DOCUMENT RESUME Public Broadcasting and Education

DOCUMENT RESUME

ED 104 426 IR 001 830

TITLE Public Broadcasting and Education; A Report to the Corporation for Public Broadcasting from the Advisory Council of National Organizations. INSTITUTION Corporation for Public Broadcasting, Washington, D.C. PUB DATE Mar 75 NOTE 116p.

EDRS PRICE MF-$0.76 HC-$5.70 PLUS POSTAGE DESCRIPTORS Adult Education; Early Childhood Education; *Educational Needs; Educational Trends; Elementary Secondary Education; Guidelines; Higher Education; *Interinstitutional Cooperation; Policy Formation; Post Secondary Education; *Programing (Broadcast); *Public Television; Teacher Education; *Television IDENTIFIERS Advisory Council of National Organizations; Corporation for Public Broadcasting

ABSTRACT In February 1974 the Corporation for Public Broadcasting (CPB) commissioned a study regarding the role of the Corporation in the relationship between public broadcasting and education. Four task forces were formed to consider the areas of early childhood education, elementary-secondary education and teacher education, post-secondary formal education, and adult education. The bulk of the report is concerned with a discussion of the recommendations, which are that the CPB should (1) intensify its efforts to bridge the chasm between broadcasting and education; (2) recognize and support the principle of cultural pluralism;(3) undertake activities to assist professional development of the educators and broadcasters engaged in educational broadcasting; (4) undertake promptly certain instructional progracLag activities; (5) assure attention to the strategies, materials and other services which are critical to effective use of educational programing; (6) actively develop the educational programing applications of related technologies;(7) assure an effective program of research, evaluation and demonstration; (8) facilitate the development of more flexible patterns of rights clearance;(9) encourage the development of the skills of aural/visual literacy and critical listening/viewing; (10) recognize and support effective activities for promotion and community outreach;(11) move at once to act upon these considerations. (Author/KKC) t lv 3 to- -"- 4 0/ F' 1 100 z 9 Zit 1r 0 I 3 4. I 1 I I l Q g IMO/ PUBLIC BROADCASTING AND EDUCATION

U S OEPARTMENT OF HEALTH, EOUCATION a WELFARE NATIONAL INSTITUTE OF EOUCATION THIS D0,0AAF NIHAS BEEN REPRO DU, ED Ft A, IL Y AS RECEIVED FROM THE P1 u ,ON OR Otec.ANIZATION OR Ir.t. ..t Nr, F po,N Is Ot v,F O., OR OPINIONS ' WAIF D DO NO1 NEC F S,FrILY REPRE SENT OF F CIAL NATIONAL INSTITUTE OF E DiIr At ON POSITION OR POLICY Cr)0 50 A Report to The Corporation for Public Broadcasting a from w The Advisory Council of National Organizations H March 1975 3 advisory council of national organizations

888 16th street, northwest washington, d. c. 20006

March 19-5

The Corporation for Publ.c Broadcasting's Advisory Council of National Organizations tACNO) consists of 45 major voluntary, professional, religious, public interest and educat,onal organizations in 'he United States. We represent a wide divergence of interests and points of view but we are united on at least one point - -'he importance of public broadcasting in America's future.

In Fehrual,1974, the Corporation commissioned ACNO to conduct a stud and make recommendations on the role of the CPB in the relationship of public broadcasting and education.The following report represents 'he results of a Year-long study which involved more than to thousand persons throughout the United States. A till d,- .iption of the work of the four Task Forces can be foundin the Supplemental Section of 'his Report.

rr intention was to make specifp. proposals for action. Instead, we J,,,otered bat our real prioritt was to identify ele',en major iodic and .ven to Biggest a number of specific action proposals which ill ,stra.ed these goals.

In adopting th_s Report, ;CNO urged the CPB to take immediate steps 'o secure f.nds and 'o develop a plan for action based on the recommended foals. Obviously this is a long-range task and ACNO has made it clear that i' is a willing partner in the implementaticn. Rating winessed the enormous complexity of the study and the great '-are 'ha' went Into making i' a responsible process,I must express apprecia'ion on lehalf of ACNO for the assitance of two key staff persons at CPB, John Price and Doug Bodwell, and to John Witherspoon, who acted as consultant throughout the stud's and who drafted the Report. Finall, ,I want to thank the persons who chaired the various groups and all .hose who participated in the Task Forces and symposiums. It was an impressive expression of the interest of busy people in THE PCOPLF'S BuS1NFSS.

William F.Fore ACNO Chaiiperson

corporaticn for public broadcasting

4 This study was commissioned by CPB mid conducted under the auspices of the Advisory Council of National Organizations (ACNO). ACNO Chairperson Dr. William F. Fore Assistant General Secretary for Communication National Council of Churches of Christ Vice Chairperson Vice Chairperson Dr. John Sullivan Yvonne Price Director of Instruction and Washington Representative Professional Development NAACP National Education Association Chairperson, Chairperson, Education Study ACNO Education Committee Pearl Price Nancy McMahon Past President American Council for National Congress of Better Broadcasts Parents and Teachers ACNO Education Study Task Force Members Early Childhood Education Rev. Charles C. Fiore. O.P. Dr. D. Dwain Hearn Co-Chairperson Formerly Executive Director Director, IDEA: Member, TSR Consultant American Association of Elementary- National Catholic Educational Association Kindergarten-Nursery Educators Chicago, Illinois Mineral Wells, Texas Sister Rosemary Keegan, S.L. Dr. Marie Hopkins Co-Chairperson Director Early Childhood Consultant Department of Child Development National Catholic Educational Association Marygrove College Denver. Colorado Detroit, Michigan Mrs. Gwen Hurd Ms. Aida Barrera Close Project Coordinator Producer, KLRN-TV Child Development Centers Austin, Texas Denver Public Schools Ms. Evelyn Dyba Denver, Colorado Communications, Broadcast Productions Dr. Richard Meyer Public Relations Station Manager Chicago, Illinois KCTS-TV, Channel 9 University of Washington Mrs. Shirley B. Gillette Seattle. Washington Director. Education Division Educational Broadcasting Corporation Dr. Rose Mukerji New York, N.Y. Coordinator, Early Childhood Division School of Education Dr. Floyd Haberkorn Brooklyn College of CUNY Assistant Executive Director Brooklyn, N.Y. National Association for Education Mrs. Edna Oliver of Young Children Coordinator. Colorado Day-Care Council Washington. D.C. Family and Children's Services Ms. Neith Headley Denver. Colorado Early Childhood Consultant Dr. Alvin Simmons. Ph.D., S.M. Hyg. Association for Childhood Harvard Medical School Education International Director of Public Health Washington, D.C. New Bedford, Massachusetts Elementary-Secondary and Teacher Education

Dr. Harold E. WigrenChairperson Mr. Robert Lipscomb Educational Telecommunications Specialist President-Elect, Alabama Education National Education Association Association Washington, D.C. -- Teacher, Mathematics Department Butler High School Ms. Martha GableAssociate Chairperson Huntsville, Alabama American Association of School Administrators Mr. Alex Mercure Philadelphia, Pe-- riylvania Vice President for Regional and Community Affairs Dr. Frederick Breitenfeld, Jr University of New Mexico Fxecutive Director Albuquerque, New Mexico Maryland Center for Public Broadcasting Dr. Elinor Richardson Owings Mills, Maryland Director, ETV Programs Mr. William Dale Los Angeles Unified School Districts Director of Educational Technology Los Angeles, California Education Development Center, Inc. Sister Leo Vincent Short Newton, Massachusetts Executive Secretary, Elementary Department National Catholic Educational Association Professor Martin Haberman Washington, D.C. Department of Curriculum and Instruction School of Education Mrs. Mary Skelton University of Wisconsin-Milwaukee Chairman of Washington State Educational Milwaukee, Wisconsin Television Commission Seattle, Washington Mrs. Sara Harvey Ms. Marian P. Tignor Review Specialist l.anguage Arts Consultant and Faculty Tutor Pittsburgh Public Schools Washington International College Pittsburgh, Pennsylvania Washington, D.C. Ms. Susan Kilmer Dr. Harold Wilson Manager, WFBE (FM) Associate Superintendent for Instruction Flint Community Schools Arlington County Public Schools Flint, Michigan Arlington, Virginia

Post-Secondary Formal Education Mr. Franklin G. BouwsmaChairperson Dr. Samuel Gould Vice President for Instructional Resources Chancellor Emeritus Miami-Dade Community College State University of New York Miami, Florida Sarasota. Florida Mr. Luis Alvarez National Executive Director Ms. Gladys Hardy Aspira of America, Inc. Secretary of the University of New York, N.Y. Massachusetts, Amherst Newton, Massachusetts Dr. Robert Filep Dr Jessie Hart line Director, Learning Systems Center Professor of Economics University of Southern California Rutgers University College Los Angeles, California Formerly Director of Dr. W Todd Furniss Open University Program Director of the Office of Academic Affairs Highland Park, New Jersey American Council on Education Washington, D.C. Mr. Tim Higgins Mr. Peter Goldschmidt Student (Representative-U.S. Special Assistant to the President National Student Association) University of California University of Wisconsin-Madison Washington, D.C. Mac:ison. Wisconsin Dr Armand Hunter Dr. Calvin B T. Lee Director, The Continuing Education Service Chancellor Michigan State University University of Maryland East Lansing. Michigan Baltimore County Campus Baltimore. Maryland Dr Blyden Jackson Mr. Jack McBride Associate Dean. Graduate School Executive Director of State University of North Carolina University of Nebraska Chapel Hill. North Carolina I incoln, Nebraska

Adult Education Di Robert J PitchellChairperson Dr. Lawrence T. Frymire Executive Director Executive Director of New Jersey National University Extension Association Public Broadcasting Authority Washington. D.C. Trenton, New Jersey Dr Elizabeth Allen Ms Dolores M. Harris Coordinator of Continuing Education Director Nursing Education Department Adult and Continuing Education American Nurses Association Glassboro State College Kansas City. Missouri Glassboro, New Jersey Mr Russell Allen Mr. Donald R. Larson Assistant Director Executive Assistant to the Chancellor AFL-CIO Labor Studies Center Oregon State System of Higher Education Silver Spring, Maryland Eugene. Oregon Mr. Robert A. Mina Dr. Charles H. Lawshe Director. Bexar County Adult Education Vice President Emeritus San Antonio. TeAas Purdue University West Lafayette, Indiana Dr. Barbara A. Chandler Education Program Specialist Dr. Mary C. Mulvey Division of Adult Education Supervisor U S. Office of Education Adult Education Department Washington. D.C. Providence Public Schools Providence. Rhode Island Mrs. Beverley Dopler Assistant Supervisor Mr. Fred E. Voss Business Education-Adult Programs Director, Multimedia Fairfax Public Schools Management Education Systems Fairfax. Virginia American Management Associations, Inc. New York. N.Y. Mr. Boris D. Frank Manager. Special Projects and Development Dr. Ellen Winston WHA-TV President University of Wisconsin-Extension National Council for Homemaker- Madison, Wisconsin Health Aide Services Raleigh, North Carolina

Consultant to the Study John P. Witherspoon TABLE OF CONTENTS

Task Force Members 3 Introduction 9 Summary of the Recommendations 11 A Perspective on Public Broadcasting and Education Today 13

The Context: Education in a Changing Society 13

The Contemporary Student 14

Good-bye to the Little Red Schoolhouse 16

Education's Structure of Responsibility 18

Roles of the Corporation for Public Broadcasting 19

The Recommendations"The Corporation for Public Broadcasting should ..." 21

"Intensify its efforts to bridge the traditional chasm 1between broadcasting and education, building a working partnership to serve their common purposes" 21

"Recognize and support the principle of cultural 2pluralism, which is rooted in our common concerns as humans as well as in the differences which enhance the strength and diversity of the American people" 23

"Undertake activities to assist professional development 3 of the educators and broadcasters engaged in educational broadcasting, and encourage the application of broadcasting for the in-service education of teachers" 25

"Undertake promptly certain instructional programming 4activities, taking into account the legal and traditional roles of other educational agencies and institutions" 27

"Assure adequate attention to the strategies, materials 5and other services which are critical to effective use of educational programming" S 32 "Actively develop the educational programming 6applications of related technologies, in order to meet the educational needs of people at all age levels" 34

"Assure, through its own operations and through support of 7others' work, an effective program of research, evaluation aria demonstration regarding educational applications of public broadcasting and related technologies" 36

"Facilitate the development of new, more flexible 8patterns of rights clearance" 37

"Encourage the development of the skills of aural/ ;sual 9literacy and critical listening/ viewing" 38

"Recognize and support effective activities for 10promotion and community outreach in the educational applications of broadcasting" 38

"Move at once to act upon these recommendations, 11initially by conducting a financial analysis, determining a calendar agenda for specific actions, and assigning

responsibility for developing funding ..." 39

Conclusion 41 Footnotes 43

SUPPLEMENT: Reports of the Task Forces 44 The Task Force on Early Childhood Education 45 Appendix: Clustering of recommendations concerning affective development, by Dr. A. Simmons 54 The Task Force on Elementary-Secondary and Teacher Education 58 Appendix: List of Additional Program Suggestions By Dr. Harold Wigren 75 The Task Force on Post-Secondary Formal Education 77 The Task Force on Adult Education 88 Appendices: A. Report of Program Priorities Conference 99 B. Report of Special Group on Utilization/Distribution System C. Report of Governmental Relations Group D. Glossary E. Statistics 9 , cl 4.4,1 ,....-.. "". P _._., .0' f 1 i°, /1 ir 4 4 i' ... 1 1 i i 4 S. 4,

* 1 1

INTRODUCTION

The Congress hereby finds and declares .. . that it is in the.public interest to encourage the growth and development of noncommercial educational radio and television broadcasting, including the use of such media for instructional purposes.. .. Section 396 (aX1) The Public Broadcasting Act of 1967

From its beginnings in the land-grant universities of the Midwest, public broadcasting has been used to serve the purposes of education. In the early days of radio, a third of all broadcasting licenses were held by educational institutions, and a few of those pioneer stations are serving audiencesincluding studentstoday. The development of FM radio brought reinforcement to the hardy survivors of those early days. Today's public television stations devote about a third of their total air time to instructional programs, and if one counts such educational programs as "Sesame Street" the proportion rises dramatically. Far behind us are the old questions of whether radio and television can be effective as instruments of teaching and learning. These are probably the most researched media ever to be applied to education, and there can be no serious doubt that television and radio have been used successfully in a very wide range of instructional tasks. They work. Given proper planning and careful integration into the instructional process, they are demonstrably effective. The Corporation for Public Broadcasting has long supported efforts of the Children's Television Workshop in producing "Sesame Street," "The Electric Company," and "Feeling Good." One of the Corporation's earliest commitments was for the support of "Mister Rogers' Neighborhood." Nevertheless, the Cor- poration is acutely aware that in spite of the congressional mandate, and in spite of efforts by CPB dating almost to its inception, there has not been a national public broadcasting perspective of service to education, and the Corporation has not had a cohesive agenda for its own part in such a service. In February 1974, CPB commissioned its Advisory Council of National Organizations ( ACNO) to conduct a study and make recommendations to the Board of CPB regarding the role of the Corporation in the relationship between public broadcasting and education. It was recognized that it is difficult to draw precise boundaries around the functions of the various related organizations in public broadcasting, but for ACNO the Corporation was to be both the audience for the report and the target of the study. The Advisory Council. through its Education Committee, organized four task forces to consider the areas of early childhood education, elementary- secondary education and teacher education, post-secondary formal education, and adult education The chairpersons of these groups are delegates to ACNO who are also leaders of major educational groups. The members of the task force, were chosen for their qualifications in broadcasting, education, or related public concerns, and the selections were balanced to assure reasonable representation of geographic areas, minority groups, sex, and a range of viewpoints. The task forces involved in their deliberations more than 4,000 broadcasters, educators, and members of public groups. The work of the task forces was completed in December 1974. Each filed a report which stands'unchanged and which appears in the Supplement. The individual task force reports, while forming the basis for the final ACNO report, represent the composite view of the task force members only, and were not intended for action by the Advisory Council. This final report is the result also of further deliberations by the ACNO Education Committee its Executive Committee, and finally the membership of the Council at its quarterly meeting in March 1975. Needless to say, however, while a study's processes may be impeccable and the rhetoric of its recommendations may gleam with wisdom, success lies only in results. The Advisory Council of National Organizations urges the timely implementation of the recommendations which follow.

10 SUM MARY OF THE RECOMMENDATIONS

The eleven recommendations of the Advisory Council deal with such diverse problems as the relationship between broadcasting and education, the appropr'ate use of educational broadcast material, and the need for extended r;ghts to certain programs. The study steered firmly away from the temptations of seemingly magic solutions to old mid difficult questions. Rather, it concentrated on a broad set of practical recommendations, each important and each capable of execution at various levels depending on availability of resources and evolving conditions in education and public broadcasting. Some of the recommendations imply new activities, for which additional funding will be required. Funding strategy was not part of the Corpora- tion's charge to ACNO, but it k app, opriate to recognize that present resources will not be adequate, and the Advisory Council would be a willing partner in seeking solutions to these funding questions. Since the recommendations represent an integrated program for action, no priority order is implied by their numbering. The first two recommendations are general and underlie many of the others, which deal with more specific issues. The bulk of this report is concerned with a discussion of the recommendations. They are presented here for summary reference. 1. The Corporation for Public Broadcasting should intensify its effoi t, to bridge the traditional char, between broadcasting and education, buil.' I a a working partnership to serve their common purposes. 2. The Corporation for Public Broadcasting should recogni:P and support the principle of cultural pluralism, which is rooted in our common concerns as humans as well as the differences which enhance the strength and diversity er the American people. 3. The Corporation for Public Broadcasting should undertake activities to assist the professional development of the educators and broadcasters engaged in educational broadcasting, and encourage the application of broad- custing for the in-service education of teachers. 4. The Corporation for Public Broadcasting should undertake promptly certain instructional programming activities, taking into account the legal and traditional roles of other educational agencies and institutions. 5. The Corporation for Public Broadcasting should assure adequate attention to the strategics, materials, and other services which are critical to effective use of educational programming. 11 li. 3 *, c

6.The Corporation for Public Broadcasting should actively develop the educational programming applications of related technologies, in order to meet the educational needs of people at all age levels. 7.The Corporation for Public 13roadcasting should, through its own operations and through support of others' work, assure an effective program of researc.'1, evaluation, and demonstration regarding educational applications of public broadcasting and related technologies. 8 The Corporation for Public 13roadcastiag should facilitate the development of new, more flexible patterns of rights clearance. 9. The Corporation for Public Broadcasting should encourage the development of the skills of aural-visual literacy and critical listening/viewing. 10 The Corporation for Public Broadcasting should recogni.ze and support effective activities for promotion and community outreach inthe educational applications of broadcasting. 1 1. The Corporation for Public Broadcasting should move at once to act upon these re«nmendations, initially by conducting a financialanalysis, determining a calendar agenda for specific actions, and assigning responsibility for developing funding The Advisory Council is a willing partner in assisting implementation of the recommendations and seeking solutions to the funding problems.

12 A PERSPECTIVE ON PUBLIC BROADCASTING TODAY

,!!e American systems of education and communication are probably the institutions that touch our lives most commonly, most pervasively, and most profoundly. In these days of virtually universal public education, and with radio and television sets in use several hours a day in almost every home, it is hard to imagine two forces more important in the daily life of the Republic. Since both deal with information and ideasthe world of the mind one would conclude that the systems of education and communication are also important to one another. Curiously, their relationship generally has been super- ficial and mutually unsatisfactory. Responsible persons on both sides have recognized the educational implications of modern communication, and indeed education has been an aspect of broadcasting since America's first radio station, 9XM (now WHA) at the University of Wisconsin in Madison, went on the air more than half a century ago. Nevertheless, and with notable exceptions not- withstanding, education and communication have had a wary, uncomfortable relationship as superpowers of the twentieth century. Now there is a growing recognition that it's time to get together. No one who reads the Public Broadcasting Act of 1967, and even more particularly its legislative history, can doubt that education was a major motivation when Congress established the Corporation for Public Broadcasting and set a course for long-term support of public telecommunication services. Early in its career CPB began to examine its future with regard to education, and a number of specific programs have been supported successfully, buta basic point of view, a perspective which .7ould guide an cuff nc/a of action items,has not been developed. Such an agenda is the intended result of this study. The recommendations do not seek basic changes in the structure of education or public broadcasting; it's easy to attempt to solve problems by proposing to overthrow present reality, but it's more useful to work toward a responsible evolution of what we have.

The Context: Education in a Changing Society.The structure, compo- sition, and expectations of American society are all in a state of rapid change, and these changes arc so fundamental that they affect education profoundly. Traditionally, education could he understood as a reasonable extension of the American family, and the American family was defined for practical purposes in white, middle-class, agrarian - heritage terms. Today's middle-aged white Ameri-

13 can can identify it from mottoes and homilies remembered from childhood: a woman's place is in the home, children should he seen and not heard; he fruitful and multiply, honor thy father and thy mother, a man's home is his castle; and so on, All of these familiar reference points have been challenged in recent years. Women continue to achieve social equality and are pursuing various options about how they will choose to live their IR,It has been estimated that women already comprise well over 40 percent of the labor force.* A great list of implications could he compiled: increased need for day-care facilities, more specialized curricula for women, and an urgent recognition of the choices that are or ought to be open to women, each involving decisions about when or whether to have children and the nature of a woman's day-to-day relationship to her children. The divorce rate is rising, and the attitude toward divorce is changing. Many children are raised by one parent, and single persons of both sexes are adopting children. There have been changes in the status of minority groups, including a broadening of the options available for careers, housing, and education. That change should continue and accelerate in the years ahead. The American populationisrestless, and modern communication, transportation, and business patterns seem to make it ever more so. The extended family, with all the reinforcements it offers to its members, is more fragmented than ever. The individual is necessarily more independent, and while independence is a prized American trait,its counterparts are loneliness and isolation. The American birth rate i, nowapproximately at the level of zero population grow th, so the a .'erage age of the population w ill increase. With growing interest in lifelong learning, and w ith more leisure time, the change in the birth rate would seem to broaden the scope of education. But simultaneously, decreas- ing school enrollments can bring other stresses.

The Contemporary Student.Today's student is pushing at the boundaries of traditional education in virtually every. direction For example, students are becoming both younger and older. In a country which does not universally require kindergarten, publicly operated nursery schools are teaching three-year-olds. Those concerned with early childhood education are now recognizing the importance of constructive influences fromor even beforebirth. At the same time, students arc getting older, with increasing emphasis on continuing education for professionals and pal a-professionals. vocational education for adults of all age levels, and a burgeoning interest in informal education covering a bewildering 'variety of subjects. Cradle to grave education is upon us. The student is also more it,dependent. Family ties are less rigid, and a high proportion of college students are, for practical purposes, adults responsible for their own affairs. Students at all educational levels are more concerned with

"Women A Demok,raphu Snc la! and Economic Presentation of Women in the Labor Force." National Industrial Con/creme Board, 1973 14 I 11

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participating in decisions that affect them. College is not seen automatically as a continuous four-year process; students come and go, gradually sharpening their own goals, perhaps never declaring their college experience to be at anend. One consequence of universal education, particularly in a world of specialized skills, is that public education is seen as a personal resource which should be ready to provide particular services needed at partic filar times throughout one's life. That N yam is now used in a great many ways. 't equips people to acquire and update occupational licenses and credentials. It teachesabout sea shells and income taxes. It teaches very young children about themselves and their world, and it teaches the parents of these children about their offspring.

= Elementary-secondary education is, on the one hand, becoming more participative for children, parents, teachers, and the commur:ties at large; and on the other, a recent sores b the National EducationAssociationlists parental apathy and studentindifference as the top problems reported by teachers Elementary and secondary education, which has made substantial headway in individualizing the process of instruction, wishes to advance further in that area and recognizes that technology is necessary for its success. Similarly there IN growing interest in alternative education opportunities, including store- front schools, schools without walls, off-campus courses for credit, and concentrated mini-courses. I5 There is an urgent need, recognized particularly in elementary-secondary education, to keep up with the rapid expansion of knowledge itself. Some- times new knowledge changes the educational fundamentals and sometimes it changes a youngster's working contcxt: how many books were obsolete on the day of the first moon landing`' Radio and television can help. Many persons handicapped by physical or emotional disabilities are being reached by education for the first time Broadcasting is in a unique position to help serve these people. Education at all levels is seriously attempting to cope with the realities of a multicultural society The concept of the melting pot, which had the effect of attempting to melt everybody into a white middle-class mold, is giving way to an approach which recognizesor at least earnestly tries to recognizethe diversity which is fundamental to the American society. All these factors, combined with a broadened world iriew made possible in our society by modern communication, have made education increasingly diverse and eclectic. We yearn for simplicity but become more complex. In a culture accustomed to learning facts we need instead access to facts and the intellectual power to integrate them Potentially at least, today's student is everybody, and today's curricula are almost as broad as the interests of that student body.

Good-bye to the Little Red Schoolhouse. ANone surveys the situation described above, one thought that conies to mind is that the "delivery system" for the future may he more like the county agent than the little red schoolhouse or the 1\ y-covered halls. In the past, education's clienteles tended to he in identifiable groups, most of whom could go by foot or school bus 'o the place of their formal edu- cati'in. Extension education vyas seen as something of a sturdy stepchild in acdeme. Little children tere not involved :n the system. The handicapped or homebound were barely taken into account. Whcn the citizen thought "Educa- tion," he thought of the schoolhouse or the college campus. Think of the discontinuity between yesterday's school/campus model and today's student who could or should he almost anyone, anywhere. Groups that have been touched less by education in the pastracial minorities, the poor, the geographically isolatedstand cv ery chance of t, Iling farther behind if they cannot he reached by the educational system. Furthermore, that system must be built to accommodate the full range of student accomplishments and capacities, providing encouragement for each individual to seise a genuine opportunity and make the most of it. Informal instruction, conducted by a wide range of community groups, is an important part of education today. In communicating with people, whether they are small children, ele- mentarv-sccondary students, college students, or adults with their multitude of interests and requirements, broadcasting is a common denominator. The func- tionally illiterate and the post-doctoral student both understand the grammar of televisionBoth turn to radio for information And entertainmentBoth are accustomed to having ideas and objects explained on the screen, whether the Jil 14 Ii 11-4. a I 114) 4 purpose of the message is education per se or a product commaAA The grammar of aural and visual c:annuinication has been learned. As media of communication, radio and television are ubiquitous, familiar, flexible, and effective. They are Everyman's entertainment and information media. Very few people go through a day without learning something, sometimes important, sometimes trivial, via the speaker and the screen. In the classroom or at home, radio and television are powerful instruments of education, and therefore their proper application is imperative.

