high school level, the post-high school level and for adults, will continue in proportion to the availability of new facilities and program funds for all occupational training.

The major impact on the program during the next 10 years will be the initiation of needed construction and the provision of initial equipment. State projections indicate that about 40 percent of the allotments to the States will be used for constructing and equipping schools in fiscal year 1966.

During fiscal year 1965 the States invested $2 for every Federal dollar appropriated under provisions of the Vocational Education Act of 1963. State projections indicate that funds provided by local bond issues, State appropriations and other sources will increase the States investment to an estimated $31⁄2 for every Federal dollar appropriated in fiscal year 1967.

Local communities in many parts of the country are showing intense interest in area school facilities and have approved bond issues for construction of area schools. Fifteen State legislatures have appropriated funds both for construction and operation, and in other States the boards of vocational education have approved plans for expansion of vocational education facilities. In many areas existing facilities in high schools and junior colleges are being used to establish area programs. In some instances, vocational-technical facilities have been filled to capacity after 1 year's operation.

1966 estimate..

Research and special project activities—Grants, subsidies, and contributions $17,750,000 17, 750, 000 0

1967 estimate_. Increase_-_

An amount of $17,750,000 is requested for 1967. This is the same amount which is available in 1966 for research, demonstration, and training grants to examine and improve vocational education activities.

The problems of a rapidly changing technology and the resultant industrial reorganization and changing job composition, intensified social and economic developments, and an expanding and changing work force have resulted in the