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DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE,
OFFICE OF EDUCATION
FISCAL YEAR 1966 STATE PROGRAMS UNDER TITLE I, HIGHER EDUCATION ACT
NOTE.-A total of $9,200,000 was allocated, of which the remainder was used to defray administrative costs of the State programs.
TITLE I-HIGHER EDUCATION ACT OF 1965
Community service and continuing education programs may be classified by type of activity or by individuals affected. Examples of these categories and the analyses made to date are the following:
Estimated distribution of community service and continuing education programs by problem areas and methods of implementation for fiscal year 1966
Research and demonstration
Workshops, seminars, conferences, study groups
Courses and classes
Consultation and counseling
Broadcasting and publications
Total Total Tota!
Funds Partici- Pro- Funds Partici- Pro- Funds Partici- Pro- Funds Participants grams pants grams
pro- partici-| funds grams pants
Pro-Funds Participants grams pants
SUPPLEMENTAL INFORMATION ON COMMUNITY SERVICE AND CONTINUING EDUCATION PROGRAMS-TITLE I, HIGHER EDUCATION ACT of 1965
It is estimated that 85 percent of all programs funded in 1966 are directed toward the solution of urban and suburban problems and that some 35 percent of these focus on geographic areas that include urban, suburban, and rural communities. Such programs indicate a comprehensive approach to the solution of regional and statewide community problems. It is anticipated that the above percentages, 85 percent urban and suburban and 15 percent rural, will obtain in programs funded for fiscal years 1967 and 1968.
The Higher Education Act of 1965 identifies nine primary problem areas. The majority of the programs funded in fiscal year 1966 are clearly focused on specific aspects of these community problems. The following lists are illustrative of the types of people participating in these programs and the kinds of activities in which they are engaged. Participants in "Recreation" programs include
1. Volunteer citizens who are being trained to become assistant recreational instructors. These volunteers were identified by such organizations as the YMCA, boys' club, Chamber of Commerce, and mayor's office, the school board, and the municipal recreation association.
2. Subprofessional workers who are engaged in recreation therapy for elderly patients in nursing homes.
3. Interested citizens who are being instructed to provide leadership and skills necessary to work with groups such as Boy Scouts, Girl Scouts, and Campfire Girls.
4. Community center recreation leaders who are improving their skills, proficiency, organizational and administrative abilities.
5. Civic and community leaders who are being educated to be more sensitive to the social value, content, and structure of community recreation programs.
6. Lay citizens on recreation boards who are learning about the purposes, scope, and operational principles of municipal recreation.
7. Youth leaders who are improving their understanding of the problems of young persons.
Participants in "Housing" programs include—
1. Civic officials and groups, who are studying the various means of upgrading the vast amount of substandard housing, as well as the possibility of a method of developing new housing to alleviate the shortage that exists.
2. Groups and individuals requesting information about legal rights in housing, housing improvement, building code interpretation, and other questions relating to housing. A housing specialist and his staff are available for consultation, conference, and course instruction.
3. Selected enforcement officers of the local department of health, welfare, urban renewal, and housing who are being trained
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in sociological and psychological approaches to housing controls. Participants in "Poverty" programs include:
1. Nonprofessional agency personnel from groups such as the Economic Opportunity Commission, the United Community Services, the United Fund, and the Junior League, who are engaged in studying the poverty areas in which they will be working. 2. Social welfare workers who are being trained in the care of the family in the home in order to better advise their clients.
3. Indigenous welfare service center personnel, particularly individuals from the American Indian Center, who are being trained to analyze and participate in solutions to community economic problems affecting their ethnic or socioeconomic group.
4. The State department of public welfare, which is developing educational tools and techniques to be used by social welfare workers in stabilizing client family situations, thereby creating a stronger base for combating overall problems of poverty.
5. Organized civic, religious, and welfare agencies in selected counties who are developing and training potential leaders in isolated and disorganized social groups such as the illiterate, the poverty stricken, and the unemployed.
6. Cuban refugee adults who are engaged in vocational, language, and cultural training programs to develop their economic capabilities and aid in their assimilation into a new climate. Participants in the "Government" programs include:
1. Newly elected and appointed local officials who are being oriented to the skills necessary to their new occupations.
2. Local university faculty who are educating representatives of county governmental agencies in municipal government policymaking.
3. Governmental personnel at all levels who are engaging in a series of educational conferences on a statewide basis aimed at the improvement of local government services.
4. Municipal commissioners who are engaging in a series of conferences and demonstrations in relation to water pollution control.
5. Policemen, defense and prosecuting attorneys, members of courts, and representatives of citizens groups, who are studying and evaluating laws of search and seizure and of arrest, in order to identify and resolve problems of police-community understanding. Municipal police officials, who are developing criteria for use in the selection and training of future policemen. School board members who are being trained in the basic responsibilities and functions of their positions.
Participants in the "Employment" programs include:
1. Prison emigrants who are being counseled by a community correctional center in regard to outside employment and training. 2. Displaced workers who are being retrained and directed to available employment opportunities by school and employment security commission members.
3. Community leaders in selected communities who are being assisted in creating a labor supply capable of participation in a