Education's Structure of Responsibility.Education in the United States is not a national enterprise. Although the federal government and many national organizations have important responsibilities and concerns, the central responsibilities concerning curricula, student requirements, and teacher certification lie with states. counties, and local districts for public education through high school. In higher education these decisions are often made within individual institutions. Local control has been a byword from the beginning. The notion ofa national curriculum is anathema. Within instructional broadcasting, the decision-making patterns have followed education's decentralized structure. In the early days of instructional television a high percentage of classroom programs were produced locally, on the premise that each local curriculum is unique. When it was realized that certain materials could he usefully exchanged, and the instructional television libraries were subsequently developed, the decision-making patterns remained. Programs are almost universally chosen by local curriculum committees, with the local station providing contract services for transmission and, when necessary, production. The two large instructional television libraries, National Instructional Television and the Great Plains National Instructional Television Library, lease their programs to individual educational entities in most cases, although their most-used programs are on most PTV stations throughout the country. National Instructional Television is now related to a new organization, the Agency for Instructional Television, which is a consortium of chief state school officers, including some from Canadian provinces. The idea is to bring together the largest responsible units to make decision-, about common requirements. Edwin G. Cohen, the Executive Director of NIT and AIT, believes that funding should follow decision-making responsibilities, and he expresses reserva- tions about national support for AIT projects. Nevertheless, nationally supported programs are regularly used in schools. These include "The Electric Company," "Carrascolendas," and "Villa Allegre," all of which have made use of CPB or HEW funds. However, throughout the ACNO Education Study, one of the most delicate issues was one of the oldest: the involvement of a national organizationin this case, CPBin the instructional process of local schools and universities. A number of specific recommendations deal with this matter. Within this general issue, the question of academic credit is a special consideration. By law and custom, the awarding of college credit has been the responsibility of collegiate institutions authorized to grant certificates and de-

18 grees. Although in recent years a number of organizationshave developed programs to evaluate unconventional learning andrecommend credit for it, the award of credit is a tunetion of the collegiate institutions. All non-collegiate agencies which participate in the instructional process must thereforeplay roles which complement the central role of the institution. This considerationapplies to CPB and its associated organizations as well as to publishersand others who form part of the course delivery system A inimical example of the interrelation- ship involves Jacob Bronowski's series "The Ascent of Mart," which was produced in Britain and acquired for transmission by PBS. Most of thosewho see it will tune in for the pleasure of the program itself. Some will buy the accom- panying book. A large number of others, however,will see the programs in an academic context. Miami-Dade Community College has developed a setof materials that incorporate the programs into a community college course.The Uni- versity of California at San Diego has undertaken the same task for upper division instruction. During the first Public Broadcasting Se,'cc use of the series, some 250 colleges enrolled over 23,000students. Col !ego; and universities throughout the country can use programs produced in Britain and transmitted via PBS, plus materials dewloped in Miami or San Diego, and build coursesfor which credit can be awarded by individual institutions. Still othermaterials assist the/ use of the programs in secondary schools; over 30,000printed guides have been distributed to high school teachers. The lesson, then, is not that public broadcastingshould shy away from national servfro to instruction, but that the service mustbe uniquely national in character, and itlust be rendered with full recognition thatin education the basic decision are, by tradition and by law, close to home.

Roles of the Corporation for Public Broadcasting.The Corpo-ation for Public Broadcasting is a unique American institution. It is acreation of the Congress, and its directors are appointed by the President,but it is not an agency of government It is responsible for the largest singlefund available for support of public broadcasting. but its options in disbursingthat support are limited. It can recommend policy to the system,but can seldom insist upon it. The strength of the Corporation lies in its central position.While delegating most operating functions to others, CPB remains a common referencepoint It is this role which is critical to CPB in thefield of education In the course of the study. the role of theCorporation was often characterized as that of broker, bringing the appropriate parties together for thebenefit of all. It is well recognized that, at least in the near future, CPI3 cannotfrom its appropria- tion invest the amounts required for the fulldevelopment of public broadcasting's potential in education, but the Corporation'scentral position equips it ideally to generate action randto encoitiage support from otherappropriate 1:,, ters. It is recognized that in implementing theserecommendations CPB will need close rap't with the other agencies mostconcerned with public broadcasting: the Pt, Broadcasting Service, National Public Nadi°, theAssociation of Public Radio Stations, the regionalnetworks, ..d the individual stations. ACNO has sought to involve representatives ofthese organizations throughout

19 the study and has been heartened by their participation and creativecontri- butions. Similarlv, any elements of the education communityhave been involved, ranging from leaders of national associations to individual local teachers and administrators Their enthusiasm for the use of public broadcasting in education cannot he doubted, and thehave an impressive understanding both of its problems and its potenti .k. Working alone, neither the Corporation for Public Broadcastingnor any other single organization could effect any of the following recommendations. Working with others, however, CPI3 is ina unique position to advance them all, the result of which would he a major advance in public broadcasting and Ameri- can education.

A.. THE RECOMMENDATIONS

n all its simplicity andcomplexity, the fundamental objective is to develop the natural relationship between broadcasting and education. There is no single magic key that will unlock the secret for successin that effort. A broad program, no element of which is entirely new,is the pre- scription. Furthermore, th( recommendations which follow are intended to recognize the realities of the day and the fact that attention toeducation is an evolving, long-term cur mitment. A complete response to all ofthe recommendations would require a very large investment, and over the long runtha* investment should be made. However, a responsible and constructivebeginniishould be possible within the Corporation's present means, withfull recognition of its ongoing commitments. ACNO recognizes that public broadcasting must be seenwhole, with instruction as one of its parts In order to realize itspotential for instruction, public broadcasting must, for example, have a broadand continuing base of support for station facilities and basic operations. The recommendations which follow are based on thework of the four ACNO Education Study Task Forces, although thisfinal report does not propose all the task force recommendations.The complete statement of each task force's conclusions and recommendations will befound in its individual report. The first two recommendations are broad statementsof principle which also underlie many of the others. thesubsequent recommendations address individual issues.

1. The Corporation for Public Broadcastingshould intensify its efforts to bridge the traditional chasmbetween broadcasting and education, building a workingpartnership to serve their common purposes.

For many years education and broadcastinghave shared a general, sometimes wary belief that they might he madefor each other, but the obstacles tounion have seemed virtually insurmountable. Oneof the major themes of the ACNO Education Study was that of bridge-buildingbetween the two institutions. Part of the historical difficulty is simplythat there has not been an 21 entity able to represent the whole of public broadcasting authoritativelyat the national level. The National Association of Educational Broadcasters long has been actively interested, and NAEB has achieved notablesuccesses in stimulating activity between public broadcasting and education, but the Association is equipped neither by resources nor mandate to he the spearhead inthis effort. Constructive work has also been done bynumerous other organizations of public broadcasting. but none has occupied the central position that is uniqueto CPB. With the establishment of its own education office, the Corporation is equipped to initiate and maintain a vigorousprogram of liaison, consultation, and involvement among the interested elements of public broadcasting andthe national education community. In undertaking this process, the Corporation should avoid the familiar ploy of establishing a single education advisory committee, which inevitably would have too broad a membership and too amorphousan agenda. Rather, CPB should establish a set of task-orientedgroups, Ieach able to deal with specific issues and specific areas of education. Suchgroups could help initiate a given activity and concentrate on that tunction until either the taskor the group was no longer needed. In establishing such groups, the Corporation would be building an invaluable cadre of informed, involved allies, andnot merely a set of representatives programmed to give their agencies' currentresponses on request. A major function of CPB's liaison activity should be to maintaincon- tact with Congress, the Department of Health, Education, and Welfare, other public and private agencies, and the national organizations in education in order to evolve continually a set of priorities that take into account the potentials of public broadcasting in relation to education. Insome areas where it could do the most, public broadcasting is hardly a part of education's consciousness. In addition to involving representative academic and broadcasting agencies, rPB should take the initiative in bringing together publishers, librarians, and others= who should eventually be involved. The goal is to identifya variety of coordinating mechanisms that ensure the teamworknecessary to prepare and deliver good programs and solid course material. In furthering its role as a key liaison point for education and public broadcasting, the Corporation should foster the development and operation ofa clearinghouse or library to distribute and exchange information about broadcasting's application in education,' including specificcourses, materials, and techniques. It is probably not necessaiy that CPB itself launch from scratch another major in-house service, since parts of the job have been undertaken by others. However, there is not a single, broad-gauge reliablesource available broadly and commonly to the communities of education and public broadcasting, and such a center could serve an exceptionally usefulpurpose as a focus for information and a ready resource for all. In bridging the gap between education and broadcasting, then, CPB has a wide range of options with regard to its own advisory structures; its chosen information sources: research and evaluation; certain legal areas; and in the development of a clearinghouse of ideas, materials, and experiences. Another area for examination is the Corporation's grant policy. As it looks to the support 22 .4 P

of specific instructional efforts, the Corporationshould make use of "partnership" grants to be awarded to public broadcastinglicensees pursuant to proposals made cooperatively with lot d educational agencies.' In manysuch cases, the funding source should also he joint: perhapspartnership grants jointly awarded by CPB and an agency such as HEW or one of the nationalendowments. This matter of bringing together the resources andpotentials of public broadcasting and education is of greatest urgency, andthe discussion does not end with this recommendation. Much ofwhat follows will also address this fundamental problem.

2. The Corporation for Public Broadcastingshould recognize and support the principle of cultural pluralism,which is rooted in our common concerns as humans as well asthe differences which enhance the strength and diversity of theAmerican people.

The Elementary-Secondary Task Force headed onesection of its report "Cultural Diversity: An Eddeational Challenge for PublicBroadcasting." That might have been a motto for many of the proceedings of thefour groups. Cultural pluralism is not to be equated withracial, cultural, or economic separatism. Rather, it is a simplerecognition that our differences as well as our similarities areimportant to us. We concentrate on thosethings which are common to us all ashumankir d, and we acknowledge those thingswhich make us individuals and members of cultural groups. For example, bilingual and multicultural programservices are important not only for the minorityinvolved, but for the majority as well. Cultural pluralism suggests that our similarities ashuman beings are more fundamental than anydifferences we may have, and that weworld be infinitely richer if we cultivated an appreciationof both. The Corporation for Public Broadcasting canperform a critical function in presenting, through public televisionand radio, this rich pluralism of the American experience. Television and radio areuniquely able to depict our nation melting pot. It as a collection of culturalelements rather than as a homogeneous is important to note that in consideringthe diversity of cultures in theUnited States, television and radio should recognize notonly Afro-Americans and His- panic Americans but Asian-Americans,Native Americans, the Pennsylvania Dutch, the Franco-Americans of the Northeast,the Poles, the Jews, and many others. Public broadcasting can helpsensitize Americans to the important contributions of each of these groups to Americanlife. Rather than simply defining some of theeducational and social problems of these groups, emphasis shouldbe placed on the strengths and positive aspects of America's cultural groups.Better understanding could be achieved through programs featuring theircontributions in arts, music, crafts, language, literature, politics, and other areas. Anappreciation of the strength of our plural nature whi..h encourages pridein each other's culture will yield a morepositive result than the present state of mereco-existence. Public broadcasting has a clear responsibility,opportunity, and capacity to serve specific needs of ethnicminorities in this country and at the same time t 23 ...)il a .40 # '4. e .744 S * Oak * * t '.0f4 1 r pipe" 4F-4. -,w : -:Ai m^.....: is* 4/) 414 A ,, ..w I . / ..ik 4..". F ,A. 0.4 I °*1. 46.411.... ,fr:I' el'.. ekW $ f ..1 44 . '/' 0 el. , 4 6 '4, 4 *4° .P.4 iii4 4! 40. A ea A.404 ,e, /IP A' In4 .e.411 AIN. ,,,, it' 0 Ali

4 . AIM 4 e -- ''' . 0# p .4. A 5 A it.# lb! $ 4* #11111 4# ,...* t 4''s# '''' 411.4 ib . Ith A.,- -' . Ai ." I,6- ' .11 -- ...''' ifr 0 A * enrich the cultural backgrounds of all Ameicans throughprograms designed to develop awareness and appteciation of the differences of the multiculturalgroups who comprise important parts of the national population:. Theprimary objective is that public broadcasting contribute to and reflecta national pride, sensitivity, and understanding of the diverse cultural elements of American life. Programs reflecting this diversity can and s,iould he directed toAmeri- cansof all ages.Asthe Task Force on Early Childhood Education urged, "These programs could contribute substantially to the extension of the child's community beyond the bounds of family and neighborhood, thus supplanting the inadequacies of organized educational efforts and institutions in this regard." Nor should the multicultural point of view he restricted toprogram- ming decisions. In spite of progress to date, we still needa better racial, cultural, and sexual balance in staffing and in the creativeprocesses of public broadcasting. The Corporation should pursue active programs of recruiting and training for the professional corps of public broadcasting."

h.; 24 An uttension of the multicultural idea would Le the avoidance of economic and occupation,' stei eotpes Public broadcasting must be certain that its work encourages solutions, not further problems None of this concern should imply any limitation on the subject matter of public broadcasting. On the contrary, the Corporation's relation to education should include the broadest possible range of educational activities, encompassing the intellectual, artistic. c iltural, personal, social, and civicconcerns of each person as an individual and in society Like the first recommendation, this one has implications ;or most of the others Cultural pluralism might he reflected in broadcastprograms or training activities or staff recruiting, but it begins as a point of view about thenature of the American society and respect for one's fellow citizens.

3. The Corporation for Public Broadcasting should undertake activities to assist professional development of the educators and broadcasters engaged in educational broadcasting and encourage the application of broadcasting for the in-service education of teachers.

How can teachers, professors, course designers, administrators, producers, and broadcasters do a better job of improving instruction? If radio and televisionare to be used for education, how can they be used most :ffectively? How can these individual professionals, using radio and television, best serve individual students? Specific recommendations take several forms: use of broadcasting to facilitate the on-going in-service education of teachers, particularly with programming by and for the teachers themselves: instruction of teachers or would-be teachers about educationaluses of broadcast ing; 8 instruction of media personnel in the improvement of the design, development, and deliver, of course material:9 ac: ivities relate I specifically to improvement of the ways programs are used in education:") fellowships in education for experienced broadcast personnel." In the ACNO Education Study, consideration of professional development took two broad forms. One of the task forces had tzacher education as p,ir, of its purview, all of the task forces were interested in questions :A training and the upgrading of personnel.

A. Teacher Education.While it may appear that teacher education is beyond the realm of the Corporation for Public Broadcasting, increasing thecom- petence of teachers in the use of instructional broadcasting is an inescapable part of improving its use. While teacher education is not a direct responsibility of CPB, the Cor- poration should ithilitate teacher education activities in cooperation with other agencies (a) to help teachers toterstanci, accept, and use instructional media pro-

25 ductively as teaching tools and (h) to help teachers improve and updatetheir general teaching competencies by means of programs designedfor this purpose by colleges of education, by school districts, or by Teachersthemselves.12 In assuming shared responsibilities in this field, CPB shouldbe guided by six criteria as it considers any service: 1.It should be of high potential educational value. 2. It should not he a service now provided by other agencies. 3. It should be undertaken in concert with other educationagencies and organizations. 4.It should involve an educational service that can berealistically accom- plished by using media and the resources available to CPB. 5.It should reflect current educational trends. 6.It should be capable of systematic evaluation. Local in-service education could he helped substantiallyin some cases virtually revolutionizedby usingpublic radio and television stations as bases for teaching centers. It is recommended that CPB provide grants tostations, on a pilot basis, for proposals submitted jointlyby a consortium of the station and the local school district or districts to activate teacher-centeredteaching centers which utilize local television and radiofacilities.'3 More snecifically, support should be given to local stationswhich will work in cooperation with local and regional teacher groups and other school personnel to usethe station facilities as teacher centers of the air. The emphasis of thisproposal is on practicing teachers determining the content of their professionaldevelopment. Such a media- based teacher center frees and expands the idea of a teacher centerinto a concept rather than merely a place. The conceptof a user-developed, user-produced, user-evaluated airborne teacher center would be a uniqueexperiment for public broadcasting. The Corporation .should also foster a wide range ofworkshops, training sessions, and the production of taper andfilms which would provide assistance to teachers in understandingand using radio and television in education or to help them to improve their techniquesof instruction in other ways.14The Edu- cational Broadcasting Institutes of the NAEB shouldbe considered as a possible base for some of these activities.

B.Teachers for Non-Formal Education. In addition tohelping teachers in the formal educational system,the Corporation should include services for the thousands of Americans who are teachers insuch non-formalbut nevertheless importantactivities as youth organizations, industry, labor, and other community groups The training opportunities which have beenproposed for other groups of educators are equally applicable to thosewho serve outside the formal educational system. C. Other Professional Development. The classroomteacher is the key to proper use of instructional broadcasting,but many other specialists are involved, and their training is critical to the productionand delivery of high- quality material. 0 Iir 1 A...el 26 ..- `, hen broadcasting is applied to education, the production problem is multiplies! The matei lal that is made available to students--regardless of the mediumshould he produced in order to accomplish stated educational objectives, and there should be a way to determine its success. This means an amalgam of broadcasting production technique, learning theory, and educational research design in every program The program, in turn, must fit an overall pattern and mesh with other material. As the Children's Television Workshop discovered at the outset, the most skillful producers need some reorientation to make that adjustment. The production of successful educational material is a specialty within a set of elated specialties. Training in course design, pi Iduction, delivery, and research are all needed. The Corporation should conside' p9rticularly the following specific ways of responding to this need: 1. Require that each proposal for support of an academic course include provision for training where appropriate. 15 2. Finance projects for training (e.g. workshops, internships) by organizations and academic agencies representing station and institutional in- terestv.16 ('PB itself is not seen as a training institution. 3. Establish fellowships in education for experienced broadcastingper- sonnel,17 in order that they might learn the needs of education andhow broadcasting can be instrumental in meeting these needs. Such fellowships could be applied at all levels of education; the idea arose from within the Task Force on Early Childhood Education. It is also observed that there would reciprocal benefits for the fellow and the fellow's new colleagues in education. 4. The Corporation should make a particular effort to involve women and members of minority groups in these professional development programs.18 In a discussion of professional training, one paticular category of station employee should receive special mention. This is the person, commonly called an instructional program coordinator or utilization specialist, who isre- sponsible for working with teachers in order to encourage the best possible use of the broadcast program and its related material. If there were even one well- trained utilization specialist in every public television station, the value of the instructional television service would rise markedly and immediately.

4. The Corporation for Public Broadcasting should undertake promptly certain instructional programming activities, taking into account the legal and traditional roles of other educational agencies and institutions.

It was observed earlier that public education in the United States is primarily the responsibility of states, counties, local school districts, or individual institutions of higher learning. While there are national responsibilities, matters of curriculum particularly are the domain of state and local units. It is important to recognize that although the Corporafion can make unique contributions to instruction, the basic decision-making starts close to home. Because of the struc- , 27 ture of education itself, the problem is somewhat different at each level of education.

Early Childhood Education. The education of young children is very close to the family unit. As a practical matter, much early childhood education takes place in the home Other aspects of it are directed toward the home, including the education of adults in handling their roles as parents. In some ways early childhood education is most like adult education sometimes it takes place at home, sometimes at school, souk. times in a variety of institutional settings. With an increasing number of day-care centers there are new patterns of support and governance. There is a growing number of centers supported by governmental agencies, schools. by parent cooperatives, by industries, by unions, and by business franchises among others. Early childhood education is the scene of public television's greatest national successes, primarily with two markedly different programs. The first was "Mister Rogers' Neighborhood," in which Fred Rogers concentrates on the emotional development of the child as a whole person. Then came "Sesame Street," which has as a primary objective instruction in letters and numbers. Looking to the future, CPB should encourage the development and adequate funding of pograins based on diverse approaches to the education of young children, keeping a healthy balance among theseapproaches.I9 Furthermore, it is necessary to press for diversity in the development, production, and scheduling of programs because early childhood covers a wide span of years, a wide diversity of needs and interests, and a wide expanseof developmental areas. physical, emotional, social, and intellectual. 20 The Corporation should also encourage the development of programs for parents and potential parents.-' In importance and effect, no work is more fundamental than that of a parent. but itis seldom considered as a subject for personal learning. There is a lot of work for public broadcasting to do in the area of early childhood education, in spite of its present successes In undertaking this work, the national public broadcasting organizations have an extremely diverse constituency of local decision-makers, and an even more diverse consthuency of young viewers.

Elementary-Secondary Education and Teacher Education. Decision- making for instructional broadcasting, like elementary-secondary education itself, is basically local. With adequate funding, however, the Corporation could and shouldsupport and encourage local educational partnerships by responding to proposals for local service that may have national implications=' Such proposals should represent the joint efforts of local education and public broadcasting agencies. thug fostering the principle of bridge-hoilding, which was the subject of recommendation number one. In considering national programming, CPB should take into account the following criteria? Programs should: 1. Fulfill unmet needs; 2. Have national application and relate to national educational priorities; 28 3Require a pooling of resourcesfinancial, human, and material; 4Require national and 'or international resources unavailable at local levels

In addition to encouraging the development of programming directly, CPB should participate in the development of a PBS "Instructional Program ((wenn,- e which could provide an instructional service parallel to the Sta- tion Program Cooperative already in existence for other program types. Such an idea would, of course, require further examination with the constituency of PBS itself, but if such a service is deemed appropriate by the stations, it wouldpro- vide a basis for national development of programming which is strongly rooted in local educational decisions National funding could he devoted toan Instruc- tional Program Cooperative without many of the national curriculum control problems which might accompany other national support methods. A large number of program-related ideas, and specific suggestions for future programming, received from hundreds of students, teachers, and administrators throughout the country, are found in the Report of the Task Forceon Elementary-Secondary Education and Teacher Education.

I ramandlbain

Post-Secondary Formal Education.Like elementary-secondary education, collegiate education has well-defined decision-making patterns which tend to de- emphasiie national programming for credit instruction. True, a large number of colleges and universities are offering credit for courses based on "The Ascent of Man," but traditional collegiate inst.uction has been aggressively local through most of its history. Geographically, the individual campus is where instruction takes place. By tradition, degrees are awarded only to those students who appear on that campus Recently, however, credit instruction has been given off campus in nearby regions or statewide, and credits (sometimes even degrees) have been awarded to students who seldom or never see the central campus. Following achievements in the development of common national evaluation processes for 29 colleges (e.g. College Level Examination Program (CLEP), the Servicemen's Opportunity College, or the Commission on Accreditation for Service Experience (CASE) recommendations), a few efforts are now underway to expand common programs of instruction to other regions and the nation as awhole. In fact, some aspects of instruction have been national and international for along time, notably the part that depends on books. Correspondence courses and, more recently, film, filmstrips, and cassettes are also part of this universal component. The recommendations of the Task Force on Post-Secondary Formal Education had the effect of suggesting a role for CPB in expanding some of theinitially local instructional efforts csf colleges and universities to a regional and national basis. Specifically, the Corporation should foster cooperative relationships among post-secondary institutions and broadcast organizations atthe international, national, regional, state, and local level for the mutual development of courses. 25 Consortia and ad hoc groups of institutions have begun todevelop already, and these should be encouraged. A particular emphasis of (TB should be in the development of processes to ascertain curriculum needs.26 This emphasis on cooperation and structure should not cloud the fact that CPB should support the production of course materials, including television and radio programs, related print materials, audio and video cassettes, and the support material that is so important to effective use of the course.27

Adult Education. Adult education is a growing and extremely diverse enterprise in American education.* How is it possible to provide a public broadcasting service with some assurance that the right choices are being made from among the bewildering variety of possibilities? The Task Force on AdultEdu- cation concentrated its work on that question. It developed a set of basic criteria and the concept for a national/local cooperative planning and utilization system. The criteria are intended to recognize both the desirability of using public broadcasting in adult education and the fact that these media can't pos- sibly serve the educational needs of all adult groups. A practical approach evolved, taking into account size of audience, urgency of need, public interest, cost-benefit ratio, and potential for multi-media and multi-audience presentation. The proposed criteria for project selection are as follows:"' 1. Will it serve a sufficient number of people to be economically feasible? 2. Will it be capable of multi-level audience utilization with the addition of appropriate learning situations? 3. Will it serve a compelling public interest? 4. Wili it be an appropriate use of public broadcasting? 5. Will it have potential for repeat utilization over a reasonably long period of time? These criteria do not offer objective standards by which to judge ideas and proposals, but they emphasize those elements which seem most important to increasing the likelihood of success in terms of satisfying adult education needs in the United States.

A working definition of adult education is included in the Appendices.

3032 The National /Local Cooperative Planning and Utiliza::on Systempro- posed by the Taskonce on Adult Education is based on a set of relationships involving those acnely engaged in adult education, local public broadcasting stations, and the national public broadcasting structure, focusedon CPB. In many' areas stations already have relationships with councils or committees or groups of institutions interested in adult education. These are potentially very useful to the task of rendering effective educational service to adults, and so a key recommendation of the task force was that CPB should encourage organization of local "Adult Education Broadcasting Councils" in areas where adequate advisory met hanisms involving local adult education user organizations and institutions do not emst. 29 The extensive use of broadcast materials requires integral participation by all groups who may he organizing the learning situations. Membership in the councils, therefore, should be as broad as possible. These local Adult Educ ation Broadcasting Councils should be used nationally to generate programming priorities based upon inputs from local and national sources.'" A two-directional process is envisioned. First, local councils would iced to CPI3 the adult education priorities which they have identified. Second, CPB would feed to the local councils program ideas that have evolved through other local. state, regional, and national mechanisms such as state and national adx ivory councils. national conferences of producer and user groups, and federally-funded programs for elements of the general public. All of these ideas would he fed into the system for evaluation by local user institutions and organizations in concert with the local stations Although the primary goal of that process is to identify programming priorities of national scope, the system will also bring to the surface priorities best treated on a local or regional level. CPB should consider ways of encouraging regional networks and local groups to develop progranumng to meet these needs." Once programming in iorities are determined, CPB should make a final selection of a project area and invite proposals` -' from educational institutions and organizations, working through a local station or system-related production agency. The Corporation should then make a planning and/or pilot program grantfor projects to he undertaken. This cooperative national-local system should also be used to evaluate the 'emits of the planning or pilot period. Once that development period is complete, the Corporation should also take the lead in seeking funds for a promising project's lull implementation." It is recognized that this cannot be the sole responsibility of CPB, just as it is recognized that the Corporation's own funds cannot carry the full load of these recommendations, The Corporation can, however, exert a positive catalytic effort to enlist support, particularly after it has borne the cost of development and piloting. The Adult Education Task Force model is presented fully in the Task Force Report The report also includes related requirements for preparation of non-broadcast materials, rights to we material in non-broadcast media, and other pertinent matters.

31 Summary of the Programming Question. The task forces, each from its own perspective, recognized that given the structure of education in the United States, there are certain anomalies in the concept of a national instructional programming service. Each, hown er, recognized that there are educational requirements which can be met most effectively from the national level. The trick is to assure that the national priorities are based on the local experience, and that public broadcasting does not dilute the time-honored American principle of local control as it renders a national service for instruction. The value of a national-level service rests on its access to resources. Sometimes that means the availabilityoffunds that could not be applied to a project uniess it would serve many people. Sometimes it means materials that are national or international in scope. A particular interest, for example, involves the availability of material from other countries, and the other side of that coin is the Alla:, to show the American material to students elsewhere in the world. In general, the purport of the programming recommendations is to recognize that the Corporation's programming role emphasizes program development, piloting, and agenda-setting.

5. The Corporation for Public Broadcasting should assure adequate attention to the strategies, materials, and other services which are critical to effective use of educational programming.

When a broadcast program is used as part of an organized instructional process, it exists within a context of other materials and experiences. The better it fits the instructional process, the better it works. Making the program fithelping to build its contextis the purpose of utilization. Proper use of instructional broadcasting requires more thanawilling- ness to flick the switch. During the past decade, emphasis has been on the improvement of production. Too little time, talent, and money have been invested in the orientation of teachers and other educators to what is available on instructional television and radio and how programs can be used effectively. The assumption has been made that if the program is well produced, teachers will turn it on and students will learn from it. Unhappily, mere exposure does not guarantee learning. Responsible teachers will sec that their planning is implemented with purposeful activity, involving students actively before and after the broadcast lesson in order to realize specifi.- learning objectives. How- ever, teachers need assistance, additional materials, and a system of program alerts, in order to acquire and use these skills and insights. The Corporation should facilitate, with financial assistance from USOE or other appropriate sources, the collection and dissemination of successful regional, state, and community utilization efforts, through electronic or print media, to serve as models for stations' ITV directors and school staff development leaders throughout the nation to improve the quality of local utilization.'" CPB, working with PBS, NPR, and their member stations in cooperation with local school districts and teacher organizations, should encourage workshops for teachers, administrators. hoard members of local schools and stations, librarians, broadcasters, and other interested citizens to generate understanding

si--1 32

,- tti

and support of good programuse. 15 National programming projects withinstructional potential should be .supported with supplementary materialsthat will help teachersuse the programs as well as possible.16 On the local level, several workadaysteps by local stations would be helpful. Sometimes a school'sown equipmenttelevision sets and the likecan be a major impediment to "ooduse of programs; technical guidance from local stations would he a gr _,at help. Localstations should also be encouragedto employ and train a specialist N.hocan help train teachers in effective use of broadcast materials, and who can provide continuingservices and materials to schools in order to maintain continuous improvementin program use. The instructional contea of theprogram is fundamental to its use. What happens before and after thebroadcast? What does the student do, read, or respond to in connection with the program? Arethe ideas talked about? Are an individual's questions clarified? What is the precisepurpose of the program within the curriculum? The effect of thesequestions should be to redefinepro- gram development and production, simultaneouslybroadening the task and sharp- 33 until after ening the objectives. In a sense, theproduction process is not complete the program has been used. The question of program useisquite properlyalmost inseparable and from questions of program planning,production, distribution, scheduling, makes promotion. At the ame time, the factthat utilization is integral sometimes things in life, "taking it it easy to take for grantedAs with so many important for granted" is a perilous mistake.

6. The Corporation forPublic Broadcasting shouldactively develop the educational programmingapplications of related technologies, in order to meet theeducational needs of people at all age levels. for Radio and television broadcasting stations,radiating programs through space reception in homes, ,chools, libraries, museums,and automobiles, are important to our daily lives. It allthe stations suddenly disappeared, wecould reasonably concerned with the expect widespread public panic.The Corporation is primarily unique position in support of a system ofthese stations, which have achieved a numbers of serving many needsincludingneeds for educationof increasing people. There is every reason tomake full use of that capacity. On the other hand, broadcastersthemselves have been quick to recog- presents enor- nize that the effectivescheduling of programming for education over-the-air broadcasting mous difficulties, andthat itis virtually impossible for sched- singlehande("y to serve students'individual requirements for content and uling. ii is appropriate, then, to looktoward an eventual system inwhich capaci- public broadcasting stations serve a corefunction but which includes the the sub-channel ties of multi-channel cable,low-cost audio and video cassettes, Television Fixed Service, capacity of FM stations,turther use of the Instructional based on sat- and clher mechanisms as theybecome feasible Multiple networks is already ellite technology are not onlypossible but also likely; experimentation

underway. such as It should he noted also thatdevelopments still on the horizon, of the interactive cable systems now in theexperimental stage with the support because they National Science Foundation,have great potential for education effect a marriage between thetechnologies of broadcasting and computers. Young In education, these potentialshave importance at all age levels. hours of the children, for example, canmake use of programs during many more that a given day than any station can devote to oneage level. This is not to say but that it would he child should he exposedconstantly to broadcast programs, available on the child's schedule.That well to have high-quality programming in classrooms: it problem is much more acute as oneattempts to serve students given clock is much better to start the programwhen it is needed rather than at a Many adult education time. no matter how carefullychosen the schedule may be. media, but the highly groups could make veryeffective use of aural and visual potential audiences technical nature of the material orthe smaller size of many might make broadcastingunlikely for some. 34 Therefore, ( NI should study, withappropriate agencies, ways in which alternate media dist, &uponsystems ran he utilized or established where broadcast services are inadequate to meet the needs. of programmingforeducation.;? Combinations of meu...are often desirable. CPB should serve as a catalyst, in concert with the national andregional public networks, to develop delivery systems that assist educationalinstitutions and broadcast stations to offer credit courses more effectively." Broadcastcomponents of the courses should be disseminated through the public broadcastingstations, while responsibility for the delivery of non-broadcastcourse materials should reside with educational institutions. CPB should seek to broaden itsown legislative mandate, if necessary, in order to include non-broadcast mediaapplications such as the Instructional Television Fixed Service, cable, closed-circuit,satellites, video discs, and cassette technologyw Under that broad recommendationthere are six subsidiary ideas: 1. Provide informationon new technologies. 2. Experiment with development of cost-effectivedelivery. 3. Promote development of satellitecommunications to serve remoteareas with limit .(1 or no access to public TV andradio. 4. Experiment with utilisationor two-way audio-video interaction. 5. Encourage the Federal CommunicationsCommission to expedite adoption of necessary rules regarding equal standardsin UHF and VHF tuners in TV receivers. 6. Explore ways in which non-broadcastingcomponents can be activated for the improvement of instruction.

a_iy7 35 7. The Corporation for Public Broadcastingshould, through its own operations and through supportof others' work, assure an effective program of research, evaluation, anddemonstration regarding educational applications of publicbroadcasting and related technologies.

oa J 4 ity gorthigh I _Adak The need for research, evaluation, and demonstrationembraces the evolution of the technology itself, the requirements ofstudents, the design of course material, periodic assessments of current use and effectof instructional broadcasting, and the relationship of broadcast programs to thecurriculum. Theprevioussection (regarding related technology) included anumber of recommendations for experiments anddemonstrations involving new technologies including cable, satellites, interactivecapacity, cassettes and video discs, etc. Those recommendations are equally applicable here. We face a lack of substantial reliable information onsuch matters as the extent ofcurrent useof broadcastprograms;the effectiveness of the program service; attitudes and needs of students, teachers,administrators, and the public; expectations for the future; and similar matters.Surveys and studies concerning these issues should he conducted cooperativelyby the Corporation for Public Broadcasting, the other national public broadcastingagencies, the U.S. Office of Education, and appropriate professionalorganizations in education.40 As valuable as research would he inseveral areas, CPB should also foster demonstrations, particularly in the area of programuse, in order to upgrade professional practice.41Another sort of demonstration project shouldbe used simply to provide operational experience andthe dissemination of news about that experience, particularly in thedevelopment ofnewtechnology. The ATS-6 satellite projects, for example, can hardlybe saiu to be profound research, but they are providing invaluable experience. CPB should respond to the need for .solidresearch in the design, production, and delivery of broadcast-related courses.A special area of examination should he cost-benefit considerations.42 Generally speaking, the behavioral research agendashould concentrate on areas which haveclear applications for decision-making. There is littleneed to repeat the endless "Cantelevision teach?" kind of studies, and such studies as 36 those dealing with perception, distraction, etc. should be castf.) as to be useful in the practical world of production and transmission of education materials. On the other hand, there is need for substantial work onour future technological requirements. Educators have yet to agree on requirements andto work for their application. The Corporation for Public Broadcasting should have a body of policy, firmly rooted in research, regarding technological standards and requirements.

8. The Corporation for Public Broadcasting should facilitate the development of new, more flexible patterns of rights clearance.

Basic national public television rights provide that a programmay be given four plays within a three-year period. A "play" is defined as an unlimited number of transmissions by a station during a seven-day period, in accordance with the public broadcasting custom of providing repeats of many programs during the broadcast week. By and large, stations do not have the right to make copies of thepro- grams for further distribution or to authorize others to make such copies. They do not have the right to authorize transmission of the program by cable systems or other means, except as those systems are seen as simple extensions of the station's transmission. It is well known that educational institutions do in fact make copies of certain programs for further instructional use, just as some make xerox copies of music scores and small publications. Pending passage of a new copyright law, which has been forthcoming for more than a decade, there has been little interest in prosecution. Passage of the law, however, is certain to bring a bumper crop of test cases. Simply stated, proper educational usage requires that material be available when a teacher or student needs it. Ideally, then, a given program would be available on demand throughout its useful life. As a practical matter, proper program use requires that public broadcasting include the right to record certain programs off the air, the right to cassette and cable distribution, and the right to use this material any number of times during the agreed-upon life of the program. It is recognized that these rights are not needed for all programs, but they are necessary for all programs produced specifically for education and for certain other programs that have clear instructional applications. It is not reasonable to expect such rights always to be free, but it is important to establish a rational process for their acquisition at a reasonable cost. The Corporation should bring together representative groups tG resolve problems of clearance of programs and materials.43 The problem of rights clearance is of basic importance to education and public broadcasting. At present, the legal problems associated with copyright, royalties, and clearances directly and adversely affect the potential for broader and more productive use of radio and television in education. As in so many other areas, cooperative action is required involving the institutions of public broadcasting, education, creators of broadcast material, and the users of

39 37 the material. Once more the Corporation for Public Broadcastingoccupies the pivotal position which makes it the natural organization to provideboth leadership and a forum for all the parties concerned.

9. The Corporation for Public Broadcasting should encouragethe development of the skills of aural/visual literacy and critical listening/viewing.

In urging the appropriate applications of broadcasting ineducation, particularly in an age when most people get most of their national and world newsfrom television, it is important that we develop a citizenry that is literatethatis, able to understand messages and evaluate themcriticallyin the broadcast media as well as in print. The growing importance of electronic media make virtually everyone a frequent consumer of electronic communications,and the development of visual 'aural literacy becomes a fundamental aspect of consumer education. At all levels of education the Corporation .should work with other concerned organization.s to develop programming and other educational materialand to encourage clays-room sessions. workshops, andinformal training opportunities, leading to more perceptive and critical viewing and limening.44 Officially or unofficially, every medium has its own grammar andits own style. Messages are formed, transmitted,evaluated, and responded to in ways suited to the medium at hand Radio and television arepervasive media, used daily for a bewildering variety of messages from the mosttrivial to the most profound. If radio and television arc to be realized fully asinstruments for education, and if viewers and listeners are to he literate in these media asin the print media, the need for this kind of literacy must he recognized andacted upon by public broadcasting.

10. The Corporation for Public Broadcasting shouldrecognize and support effective activities for promotion andcommunity outreach in the educational applications of broadcasting.

The areas of promotion and community outreach are asimportant in education as they arc in other aspects of publicbroadcasting. They include the following objectives: 1. Establish within education and among the general public afavorable climate for the appropriate development and use of publicbroadcasting. 2. Encourage program use by a maximum numhcr of personsfrom the audience group for whom the program is intended. 3. Encourage the appropriate instructional applicationof programs intended for general audiences. 4. Encourage regular mechanisms of public feedback tolocal stations and through them to the Corporation itself. It should he noted that "promotion" in instructionalbroadcasting is not limited to institutional or administrativecommunications. Broadcasting's ed- -) 38 ucational services should be available to as many persons as possible. Further- more, the educational potential of public broadcasting is not well understood by the general public, educators, or even by broadcasters themselves. CPB should mown a continuing national effort to develop understanding and acceptance of instructional broadcasting among educators, broadcasters, students, and the general public.4sParents of school-age children are a particularly important audience for these "promotional" efforts. Community outreachthe development of regular two-way communications between the broadcasting station and its various publicsis becoming a professional ,pecialty within public broadcasting. More and more public broadcasting stations and related organizations are recognizing the reciprocal benefits of a genuine continuing exchange involving the station and the elements of its community. The sum of these local exchanges also can become a broad sounding board of service to CPB and other national public broadcasting organizations. Therefore, the Corporation should encourage and provide financial grants to public radio and television stations for employment of full-time coordinators of community outreach to focilitateand organize regular mechanisms of public feedback to-local station', and through them to the Corpotation itself:46 In many ways, the promotion of this specialized aspect of public broadcasting is particularly complex. There are a great many audiences. Some are in Congress and some are in individual rural schools. Each has its own requirements. Information must he ava sable on the field as a whole and also on individual programs and services. CPB should respond to this problemthrough the establishment of a clearinghouse and library on public broadcasting and educa- tion4.7Sucha service need not duplicate other existing information sources, but it should provide a comprehensive focus for a wide range of inquiries. There should be information about specific programs and courses; research data; materials available for use in future courses; effective techniques for using programming in education; in short, the Lill range of information to encourage the use of broadcasting in education, and to help in making its use effective. The establishment of such a clearinghouse and library, employing and building upon capabilities of existing institutiors and organizations, should be undertaken by the Corporation as an early step in its service to education.

11. The Corporatior. :or Public Broadcasting should move at once to act upon these recommendations, initially by conducting a financial analysis, determining a calendar agenda for specific actions, and assigning responsibility for developing funding. The Advisory Council is a willing partner in assisting implementation of the recommendations and seeking solutions to the funding problems.

By means of these recommendations the Advisory Council proposes a broad, realistic program that can he of great benefit to education and to public broadcasting. While many of these activities can be undertaken at once, it is recognized that complete implementation of such a program must take time, and that resources must be found and allocated. ACNO does not consider its job done with 39 41 the submission of this report. On the contrary, the Council will continue its role of advice and partnership to help realize the enormous potential of public broadcasting in American education.

',. 40 CONCLUSION

here is no magic wand. To declare "What we need is another 'Sesame Street' " is to miss the point.In considering public broadcasting and ucation, the real need is ea- for a point of view leadingto an ongoing agenda for action. Such a point of view is the substance of theserecommendations. Fundamental to that perspectiveis the need to improve the basic tionship beiween broadcasting rela- and education, natural allilswith very little rap- port. One of the problems has been the lack of a national focusof leadership in public broadcasting with regard to education. The Corporationcan and should right that situation. The work of the Corporationshuuld represent the eclectic, nature of America itself, particularly diverse with regard to its culturalpluralism. Given these fundamentals, whatare the operational elements of cess? A strong professional suc- corps. Support for programs and for theireffective use. Broadening capacity by applyinguseful new technology. Looking future through research, to the deveopment, and demonstration.Attacking the tangle of problems in rights clearance. Working to developan audience that is literate in the electronic media. Assuring that the service is known,that the facts are there, and that audiencesare heard as well as served. Each of these headings carriesits cwn set of specific actionsto be undertaken. The individual reports of the task forces includeeven more. Some of these specifics are complementary to one another, andothers represent alternative actions. The important thingis the point of view. With the completion of thisstudy, the Corporation has beforeit a multifaceted but cohesive approach to the question of public broadcastingand education. As it considers itsresponse, the Corporation should recognize ularly that neither the problem partic- nor the solution can be considered indiscrete fragments. No matter howmodest the in17..1 response must be, it should the form of a program of actions be in which recognizes thescope of the long-range task. That long-range task willrequire ,nore money, andsome of it will be needed, not instantly perhaps, t.a .00 n . Then the important thing isto keep going. The Corporationis em- barked on important and difficult work. It is a latecomer ina prominent position. It can build on some present success, but it also must clearaway a certain amount of wreckage. While wisdomand financing will bevery important, this campaign must be won also by the homely virtuesof patience and persistence. It is time to begin.

41 43 APPENDICES

Appendix A Definition of "Instructional" broadcasting media this We differentiate instructionalfrom educational use of involves an intentional feedbackmechanism or learning way: Instructional use educational environment plus a relationship with aninstitution which has specific which have objectives. On the other hand,educational use involves institutions learning environ- educational objectives, but isessentially one way use, with the mechanism left to chance. Also,it must be recognized thatall ment or feedback broadly educa- media have some impact on thereceiver, and to this extent are primarily with tive in a culture. But for all purposeshere, we are concerned described above. "instructional" and "educational"in the institutional sense broadest level we have In effect we have threetiers. At the bottom or (news programs, the all media, since all media havecultural educational impact second level we have "Boston Pops," and even "Allin the Family"). At the plans for organized programs having a generaleducational objective without and National learning situations ("Mr. Rogers'Neighborhood," "French Chef," Geographic specials). those programs specificallydesigned by The third level includes only learning en- educational institutions and whichhave a feedback mechanism or Program). Some pro- vironment built Imo the design("Ripples," the new math analyzed as to where theyfit grams come betweenlevels and need to be better ("Sesame Street" and "Zoom").

Appendix B Definition of "Adult Education" National Center for Edu- The task force has adoptedthe definition used by the adult education in the United cational Statistics, USOE, forits triennial surveys of education participants as"persons beyond compul- States. NCES defines adult school 17 and over, who are notenrolled full-time in a regular sory school age, activities of organized or college programand are engaged in one or more instruction." employer Note that this covers participantsin programs operated by associations, labor unions,proprietary schools, hos- organizations, professional who are in credit and pitals and social organizations.It also includes people noncredit programs. .I-1 42 Footnotes

1 Post-Set ondars1 orm t1 Ink I Reign 24Elementary-Secondary Task Forte. page 70 nindation 12, page 81 %thinFthltall011 Task I tiro:. page 94 25Post-Secondary Formal Task Forte, Retom- 2 Post-Set endars Formal Task Forte RVlom- rnendahon 2, page 82 mendatton 6, page 84 Elemeniars-SecondarY 26Post-Secondary Formal Task Forte, Retons- Task Forte pace 72 mendation 4, page 81 Post - Secondary Formal TaskI orteRetom- 27Post-Setondary Formal Task Forte. Retom- mendation IIpage 86 mentlation 7 pages 84-85 4F lenient irs Sttontlars Task F ort e pages 67 28Walt Edutation Task Torte Retommenda- and 69 lion I, page 91 5 1 thine of all10 r task fortesSee par Adult Education Task Force, Retommenda- itularh the L. lenit n tars -St ondars Task lion 2. page 9) orte page 65 Adult Education Task Force, Recommenda- 6 Elementari -Setotidars Task I oree page 66 tion 1, pages 95-96 Post-Secondary Formal Task I orte. page 85 11 Ibid 7 Elementary-Setondary Task 1 orte pages 67- 68 17. Adult Education Task Force, Retommenda- lion 4, page 96 S Flenit ntars Settindary Task I orte,page 68 11 Adult Fducation Task Forte. Retommenda- 4Post-Setondars Formal Task Forte, Retom- hon 5 page 97, mendation Itpage 85 14 Elementary-Setondary Task Forte, 10Stithactisities were propostd hsall page 66 fort es task 15, Ibid 16 IIartsChildhoodTaskForte, Retommen- All task fortes stressed the need forsupple- dation 7 page 54 mentary materials 12 F lemeniarY-Setondarc Task Forte page 68 17All task forces urged the use of nonbroad- . cast t2thnologies to ddlial0n 10 broadraiting 1 I Fleme-ntars-Si'tond.ip: T.tsk Forte, pages 18 67-68 Post-Setondary Task Forte,Recommenda- tion 9. page 85 14Flenieviary-Second irsTatk. Forte page 68 ItPost - Secondary1 °midi Task Forte Rut om- Elementary-Setondary Task Forte,page 73. mendation 6, page " 40 Elementary-Setondars TaskForce. page '71. Post-Secondary Task Forte, Recommenda- 16Flementars-Setondars 1 ask I arts, page 68 tion 5, pages 81-84 Post- Setondary Formal Task Force Recom- mendation 8. page 85 41 Elementary-Secondary Task Force, page 66 17. Earls hildhood Task F ort eRt tommt titra- 42 Post-Secondary Task Force,Recommenda- tion 7 page 54. tion S. pages 81-64 IXPost-Secondary Formal T isk Force, Recom- 41 Elementary-Secondary Task Forte,page 72. mendation 8, page 85 Post-Secondary Task Forte, Recommenda- tion6 page84.Adult 19 hark Childhood TaskForte,Retommen- Education Task dation 2 page 50 Force, Recommendation 6, page 98 20 EarlsChildhood Task 44 Elementary-Secondary Task Forte. page 71. forte, Retommen- Post-Secondary Task Force,Retommenda- dation 1, page 511-51 lion 10. page 86 21 Earls( hildhood TaskForte, Retommen- dation I, page 49 45 Elementary-Secondary Task Force, page 74 46 Early Childhood Task Forte. Recommenda- 22 Flementarv-SetondarsTaskForte pages 69-70 tion 5. page 52 21 47 Post-Secondary Task Force, Recommenda- Elementary-Setondary Task Force. page 69 tion 11, page 86

43 REPORTS OF THETASK FORCES

"Public Broadcasting and Education," the reportto- theCorpoiation kir-F*1k Broadcasting, was built upon the work of fourtask forces. The members of those task forces were selected by ACNOand CPB early last year, to conductinten- sive inquiries and make recommendationsin four areas: early childhood education, elementary-secondary and teachereducation, post-secondary formaledu- cation, and adult education. While the reports of the four task forces are not,and were not intended to be, part of the final report toCPB, they provide important background tothat document. For that reason, the task force reportshave been included in this book, along with selected appendices. Alist of the members of each task force appears on pages 2 and 3. Report of the Task Force on Early Childhood Education

_ . IfitroduCtiori to filly Childhood mg advisors attended: Howard Spergel, Task Force Report Eastern Educational Network, and Rhea The Early Childhood Task Force began Sikes,Director of Educative Services, its operation in May, 1974, and had Public Broadcasting Service. meetings as a whole on May 22, Icily 1-2, Another approach to gathering September 26-27, November 8-9, De- information from parents was a ques- cember 4-5. The Task Force itself was tionnairecirculatedthroughthe Na- made up of broadcasters, educators, and tional Association for the Education of users. These members made contacts Young Children and the Association for with many people in special fields and Childhood Education International The brought to the group a wide range ofdata gathered by this instrument was recommendations. invaluable to the Task Force. Three "speakouts" were held, Several Task Force members at- at which representatives from organiza- tended the NAEB meeting in May, and tions on ACNO, commercial broadcast-again in November in Las Vegas, Ne- ers, public broadcasters, educators and vada At the May meeting Father Fiore, parents presented their views on chil- Chairperson, gave a progress report of dren's programming. One speakout was the work of the Task Force. held in Chicago, one in Los Am, PI, At the December meeting held and one in Washington, D.C. in Columbia, Maryland, the report was The Convention of the National writtenFrom the outset a concerted Association for the Education of Youngeffort was made by the Early Childhood Children, November 23-26,hosted a Task Force to involve many organiza- speakout where many professional and tions and people from the fields of edu- paraprofessionals from the field of Early cation and broadcasting, as well as par- Childhood Education had an opportunity ents from a wide spectrum of geo- to present their views graphical and economic backgrounds. At the Denver Task Force meeting,held September 26-27,presenta- Summary Listing of Recommendations tion, were made by Margaret McFar- 1. The Corporation for Public Broad- land and Bairy Head from Family Com- casting should encourage the develop- munications, Inc, Pittsburgh, and Ed ment and adequate funding of programs Palmer from the Children's Television which will be helpful to parents of young Workshop, New York City. children. At the Washington Task Force 2. The Corporation for Public meeting held November 8 -9, the follow- Broadcasting should encourage the de- 45 47 velopment and funding of programs Early care allows early detec- which feature both the cognitive and tion and remedy of developmental prob- affective dimensions human growth lems, such as visual, hearing and learn- and development in young children ing malfunctions. 3. The Corporation for Public 2. One emerging emphasis in Broadcasting should encourage the prin-. education is based upon a recognition °pie of diversity inhe development of of the child's ability for individual initia- program material, patterns of scheduling tive in learning. Implicit in this thrust is which recognize that early childhooda trustin the individual's ability, with covers a wide span of years, a wide di- direction, to pace his own learning and versity of needs and interests, and a wide to choose among options for learning. expanse of developmental areas,physi- The names given to this trend may be cal, emotional, social and intellectual. Open Education, the ungraded class- 4. The Corporation for Public room or a host of others which may or Broadcasting should provide funds to may not describe the processes in which the child is involved. However, basic to publicize and promote children's broad- each model or format is the teacher's casting. understanding of the stages of child de- 5. The Corporation for Publicvelopment, of the teacher's ability to Broadcasting should encourage and pro- recognize and respond to these, and the vide financial grants to public radio and presence of supportive personnel and television'stationc for employment- of a materials which help the teacher to statf member to keep the station andtate the child's progress. There is built- CPB tuned into the public's reaction. in flexibility for teachers and children to 6. The Corporation for Public grow within the educational setting. Broadcasting should support and facili- 3. Along withtheincreased tate the implementation ofdelivery sys- number of child care centers, new pat- tem models for early childhoodeduca- terns of sponsorship and coltrol are tion which incorporate bothbroadcast emerging. There are growing numbers and non-broadcast elements. of centers supported by governmental 7. The Corporation for Public agencies, by parent cooperatives, by in- Broadcasting should establish fellowships dustries, by unions, and even by private forxpenenced broadcast personnel. business. Any child care facility and program must safeguard the health and sup- Trends in Early Childhood Education port the developmental needs of chil- Introduction dren. It is crucial, therefore, that good Some of the trends in our society, iden- standards be maintained and that syste- tified below, have a direct impact on the matic evaluation be employed for this lives of young children and, as such, purpose. make new demands for services to these 4. There is a movement to hold children and their families. teachers more accountablefortheir work Preschool teachers must be able 1 The national trend toward changing family structures and life stylesto demonstrate certain qualifications in has had considerable impact on child Instructing young children, and they now care patterns in this country Moremoth- expect a continual assessment of their ers are joining thework force; single effectiveness. persons, necessarilyemployed, are rais- Obviously there is some danger ing children; adoptions arebeing made in such accountability. Teachers under by the unmarried, including men. Underpressure to teach a predetermined set such circumstances, the demandfor di-of skills to all chiidren will, in turn, de- verse child care facilitieshas grown. mand performances from their students To meet these needs child carefor which all may not then be capable facilities and services range from infancy or ready. through childhood for increasing num- 5. Early childhood education, as education atother levels, has be- bers of childien. Moreover, ._enters must the truth that operate on a twelve month 1)asis. come more sensitive to 46 America isnot, and should not be a tervailing trend exists today and con- "melting pot" so much as a harmonious tinues to gather strength. symphony This symphony combines different languages, cultures, religions, Conclusion racial and ethnic elements. Although early childhood education is This new viewpoint is closely not new, the growing realization of its allied to an awareness of the value ofoverriding importance is. Head Start in positive self-identification and affirma- the 1960's awakened a nation to a po- tion Research has shown that optimum tential that had been overlooked. This learning and development does not oc- decadeiscarrying the nation intoa cur unless the young child has devel- movement for universal child care. What oped pride in himself, his family, sex, new vistas remain the future will reveal. ethnic or racial group, locale, etc. Early childhood educators are accepting 6. There is increasing concern the challenges and opportunities now about educating young adults to become present to provide developmental care good parents. Child care centers and andqualityeducationtoyoungsters primary schools offer the perfect labora- from birth to eight years, using a wide tory situations for these young people. variety of methods and programs. Pub- Many high schools as well are provid-lic broadcasting should play a salient ing theory classes in development and role in this exciting level of education. child rearing and in granting credit for tield experiences1 his is the next best Selected references Anderson, Robert fland Shane, Harold C As the thing to "having a child." This trend has Twig Is Bent, New York, Houghton Mifflin Co , been recognized by the Office of Child 1971 Development which gives financial sup- Lwans, FillsContemporary Influences In Early Child- hood Education, ChicagoHolt,Rinehart and port to various agencies for such pro- Winston, Inc , 1971 grams FallonHerlie, Ed Forty Innovative Programs in Early 7. The Early Childhood Educa- Childhood Education, CaliforniaLear Siegler, Inc ,1973 tion movement hastraditionally been Mills, Helen Collantes, Ed Understanding the Young grounded in the knowledge that the Child and His Curriculum, New York The Mac- millan Co , 1972 young child grows, develops and learns Parker, Ronald, Ed The Preschool In Action, Boston as an indivisible, integrated person Con- Allyn and Bacon, Inc , 1972 siderable attention has been paid to this Reed, K H The Nursery School, 5th Edition, Phila- status as a developing social being who delphia Saunders Co , 1971 Spodek,Hernard,Ed EarlyChildhood Education, learns to cope with important demands New Jersey Prentice-Hall, 1973 in an expanding milieu. A current trend has sometimes Basic Assumptions of the emphasized cognitive learning in waysEarly Childhood Education which frequently distort educationalTask Force Recommendations needs of young children, and which areThe educators, broadcasters and users contrary to the substantial body of re-who constituted theEarly Childhood search and empiric-II knowledge about Education Task Force of the Corporation the integral nature of cognitive and emo- for Public Broadcasting quite naturally tional growth, and comprehensive learn- approached their duties from attitudes ing in the early years. both professional and personalwhich There is a heavy financial in- were in large part determined by their vestment by commercialinterestsin professional and personal experiences producing and distributing materials with young children. To do so was cer- which supportthistrendtowards a tainly not unusual. But what their atti- fragmented, cognitive emphasis in edu- tudes were might not immediately be cation. apparent to readers of this Report with- A sizeable elemPc t within the out some explanation. early childhood education fieldisac- For this reason we have in- tive in renewing the imperative for bal- cluded this prefatory "glossary of ideas" anced, comprehensive, integrated edu- which informed our own thinking dur- cation for young children. Thus, a coun- ing the process of these past six months. 47 ,r) To appreciate the recommendations know, thechild movesina multi- which follow, one should tirst ot all at- dimensionalorbit, so that much, or tempt to place oneselt at the same van- most, early childhood education takes tage point trom which the Task Forceplace outside formal classroom situa- saw its task Otherwise, the presenceof tionsin Day Care and Head Start Cen- certain recommendations and the ab- ters, nurseries, and most obviously, the sence of others might seem curious, home. Children, of course, "teach" and still more crucial, without explanation learnfrom eachotherinthemost ot our basic assumptions thereader abundant, naturally effective and enjoy- might not always see some of the inter- able method which adults call "play." connections and, indeed, inter-depend- The Task Force sees the role encies among the recommendations. of public broadcasting precisely as tap- Those inter-dependencies,in ping into this expansive and amorphous turn, also determined another facet ofnetwork; at its best drawing upon the this report. At its final meeting the Task natural potential of learners and users Force decided not to rank or place pri- (children), and also putting back into the orities among its recommendationsIn network-equationitsbesttechniques fact, it became apparent that there were and expertise to aid and not interfere several possible innate orderings or pri- with either the network or the natural orities implicitinthese recommenda- processes of learning. tions In terms of programming content, Readers of this Report should for example, die recommendation dear- see ail-of the Task force's recommenda ing with parenting forearly childhood tions within the context of these net- educationisparamount, however,in works, at both national and local levels terms ot utilization, the several recom-but especially the latter, for education mendations on Community-Outreach ismost effective and adequate when Coordinators and alternateor,better, most personal. Broadcasting's role is not suripiemental models of delivery systems to supplant or disrupt networks of early co. to the fore childhood educators (children, parents, What motivated the Task Force, teachers, etc.) but to help these do their then, to narrow its many recommenda- respective tasks better. tions(at one time numbering almost In a technological age, the thirty) to these seven? What presupposi-Task Force feels, it is easy to lose sight tions did our educators, broadcastersof the fact that education, during early and users have in mind after the inter- childhood as at every level, is essentially views, spec& outs, questionnaires and an active (not passive) process. in areal expert testimonies, the meetings and sense,childrenteachthemselves;all private consultationsand before theothers in the network aN. Inc itably, writing of this Final Report? They came either facilitators or detractors iron- this down to the following- process. Learning takes place even be- Early Childhoodisbest de- fore the child is born and, more obvi- scribed in terms of the total network of ously, from birth. Learning is best when individuals, agencies and professions it is enjoyable, and the situation of play which inter-connect and interact to sup- is itself a multi-dimensional, social,edu- port the development of the innate po- cational situation. tential of young children. This network In this network of early child- is tenuous and dynamic. itchanges from hool "educators" the role of the Com- place to place, month to month, year to munity-Outreach Coordinator (cf. Rec- year. It includes broadcasters, just as it ommendation #5), and Early Child- includes parents and teachers and the hood Broadcast Interns (cf. 2eCommen- childrenthemselves, who teach and dation #6), take on added importance. learn from each other. For these are, locally, the points of con- Even withinthefieldcalled nection between public broadcasting Early Childhood Education, matters are and the other members of the Early not so precise andorderly as, perhaps, Childhood Education 'network." On the in other sectors of education,As weother hand, as the dimensions of the 48 the UnitedStates'delinquency, abandon- once to the public and therefore to ment and{ hill -abuseratesbecome Corporation for Public Broadcasting as more glaringly apparent,itisclearer wellto see what, first of all, is needed than ever that marriage dues not of it- by the public And then, where there is self confer ability for child-rearing Hence good will and know-how, perhaps those the Task Force's first recommendation, responsible can do what must be done, to educate parentsintheirroles as regardless of present limitations, to meet parents those needs. Because the child'sattitudes about himself and significant others in Early Childhood Education his life materially affect his desire andRECOMMENDATIONS ability to learn, Just as it colors what he learns, the Task Force has stressed theRECOMMENDATION #1: The Cor- importance of the affective elementofporation for Public Broadcasting Should Early Childhood education, precisely as encourage the Development and Ade- itis communicated in andalong with quate Funding of Programs Which Will the cognitive element (cf Recommenda- Be Helpful to Parents of Young Children tion #2) in Their Parenting Roles. Finally, the Task Force sees as Since the home is the child's first class- basic the notion of diversityinEarly room, parents are the first, privileged Childhood Education broadcasting. So.and most important teachers that chil- mach local broadcasters dren will ever have" However, due to and their budgets and their priorities inthe changing nature of the American tailoring public broadcasting tc specific family, a growing number of parents localconstituencies,including young (including teenagers) must face the ma- children What meets the needs of one ture task of child-rearing without the locale may be superfluous to another,assistance and example of their own what is broadcast at one time may be parents,grandparents,otherrelatives inconvenient oruseless' interms of and close neighbors. Even in cases where scheduling to parents in the home, or community services exist whichwould teachers in the schools and nurseries aid them in child rearing, economic cir- Certainly broadcasting is the prime de- cumstances and problems of transporta- livery system for now, the Task Force t.on often prevent parents fromavailing recognizes the enormouslegal and de- them_ elves of this help. Thus, a need velopmental task in even considering exists for services which are readily ac- supplemental modelsforeducational cessible to parents and which aid them delivery systems, such as use of mate- inthe development ofchild-rearing rials developed tor use via cable and skills and the understanding of child ITFS systems, film, printed media, and growth and development. discs. There are on video cassettes and Public broadcasting can meet problems of rights and clearances and, which limitations, this need through programming we recognize, under current rearing process. such alternate or supplemental deliveryis specific to the child of the Basics such as the physical,emotional, systems fall outside the purview of Corporation for Public Broadcasting. social and intellectual development the child should be stressed. However, But iftherole of this Task really to beemphasis should also be given to the rorce, as of the others, is between restric- ways in which the interaction usefulto public broadcasting, the develop- tions of "what is" ought not tobe parent and child promotes ment of trust, self-assuranceand other super-imposed on what "could be" or, self-affirming characteristics in children. better, what "should be" Our task has been to advise the Corporation for Pub- In order to be effective, pro- and gramming must go beyondthe level of lic Broadcasting as now constituted, It we have done that But in alarger sense, merely transmitting information. of the pub- should be so designed that qv; parent as constituents representative and lic, we have a larger responsibiltyathas the opportunity to assimilate 49 reactto the information thatispre- Until recently there has been an over- sented, and in doing so, realize qualita-emphasis in children's broadcasting on tivechangesinbehaviorrelatedto thedevelopment ofcognitiveskills, parenting whether in terms of exposure time or in A first step would be for the research and evaluation of the quality Corporation for Public Broadcasting to of programming Such emphasis can be marshal a broad spectrum of interested detrimental to integrated growth and de- professional and non-professional public velopment because it ignores other as- involvement at the local and national pects of the child's development. Chil- levels Among the professionals, there dren's programming must be designed would be social workers, public health tofacilitateintegration of intellectual workers, child development specialists, knowledge of subject matter with im- psychologistsandbroadcastersThey provements in self-knowledge, creativity, would aidinestablishing criteriafor and interpersonal sensitivity. In attempt- programming for parenting and, with ing to meet this goal, the Corporation materials and technical assistance pro- for Public Broadcasting is urged to en- vided by programmers, they would clar- courage and assess the applicability and ify concepts and reinforce appropriate effectiveness of various media, and vari- changes in parents' attitudes and be- ous methods within each medium. haviors. They would also interpret to The Task Force on Early Child- programmers on the local and rational hood Education recognizes that cogni- Levels,infounation about parental growth tive development is more easily meas- and change and further concerns for ured than affective development. New additionalordifferentprogramming. and equally essential objectives seem to Thus, the parent becomes not only the be developing: objectives dealing with recipient of broadcast services, but also self-awareness, happiness, creativity, ful- an active partner in the planning of such fillment which have human and per- services. sonal growth as their criteria. Funding for this proposed pro- Another aspect of concern in gramming should be provided by the the affective area is that the Corpora- Corporation for Public Broadcasting in tionforPublicBroadcasting provide cooperation with public health, mental programs which contain bothmulti- health, community development sources, cultural and multi-national experiences. corporations and foundations. These programs could contribute substantially to the extension of the child's Community Outreach Coordi- world view oeyond the bounds of fam- nators (see Recommendation #15) would ily and neighborhood, thus supplanting enable broadcast communicators to the inadequacies of organized educa- broaden their perspectives on parenting. tionalefforts and institutionsinthis It could also be the first step in estab- regard lishing liaison with individuals and organizations which in turn would provide RECOMMENDATION #3: The Cor- suggestions and implementation for par- poration for Public Broadcasting Should ent programming. Encourage the Principle of Diversity in The above recommendation ap- the Development of Program Material, plies not only to parents but also to in Patterns of Scheduling Which Recog- others who work with children in home nize that "Early Childhood" Covers a and group care settings. Wide Span of Years, a Wide Diversity of Needs and Interests, and a Wide RECOMMENDATION #2: The Cor- Expanse of Developmental Areas poration for Public Broadcasting Should Physical, Emotional, Social and Encourage the Development and Ade- Intellectual. quate Funding of Programs Which 1.It is suggested that the production of Feature Both the Cognitive and Affective children's broadcasting include programs Dimension of Human Growth and that serve the developmental needs of Development in Young Children. the young child; that serve the needs of ai'4 50 specitic locales, that serve needs or pret- Neighborhood, is simply because of the erences ofi hildren for a variety ot for-cost ot promotion and publicity. mats and treatments, that serve specific This is an area where the Cor- ethnic needs and interests poration for Public Broadcasting might from 2Scheduling is in the purview encourage funding participation of localstations, but Corporation for the business community A few new Public Broadcasting should encourage programs, such as Villa Alegre, have re- schedulers to remain continually aware ceived outstandinghelp fromExxon that Saturday mornings and summertime who h has paid for advertisements in au. times when young childrenwatch national magazines. Xerox paidfora moretelevision,thatsummertimeis halt-hour promotional on commercial a logical time to present programsfor T \' tor Sesame Street. simultaneous viewing by both parents Followingisa suggested ap- and children, that school vacations pro- proach toa national promotion cam- vide another opportunity for special pro- paign. All of these steps are necessary gramming to an elective national campaign in the general area of children's broadcasting; RECOMMENDATION #4: The Cor- however, we recognize that certain ele- poration for Public Broadcasting Should ments could be selected for use in the Provide Funds to Publicize and Promote promotion of individual series. Of Children's Broadcasting by Whatever course, the strength of any national cam- Munk are Best Suited to Reach Both paign is based_ upon sufficient _support, General and Target Audiences. at the local level. Optimum useisnot made ot public 1. Round Robins. These would broadcasting at this time by the public. be a series of local meetings attended Programs and series ot programs of theby instructional television and public in- finest quality, with the highest educa- tormation personnel. Each group must tional and; or instructional goals may be learn the techniques, processes, and con- developed, but unless they are seen and cern, of the other. heard by the youngsters for whom they 2. Materials. Promos. These were developed they aresimilar to a would be a series of "slick" promotion wonderful gift which has never beenspots produced for use on commercial opened Resistance to public broadcast- and PBS stations to promote programs ing should be tracked, examined and and public television generally. rectified. The Task Force feels that some Print. A series of ads would be ot the reasons for the lack ot audience designed for use in national magazines. awareness of existing broadcasting ma- These would be designed to increase tehals are awareness of the specific program and lack of proper publicity public television generally. A brochure lack ot advar ce notice on public television would be devel- lack of promotional programs oped for the materials How-to-do-it kits. Suggestions lack of a system for public feed- for regional and local programmers on back or opinions of materials. how to write press releases, ideas on A young child's intense need where to place them, follow-up ideas, and desire for stimulation is known A color prints or slides, mats for local ads. young child's intense delight and inter- 3. National Promotional Pro- est in television and radiois known. gram. This would be a "slick" produc- Outstanding programs forthe young tion with the goal of giving the public a child have often been produced for general idea of the kind of productions school and home without apparent audi- now being broadcast or in "coming at- ence awareness Why? tractions" and how much their support The reason that parents and is needed young children are not aware of many 4 Evaluation. The Task Force of the programs written for them, ex- Committee and Corporation for Public cept Sesame Street and Mister Rogers' Broadcasting staff should conduct regu-

51 lar evaluation on the process and tech- public broadcasting. niques or promotion The Community Outreach Co- It should be emphasized that ordinator would be responsible for orga- production and broadcast of a nationalnizing extorts to mobilize the participa- program is only one component ot ation of community groups and target total national campaign. audiences in specific programming proj- Most of the publicity and pro- ects motion or programs directed to young The Corporation for Public children must be dune by local stations Broadcasting, through surveys of these with the help or their Community Out- groups and coordinators, should evalu- reach groups tcr Recommenaation # 5). ate data received from them and make A percentage ot funds might be allo- them 'availableto public broadcasters. catedbythe CorporationforPublic The Community Outreach Committee of Broadcasting to local stations to be ear- ACNO should regularly assist the Cor- marked for promotion andpublicity. poration for Public Broadcz sting in eval- The importance oflocalcooperation uation of material and suggestions re- with community groups is important in ceived from local community outreach distributing intormation via public and groups. private or parochial schools, PTA, and Ascertainment-feedback mech- various target group organizations. Dis-anisms must be regarded by CPB, PBS, tribution of publicity and request tor NPR, and local stations as an obligation reedhat k _ . rrom _parents might_ also be incumbent upon publicbroadcasting by done in supermarkets, and similar retail its very nature outlets. Finally,as regards specifically Itis also recommended that a evaluative feedback and research mecha- TV Guide for Children be instituted. nisms pertaining to Early Childhood Ed- ucation, the Corporation for Public RECOMMENDATION ;F 5 : The Cor- Broadcasting's Department of Research poration for Public Broadcasting Should and Development should work closely Encourage and Should Provide Financial with national and local community out- Grants to Public Radio and Television reach groups to ascertain effectiveness Stations for Employment of Full-Time of specific educational programspro- Coordinators of Community Outreach duced and broadcast by public radio to Organize and Facilitate Regular and television Mechanisms of Public Feedback to Local Stations, and Through Them to the RECOMMENDATION #6: The Cor- Corporation Itself. poration for Public Broadcasting Should The backbone otthis mechanism of Support and Facilitate the Implemen- local-national reedback would be local, tation of Delivery System Models for station-coordinated, community out- Early Childhood Education Which reach groups Where a given locale has Incorporate Both Broadcast and Non- both a public radio and a public tele- Broadcast Elements to Meet Needs and vision station, one such community out- Special Conditions of Educating reach group with joint radio-TV coordi- Young Children. nators would serve both local stations.The early childhood constituency is The Corporation tor Public unique, it includes not only youngsters Broadcasting should encourage the de- from birth to about eight years of age velopment of local community outreach but also late adolescents and adults (gen- groups as a matter of policy, with fund- erally young) who are prospective or ing to local stations to provide full-time actual parents of young children. coordination for these essentially volun- Itis also unique in that both teer groups. the children and the related adults re- Community outreachgroups ceive their education in a wide variety would be guided by station coordinators of settings Most of the children are at in identifying and specirying local needs home, some are in group care; while and suggestions for local and national others are in organized school situations.

52 called to the importance of experimental The prospective/a, 1 parents are in school, at home, at tta the labor force techniques for transmitting the audio portion 01 television in such a waythat Par,mts may Skirt' their moth-additional audio channels can be trans- ering, fathering tasks witholder siblings, mitted to provide bilingual TVsound with untrained helpers, withparaprofes- channels This particular featurewould sionals, or with highly trained profes-serve one of thehigh priority goals in sionals In the Flinn, they are part ofthe early childhood, that of a multi-cultural changing scene with its mobile lifestyle, approach in a "mainstream" contextof its rootlessness, and itsfragmentation in national programming terms of large familyconstellations The with Another development, interac- early childhood constituency shares use- all the population diversified life space tive cable service, points to a very ful system, particularly in programs tor and stylesurban, suburban, rural, iso- parents and others who areresponsible lated, congested, as well as a whole spec- of trum of cultural at 3 economiccondi- for the education and development In such a system they tions yc '.ldren wou' ble to gain :mportant infor- In the early years mostchildren matio., Jut available resourcesand are not in regularattendance in formal health, social, edu- to a signin- services (community, school setting. They car cational) for their childreninformation c ant degree, be servededucationally by gion-specific and therefore radio that isr the media of public television and highly functional. I iowever, current patterns ofscheduling broadcasts for young children are inade- A ipoint in this recom- quate (ct Recommendation#3) Public menda' .1refer, to supplementary ma- television stations have only a certain terial 'road, asting alone can provide number of hours available to serveall stimulat.on to young children fortheir the public Young children can use pro- own learning.But the nature of the grams am time trom 6 00 a m to7 00 young child's learning processrequires p m a 13-hour span ofch !d care hours more than stimulation asprovided by which Public Broadcast ng Service sta- broadcast TV and radio. It requires that and tions cannot supply. he actively use concrete materials oersonal events to re-experience, to re- it isdesirableto Therefore, ,.11, to respond, to recreate. have alternate delivery systems sohat program ac cess and use canbe con- It is, therefore, desirable to de- 'rolled by adultsin charge of young velop a delivery system which can pro- children. vide broadcast-related reference mate- Such control is necessary to the rials such as pictures, audio tapes, rec- ords, books, manipulative materials, ,seicialfactors oftiming, of selected repetition, and, at an appropriate time, games, etc. Purcha3e andlibrary-type and of stopping the more passive actsof loanarrangements, both mobile watchingiktening in favor of child ac- fixed, could well be part of he system. tivitv--all in the interest of supporting Contractual arrangements the natural, effective learning patterns should be made with mediaproduction of young children. nits, with national educationallabora- The state of the art of suc' tories, and with commercialproducers constructive, and systems as video cassettes,video discs, ofprint,non-print, audio cassettes, cable TV, ITFSfacilities, manipulativematerialsfor production etc are exp, tly discussed inSection V and marketing of these reference ma- of the Witherspoon report and aredi- terials rectlyrelatedto meeting thespecial The Corporation for Public needs for greater user controlinthe Broadcasting should developguidelines early childhood sector, there is noneed for such contractual agreementswhich to repeat them hire take into account quality control, acqui- Special attention should he sitions, and economicaccountability, 53 RECOMMENDATION #7: The lems or meeting needs. Corporation For Public Broadcasting If a broadcaster spends area- Should Establish Fellowships for sonable length of time delvinginto pre- Experienced Broadcast Personnel. schoolcare, day carecenters, Head Start programs, the problems with which The pressure of time in the broadcasting parents of young children must cope, area permits little opportunity for per- he would return to his work with first- sonnel in the broadcasting professionto hand information that would resultin he aware, in depth, of the many needs more purposeful and useful communi- and complexitiesofearlychildhood cations education. Further, there will be recipro- Fellowships for producers, di- cal benefits for the fellow and those with rectors, public information workers andwhom he works in the Early Childhood other station personnel would enable Education field. them to recognize and more easily de- TheCorporationforPublic fine the needs of the early childhood Broadcasting should set asidemoney for education, how broadcasting can help this purpose and also consider funding meet these needs, and how broadcast- these fellowshipsin conjunction with ing can be instrumental in solving prob-special interest groups and foundations.

Appendix: Clustering of hood, thus supplanting the inadequacies Recommendations Concerning of organized educational efforts andin- Affective Development stitutions in this regard. Dr. Alvin Simmons, Ph D., S.M.Hyg ; The originators of Sesame Street Harvard Medical School, proclaim the following "We didnot Director of Public Health expect each child to play the violinor to become an architect or a poet, these It seems there has been an implicitcon - things being particular goals defined by centration upon the development of cog- the individual child's aptitudes, interests, nitive (intellectual and knowing) skills and experiences but we assumed that all both in terms of exposure time as well children would learnto read and to as with regard to the research, and eval- write." In contradistinction, we maintain uation of the quality of programming. that education should be viewedas a Such emphasis.--anbe detrimentalto process of actual living, and not merely integrated growth and development if a preparation for future living Each child it does not equally attend or indeed and each person must learn how to be ignores the child's affective (emotional, his own artist, his own musician, his own feeling, creativity, being) side which must scientist, his own poet, his own historian, be inextricably linked to the learning of his own navigator. Parents and teachers cognitive skills The goal in this regard assist in this growth and development by must he to integrate intellectual knowl- equipp,ng the child with deeper, more edge of subject matter with improve- gripping and subtler ways of knowing ments in self-knowledge, creativity, and the world and himself To foster this '''rpersor, ,*sensitivity.In attempting new creativity we must place things, ac- neet this goal, the Corporation for tions,services, accomplishments, tasks Public Broadcasting is urged to encour- etc. in new perspectives. Thus we can age and assess the applicability and ef- continually encourage the searchfor fectiveness of various mediaAd various identity through engaging the child in methods within each moue Addition- inquiry,in this way improving his art ally, the Corporation is expected to pro- and technique of seeking creative an- vide young children with both multicul- swers to the questions "who am 1, where tural and multinational experiences that do I belong, where am I going, where

:oldcontribute substantiallytothe do I come from, and of what am I extension of their moral communitye- capable?" In the degree that one is able yond the bounds of family and neighbor- to approach learning as a task of dis- 54 tams us and what can sustainchildren covering somethingrather than "learning will is "out there" inthe world, in abun- about it," to that degree the c hild it, we waste it,if we tend to work with the atiumonly ofself dance We lose be insist on a self-consciousimmediacy and reward, or, more properly, he will subjectivity There is a world tobe regarded by discovery Itself. known, there are others to beknown. The Task Force on Early Child- The world and the others willchallenge, hood Education maintains that, todate, provoke, irritate and abrade againstthe achievement motivation as portrayed on and media self. This is how we are enlarged both the public and commercial educated, fulfilled and we grow, a proc- has been more highly regardedthan af- ess that begins atthe earliest instances filiative motivation, since theformer is life as a productive and to afford inlife,a process that views seen to be more journey not a destination. greater control over the environment. Motivation, whether towards But new and equally essential gils seem achievement or affiliation, isrecognized to he personal,interpersonal and hu- ful- as being sociallydetermined to a great manistic, with happiness, creativity, Public fillment, expansion and personal growth extentThe Corporation for Broadcasting can serve society pro- as their landmarks Inorder to achirve 'lops be ,..ssisted gramming thatnurtures and these goals, children must ;by and cop- children's natural desireto in developing competencies encouraging perseverance in t eface of ing skill, which are notonly mechanical interpersonal obstacles whether intellectual or emo- and instrumental, but also tional; and by initiating a zest andzeal Many of our truly consummateaffective of in the exercise anddevelopment of the experiences involve non-awareness of pre- self Therefore, we do notrecommend natural gifts, abilities and talents feelings school children.Itisour belief that that the child's emotions or all one's of the happiness is not a state in which themselves be the subject matter hopes education is wishes are satisfied and all one's learning situation Affective fulfilled, but ratheris the result of a not and cannot be anend in itselfIn and com-satisfaction, confidence and assurance life, feelings are inextricably purposeful plexly embedded in reflection,motiva- that one is striving toward action and be-goals This is what makesachievement tion, problem solving, possible and communication andaffilia- havior The emotions emergeincidental- ly but essentially We believe,therefore, tive behavior real. include as many Initsattemptsto encourage that shifting attention to multicultural and multinationalunder- forms of creative art-work aspossible, standing and interaction theCorporation with no explicit mention offeeling, but which will with attention to the processesof mak- must encourage programming provide reference points foranalysis of ing, shaping andre-shaping would do amount of the deepest issues of our timeby mak- more for children than any between variables that sitting in a circie saying nicethings about ing connections seem at first sightunrelated, to allow each other intuition. The making of art, be it a poem, the child to trust in his (her) this sense, an element of visionary sculpture, music or the c hild's experience member of imagination can serve as atemplate of art as reader, perceiver or against which children mayplay out an audienceinvolves a complex and im- doing gain heart, and their own feelings and in so plicit confluence of mind, the personal the more profound insight into hand, attentionis not directed to feelings fluctuating play of social contexts from which such life of the ego, to the emphasize our something which derive. It is important to teelings, but rather to educa- outside and inside the belief, however, that such moral is simultaneously tion will be effectiveonly if the models selfItisa processwhich involves a from the portrayed engage in moral actionsand willingness to detach oneself demonstrate that obvious through a detachmentof com- that in such actions, sound reasoning is essential tothe moral mitment We do notmerely have the self What sus- life. self and the feelings of I ...I 55 1 i The affective dimension ofand context We maintain that the roots growth and life must also includemore of culture are in the events and experi- exposure for the participative arts andences of one's own life and the culture humanities. This Task Force believes that itself is a name for the body of ideas, a generous and lively exchange in theexperiences and customs to which the liberal and performing artscan give us members of a given community adapt the hope thatif we understand each themselves (i e, the things they accept other so warmly and naturally in these as valid and according to which they areas, we may one day be able to com-live their lives). The Corporation should pose politic'economic, racial, ethnic,encourage and support more exposure, religious ai J philosophical differences. both visual and auditory, to modal de- In general, we believe that the intel-scriptions of various cultures, highlight- lectual and moral climate of our timesing their rituals, functions, roles, dress is agreeable to the proposition that man customs, gestures, communication pat- does not live by bread alone. And it isterns, reference groups and appropriate precisely this interchange in the humani- artifacts. The overall thrust of such edu- ties (the creative and performing arts) cation should be not only to highlight that is and should be the business of man. differences and uniqueness, butalso Together with those behaviors termedemphasize cultural compatibilities and prosocial (i e., generosity, kindness, sym- commonalities, or how cultures co-exist, pathy, altruism, empathy and helping as accommodate, and blend. well as moral behavior which is often understood as including prosocial be- In making such a recommenda- haviors), the artsprobably in direct ratio tion the committee relied on the Arts as to how creative and active they areand Humanities Act of 1965 for the are the preservers and purveyors of those following definitions: values which define humanity (and for 1. Humanities consist of mod- some define divinity). ernandclassiclanguage,linguistics, It is our considered opinionliterature, history, criticism, theory and that art may prove to be as much anpractice of the arts and those aspects attitude as an aptitude, and more a point of the social sciences which have hu- of view than a product. In recommend- manistic content and employ human- ing this need for emphasis on the partici- istic methods. pative arts and humanities we maintain that: a) art is a most pervasive, persistent 2. Arts consist of instrumental and powerful affirmation of the life-force and vocal music, dance, drama, folk art, in man; b) science has been able to pro-creative writing, architecture and allied vide knowledge of matter but not offields, painting, sculpture, photography, essence or beingtherefore, matters ofgraphic and craft arts, industrial design, value, which heretofore have been ig-costume and fashion design, motion nored because they were not measur- pictures,television,radio,tapeand able, may stillhave something to say sound recording, and the arts related to concerning the nature of reality; and the preservation, performance, execu- c) art is an attempt to communicate, to tion and exhibition of such major art establish contact, to find kinship even forms. across centuries and oceans. In accom- In proposing this recommenda- plishing this aim, we need to cultivatetion for the Corporation to encourage the creation of a spirit of inquiry andmore attention to the emotional or af- aesthetic interest while preserving the fectivecomponent oflifewe fully natural intensity of all modes of percep- realizethe major difficulties involved tion and sensation. and are reminded of Meno's question to Knowledge ofself(identity), Socrates concerning the nature of virtue prosocial behavior, humanities, the par- which is in some ways the basic ques- ticipative arts and interpersonalskills tion regarding values: "Can you tell me, must be communicatedinamulti- Socrates, whether virtue is acquired by nationalandmulticulturalframework teaching or by practice; or if neither by 56 0,18 teaching nor practice, then whether itcellence, interest for and inquiry into conies to man by nature, or in whatthe participative arts and humanities re- other %vay?" We affirm that values, af-sults from both learning and practice fective development, prosocial behav- and comes to man by nature and is nur- iors, curiosity, motivation, zest for ex-tured by culture.

57 Report of the Task Force on Elementary-Secondary and Teacher Education

Introduction The Task Force has been en- This TaskForce was askedto make couraged by the perceptive opinions and recommendations regarding the role of substantive suggestions of these individ- the Corporation for Public Broadcasting uals and groupsopinions and sugges- in elementary, secondary, and teacher tions from which our recommendations education. In this process, we have con- have been developed. The amount of sidered the interrelationships of three data has confronted the Task Force with entitieseducationinAmerica,non- difficult decisions on priorities, for many commercial radio and television and re- of the suggestions are for actions that lated technologies, and the Corporation relate to each other in a total scheme for Public Broadcasting. of interdependent components The Task Force comprises 14 Because of the broad sweep of membersrepresentingwidelydiver- the data-gathering process, large seg- gent national constituencies inside and ments of the educational community outside the education profession. In or- are aware of the study and its purposes der to gather valid data as a basis forMany respondents expressed the desire the recommendations that follow in this to read tl.ereport on itscompletion. report, the Task Force employed a va- Hopefully, they will serve as a base of riety of procedures to tap grass roots supportasthe recommendations are thinking of responsible citizens, young implemented. and old, throughout the country who In conducting the study, the represent national organizations relatedTask Force members were acutely aware directly or indirectly to education. These of the enormous needs of citizens of included teachers, principals, administra- all ages to keep pace with, or at least tors, students, supervisors, parents, cope with, the rapid, almost revolution- board members, representatives of youth ary changes in life-styles in today's so- groups, members of women's and ethnic ciety and the avalanche of new knowl- organizations,teachereducators,in- edge that affects us all. The challenge structionaltechnology specialists, andto educationisimmediate, the needs public broadcasters. The Task Force also are many and complex, presenting the consulted individuals outside of educa-Task Force with awesome parameters tion in fields such as labor, health, busi- for its study. nessandindustry,government, and How can applications of in- commercial broadcasting. For details of structionalmedia and new develop- procedures, see Appendix. ments in technology enhance, enrich, 58 kiCi and improve education? What are the which represent options for action to important elements in their effective use CPB We were reluctant, however, to inthe learning pro«,ss? How can in-designate thesepriorities because we structional media serve well the different believe thatallour recommendations needs and aspirations among those seek- are important and interrelatedinthe ing educationpeople with a variety of overall matrix of instructional broadcast- ,octal, economic, ethnic, and geographic ing We were faced with the dilemma backgrounds? And what caninstruc- ,f one w ho n asked, "What part of an tional media do hestinthe fieldof automobile is more importantthe dis- education? tributor or the carburetor?" These are some of the que bons the Task Force pursued. Rationale for the Recoiendations The Task Force gathered data The Task Force's investigation and analy- through 17 mini-conferences, held dur- sis have been complicated They have ingconventionsofnationalorganiz- included an attempt to understand the tions, a meeting with 18 national edu- problems of our educational system, an cation organizations and representatives examination of the structure and func- frompublicandnonpublic schools tionof publicbroadcasting and the threemeetingswithmajornational rapid changes inrelated technologies, groups representing women, youth, and and a sober look at financial and po- ethnic minorities, the written responses litical realities. of 25 practitioners in the held of instruc- We did not limit ourselves to tional broadcasting (100 had been in- broadcastradioandtelevision.'Any vited to make suggestions), three schol- serious consideration of improving edu- arly papers dealing in depth with trends cation through radio and television must in elementary education, secondary edu- acknowledge nonbroadcast as well as cation, and teacher education, a survey broadcast technologies. of 500 teachers by an opinnaire; a meet- As we gathered information ing with 24 student leaders from 10 high another fundamental finding quickly be- schools which use instructional media, came apparent. Most of our recom- and countless interviews withleaders mendations relate to this simple fact: in education and public broadcastini, There is a chasm between public broad- (See Appendix for these reports casting and the educational establish- After carefulanalysisof thementin activities,inpersonnel, and various data, the Task Force compiled even in objectives. its recommendations under nine cate- This gap is an obvious cause of gories.Although thecategories have thestunted growth of whatisnow been listedin priority order, they are known as "instructional television." In- closely interrelated. structionaltelevisionhas become an 1. Imperative Need for Education- educational no man's land. To educa- Broadcasting Partnerships tors, too often itis peripheral, too ex- 2 CulturalDiversity- AnEduca- pensive, underutilized, superfluous. To tional Challenge forPublic many public broadcasters, it appears to Broadcasting he a burden, an anchor, an albatross of 3. The Improvement of Utilization traditionalism and bureaucracy. Yet, for Practices many years, both have believed that 4 Teacher Education television and radio should be powerful S. Instructional Programming instructional forces for education. 6. Decision- Oriented Research The bridging of this gap is a 7. Rights and Clearances prime challenge, not only for the Cor- 8 New TechnologicalDevelop- ments [he Task Imre wishes to make it clear that when the term In,trui !tonal television is used in this report 9. Promotion and Awareness itis meant to encompass not only instructional prr- The Task Force listed specific grams on Op1,11.1Muit broad( act channels but also instructionalprograms onInstructionalTelevision recommendations under each category, Fixed Service (ITFS) and on closed-circuit and cable which appearinpriorityorder and television and/or via satellite communications 59 porationforPublic Broadcasting, but Teachers were given a couple of also for agencies of education, the Pub- credits for threading a projector lic Broadcasting Servic e, National Pub- and using ataperecorder. But licRadio, and individual broadcastinc! rarelydid schools of education stationsSerious, cooperative, effective teach the use of media as an in- efforts are overdue. tegral part of instructional design Let us examine for a moment Given this history, it is no some of the problem in historical per- surpri,c that ITV grew up on the spective One' of the consultants to the periphery of American education Task Force has this to say regarding in- From its beginnings to the present, structionaltelevision'shistoricalper- ITV has been required to prove it- spective self, to document its successes, to In the beginning was the justifyitsexistencetoa much Ford Foundation The foundation greaterextentthanfilmcom- preached with its dollars that ITV panies, textbook publishers, class- could he most effective by bring- room teachers, curriculum super- ing the master teacher into every visors, or school supenntendents. classroom to give each child the best instructionavailable.The The Task Force members also educational television communityconsidered the financial strains on the bought the master teacher concept agencies involved, and we are aware of ina big way But the classroom thepolitical,interinstitutionalhurdles teachers did notIf you were athat words, even dollars, cannot sur- creative teacher in the '50's, you mount The actual distribution of dol- rarely turned on the television set lars may well be secondary to the en- even if one was availableFor couragement and inspirationthe Cor poration other teachers, whilestudents forPublicBroadcasting can viewed, ITV was coffee and light- currently bring to the situation. up time. Given the major bridge-build- While that master teaching goal and assuming astable and er was on the tube, we in ITV as- properlyfinancedsystemofpublic sured teachers that we were trying broadcasting, there are individual areas to support their classroom effort, in which specific activities and projects not replace themAt the same might thrive. time, ITV was being sold to school We must formeducation- hoards on the basis of cost-eftec- broadcasting partnerships by bringing tivenesshy teaching more stu- public broadcasting and education closer dents with fewer teachersIf youtogether This recommendation is basic were a teacherwith ail the talk to all of our recommendations. We see about cost-effectiveness and mas- the Corporation for Public Broadcasting ter teachers-- would you have beas a promoter, a cataly;t, and an initiator lieved that ITV was a benefit? in this endeavor. The development of ITV America's great strength, cul- in the United States began outside tural pluralicm, should be a basic con- the walls of public education ITVcern in the development of projects for was something that most television instructional media: serving the special stations did for schools, perhaps needs of minorities, and highlighting the to schools, but rarely with school, diversity of cultures in our population And what were institu- present continuing responsibilities and tions of higher education doing opportunitio,,forinstructionalbroad- about the miracle of television casters the new window on the world? For improved utilization, tele- Not much! Professors put lectures vision for learning must he access/bk. on tape or read them live on-air. We submit that single channel, once- 2 Howard kSpergel, Director of Educational Serv- only exposure, isinsufficient. Teachers ices, Eastern EducationalTV Network, Boston. as well as students must have access to televised instruction on a basis as flexi- Summary of Recommendations ble asistechnic allypossibleItmust Imperative Need for Education - also be adaptable to classroom, small-Broadcasting Partnerships group and individualized learning situations Television in schools is more Cultural Diversity: An Educational than a mass mediumItmust be de- Challenge for Public Broadcasting s( heduled and decentralized and avail- 1 Develop a national program able on demand series featuring various ethnic cultures There is a clear need to make in the United States both teachers and administrators Filo', 2. Offer training opportunities aware of the electronic mediaarid a to ethnic minorities. clear need to bong public broadcastersThe Improvement of Utilization closer to an understanding of proce- Practices duresin education Inshort, teacher 1 Facilitate collection and dis- education and hroadcaster education are semination of successful utilization ef- required as we close an obvious gap forts to serve as models. Instructional television has been an add- 2 Encourage PBS and NPR to on to education for too long We must hold workshops to generate understand- visualize instructional broadcasting as a ing and support of good utilizationtech- part of education and not as an ex- niques. pendable frill. 3. Seek funding supportfor The heartland of the entire in-development, production, and dissemi- structional technology effort is program- nation of supplementary support ma- ming geared to the needs of the con- terials to accompany national program- sumers- -students and teachersThere is ming that has instructional potential. an acute need for emphasis onderision- 4. Encouragelocalpublic iinented research There are scores of broadcastingstationstoassignstaff questions that remain unanswered, and members to give technical advice to any effort to widen applicationof in- school districtsin planning, selection, structionalbroadcastingtoAmerican purchase, and maintenance of technical educationmustincludemechanisms equipment. that will provide answers 5. Encourage PBS and NPR to Questions of rights clearances, urge member stations to train and em- classroom utilization, technical declop-ploy one or more full-time utilization ment of storage and delivery systems,specialists to help teachers in the sta- and understanding on the part of alltion's area improve utilizatio citmens were raised and studied through- Teacher Education out our extensive deliberationsThese, too, must be faced squarely if the Cor- 1. Provide grantstoactivate poration for Public Broadcasting isto teacher-centered teaching centers which assume a role in Americaneducation utilize local TV and radio facilities. We submit that an educational 2. Provide cooperative grants effort is needed, not only within publicJointly to local stations and colleges of broadcasting but also within education education r provide teachinb, experi- We must find ways to create an aware- ences ini 'sof instructional broad- ness of the potentialities ofthe use of casting. TV and radio in the classroom among 3. Explore ways to make avail- teachers during their pre-service and in- able TV and radio programs featuring service experiences. We mustdevelop outstanding leaders and use these pro- projects that will ease anxieties about grams inteacher education seminars, instructional broadcasting among teach- workshops, etc. ers and administrators,Finally, we must 4. Seek funds for production of clips of good insistthatpublic broadcasters them- a series of short, recorded selves learn what itisthat makes an teachers in act:on to show classroom educational experience and what goesproblems and the manner in which into an instructional system. teachers respond. 61 5 Encourage use of radio and Decision-Oriented Research TV courses in colleges of education to 1. Take an in-depth survey and familiarize future teachers with media establish apilot programtoexp'ore Instructional Programming quality and quantity of program utilization,comparing broadcast and non- 1. Establish partnership grants broadcast delivery systems. to be awarded jointly to public broad- 2 Gather and disseminate in- castingstationsandschooldistricts formation on student needs in various and/or other education agencies for pro- geographical areas and determine types duction of innovative instructional proof programming needed. grams on radio/TV in response to local or regional needs Rights and Clearances 2 Support the idea of a PBS Serve as a catalyst in bringing Instructional Program Cooperative paral- together representative groups to resolve leling the Station Program Cooperative problems of clearance of programs and 3. Serve as a catalyst to bring materials. together concerned organizations to develop a more critical viewing and lis-New Technological Developments tening audience among young people Broaden CPB responsibilities to 4 Continue to support high includenonbroadcast mediaapplica- quality program series and emphasize tions such as ITFS, CATV, closed cir- programs for secondary level,particu- cuit, satellites, video discs, and cassette larly for junior high school age youth. technology. 5 Make available special "ac- 1Provide information on new quisition" grants on a matching basis totechnologies. aidschooldistrictsunable toafford 2. Experimentwithdevelop- rates charged by instructionalbroad- ment of cost-effective delivery. castiig libraries. 3 Promotedevelopmentof 6. Arrange with PBS andits satellite communications to servere- member stationstooffer off-campusmote areas with limited or no access to credit courses on TV for high school public TV and radio students during out-of-school hours 4 Experiment with utilization 7. Establish central and/or re- of two-way audio/video interaction. gional libraries of tapes and cassettes 5. Encourage FCC to expedite of excellent instructional TV programs adoption of necessary rulesregarding for rental or purchase equal standards in UHF and VHF tuners 8. Take appropriate stepsto in TV receivers. respond to need for programs produced 6. Explore ways in which an for youth and by youth and to involve interfaceofnonbroadcasting compo- youth maximally in planning nents can be activated for the improve- 9 Supportradioand/or TVment of instruction. programs toassist parentsinhelping their children get the most from their Promotion and Awareness school experiences. CPB should mount a continuing national 10. Be aware of productions effort to develop understanding and ac- being planned for evening and weekend ceptance of instructional broadcasting broAcast, commercial and noncominer- among educators,students,andthe ciar,that have instructional potential general public. Call these to attention of educational community and, if pr,tile, secure rights Some Current Needs of Education: to adapt these pro , for instructional Implications for Instructional use. Technology 11. Serve 'eannghouse for In order to identify the important needs collection and disc ation of program ofeducationtowhichinstructional information to expAite and encouragetechnology might make a contribution exchange of locally produced programs and to form recommendations, the Task 62 64 Force tapped several sources of infor- Appendix .This survey sheds light on mationThese included the following some problems teachers believe inhibit the report of a recent survey on instruc- the extensive use of instructional broad- tional needs conducted by NEA's re- casting in the schools ) search division, three "think pieces" on The papers on trends in educa- trends in education by outstanding edu- tion and the mini-conference discussions cational leaders, interviews with con- underlined six basic education needs of sultantspecialiststothe TaskForce, schools of the '70s mini-conferences with teacher associa- 1. The need for the individ- tion leaders,administrators,student ualization of instruction whereby each leaders, parents, and others, child has the opportunity to progress The NEASurvey,inwhich at his or her learning speed and in ac- 1,600 teachers were asked to rank their cordance with individual interests and views on 25 instructional problems in aptitudes. The teacher is constantly seek- such categories as school staffing, cur- ing a wide variety of resources to imple- riculum, and adequacy of teaching re- ment this concept Accessibility to rele- sources,revealedthefollowingpri- vant,meaningfullearning materials orities. with appropriate copyright clearances Parentsapathetic abouttheir in a variety of formats (tapes, discs, cas- children's education. settes open-circuit,print media)are Too many students indifferent needed by teachers and learners on an to school. on demand basisforthat "teachable Physicalfacilitieslimitingthe moment" when students are ready to kinds of student programs. learn These materials are needed both The widerangeofstudent for individual and for small group use achievement. New technology also accom- Working with too many students modates the concept of individualized each day. instruction through the attachment of Too many norinstructional du- "listening jacks" to TV receivers, radios, ties. and tape recorders to permit individual The values and attitudes of theand small-group reception. The notion current generation. radioand TV aremass media, Diagnosing student learning that limited to class reception only, is being problems. modified by the rapidly expanding state Lack of instructional materials Quality of instructionalmate- of the art. alternative nals. 2. Theneedfor There are implications for ineducation opportunities and increased structional technology in meeting sev- optionsforlearnerswhosclearning eral of these needs. For instance, therestyles are incompatible with traditional were many requests for high quality in- teaching. Hence, the introduction of al- structional programs to make learning ternativeschools,store-frontschools, "exciting" and "relevant " Later in the open-space learning situations,schools survey, t,.achers mentioned that therewithout walls, off-campus courses for were "too few opportunities to improve credit, and mini-courses offers excel- professional skills." Af if echoing these lent opportunities for the application of teachers,mini-conferenceparticipants instructional technology. repeatedly called for radio and television 3. The need for a more hu- demonstrat.ons of excellent teachers inmane schoolenvironmentinwhich action for use in college courses andchildren can learn. Mini-conference par- in-service seminars. (Additional informa- ticipants requested that increased attention from an NEA survey just completed tion be directed toward improved re- on teachers' opinionsabout expanded lationships among and between teach- use of instructional broadcasting tohelp ers and students. They asked forexcel- solve or rel'-ve the instructional prob-lent programs on the humanities, along lems mentioned above can be found in withprogramsthatdepictpersonal 63 t):3 problems on such matters as drugs, sex, 5. The need to keep pace with and the generation gap, as a basis forthe rapid explosion of knowledge. Both discussion.In her paper on trends in teachersandstudentsrecognizethe elementary education, Dr Louise Ber-value of instructional broadcasting in man highlighted the personal needs ofproviding the latest information on a elementary level children that schoolssubject and in providing a way ofup- must recognize. (See Appendix .) She dating textbooks. As one consultant put stated that a child must learn to under- it"ITV should be the last chapter after stand himself or herself in order to adapt the last last chapter inthe textbook." intelligently and that a child must under- Teachers asked for c,uick and current re- stand how to collaborate with others "sofresher mini-courses and presentations that visions larger than those seen byby scholars to help them keep abreast of any one person can become reality. new developmentsintoday's world. Our respondents requested more in- Students said,"Bring us materials we structionaltelevisionseriessuchas can't get any other wayexciting epi- Inside/Out that put emphasis on affec-sodes in history; programs on space sci- tive rather than cognitive skills. ence, career opportunities, and world Rapid transportation andcom- cultures; and discussions of criticalis- munication have highlighted the inter-sues (ecology, energy, population, the dependence of people and the need infood crisis, and the economy)." Radio our society for appreciation and under- and television offer unique capabilities standing of cultural, ethnic,religious, to fill gaps in educational resources. and national differences. Education has 6. The need for community an enormous responsibility to preparesupport and involvement at a time when persons not only for living but for ;w-there is considerable citizen disc ..chant- ing together. (See recommendations on ment with education. The two top In- Cultural Pluralism.) tructional problems cited by teachers in 4 The need for students andthe NEA survey mentioned previously teachers to participate in decisions thatwere parental apathy and student indif- affecttheir lives. This implies giving ference. The Task Force responded to them the opportunity to take part in all requests from parents for programs to decisions that affect themdecisions in help their children "get the most out governme.it, local, state, and national;of their school experiences" and for parentalinvolvement in school governance; and in what hap- inanadvisory pens inthe classroom. Students and capacity in the implementation of in- teachers want programs which inform structional broadcasting. Televising school board meetings has been helpful them about how they can play a rolein all these areas. But, more basic to these in this respect in some localities. implied in this need for school recommendations, they want to becen- supportisthat of adequate funding. trally involved in decisions ininstruc- Perhaps the improvements ,' tionalbroadcasting,i.e.,the planning ,:ducation and production of programs, the deter- envisioneu by the participants in this mination and control over what is to be studyimprovements whichwilladd used and when and how in the class- excitement, relevance, humanity, and in- room, and the need for teacher-centeredvolvement to the educational process teacher education. will reverse negative attitudes and replace them with positive taxpayer sup- We are reminded of the com- port. ments of our student leaders, "Don't The needsarevariedand give us all the answers; present us withmany. No one project, no matter how problems and let us think out the solu- broad its recommendations for improve- tions ourselves." They were emphatic in ment of education, can accomplish more expressing the need for programs for and than one small step forward, but itis by students, and they also urged the important that this step be taken with Corporation to appoint student advisory wisdom, commitment, courage, and the committees at national and local levels united effort of all concerned. 64 Ci;) RECOMMENDATIONS Cultural Diversity: An Educational Challenge for Imperative Need for Education- PublicBroadcasting Broadcasting Partnerships The Corporation for Public Broadcast- ing can perform a critical function in The Task Forc' agreed unanimously that presenting, through public TV and radio, basic to all our recommendations is a the rich pluralism of the American ex- commitment tothe development and perience TV and radio are uniquely able strengthening of education-broadcasting to depict our nation as a collection of partnerships at local, state, and national cultures Of course, in considering the levelsOne respondenttotheTask diversity of cultures in the United States, Forcereflectedan almostuniversal TV and radio should recognize not only opinionoftheindividualscontacted Afro-Americans and Hispanic Americans with the statement: "There must be a but Asian-Americans, Native Americans, continuousdialogueestablishedbe- the Pennsylvania Dutch, the Amish, the tween the educational community and Franco - Americans of the Northeast, the professional educational broadcasters." Poles, the Jews, and many others. CPB [here is ample evidence that a can help sensitize Americans to the im- gap exists between these entities, a gap portant contributions of each of these that tends to place instructional broad- groups to American life. casting somewhere between the two Ratherthansimply defining buffeted by jurisdictional crosscurrents. some oftheeducational andsocial The gapisnot intentional;rather,it problemsof Native American,Black, developed in a vacuum of nonattention and Spanish-speaking peoples, empha- to the necessity of cooperative effort sis should be placed on the strengths Each entity concentrated onits own and positive aspects of these as well as area of expertise the broadcaster on other cultural groups. Better understand- production techniques and the educator ing and identification of the different on curriculum content Failure to mesh groups could be achieved through pro- both sometimes blurred the main tar- grams featuring their contributionsin getthe educationofchildren. Thearts, music, crafts, language, literature, negativeresultsof the widening gap politics, and other areas. An apprecia- are as obvious as the the need to close tion of the strength of our plural nature it. A partnershipisneededin many might encourage pride in each other's areasprogramming, staff development, culture. and maintenance and technical services, TheCorporationforPublic to mention a few. Joint contracts mightBroadcasting, in cooperation with ap- be worked out betweenthepublic proximately 250 public broadcasting sta- broadcasting station and the school dis- tions in the country and in cooperation tricts in each of these areas. with educational agencies, can bring together materials that are available on Nationally, we noted that the cultural diversity, and stimulate the de- Corporation for Public Broadcasting, the velopment of materials where they do Public Broadcasting Service, and Na-not exist, such as local and regional in- tional Public Rad,n are all dedicated toterest programs that can be used in the broadcasting Their worlds seldom cross teaching of history; humanities, and the paths withnation 11agencies dealing arts. with education: thf U.S. Office of Edu- The Task Force recognizes that cation, the National Institute of Educa- cultural pluralismis a basic reality in tion, the National Education Association, our society that has important and valu- the American Association of School Ad- able implications for the education of ministrators, and others. all Americans. Therefore, the concept of Many of the recommendations, cultural pluralism must be inherent in therefore, suggest and encourage coop- all our recommendations. eration between stations and their re- Public broadcasting has a clear spective educational communities. responsibility, opportunity, and capacity 65 to serve specific needs of ethnic mi- Likewise, toolittletime,talent,and norities in this country and at the samemoney have been invested in the ori- time enrich the cultural backgrounds of entation of classroom teachers to what allAmericansthroughprograms de- is available on instructional TV and radio signed to develop awareness and appre- and how they can be used effectively ciation of the differences of our multi- The assumption has been made cultural groups thatif the programis well produced, Minorities andothersasked teachers will turn it on and children will that the frequent practice of "lumping learn from it The Task Force has ample minorities together to give advice on evidence that this is a false assumption minorityprogramming only"beex- and that mere exposure does not guar- panded to "across the board" involve- antee learning Responsible teachers will ment with the industry. see that their planning is implemented The primary objective of these with purposeful activity, involving stu- recommendations is that public broad-dents actively before and after telelesson casting contribute to and reflect a na- to bring about specific learning objec- tional pride, sensitivity, and understand- tives. However, teachers need assistance ing of the do,erse cultural elements ofin acquiring these skills and insights. American life. Therefore, CPB should support activitiesinthe area of utilization to Recommendations help teachers acquire understanding of TheCorporationforPublic radio and TV and skills to use them Broadcasting is urged to expand its im- effectively. plementation of the principle of cultural pluralism in partrership with other edu- Recommendations cational organizations as follows 1. The Corporation for Public 1. Develop programs that help Broadcasting should facilitate, with fi- Americans understand and valuethe nancial assistance from USOE, the col- various ethnic peoples in this country lection and dissemination of successful theirlife,arts,music, dance, history, regional, state, and community utiliza- literature, and their economic, political tion efforts, through electronic Cr print and social contributions to our society media, to serve as models for station ITV Such programming would be equally directorand school staff development beneficialtomajorities as well asto leaders throughout the nation, to im- minorities The public broadcast station prove the quality of local utilization. For in each of our communities could well example: Produce a program featuring become a center for the production and effective uses of support materials and disrlay of theartof variousethnic application of ITV in a variety of learn- groups. ing situationsclassrooms, small groups 2Offer training opportunitiesindividualized instruction, libraries, etc. to ethnic minorities to develop a talent Also, such a program could demonstrate base for the broadcasting industry that techniques whereby teachers adapt pro- will prepare minorities to participate in gramstoslow,average,andrapid decision-making and operational roles at learners. national, state, and local levels, in addi- 2. CPB should encourage PBS tion to serving in advisory capacities. and NPR, throughtheir member stations andincooperation withlocal The Improvement of Utilization schooldistricts and teacher organiza- Practices tions, to hold workshops for teachers, Proper use of instructional broadcastingadministrators, board members, broad- requries more than a willingness to flickcasters, and citizens to generate under- the switch. During the past decade, em-standing and support of good utilization oha,is has been on the improvement of techniques. production Too little attention has been 3. CPB shouldseekfunding directed to the importance of classroom from USOE, foundations, or commercial teachersin what isto be produced. underwriters for the development, pro- 66 duction, and dissemination of supple- TaskForcebelieves CPB should be mentary support materials to accompany guided by sixcriteriain making any national programming projects that have recommendation instructionalpotential This service a.It should be of high poten- would be a needed extension of existing tial educational value PBS instructional services. b.It should not be a service 4 CPR should encourage local now provided by other agencies. public broadcasting stations to assign a cIt should be undertaken in technical staff member to give technical concert with other education agencies advicetoschooldistrictsand other and organizations usersinthe planning, selection,pur- dIt should involve an educa- chase, and maintenance oftechnical tional service that can be realistically ac- equipment related to instructional complished by using media and the re- broadcasting. Such technical guidance sources available to CPB. would be helpful in avoiding costly er- eItshouldreflectcurrent rors and in reminding purchasers that educationa! trends. maintenance,oftenoverlooked, must f.It should be capable of sys- be included as a budgetary item tematic eva!uation. 5 CPB should encourage PBS and NPR to urge their member stations Recommendations to train and employ one or more full- The recommendations which timeutilizationspecialiststo design follow are based on two assumptions: training activities to help teachers in the stator'. area improve their utilization The role of the Corporation practice,. (It may be financially andfor Public Broadcasting is not to take strategically feasiblein the s. eking of direct responsibility for offering, chang- funds to combine activities 1, 2, and 5 ing, or controlling specific teacher edu- into a "utilization packagr" that repre- cationprograms and/or servicesbut sents a concentrated effort to improve rather to facilitate promising educational the educational benefits of instructional practices which are endorsed by those broadcasting. Discussion; with decision- most directly concerned and which can makers atfunding sources may yieldbe enhanced by the use of television useful guidelines in developing produc- and radio. tive approaches.) The future of teacher edu- cationwillbecharacterized bythe Teacher Education greater involvement of professional prac- While teacher education is beyond the titioners inthe development, offering, realmofthe CorporationforPublic and evaluation of their own professional Broadcasting, we believe that increasing growth, the competence of teachers in the use 1. The Corporation for Public of instructional broadcasting is an in- Broadcasting should provide grants to escapable cart of improve ' its use. stations, on a pilot basis, fosn-oposals CPB might beco `lcilitatorsubmitted jointly by a consortium of 'le and/or a catalyst for teac1 , lucation station and the local school district or activities undertaken in cooperation withdistrictstoactivateteacher-centered segments of the educational community teaching centers which utilize local tele- (a) to help teachers ticlerstand, accept, vision and radio facilities. More specifi- and use instructional media productively cally, support should be given to local as a teaching tool and (b) to help teach- stations which will work in cooperation ers improve and update their general with local and regional teacher groups teaching competence by mcans of spe- and other schn,-4 personnel to use the cialprograms by colleges of teacher stationfacilitiesas teacher centers of education, by schooldistricts,or by the air. The emphasis of this proposal is teachers themselves. on practicing teachers determining the In assuming new responsibili-content of their professional develop- ties in the field of teacher education, the ment. Such a media-based teacher cen- 67 terfrees and expands the ideaofa to learn; demonstrations of classroom teacher center into a concept rather than management techniques;organization merely a place The concept of a user- and conduct of "open classroom" situa- developed,user-p,oduced,user-evalu- tions; remedial reading techniques ated airborne teacher center would he 5 CPBshouldencourage, a unique experiment for public broad- through its contacts with the educational casting community, the use of radio and TV Some examplesofpossible in courses in college of education so program features ,riclude that future teachers will become familiar a. Teachers telephoningin with radio/TV and experience success in problems or questions for a panel of using the media in their own teaching experts (their peers, specialists, admin- Instructional Programming iduchors, or parents) to answer on the airSpecific topics would he featured What is instruction? What is an instruc- at certain times Questions could also he tional television or radio program? Can mailed in advance a broadcast offering be defined strictly h. Short, tightly organized pro- as "in-school,""out-of-school,""in- gramsthathighlightteachingskills structional," or "entertainment"? which teachers seek to improve. Some programs designed as c. In-depthanalysesofthe entertainment are applicable in particu- tensions of teaching lar classroom settings Others are devel- dInterviews with experts and oped in strict conformity with curricu- guestteachersthelistening audience lar goals and adm.nistrative patterns, but requests they find their way to "out-of-school" Theseriesdescrahedabove acceptance Some are formal here and might he uniquely suitable for public informal there; a few are commercial radio at the outset and later expandedat the start and educational in the longer to television run We ropose some general guide- 2 CPB should provide grantslines and definitions, and we have tried for proposals developed jointly by sta- to squeeze our recommendations into tions and colleges of educationthat workable formats but offerthatthe demonstrate teaching experiences in the strictest pre, ,,,,ion can injure as well as uses of instructional broadcasting enhance Actual classroom situations, or simula- The Task Force believes that tions thereof, are suggested; the key to an ideal system of school television and theacquisitionofteachingskills is radio should make provision for pro- doing gramming atalllevelsNational,re- 3. CPB should explore ways togional, state, school district, and individ- help produce TV and radio program, ual school productions are all essential featuring outstanding leaders in educa- In considering the role of the Corpora- tion,economics,sociology, science, tion for Public Broadcasting, the Task public affairs, etcavailable for use in Force received strong and urgentre- teacher education seminars, workshops, quests for CPB assistance chiefly in two and oner staff development activities of these areasnational and local_ Ob- Videotapes ofthese programs couldviously, the degree .end nature of the then he made available to schools and Corporation's invol, 'ment would van. teacher association; with each project. 4 CPB should seek funds from Instructional programming had the U SOffice of Education or else-to he ateast broadly defined We as- where for the production of a series of sume the following about such services. short recorded clips of good teachers in 1. Aninstructionaltelevision action to show iartous classroom prob-or radio program involves a conscious lems, in learning or discipline, and theand designed goal in behavior objectives manner in which the teachers respond on the part of viewers (This can he de- Typical examples might include suc-veloped at the outset or it can be de- cessful techniques in motivating children signed when an existing broadcasting 68 7 ;:i package is put to instructional use ) tional and international resources un- 2 Anmstruc tional ision m ailable at local levels. or radio program is tied in one way or These program services should another to a formal educational struc- he supported, and we offer that the Cor- ture an institution, a school, a college, poration can play a role in such support astate department of education, a la-both indirect financial aid and in borunion The casual viewingthe bringing together existing national edu- most informal of educative television cational agencies and effortstohelp. is not Inc lulled .1ere valuable though it Dozensofspecificnational might he in individual cases program ideas were suggested by groups We were unable to differenti-and by individuals across the country. ate for any practical use between whatThese are listed in the Appendix. (See might he usedin a school classroom and what could be used in a factory, a hospital, a police stationa home, or an Local Programming officeInstead'we oier thatinstruc- Instructionalbroadcasting,as tional broadcasting services must expand with instruction itself, is basically a local the traditional walls of school buildingsundertaking, it must remain so. There- to include entire communities This isfore, we submit that itis not the func- the tuture that electrons can help to tion of the Corporation orf Public Broad- build, and for that reason, we offer that casting to engage in the production nor "school" and "nonschool" are mislead- thedistributionofinstructionalpro- ing categories we feel that instruction gramming per se. Instead the Corpora- is theappropriaterubricinsteadof tion should respond to proposals from school We feel that school is a concept the local level. Itis in order, therefore, riot a place for the Corporation to underwrite coop- We recognizealsothatthe erative projectsthose that come from hours beond the normal school day can local school district: (public, private, and benefit students as well as parents. Spe- parochial) and their local public broad- cial attention should be paid to those casting stations Only projects that help services designed for school viewing that to bridge the gap, through joint efforts might be applicable to evening sched- between education and public broad- ulesboth for ,oungsters and parents casting, should be included. and the many "out-of-school" broad- National and Regional Libraries castingprograms that might bedis- cussed, or even made available, to class- We would be derelict if we did room teachers and students. not recognize the superb work done over the past decades by national and National Programming regional instructional libraries. Agencies The Task Force suggeststhat such as the Great Plains National Instruc- certain criteria might be useful inthe tional Television library and the new development of national television and Agency for Instructional Television and radio services (services meant forna- regional efforts such as the Instructional tional distribution, regardless of produc- Television Service of the Eastern Educa- tion team or location). tional Television Network deserve much credit for their ability to meet needs in I Programs that are needed the face of financial difficulties. We urge but in all likelihood would not other- that such efforts continue and that sup- wise he mailable from other sources. port from a number of areas be en- 2 Programs that have national couraged. application and that relate to national educational priorities. Recommendations 3. Programs thatrequire a 1. The Corporation for Public pooling of resourcesfinancial, human, Broadcasting should establish "partner- and material ship" grants to he awarded jointly to 4Programsthatrequirena- public broadcasting licensees and school 69 districts or other educ ational agencies should be made available on a matching We propose that the local educational basis from CPB and trom USOE Many instrumentalities, indivicluallkor inre sc hool distracts cannot aftord the rates gionalconsortia, together with public that must he charged by instructional broadcasting stations, should be eligible brooacasting libraries The Cmporatfn for special support for instructional et- can encourage poorer school districts to torts band together and to work with existing CPB should support the idea public broad( ast,ng stations in the area of a PBSInstructional Program Cfloper- ro acquire k 'limbic, but expensike,li- MINX This would be in addition to the brary offerings well-publicized "Station Program Coop- 6 CPB should arrange with isrative" already in existence, which sees PBS and its member stations and local to the support and distribution of na- schooldistrictstoofferoff-campus tionalprogramming generally consid- creditcourses ontelevisionfor high ered as beyond formal"instruction" school studentsSuch courses would The Instructional Program Cooperative open a variety of options for independ- could eniov the same kind of democratic ent learning so that students may pro- decision making and an added bonus gress in accordance with their learning significantfinancialsupport trom thestylesi.e ,the academe illytalented Corporation for Public Broadcasting. learner might progress f, in accord- 3 CPB should serve as a cata- ance with his or her needs; the drop- lyst in bringing together representativesout or the potential drop-otit who is of concerned organizations to formulate "turned off" by the conventional school ways in which a concerted effort might situation might be challenged to take re- he made by youth, parents, teachers, sponsibility for his or her own learning broadcasters, and government agencies Televisior could thus become a means to develop a more critical viewing and through which alternative educational listening audience among young people opportunities might become available The Task Force is hopeful that such an to Young people effort can lead to the systematic teach- 7. CPB should establish a cen- 1.1g of selective viewing and listeningtral and/or regionallibraries of tapes in our schools(According to a survey and cassettes of excellent instructional made by John Culkin, by the time the television and radio programs for rental average child has graduated from high or purchase. school, he or she will have watched 8. CPB should take whatever more than 16,000 hours of television dur- steps are necessary to respond to the ing out-of-schoolhours During this following request from student leaders same period, this average student will more programs produced for youthby have attended school 5 hours a day, 180 youth. Examples of such programs are hours a year for 12 years, to produce a newscasts during out-of-schoolhours total of 10,800 hours of school time. Be- with teenagers as moderators, interviews cause of this and in light of the research with young people who are currently en- reported by the Surgeon General's study gaged ininteresting occupations such on children and television violence, it is as pages in Congress and interns on Cap- imperative that the schools, the publicitol Hill, student interviews of Congress- broadcast industry, and the community men and Congresswomen and members loin handsinbuilding with childrenof the Executive Branch; concerts by standards ofintelligent, discriminating District of Columbia Youth Orchestra; use of television and radio.) and youth productions and perform- 4 CPB should support national ances including outstanding high school programming at the junior high school drama productions from Interscholas- level similar to the programming pres- tic League competitions. The -task Force ently supported by CPB on the elemen- urges the Corporation, therefore, to take tarylevel(i.e.,"Sesame Street" andwhatever steps are appropriate tore- "The Electric Company"). spond to this need. Youth leaders asked 5. Special "acquisition" grants the Task Force to call to the attention of 70 CPB, PBS, and NPR the need for such use (See more details under section on programs in the following area. Rights and Clearances.)Insome in- JPrograms that highlight un- stances, long productions could be cut usual careers tew people think about en- into shorter segments for repeated show- tering ings during school hours. b Programs that give unusual 11 CPB should find a way to tact about the world, especially on na- serve as a clearinghouse to collect and ture and animal lire. disseminate intormation to expedite and c More programs for the deat encourage the exchange of locally pro- and the hard-of-hearing, using ,)n inter-duced programs that have values for preter on the lower lett hand corner ofstudents in other geographic areas (for the screen. example, the exchange of programs fea- d Moreprogramsfeaturing turing Bunker Hill in Massachusetts and outstanding musicians, artists, and actors the Marineland of Florida) Such a serv- in cases where the artist can perform on ice would augment present library offer- the screen and then explain his or herings of EEN, AIT, etc There is no place philosophy, career, and creative works at the present time where allinstruc- eExcerptsfrom outstanding tional program information is available. tele% ision productions such as "War and Peace" to show and discuss in class. Decision-Oriented Research r Programs that show how our government operates and how youngThere is a serious deficit in reliable in- people can participate in the real world formation about patterns of the use of or politics. radio and TV in the nation's schools. g Dramatizationsofhistory, To establish a policy and carry out ef- "particularly some ot the s;de incidents fective programming, itis necessary to which you don't get in your history base decisions on valid information con- books." cerning the state of current practice, at- h. An international exchangetitudes of teachers, indication of effec- or children's programs trom round-the- tiveness, and continuing expectations. wodd. Also,researchisneeded to i. Global teacher conferences answer questions of schooldecision- by satellite. makers on cost-effectiveness factors and 9 CPB should support radio to plan investments in hardware, both and/or television programs to aid par-for transmission of programs and for re- ents in helping their children get the cording and redistribution to allow flexi- most trom their school experiences. This bility of viewing schedules. isot such general concern !hat CPB should support a national series on ra-Recommendations dio or tele\ ision. The Task Force recog- 1. CPB, PBS, NEA, AFT, ERS, nizes the importance ot directing pro- and the U.S. Office of Education should grams to parents, who share a large re- cooperatively conduct an in-depth sur- sponsibility tor the education of theirvey to provide valid information, as in- young dicated above, on which to base action. 10. The Education Department For example, CPB should undertake a start or the Corporation for Public Broad- pilotprogram, incooperationwith casting should be aware or and knowl- USOE, to explore the effect upon the edgeable about productions being quality and quantity of program utiliza- plannedforeveningandweekend tion in a school district that employs the broadcastboth commercial and non- latest technological systems for record- commercialthat hold promise for in-ing and redistribution of programs as structional use. These should be called desired and uses "listening jacks" for to the attention ot the educational com- individualizedinstruction. Theresults munity, and the Education Department should then be compared with those of should,itpossible,securerightsto aschool thi tuses ITV without such adapt these programs for instructional technological additions.

71 2. CPB s'lould play an impor- terests and legal experts to resolve prob- tant role in information gathering and lems associated with the costs and legal dissemination With the incre,ising Costs requirements for the clearance of ap- of production and the involvement of propriate programs and materials for ed- agencies in consortia, it would seem im- ucational use A specific objective of this portant to obtain information on wheth- group would be to establish a continu- er student needs from region to region ing mechanism for rights' clearances are the same or differe it Decisions must be made as to what type of program- New Technological Developments ming is best produced by national con The Task Force was charged from the srrtia,regionalconsortia,and whatoutset with examining the role of CPB types should be produced locallyto with respect to "media applications to meet specific local needs Do content education "Itsmission was consider- and learning approaches vary from the ably broader, therefore, than an exami- Fast to thMid-West, from urban tonation of open-circuit broadcast radio rural areas? Evaluation data on instruc- and TV in relation to instruction. The tional series which have widespread use term instructional technology was re- need to be collectedin one central peatedly used in the initial charge As location so as to be made available to the Task Force faced up to its assign- school districts and instructional televi- ment, the wisdom of the charge became sion producers as needed. manifestly clear. In delineating the role of TV and Rights and Clearances radio in instruction, it became increasing- A continuing problem faced by teachers ly evident to the Task Force that alterna- wishing to use broadcast materialsin tive modes of transmission should be the classroom isthe time conflict be- combined with the use of open-circuit tween broadcast schedule requirements delivery The Task Force recognized that and the needs of teachers and learnersopen-circuit programming can provide in the classroom environment. high quality learning materials over wide In order to ameliorate this con- geographical areas. Such programming flict, schools are increasingly investing should certainly be continued in order in video cassettes and videotape record- to meet the needs of the many school ers to record programs off the air for districtsthatarepresently"satisfied storage and retrieval or for redistribu- customers." The members also have be- tion on other nonhroadcast delivery sys- come acutely aware, however, of the tems (closed-circuit, direct playing, cable need for maximum accessibility of ma- television, ITFS)However, this strategy terials to learners "on demand," the im- is frequently frustrated by the copyright portance of flexible scheduling, the abil- law ity of teachers and learners to control Teachers and media specialists when (and how often) what materials face cumbersome clearance procedures will he used in their teaching-learning and incredible delays in obtaining rights.experiences, and the need to,provide This often results in their having to forgomaterials that are relevant to local needs use of the programs The law is not clear The Task Force is convinced that only as to what can and cannot be recorded by the use of flexible delivery systems off the air, in what amounts, and under can these needs he met. what conditions. The problem exists for New delivery systems must he noncommercial as well as commercial strengthened and/or created, i.e., ITFS, television and radio programs which closed-circuit, cable TV, microwave, in teachers would like to use in the class- concert with open-circuit transmission. room Programs should be made available in a variety of formats if the educationneeds Recommendations of the '70's and '80's are to be well CPB should take the initiative served. incallingtogether representatives of CPB cannot overlook these new producers, talent, and educationalin- capabilities nor should it regard them as

72 negative influences on public broadcast- cast delivery systems as cable TV, satel- ing Actually, they open wider opportu- lite communications, and ITFSin order nities for CPB services to students and to permit greater flexibility in the use of thereby iustb,requestsfor additional broadcast materials in the classroom funds 3 CPB should promote the de- Only a comprehensiveap- velopment and utilizationof satellite proach to the media will assure a s- communicationstoserveareaswith tematic balanced, across-the-board so- limited or no access to public television lution of educational problems via existing terrestrial means. Programs This concept has profound im- beamed via satellite to isolated regions plications for the role of CIU in the ap-would he particularly beneficial to stu- plication of media to instructiin. First, itdents who need special helpthe rural implies that CPB should be as concerned isolated gifted child whose school can- w ith related nonbroadcast med a appli- not affordto single out one or two cations as with broadcast applicitions giftedchildrenforspecialhelp,the Second,itmal,also imply that CPBchild from the migrant family, or the should seek to broaden its mandate tochild in remote areas who is unable to include other instructional services and/ study a given subject because no teacher or delivery systems such as ITFS, cable is available. television CCTV, cassettes, video discs, 4. CPBshouldsupportthe and satellite communications technolo- study and development of educational gies Third, CPB aim/ eventually want to programs utilizing two-way audio and seek from the Congress a change inits video interaction. This interactive capa- chmer to become the Corporation for bility is currently in use in the Health- Public Telecommunications! EducationTelecommunications (HET) satellite experiments and is or will be Recommendations available in all cable systems in the not- CPB should broaden its respon- too-distant future. sibilities to include nonbroadcast media 5. CPB should encourage the applications, suchisITFS, cable TV, FCC to expedite the adoption of neces- closed-circuit, satellite communications sary rules regarding equal standards in video discs, and cassette technology. In VHF and UHF turners in television re- ordertoamalgamatetheseservices, ceivers. there is a need for a national coordinat- 6. CPB should explore ways in ing effort The Corporation has providedwhich an interface of these nonbroad- suchservice inpublicbroadcasting casting components can be activated for through PBS and NPR but there is a need the improvement of education. to provide similar coordination efforts New technological capabilities inthe nonbroadcast media field.In ofter broader, more accessible and diver- keeping ,pith these considerations, the siltededucationaloptionsintoddy's Task Force recommends that world They deserve attention now and 1 CPB should provide infor- in the future as the state of the art pro- mation for both the education and pub- vides exciting possibilities to improve hc broadcasting communities on new American education. technologies that are related to its mis- sion Promogon and Awareness 2 CPB should explore and ex-One of the almost universal recommen- periment with the development of inex- dations from the respondents was that pensive and'or cost-effectivedelivery the Corporation for Public Broadcasting systems for educational materials both should take measures to increase gen- to schools and to the communities they eral understanding of the values of in- serveIt should take the leadership role structional broadcasting. Discussions re- in encouraging the productionofin- vealed that one of the obstructions to structional programs in a variety of tor- wide use of instructional broadcasting is matsin video tapes, video cassettes,a lack of understanding, along with a video discs, and through such nonhroad- considerablemisunderstanding,ofits

73 `,:i purposes, uses, and values During the Disseminate information on past two decades, there have been re- important legislation relating to public ports of experimentation, released usu- broadcasting to gain public support and ally to the educational community, with to give guidance to local stations for fragmented coverage in the local press similar activity for local legislation The There has not been a concen- need for support for public broadcast trated national effortto acquaint the ing, legislative and financial, should be public with he new flexibilities and ap- includedinallstones andreleases, plications of instructional broadcasting subtly or bluntly, according to the mood The need is a pervading one and circumstances of the moment Recommendatc -s Note: Persons experienced in publ.c relations will know how tonplement an CPB sh.:. ',.: mount a continu- effective pro3ram. They v.,il modify anc' ing national effort,1 i cooperation with expand these suggestedactivities. Al- educational broadcast agencies or orga-most every group and individual inter nizations, to develop understanding and viewed emphasized the need for CPB acceptance of instructional broadcastingto make a concerted effort in this area. among educators, students, and the general public.In order to do this, CPB Concluding Statement should implement the following sug-In the foregoing report, the Task Force gested activities- hasreflectedthemessages of many Regularly circulate informa- voices from across the nation; the vast tion about developments, results, and majority were in harmony with the pur- new programming to editors of journals poses of the study and in agreement and newsletters of the Advisory Council with prescriptions for action. If the rec- of National Organizations and other or-ommendations to CPB seem somewhat ganizations so that they may inform the,r repetitive, it is because of the desire of thousands of constituents. the Task Force to transmit accurately Publicize"successstories" thosephrases which respondents oft where learning has been improved by repeated and underscored. the use of instructional broadcasting The suggestions revealed that From time to time, prepareeducators and instructional broadcast- attention-getting feature stories for na- ers support CPB's new attention to in- tional commercial and noncommercial structional broadcasting and hope for publications. the allocation of CPB's resources to de- Produce and distribute sin- velop instructional broadcasting into a gle-idea spot announcements for radiosignificant and integral part of the edu- and TV to promote the values of instruc- cational process. tional broadcasting. From the volume of sugges- Offer programs for national tions, an important concept emerged: and regional conferences of major n, Instructional broadcasting includes more tional organizations to inform constitu- than programming. Relevant and acces- ents of developments and progress sible programs, good utilization, skill- Prepare, with school coop- fulteachers, appropriate use of non- eration,severalslide-soundpresenta- broadcast technologiesall must be un- tions on the exciting aspects of instruc- derstood, combined, and balanced for tionalbroadcasting and the Corpora- effective application to learning. tion's role in education for use at meet- This report offers an historic ings of parents, educators, communit opportunity for CPB t.)facilitatethe groups,legislators.Theseshouldbe progress of instructional broadcasting to made available tolocal stations with the level of distinction achieved by pub- spaces for local additions. lic broadcasting in this country.

74 Appendix: 13 Problem solving games in mathe- maticsAnswers phoned or mailed Additional Program Suggestions tostation. Acknowledged on the The following list was prepared by Dr. air Harold Wigien from recommendations 14. Career guidance to provide over- made at extensive meetings with educa- view of the world cf work to open tors and hroadcasters, includ.ng 17 mini- vistas and stimulate aspirations of conferences heed during conventions or studentswith parent involvement national organizations to reinforce presentations by career experts Secondary Level 15 Series showing "How to" by experts

1 Metric System Demonstrate practi- insuc h careers as TV repair, auto c al uses in everyday life rather than mechanics, plumbing, telephone comparisons with present system of servicing, for distributionto areas measurement where vocational education is mini- 2. Space scienceTo help students un- mal derstandsignificance of space to 16. Programs for homebound future of humans 17. Kadio programs prepared for busses 3 Programs to inform students on to give instruction during long rides crisesFood, energy, economy,18 Programs to provide alternative edu- ecology andrally support to find cationopportunities:mini-courses to offer a variety of student choices; solutions programs for drop-outs and poten- 4 Programs teaturingSimulated de- tial drop-outs; programs integrated cision-making situations (govern- with open space learning, store front ment, civic, business) to permit stu- schools, schools without walls dent participation in assessing data 19. Student rap ressions on topics of and arriving at decis.ons interest to them 5. Open-ended dramatized situations 20 Urban studies that terminate at the decision-making moment to help students cope 21. Series on Economic Education with problems such as drugs. sex, 22. Consumer Education Series for High ethnic discrimination, generation School students. Simple "How to do gap,drinking,cheating,dropping it i e ,opening a bank account, out of school, getting into college making loans, filling out income tax These programs on radio and/or TV forms, etc. could he the basis of discussions in 23. Instruction in Spanish in basic cur- school, at home, in cluh groups and riculum areas other gatherings of young people 24. Series called Humanities of Service 6. Dangers of dieting without guidance 25. A package of series on the teaching 7 Interracial cooperation- -To help of French containing both TV and bridge gaps hetween English speak- radio segments. ing and non-English speaking stu- Elementary Level dents 8History related to the Bicentennial 1. Telling and dramatizing excellent 9 Restoring confidence in government children's literature 10 Interpretation of new developments 2. Stories from around the world in current affairs for students 3. Children's artwithin U.S. and from 11. Homework helperA different sub- other countriesexchanges ject featured each week night to an- 4 Need for conservationfood, en- swer phoned or mailed questions ergy, water, animals, plant life on the air 5. Safetytraffic hazardsfor pedes- 12Discussions by teen agers of current triansbicycle safety teen age problems with open phones 6. Spelling games atlocal stations with experts and 7. Cultures of Indians, Eskimos student panel< to answer questions 8. Children's hobbies

75 1.1;;) 9 Outstanding children's performances 2 Metric systemHow to begin at any music, dance, art, drama level with students unfamiliar with 10 Acquaint children with opportuni- it ties in world of work to help them 3 Remedial math, particularly at mid- decide later on careers dle school level 11 Nutrition 4Demonstrations of techniques of in- 12 Radio Sesame Street (for national quiry, discovery, interaction distribution) S How do we mesh the progress of 13Children's hteratureopen ended science with the concerns of the stories ecologiststofulfillthe needs of people? Teacher Education Programs 6Education digest for teachersBrief 1 Elementary reading to motivate and reviews of new publications of in- enhance learning terest to teachers.

76 Report of the Task Force on Post-Secondary Formal Education

Introduction versifies, colleges, community colleges, Manx Americans who wish to undertakeand theirregionaland national con- college credit programs are unable to dosortia, specialized organizations, and as- sothroughtraditional on-campus in-sociations. Topics covered include audi- struction. To serve these potential stu- enceanalysis,determiningcurricular dents the Corporation for Public Broad- needs, instructional design, production casting (CPB) should loin with the col- of materials, training programs, new re- lepate community to develop instruc- quirements for delivery systems, copy- tionalprogramsusing broadcast ele- right and clearance issues, and providing ments These programs will be effective information where and when needed. to the extent that institutions and broad- Existing national models that cast systems cooperate in curriculum de- have worked well have stimulated high sign, production expertise, dissemination interest in the projected developments of broadcast and non-broadcast com- discussed by the Task Force. It believes ponents, and the maintenance of stand- that during the next five years, with the ards of quality. Many of the mechanisms help of CPB, the doors of post-second- for cooperationare alreadyinplace ary formal education can be opened Some are now being used successfully. significantly wider through broadcast in- CPB's role should be to act as a stimulus struction and catalyst for extending and supple- menting their use. SummaryofRecommendations During 1974 the ACNO Post Secondary Formal Task Force held four The Post-Secondary Formal Education sessions and conducted six regional con-Task Force recommendations to the CPB: ferences as well as comp' *mg a survey of experts in instructional broadcastingRECOMMENDATION 1: Cooperative and post secondary teaching Development The Task Force recommenda- Cooperate with post-secondary tions and suggestions for implementa-institutions and other broadcast organi- tion outline working roles for the Cor-zations at the national, regional, state, poratin for Public Broadcasting and itsand localleveltoestablish desirable related delivery systemsPublic Broad- patterns for the mutual development of casting System, National Public Radio, post-secondary formal educational and thePublicBroadcasting stations courses thatinclude broadcast com- They also suggest working roles for uni- ponents.

77 174 RECOMMENDATION 2: Consortia such broadcast courseware, butalso Encourageconsortiaand adsupplementary ppm materials,audio hoc groups of institutions to developand video cassettes, and instructional and use post-secondarycourseswith kits which areintegralparts of such broadcast components courses of instruction CPB supported projects should include student-user in- RECOMMENDATION 3: Audience volvement in the design and develop- Analysis mental phases Assistpost-secondaryinstitutions and public broadcasting stations RECOMMENDATION 8Training with the identification and analysis of Support and e (courage organi- the characteristics and needs of the po- zations and institutionsintraining, in- tentialaudieni esforpost-secondary stitutional,stations,and other media formal education to be served primarily personneltoimprove post-secondary through broadcast instruction educational course design, development, and delivery. RECOMMENDATION 4: Curriculum Ascertainment RECOMMENDATION 9: Delivery Develop processes for the iden- Coordinate and serve as a cat- tification of national, regional and local alyst, in concert with the national and curriculum needs, working closely with regionalpublic networks,to develop post-secondaryinstitutions and public delivery systems that assist post-second- broadcasting stations inthe ascertain- ary institutions and broadcast stations ment of needs CPB supported projects to offer credit courses more effectively. should generally answer national post Broadcast components of the courses secondary curriculum needs should he disseminated throughthe public broadcasting stations, while re- RECOMMENDATION 5: Research sponsibilityforthedelivery of non- Commission and encourage re- broadcast course materials should reside search that will further the evaluation, with educational institutions design, production, and delivery of post secondary broadcast courses. A special RECOMMENDATION 10: Media Literacy areaof examination should he cost- CPB should encourage post-sec- benefit considerations. ondary educational institutionsto de- % elop student and faculty training pro- RECOMMENDATION 6: Legal Problems grams in the critical evaluation of ma- Take a vigorous leadership role terialspresented through broadcast at the national level on behalf of both media educational hroadcasters and institutions to alleviate the many legal problems as- RECOMMENDATION 11: Clearinghouse socioted with copyright, royalties, and Assistwith the development clearances which directly and adverselyand operation of clearinghouse and li- affectthepotentialfor broader and brary resources to distribute and ex- more productive use of post-semndary change information about post-second- broadcast courses. arybroadcastcoursesandpractices, employing and building upon capabili- RECOMMENDATION 7: Design and ties ofexisting institutions and organi- Production zations. With the cooperation of public broadcastingstations, encou age and RECOMMENDATION 12: Advisory support the design and production of Committee broadcast courseware by institutions and Establish a post-secondary edu- organizationsresponsiblefor creden-cational advisory committee toassist tialling. CPB should assist in the plan- the CPB Education Office and Board in ning and provision of funds for develop- carryingouttheserecommendations ment and disseminationnot only ofand to advise on future developments. 78 L Statement of Present and However, the media must be, and can Emerging Needs of Education he, eftectively employed to bring quality This society,and that of the future, de-education to them on their terms Sec- mand not only innovative and improved ondary targets will he auditors seriously forms of higher education, but a wider interestedinlearning the subject but dissemination of that higher educa.ion nut desiring a degree A third target will to those not presently served Only in be a large general audience hearing or the past de-ade haxe opportunities forviewing thebroadcast portions of a ac cess to post-secondary education been course for information and pleasure. offered to sash nontraditional students Considerable experience now as workers, the handicapped, minorities, exists to assist with the effective design mature men and women, and women and delivery of such special courses for with small children. this student clientele The British Open College credit courses which University,the Commission on Non- employ radio or television as a means Traditional Study, and the Faure UNESCO of delivery are today being produced Commission, are examples of activities by x Tutus post-sec ondary educational from which valuable data can be ob- inshtutions, sometimes independently, tained.' sometimes in collaboration with other colleges and universities or with neigh-TheNature of Academic Credit boring broadcast facilities The purpose By law and custom, the award- of this Task Force has been to examine ing of college credit has been the re- whether and how the Corporation for sponsibility of collegiate institutions au- Public Broadcasting anditssister na- thorized to grant certificates and de- tional agencies, the Public Broadcastinggree,. Although in recent years a num- Servo e (PBS) and National Public Radio ber of organizationshave developed (NPR), can best participate in the de- programstoevaluateunconventional velopment and delivery of credit courselearning and recommend credit forit, offerings aimed at substantially improv- tI e award of credit isstill, and will re- ing the welfare of the general public. main, with the collegiateinstitutions. Inreachingitsrecommenda- Allnoncollegiate agencies whi,..hpar- tions, the Task Force calls attention to ticipate in the instructional process must the following considerations which con- therefore playroles which cooperate trol or explain the limits to CPB involve- with and complement the central role of ment implicit in our recommendations the institutionThis consideration ap- plies to CPB and its affiliated broadcast- The Students to be Served ing agencies, as well as to publishers, Recent studiesidentify more suppliersofinstructionalequipment, than 20 million persons in the Unitedand others that form pit of the course States who annually participate in post delivery system. secondary instructionThis includes a large number who seek college credit, Local, Regional, andNational Efforts butcannotenrollincourseson a Traditionalcollegiateinstruc- campusThe primary targetfor CPB tion has been aggressively local through should be those students and potential most of its history. Geographically, the students of all ages who wish to enterindividual campus is where instruction or reenter colleges and universities and takes place Degrees are awarded only seek an official collegiate certificate orto those students who appear on that degree This non - traditional student body campusRecently, however, credit in- is composed of persons of widely di- struction has been given off campus in versified backgrounds, ages and needs, nearby regions or statewide, and credits from teen to senior citi7enFrequently, (sometimes even degrees) have been not only have many years elapsed since their formal education, but they either 1 cf Macture, 5 "England'sOpenUniversity," Change, 1971,3,67-72Could etal Diversity by will not or cannot avail themselves of Design. San Franciscojossey-Bass, 1973, and Faure educationinthetraditionalmanner. et alLearning fo Be. Pans UNESCO 1972 79 awarded students who seldom or neverence (or good experience) with produc- see thecentralcampus Following ing and broadcasting collegiate courses. achievements in the dexelopment of the Training programsincollegesorin evaluationcomponent(e g,College broadcasting for the most part have not Lexel Examination Program IMP; the as yet focused on preparation for broad- Servicemen's Opportunity College, the cast instruction. Commission on Accreditation for Serv- Audience Assertions about the iceI xperieme ICACEI recommenda- size and nature of the target audience tions), a few programs are now under are based only on aggregates of a lim- way to expand to other regions and to ited number of sample survey responses, the nation as a whole the instruction and may, for any particular institution component of the collegiate process. In orstation,be unreliableNew tech- fact, parts of the instructional compo- niques applied locally and aggregated nent have been national and interna- regionally and nationally will be needed tional for a long time, notably the part before a program in college-credit in- that depends on hooks Correspondence struction can be confidently undertaken courses and, more recently, film, film- on a broad basis. strips, and cassettes are also part of this Copyright and other legal mat- universav componentIt is the purpose ters Copyright, royalties, user fees, and of the Tesk Force's recommendations to other matters of law and contract may suggest a role for CPB in expanding the already be, or become, insurmountable initially 'ocal instructional efforts of col- obstacles evenforlocalcourse pro- leges and universities to a regional and gramming national basis, where this is appropriate Information A great deal of Hindran, In the System informationabout whatexists,what If we -,;,ant that there is an unserved does and does not work, and what is credit-seeking student population, and being planned in broadcast instruction that it might be served by better use of is available, but little has yet been done to make it available in usable form to instructiondelivery atleastinpart through broadcasting media, what has the many who need it. hinderedcolleges andbroadcasters from supplying the needs earlier, andQuality and Quality Control where might CPB contribute? The TaskTraditio.ally, colleges and universities For e has identifiedthefollowing have established their own standards of hindrances quality, both for what they offer to the Financial problems To college stuc:, its and for the performance of stu- faculty and administrators, the reported dents for credit and certificationTo costs of broadcast instruction seem to assure that standards are regionally and far outweigh the costs of resident in- nationally adequate, they have estab- struction, particularly when they have lished regional and national accrediting no knowledge of cost-benefit models. agencies to make periodic program re- And, most significantly, and especially views. In the quality control of the pub- critical in a period of inflation and edu- lic broadcasting industry, no effort has cational "belt-tightening," legislative ap- yet been made (except in Sesame Street propriations and general fund support and Electric Company) to emphasize to further instructional broadcasting has educational considerations as the pri- been forthcoming in only sporadic and mary onesIf broadcasters are to work limited amounts with institutions on credit courses, each Lack of experience A limited will have to join with the other to bring number of faculty members and college educational and broadcasting standards administrators have had experience with into harmony The Task Force believes using broadcast media for instruction. that CPB has a unique potential to oper- For some of these the experience has ate both as a coordinating agency and been negative.Station managers and as a catalyst to solve problems in post production staff very often lack experi- secondary educational broadcasting. ...J.-J., C.,44 80 Building on Strength Force recommends in each case that Despite the diffic,ilties noted above, ex- CPB Education Office, with the assist- pansion and improvement of local ef- ance of an advisory committee, initiate fort', in broadcast instruction can build the development of criteria /guidelines, on the following favorable factors- and thenbuild them intothe RFP's (i) Recognitionbythepost where appropriate. The areastobe secondary community that media, where covered areinvolvement of consortia systc,naticallYand intelligently em- in proposals, criteria for needs assess- ployed, have the ability to motivate, to ment, training components in proposals, change attitudes, and to modify Ameri- appropriate student/userinvolvement, can lite for the Netter, det-rminiticof the target audience, (b) The existence of CPB and and the use and conduct of research. the public TV and radio stations as pro- f, ssional operating entities with a mis-Presentation of the Recommendations sion that includes formal education; RECOMMENDATION 1: Cooperative (c) The commitment ofcol- Development leges and universities experiencedin CPB shouldcooperatewith post-sec)nd Iry credit instruction, post-secondary institutions and broad- (d) Mechanism% that insurecast organizations at the national, re- quality for both post-secondary educa- gional, state, and local level to estab- tional institutions and broadcasters; lishdesirable patterns for the mutual el Consortiawithsuccessful development of post-secondary formal eTeriencc .n both the design and &- educational courses that include broad- livery of broadcast instruction for credit; cast components, (f) The existence of other con- Explanation: Post-secondary sortia, regional associations, and natio-, cicclit courses using public broadcast associations with talents and resources elements must, by definition, l,c2 coop- th, might he directed in part towarderative efforts between the collegiate expanding broadcast instruction region- institutions and the prc-lucing broad- ally and nationally; castersFurthermore, neither the insti- (g) Recognitionb., the post- tutionsnorpublicbroadcastingare secondarycommunitythatadequate time, facilities, staff and funding ale re- monoliths that can easily coordinate their quired to produce academically round relations. Each group is composed of (e.g., colleges, courseware of 1.ifessional independententities radio stations) At present, colleges and The Suggested Notes of CPB universities are not well organized to The Task Force recommends that CPB collaborate easilywith public broad- castingNevertheless, a number of lo- (a) Establisha clannghouse/ library to closc the 'rift rmation gap; cal, regiona', and national consortia and (h) Review copyright policy; associations of institutions exist. Given (c) Use the formality of theapr-^driate encouragement, these rday Request for Proposal (RFP) as a means act as catalysts encouraging a coopera- of assuring that whatever CPB funds has tive approach. a reasonable promise ofsuccessin As CPB moves more deer'., reaching aieal audience with a pro- into educational fields, the Task ForL.. gram that will earn college credit for suggests the Corporation take the initia- the earnest student Thus, the RFP will tive in bringing together representative demand that each proposal meet speci- academic dnd broadcast agencies, as fiedcriteria or guidelinestoreceive well as others (e g ,publishers,li- favorable consideration for CPB funding. brarians) that may in time be involved The Task Force has not speci- in the production and dissemination of rlwhat these criteria should he De- broadst instruction. The eventual goal elopim., results acceptable to projectis to identify a variety of coordinating propcsers,n each areaisinitselfa mechanisms that ensure the teamwork complex undertakingThus,the Task necessary to prepare and deliver good

81 Office of the Corporation then would courses with broadcast components. be able to work directly with counter- Explanation Thelimitedre- part offices and member units of the sources available for post-secondary in- organizations injoint efforts with the stitutions and for public broadcasting public broadcasting networks and sta- dictate working together for common tions purposes. The creation, development, 2 The Education Office should and production of complex multi-media take the initiative in the planning and courses require additional talented ;tall, development of an effective system andincreased cost, more complex utiliza- procedur, for interorganization coop- tion patterns, and different design solu- eration and coordination tions.Ihe-,e complexities, as well as 3The Education Office should limited broadcast opportunities, tend to see that procedures are estabi hed for encourage joint cooperative efforts. identifying the target audiences, deter- Many types of consortial ac- mining then educational needs, devel- tivity now exist to broadcast post-sec- oping program resources, and evaluat- ondary formal education courses. The ing educational results. Task Force suggests that these and other 4 These systems and proce- patterns of cooperation should be fos- duresshouldincludestandards,end tered by CPC to encourage joint efforts programs inhighquality production of course As an initialstep, CPB's cur- materials and their increased utilization. rent and planned interests in the edu- Reflecting the current trend to- cational field should be made knownward greater autonomy and decision- through a new statement of its educa- making by the local public broadcast- tional hassion derived from the work ing stations, CPB's involvement should of the Task Farce, ACNO, PBS, NPR, facilitateregional anddecentrali7ed and the CPB board and staff. decision-making and production in the Implementation StrategyThe area of post secondary fe rmal educa- Task Force suggests the followingas tion. CPB should recognize and assist, basictotheimplementationofits as appropriate, with the encouragement twelve recommendations Where addi- of the sharing of resources and in the tional steps are needed, they aree!?.nti- "diversity of design." fied in the specific recommendation. Implementation Strategies: Re- 1 CPB should establish a sys- gional consortia could be organized by tematic working relationship with ap-action initiated by CPB, but itis more propriate national post-secondary edu- likely that existing regional consortia al- cationalorganizations TheEducation ready operating as a service to post sec- criteriaforoperation,administration, ondary education will move forward to funding and utilization. assume regionalconsortialleadership. 5All proposed projects, pro Large regional groupings might be or- grams, and /orstudies should bere- ganized through regional planning ses- viewed and evaluated by a panel ofsions Consortia can play an important selected protessional consultants role in helping CPB identify needs, tar- 6 Therecominendationsof get audiences, program resources, and the consultant panels then should be regional course approval They also can reviewed by the Ads ,ory Committee of work with regional networks, state and the Education Office, and its suggestions local institutions, and local stations in along with the advice of the Office be distribution, and utilization of programs. forwarded to the CPB Board for final approval -I authorization RECOMMENDATION 3: Audience Analysis RECOMMENDATION 2: Consortia CPB should ar post second- CPB should encourage con- ary institutions and public broadcasting sortia ind ad hoc groups of institutions stations with the identification and anal- todevelopandusepost-secondary ysis of the characteristics and needs of

82 the potential audiences for post-second- been defining potential target audiences ary formal education to he ,erred pri- for many yearsFollowing their exam- marily through broadcast instruction. ple, and using these mechanisms, itis ExplanationInthis area the recommended that the station staff and Task Force to: lows the recommendation the institution staff develop close work- of the Commission on Non-Traditional ing relationships to improve ascertain- S'ucly and suggests that the prime target ment methods and processes for broadcast courses should he those The second major step in the rot pre,,enth served by campus-bound process is the ascertainment of educa- academic programs The role of CPB tional needs at the state and/or regional should he to assist educational institu- levels, and the design of courseware re- tions and educational agencies through lated to these particularly as they may broadcastinstruction,to expandthe differ from those germane at the local possihilities for adults to enter orre- level. enter the system of post secondary for- The third major step is the as- mal education certainment of what may be determined The Commission on Non-Tra- as national post-secondary formal edu- ditional Study and others have already cational needs, and the design and pro- described many of the important fea- duction of appropriate courseware. tures of the non-traditional student tar- Major decisions on the use of get audience(TB should utilize this courseware take place at the local insti- and other related studies to improve the tution levelItis,therefore, imperative delivery systems available and the de- that the needs ascertainment at all levels Ilyery ac mines capacity to function in- review the requirement for granting of teractively with this type of studentIn credit for all course suggestions by the this process, it will he necessary to iden- educational institutions. CPB. through tity and select the largo audience at the Education Office, should assist local the local, state, regional, and national institutions and stations, and state and/ levels. or regional systems or consortia in the implementation Strategy' The ascertainment of need and the course- generalized implementation strategy pre- ware design process. From this activity sented with Recommendation 1is ap- identification of national needs should plicable to this suggestion emerge. Implementation Strategy' The RECOMMENDATION 4: Curriculum generalized implementation strategy Ascertainment presented with Recommendation 1is CPB should develop processes applicable to this suggestion. fortheidentificationof national, regional andlocalcurriculumneeds, RECOMMENDATION 5: Research working closely with post secondary institutions and public broadcasting sta- CPB should commission and tionsinthe ascertainmeni 01 needs encourage research that will further the CPB-supported projects should gener- evaluation, design, production,and ally answer nation it post ser ondary cur- deliveryofpost-secondarybroadcast ric ulum needs courses. Cost-benefit considerations should he a special area of concern. Explanation The Task Force believes that the ascertainment of post Explanation: Although there secondary educational need,: at the lo- have been many research studies on cal level 's the first major step in course- educational broadcasting over the past ware design and productionThe Ex- .n year, the Task Force believes that tension Diyiaon shift of universities and there is a distinct need on the part of collegesandthecommunity service post-secondary institutions and organi- staff of community colleges continuous- zations to conduct more sophisticated ly assess community educational needs research and evaluation into course de- for potential course otterings, and have sign, production sta Jards, and delivery 83 methods that could he used nationally formula compensation basis. Ideally,thisresearc hande% aluation The regional planning confer- would be designed to pros ule results ences agreed that to make effective use which could be readily applied to proj- ot educational materials produced by ects developed by both post - seconders and for public broadcasting, all publicly institutions and public broadcasting sta- funded products should be in the pub- tions and networksThe TaskForce lic domain Thus, present and potential analwed the suggestions from the re-students will has e access to these ma- gional conterences relating to the need terials To pros ide for maximum use and for definitions ot costsIt suggests that benefit h the public, CPB should in- CPB, PBS, NPR, andotheragencies sistto the extent negotiable, thatall should encourage research design instructional media materials used on studies ot theoretical elements of cost- public broadcasting be free of all fees beneht analysis for post-secondary in- and other legal restrictions stitutions and public broadcasting stations Theelementsofcost-benetit Implementation Strategies

analysis would vary with their applica- 1 CPB legal staff should meet tion by ditterent institutions or stations withpotentialandcurrentprogram Implementation StrategyThe producers to analyze the problems and generali/ed implementation strategy Of- costs for off-the-air recording rights for fered for Recommendation 1is appli- post-secondary institutions cable tothis suggestion 2In view of impending legislative developmentsinthe copyright RECOMMENDATION 6: Legal field, CPB should hold a national plan- Problems ning conference on copyright and re- C PB shouldtake a vigorous cording problemsforpost-secondary leadership role at the national level on education as soon, as possible hehalt of both educational broadcasters 3 CPB should immediately di- and institutions to alleviate the many rec titsstaffto conduct asurvey of legal problems associated with cop,- current policies and practicesinpost right, rmalties, and clearances which di- secondary education pertaining to copy- rectly and ads erselv affect the potential right, royalties, and clearances The re- for broader and more productise usesults of this survey should be widely ot post sec ondary broadcast courses disseminated ExplanationCPB should take the lead and marshal eftorts ot mans RECOMMENDATION 7: Design and groups in the solution of the problems Production directedtowardassistingeducational With the cooperation of pub- organuations and agencies with copy- lic broadcasting station,, encourage and right concerns 7PB should attempt tosupport the design and production of gainott-the-air educationalrecording broadcastcoursewarebyinsuutions rightsforeducationalinstitutionsof and Organizations responsible for cre- broad( altcourse materials and otherdentiallingCPB shouldassistinthe potential course materials which itac- planning and provisionof funds for quires or finances While this may in- developmentanddisseminationnot volve pe ing tront money royalties,it only of such broadcast courseware, but will enable educational institutions to also supplementary printmaterials, provide alternate viewing-listening-study audio and video cassettes, and instruc- timefornon-traditionalstudentsat- tionalkits which are integral parts of tending community study centers. CPB such courses. CPB-supported projects should representthe public and use should include student-user involvement public fundstobenefitthelearning in the design and development phases. public The additional costs which might Explanation CPB should recog- be involved could eventually beas- nizethatcoursespresentedthrough sumed by the user institutions on a media systems can only be given credit 84 byan external agency,r e ,the post Force recommends that CPB: sec ondarxinstitutionl'ieretore CPB 1 Require that each proposal and the stations must develop c lose co- for support of an academic course in- operative working relationships with rp- clude provision for training where ap- st,tutionshavingthecreditdecision- propriate, and making role in the use of the courses 2Encouragethesubmission Itis also important for CPB to recog- of proposals fortraining(e g., work- nve that institutions have \dr\ ing c rvdit shops, internships) by organizations and and entrancerequirements. andthat ac adernic agencies representing station \JR ing a« reditahon standards existin andinstitutionalinterests CPBitself ditterent regions ot the country should not conduct such training The initial role of the Educa- 3 Special emphasis should be tion Office of CPB rsto involve na- given to programs for minority faculty tional educational association, regional and minority station staff. consortiastate higher education sys- Implementation StrategyThe tems and local institutions in the cur - generalized implementation strategy ru developmentofthe non- presented for Recommendation 1is ap- broach a-,tmaterials which are a sig- plicable in this instance nwcant part of this effort Itthe( PR Education Office RECOMMENDATION 9: Delivery works c aretullx with the institutions and Systems agencies from the beginning, the prob- CPB should coordinate efforts lem of colleLtec redo is not an impoc- and serve as a catalyst in concert with sihle task 1he ins olyement and partici- the national and regional public net- pation ot the public broadcasting sta- works, to develop delivery systems that tions is essential to the design and pro- helppost-secondaryinstitutionsand duction or the courseware as well as broadcast stations to offer credit courses tke cl.,semmationNational consortium more effectively Broadcast components courses presently oftered on broadcast- of the courses should he disseminated ing stations, in newspapers, and h mail throughthepublic broadcastingsta- have h,d no major difficultiestf the tions, while responsibility for delivery pro\ ided high quality, faculty involve- of the non-broadcast course materials ment much lead time for faculty analy- should reside with the educational in- sis of the academic material, and local stitutions imoIxementto meetlocalacademic ExplanationEach post-second- needs ary educational program supported by Implementation StrategyThe CPB will use broadcast e' entsIm- generahredimplementationapproach portant at the planning cu-,is the wise presented for Recommendation 1is ap- hoice of these elements among op- plicable in this instance tions that include not only public TV and radio production and transmission, RECOMMENDATION 8: Training but also such options a-, cable televi- CPB should support and en- sion, satellites, videocassettes, learning wurage organizations and institutions centers,andinstructionalmediali- intraininginstitutional,station,and braries,Inaddition, fewifany such other media personnel to improve post programs willbe deliveredsolelyin se«moaly eclucationalcourse deign, electronic formMost willrequire a development, and delivery \ariety of materialsinprint, and the ExplanationThe quality and distribution of these materials through use ot programs employing broadcast institutions, bookstores, mail order, and media will depenc: heavily nn the train- other outlets ing and expcoence of the academic The Task Force believes that and stationpersonnel invoked. Until the time for integrating the production trainingfor broadcast instructionhas and delivery components of an edu- become firmlyestablished,the Task cational program isin the early stages 85 of designDesirable asthis may be, tion The Task Force believes that im- the regional meetirp;s condo( ted by the proving the media literacy of the pub- Task Force indicatedclearlythattoo lic isthe responsibility of educational tewpersonsinterestedinexpanding institutions Thisshouldbeaccom- broadcast instruction are sufficiently in- plished through classroom instruction, tormed to plan adequately for integrat- th2 preparation of teachers at all levels, ing production and deliver system,In and the retraining of those now teach- time, experience and the activitiesot aig TheTaskForce recognizesthat the c learinghouses recommended below CPR's role in the training ot such audi- willresolvesome oftheproblems ences is not a primary one, but as CPB Meanwhile the Task Force recommends !limes into its educational programs, it that CPB 11) pro\ ide consultants to those should take formal stepstoraisethis planning programsI2)in collaboration issue CPB should he ready to contribute with other organizations, establish work- advice and expertise and, where appro- shops dealing with the problems and priate, funds to those organizations and their solutionsand approve only institutionsexperimenting withsolu- those tunding proposals that show, evi- tions. dence ot adequate integration otthe Implementation Strategy. The various production and delivery mecha- generalized implementation strategy nisms presented with Suggestion 1isappli- Implementation strategy. The cable to this recommendation. generalized implementation suggestions presented with Recommendation 1are RECOMMENDATION 11: applic able in this Cd,,V. Clearinghouse CPB sh ')uld assist with the de- RECOMMENDATION 10: Media velopment and oianr:.cionof clearing- Literacy houso, and library resources to distrib- CPB should encourage post- ute and exchange information about secondaryeducationalinstitutionsto post-secondary broadcast courses and developstudent andfacultytraining practices, employing and building upon programs inthe critical evaluation ofcapabilities of evsting institutions and materials presented through broadcast organizations media Explanation- A number of local Explanation: Since 1945 there and regional centers now collectin- has been a rapid incrcase in audience formation about post secondary credit time given to radio and television. Tnese courses that include a broadcast com- media are constantly being utilized in ponent However,theircapacity is nore sophisticated was to inform aslimited and they cannot provide the well asto entertainThis Task Force quality and quantity of information and believes thatitis part of CPB's role to services that the expansion of broad- assist in the development of excellent cast-assistedinstruction envisioned by and diverse programming for the Amen- the Task Force will require. CPB, there- an people One of the best ways to tore, is urged to take the first steps to encourage such programming is to give develop anational and regional plan the broad,-aster access to an audience for the services listed below.Itis not that is knowledgeable, critical, and able the intent of the Task Force that CPC to ,,ppreciate the fine points of broad- carry out these activities. On the con- cast technique and content. trary, it should build on resources that The Task Force notes further currently exist Existing regional and na- that the effectiveness of broadcast in- tional organizations should be involved struction depends also on the sophisti in the consideration of the old and new ca tam of the audiencetheir "media oructures that may be necessary to of- literacy," akin to the understanding of fer services such as the following: the written word to which schools and 1. Providing uevelopment and colleges devote much of their instruc- evaluation data about instructional pro- 86 grams thing broadcast media and an believes thata special post-secondary annotated,periodic alcatalog of such advisory committee is needed for the data Criteria for listing 'migrants should following reasons he based on standards relatedto the 1 The diffuse academic ad- rolesof public broadcastingstations ministrative decision-making process of e CPB is not responsible for all edu- post-secondary institutions, cational programs or those without re- 2 The unique problemsre- lations to public broadcasting), lated to the granting of credit by these 2 Providingaccesstopro- institutions, grams for both public and commercial 3 The technical problems of stations and educational institutions, in- cooperation between these institutions cluding assistance in acquiring clearance and the public broadcasting affiliates and rerun rights and agencies, and Providing periodical publi- 4 The problems that will arise cation dealing with significant develop- in the development of criteria for pro- ments in public broadcast instruction posal design and project funding 4Prot )dingconsultantserv- This committee in the fulfill- icesto bothinstitutions andpublic ment of its services to the Office and broadcast stations the Corporation, will have a continuing 5 Providing guidelines for responsibility to work in close coopera- qualityinplanning,production, and tion with local, state, regional, and na- dissemination tionalpost-secondaryinstitutions and 6 Providingassistancein educational organizations, and with the bringing together institutions and sta-public broadcasting networks and sta- tionswithpotentiallycomplementary tionsThis advisory committee should interests in post-secoMary instruction have representation from post-second- Itis assumed that the clearing- ary education institutions, public broad- house:library functions listed above may casting, and the public sector. re-quireboth a nationalcenter and secerat regional centers iSome regional The Committee and Its Functions centers ;tow exist CPB's role should 1 The Advisory Committee should be initially be 1.) in' estigate needs at local, an integral part of the approval mecha- regional, and nationallevels,next tonism and the funding process of post encourage, and perhaps fund, the ex- secondary formal education projects. pansion of the capabilities of existing 2. TheAdvisoryCommittee oiganization;arid finally, if necessty members should be appointed for3 Aself to provide for services that Can- ear terms. not be met through existing organiza- 3 TheAdvisoryCommittee tions should meet at least twice a year with Imp!ementa,:on Strategy. The other groups formally associated with ,,,enera I ized I mplPmenta non strategy CPB working on other projects in edu- presented with Recommendation 1is cation applicable in this ins'ance. 4 Whenever appropriate, the Washington meetings of the Advisory RECOMMENDATION 12: Advisory Committee should include invited guests Committee from PBS, NPR, HEW, learned societies, CPB should establish a post and other governmental, industrial, and secondaryeducational,advisorycom- educational agencies and organizations mittee to assist the CPO Education Of- 5 TheAdvisoryCommittee fice and Board incarrying out these should develop a 3 to 5 year develop- recommendations and to advise on fu- ment plan for CPB to meet emerging ture developments. education needs and development op- Explanation: The TaskForce portunities.

87 Report of the Task Farce on Adult Education

Introduction ultimately decided that its recommenda- The Charge to the Task Force tions to ACNO should focus primarily The 'tCNO Task Force on Adult Educa- on the articulation of criteria for iden- tion was constituted and convened for tification of national programming pri- the purpose of developing recommen-orities and program content as part of dations for a master plan for involve-the national delivery/utilization system. In that way, CPB could identify current -aentofthe CorporationforPublic Broadcasting in adult education activi-national programming priorities in adult education and use the same system to t:es,workinginconcertwith other organizations currently engaged in adult identity priorities in future years. education programs of allkindsThe Task Force Organization Task Force identified two major objectives for its efforts: The Task Force on Adult Edu- a. The development of a na- cation was selected from the ranks of tional delivery/utilization )ystem modelexperienced educators and broadcasters, to adulteducationactivitieswhich together with representatives of the gen- would identify the respective roles oferal public and special clientele groups. CPB, PBS, NPR, localstations, educa- Every effort was made to ensureas tionalinstitutions,social organizations broad geographic representation as pos- andclientelegroups,includingthe sible The members of the Task Force broadcast components and the adminis- have represented their own thinking and trative requirements for effective opera- experiences; they have not served as tion of the system. representatives of the organizations or b The development of a mech- institutions with which they are affiliated. anism through which national program- The Task Force has been as- ming priorities in adult education would sisted in its efforts by four special ad- be identified and their (-ore elementsvisory groups.' defined within a flexible system capable a An Association Advisory of adaptation and modification to serveGroup composed of staff persons of amultiplicity of localsituations.Al- major national associations with a vital though the project had originally called interest in adult education and in broad- for the specific identification of threecast media. Its role was to serve ac n high-priorityprogrammingareasand the artivtiei and recommendations of these groups core curriculum elements for eac h of Jr prcemed in more detail in the appendices to the three priority areas, the Tack Force Ihts report

8R vehicle for orientation of national office respect to public broadcasting, the Task staft personnel on the work ot the Task Force made certain assumptions which Force and as a fVedbal k not ildni.rn for it believes are essential for the achieve- suggestions and recommendations from ment of the fullest educational potential the associations of public broadcasting The Task Force h A Government Advisory has taken the following as its points of Group composed ot staft personnel trom departure for the succeeding discussion federal agencies with major adult edu- and recommendations cationresponsibilitieseitherforthe a. All programming should be training of their own personnel or for directed toward progressively improving programs directed toward the public the quality of education In dekelopmg their recommendations to h Thetraditionaland well- the Task Force, the members ofthis documented approaches to quality edu- wimp represented their own individualcation through reading, laboratory work, thinking and not the official positions of and other tested methods of instruction their respective agenciesThe role of should he respected and fully supported. this group was orientation of its mem- The Task Force's goal is the full utiliza- bers on the objectives of the Task Force tion of the educational resources and eftort and analysis of the potential of a potentials of radio and televisionin national delivers utilization system that complementary and supplementary edu- might help to meet federal adult pro-cational efforts gramming needs in both in-service train- c. Every feasibleinstructional ing and Congressionally approved gen-technique should be utilized to expand eral- public oriented a( tikifies continuing participation in educational c A Special Consultant Groupprograms by an ever-increasing propor- composed of 16 persons who are nation of our total population. tionally knowledgeable and expenemed The Task Force initially made a inmulti-site educational programming thorough study of availabledata on and'or public broadcasting This grouptrends in adult education and of the was assigned the responsibility for de Witherspoon reporton currentprac- veioping and recommending a modeltice and trends in public broadcasting. for a national delivery utilization system Further,itcarefullyreviewed recom- for adult education programming. The mendationsfromits ownauxiliary group'scharge wastodekelopthis bodies, including the Association Ad- model using the current public broad-visory Group, the Government Advisory casting media (radio and television) asGroup, the Special Consultant Group, a base without excluding the possibility and the National Conference on Program ot using alternate media systems (cas-Priorities A strong consensus emerged settes, dosed circuit, cable, satellite) to as Task Force recommendations took satisfy the diverse needs of the he.tero- shape on the basis of accumulated evi- geneous clienteles in adult education,dence of an increasing interest in and d A National Conferenc e onneed for adult education programming. Program Priorities attended by 35 pro-The Task Force concluded that public gram specialist, with seven specialists broadcastii,g, like every other contempo- in each of five major program areas in rary social institution, must find ways to adult edur anon adult basic, vocational/ serve this need. The group agreed, more- technical,professional, general public ovi,r, that since adult education clien sers ice, and social problem solving The Idles are often few in number in indi- conference participants were to identifyvidual communities but very numerous two to four program priont:es in eachin the total natio ial aggregate, public of the five major program areas, out of television and radio as mass media have which the three highestnationalpri- a unique capability to provide focus for orities would emerge nationalprogrammingdesignedfor Task Force Philosophy and Methodology adaptability to local interests and needs and to wrdely dispersed audiences. Fur- In approaching its charge withther, it was the Task Force's judgment 89 '9t that the current operation of American Recommendation No. 4: That publicbroadcasting, withitsintensive CPB fund the planning and development system of interactions among lot al and of projects identified by the program- national agencies could well serve as ming priorities system the basis for a new national adult edu- Recommendation No. 5: That cation programming effort The recom-CPB actively seek additional funds for mendations of the Task Force are con- development of national adult educa- ceived asguidelines for development tion p ogramming. and implementation of such a program- Recommendation No. 6: That ming effort CPB seek to ensure that adult education programming can be utilized by supple- Summary of Recommendations mental distribution systems. The Task Force's recommendations are focused on three major categoriescri- Alternate Utilization Systems teria for selection of national adult edu- Recommendation No. 7: That cationprogramming priorities, a na- CPB study, with appropriate agencies, tional:localcooperative planning andways in which alternate media distribu- utilization system, and alternate utiliza-tion systems can be utilized or estab- tion systems lishedwhere broadcastservicesare inadequate to meet the needs of adult Criteria for Selection of Adult Education education programming forits many Programming Priorities clientele groups Recommendation No. 1: That CPB utilize specific criteria for identifica- Present and Emerging Needsin tionof national adult educ ationpro-Adult Education grammingprioritiesThe TackForce re, ommends at least these five criteriaAdult Education vs. Full-Time Student Participation * for each program selection Adult Education in the United aWill it serve large numbers isa rapidly growing field,but of people? States many significant needs are currently not h Will it be capable of multi-being served The U.S Office of Edu- level audience utilization with the addi-cation triennial survey of adult education tion of appropriate learning situations? in 1972 indicated that there were 15,- c Willitserve a compelling733,000 participants in organized adult public interest? education activities in the United States, d Willithe an appropriatecompared with 11,602,000 full-time stu- .ise of public broadcasting? dents. Adult students constituted 57.5 e. Willithave potentiafor percent of the total. reeated utilization over a reasonably long per' d of time? Rate of Increase in Adult Education Participation A National/local Cooperative Plann;ng Of crucial importance is the and Utilization System far t that the rate of increase in the num- Recommendation No. 2: That ber of adult students between 1969 and CPI3enc mirage organizationoflocal 1972 was 2 3 times greater than the in- "adult education broadcasting councils"crease in the number of full-time stu- in areas where ade "uate advisory mech-dents. This rate of growth demands the anisms involving local adult educationattention of educational organizations, user organizations and institutionsdowhether broadcast-oriented or not. As not exist participation expands, the economics of Recommendation No. 3: That broadcast media becomes increasingly CPB use the "adult education broadcast- attractive ing councils" to grnerate programming for detailed documentation of thedatainthis priorities based upon inputs from local ,non of the report,see Appendix D. Tables 1 and national sources through 11

90 l . y.),,, Underparticipation of Economically and tween the survey years. The same holds Educationally Disadvantaged Groups true for nonstudents who were surveyed Demographic(liit fromthe by the Commission on Non-Traditional survey reveal a largely unt ' :.ped market Study in 1972. Of those who indicated among disadvantaged groups, especially they would like to become learners, 78 those with low levels of income and percent chose vocational subjects as one educational achievement In 1972, onlyof their preferred areas of learning; and, 13 percent ot the participants in adultRather, 43 percent chosevocational educationhad notcompletedhigh subjects as their first choice. schoolIn sharp contrast 43 4 percent of If ciublic broadcasting is to be adult nonstudents had not completed used to catisfy the needs of current or high schoolAt the other end ot the future clientele groups, program content scale, 4- percent of adult students had should have a strong occupational fo- completed at least some college studies, cus, but this should not preclude priority whereas 19 pe.cent of nonstudents were considerationfor other types of pro- in that category. gramming Similarly,familyincomesot nonstudents weresignificantlylower Types of Educational Sponsoring than those of either adult students orOrganizations tull-time students38 percent of adult Programs must ills° be geared nonstudents had family incomes underequally to adult education activities at $7,500, while 21 percent of adult stu-educationalinstitutions and atother dents were in that income category. organizations whose goals are not pri- Although women constituted amarily educational. In both 1969 and maiorit of participants in adult educa- 1972, approximately 45 percent of adult tion in 1969 and 1972 (52 and 58 per- students attended programs administered cent respectively), blacks decreased in by employers, community organizations, their proportion of the student body labor unions, professional associations, from 5 8 to 5 0 percent between the two hospitals, and private tutors. Of special survey years. The sharpest decline oc- significance isthe fact thatin 1972 a curred among black menfrom 4.9 per-total of 2,613,000 persons participated cent to 3 7 percent In both cases, theirin employer programs and another 1,- participation in adult education was sig- 996,000 in programs operated by com- nificantly below their proportion of themunity organizations. total population Federa' Social Problem-Solving Programs Occupational Characteristics of Over the years ;he Congress Adult Education Participants has passed a large number of categori- The adult student body has con- cl! adult education programs designed stantly had a strong occupational char- to assist in the solution of social and acter The proportion of participants in economic problems, such as those re- adult education who were working or in lating to health, nutrition, aging, apicul- the labor force was extremely high in ture, drug abuse, environment, educa- both 1969 and 1972, remaining" steadytion, and social welfare. According to at 80 percent during the two surveythe National Advisory Council on Ex- years. tension and Continuint-, Education, there looked atin terms of typeswere 168 suchprograms fundedin of courses taken, both the 1969 and 1972withappropriationsof$1.026 1972 surveys indicated that a maiontybillion. of all adult students in postsecondary The number of federal prob- education participated in occupational lem-solving programs and the scope of or professional training5 3 percent in funding would appear to mandate that 1%9 and 5- 3 percent .n 1972 Overall,public broadcasting give careful atten- there was an increase of 25 percent in tiontotheadulteducationalneeds the total number of participants in oc-which c,.1 he served by federal agen- cupational or professional training be-cies with Congressionally-funded pro- 91 :13 grams The long and successful record ter research, of the use of publicand commercial To develop the means of de- radioandtelevisionforfeclerally-ii- livering materials, both broad- nanced agricultural extension programs cast and supporting print ele- plusthe more recentuseoffederal ments and classroom compo- fund, for "Sesame Street" and arts and nents, touser institutions and humanities programs indicate that these agencies media are appropriate and %fable vehicle,for dissemination of federally- Recommendations financed adult education programs for targeted audiences as long as adequate The recommendations of the Task Force safeguards are exercised re:arding un- on Adult Education reflect recognition due Federal agency control over pro-of several major issues which confront gramming both broadcasters and educators when they attempt tojointheirrespective National Programming Priorities missions and capabilities to serve the educationalneedsofadultsinthe ParticipantsintheNational United States Conference on Program Prior:ties, which Inseeking waystoresolve was organized by the Task Force, identi- these issues, the Task Force drew guid- fied 19 program priorities for considera-ance from the planning criteria set forth TaskForce and tion bythe CPB in the CPB/ACNO Education Study Plan (Appendix /VThe Task Force espe- Itfelt that Criterion #2 was of special cially shares the concern of the con- significance in dealing with the broad ference participant, for programs which and diffuse world of adult education relate toacquisition of survivalskills, Criterion #2 states problems of the elderly, enrichment of family life, and enhancement of cultural All planning will relate to orga- pluralism ni7ed learning situations by various types of institutions Other institu- Use of Television and Radio in tions have primary responsibilities Adult Education Programming in education: CPR has a support role The extremely low levelot use of radio and television in adult edu- The result was a recognition cationin 1%9 and 1972 (less than 1 that educational broadcasting must in- percent ot adult students-83,000 and clude programming which has no insti- 145 000 respectivelyparticipated in or- tutionaltiesbut which "educates" a ganized learning activities using radio or general public on broad-gauge topics of substance CPB and PBS and NPR, along television)indicatesthataneftective s%stem has %et to be developed which withothers, currently aregenerating would satisf% the needs of adult clien- these kinds of programs. Notable exam- tele groups in organized Teaming situa- ples are "The Killers," "The Ascent of Street tions Man," "Feeling Good," "Wall The Task Force identified sev- Week," and "All Things Considered These efforts should be continued and eralneeds which,ifadequately met, would optimize the partnership betweenexpanded Furthermore, ;tis possible adult education and public broadcast-and desirablethat programs designed ing fororganized learningsituationswill have general audience appeal To develop a linkage between On the other hand, the Task publicbroadcasting andthe Force felt thatitcould best serve by educational capabilities of insti- considering the .,re difficult, and largely tutions and organizations, unanswered, questions of how to make To develop a mechanism whichbroadcasting a part of the ongoing and would facilitate identification ofpervasive adult education activities now clientele groups and their needs, in place To encourage and finance bet- Many years of experience have 92 :3 evolved effective patterns of service to for reaching new and enlarged audi- adult learning needs, ranging from in- ences. formaltrainingb,'servo e groups,to However,italsorecognizes more structured courses offered by pro- that the most cost-effective use of a na- fessional societies, labor and businesstionalbroadcasting system comes in groups,andothers,tothehighly reaching relatively large audiences. formalized activities of colleges and uni- To achieve these twin objec- versitiesItis unnecessary, and wouldtives the Task Force proposes: be counter-productive if not impossible, for CPBtoduplicatetheseexisting RECOMMENDATION #1: That mechanisms which provide for feedbackCPB Utilize Specific Criteria for to instructional sources Identification of National Adult With the toregomg in mind, the Education Programming Priorities. Task Force on Adult Education addressed itself to the issues within the context ofGranting the desirability of maximizing the use of public broadcasting media in thefollowing CPB1ACNO objectives adult educational programming, and at associated with Criterion #2 the same time conceding limitations of at To determine effective uses of the current capability of these media to public broadcasting for organ- satisfy the educational needs of all adult ized learning situations; groups, criteria must be developed for b) ToconductstudiesyieldingCPB and its broadcasting colleagues to plansofactionbeneficialto guide their determinations ofprograms learners of all ages [N.13 for to be given priority for national pro- this Task Force, adults]; gramming. Among factors that should cl Todevelopdeliverysystem he considered aresizeof audience, models, incorporating broadcast urgency of need, public interest, cost- and non-broadcast components belefit ratio, and potentialfor multi- and responsive to the needs ofmedia and multi-audience utilization educational and other groups The Task Force recommends at and agencies; least these five criteria for each selec- di To be responsive to the needtion for institutional cooperation a Willit serve large numbers of and coordination people? To achieve these objectives, and to meet b Will it be capable of multi-level the identified needs the Task Force on audience utilization with the ad- Adult Education has evolved a set of ditionof appropriate learning program selection criteria, and a Na- situations? tionallacal Cooperative Planning and c. Will it serve a compelling public Utilization System, together with a pro- interest? posal to explore alternate media systems d. Will it be an appropriate use of which form the basis for the recom- public broadcasting? mendations in this report e. Will it have potential for repeat utilizationover a reasonably Criteria for Selection of Adult long period of time? Education Programming Priorities These criteria do not offer ob- Atter considering the reportsjective standards by which to judge of the National Conference on Program ideas and proposals. Rather, they are in- PrioritieslAppendix At and fhe Spe-tended to emphasize those elements cial Consultant Croup to the Task Force which the Task Force regards as most (Appendix Bi and its own analysis ofimportant to increasing the likelihood trends and emerging needs in adult edu- of success of any programming in terms cation. the Task Force concluded thatof satisfying adult education needs in public broacicast(ng can he a valuable the United States. supplement to many existing programs In these criteria, the Task Force of adult education, as well as a vehicle reinforces concepts put forward by the 93 9 National Cionference on Program Prior- agers, may also have significant seLond- ities and the Special Consultant Group ars' benefits for the general public,while As an example ot a means iitniai hung others designed for larger specific audi- both large numbers ot narrow-interest em es may be useful to the generalpub- group, at the same time, the Special lic, either as a broadcast audience or as Consultant Group noted asecondary beneficiarythroughim- A, a means of overcoming possihle proved services from better-trained pro- ohiectioasha,ed upon numbers te,sionals and scope, the Special Consultant Group recommend, that wheneverA National/Local Cooperative powhlebroad( ast components Planning and Utilization System should he applied to multi-level The Task Force points out that audiences by varying the support- there are three independent and essen- ing learning situationExperience tial entities involved in the effective use has shown on some recent prot- of broadcastingin organized learning ects that itis possible to use thesituations on a nationwide basis. the same television programs as theCorporation for Public Broadcasting, the basis for credit courses, non-creditlocal broadcast stations, and local user informal education, and as an en- institutions/organizations. Development hancement viewing situation for aof an effective national/local planning general audienc e and utilization system depends upon de- One example is "The Ascent of lining the optimum relationships among Man," which is a genet! audience these entities. In general terms, each has interestprogramheingoffered the following role: through the Public BroadcastingCorporationfor Public Broadcasting Service Across the nation, the gen- provides a basisfornationalscope eral-interest programs are beingwhich allows for a higher level of fund- supplemented with study guides ing to assure high quality, for economies and periodic classroom sessions of network distribution of broadcast ma- and'or independent study materi- terials, and for the advantages of na- als to create a course for college tional promotional efforts. creditWith fewer and less elab-Local broadcast stationsprovide the orate class meetings and writtenprimary means of dissemination ineach materials,theprogramsfitinto community Because each islocally li- adult educat,on informal settings censed, each has aresponsibility for With no class meetings and withascertaining community needs and se- only a viewer's guide and perhapslecting programs to meet those needs. selected readings, the meaning ofLocal user institutionsprovide the or- the programs can he enhanced forganized learning situations necessary for a general audienceAt the samefull and effective utilizationEach has time, of course, the Lulk of the specialized means for determining the audience can enjoy the programs local educational needs of specialized as originally presented, with no ad- and general audiences, and for meeting ditional effort. those needs They can assist the local The Task Force realizes that all stationinascertainingthesespecific protects will not he equally successful in community needs through market analy- capturing the interest of a general au- sis, arid can provide the supportmech- dience while preserving sufficient edu- anisms for meeting them The institu- cational values for a specialized group tions have existing procedures for en- However, all protects can achieve this rolling and certifying students, which multi-audience interest to some degree the other entities lack It must be recognized that the In many areas,local stations issueis not clear-cutsome prc,ramshave already established working re- which have prime value for limited au-lations with advisory groups of various diences, such as physicians or city man-kinds for planning and carrying out in- 1 ili --- " 94 ./',I structional and general-interest projects. Itis expected that these councils The Task Force on Adult Education be- will be extremely diverse in con- lieves such working relationshipsare stituency, in structure, and even in essential to optimize local support and size and scope of "local com- use. munity"ranging from metropoli- The next five recommendations tan area to county or state or even deal with development of arealistic multi-state region. It would be the model for such working relationships, station's responsibility to identify which are important both in the plan- and invite the participation of all ning and the implementation of adult institutions and organizations hav- education programming projects. The ing responsibility for any kind of Special Consultant Group, asitspri- adult education, and to bring to- mary assignment, developed a national gethertheirrepresentativesfor delivery/utilization system.The Task planning and establishing the local Force accepted that system in principle, council. It may well be, however, but has expanded its role to include the that the station will not ultimately element of planning. house or manage the council op- RECOMMENDATION #2: That eration,thoughasthe primary CPB Encourage Organization of Local element in the delivery system, it "Adult Education Broadcasting will always play a major role. The Councils" in Areas Where Adequate actual operation of council activi- Advisory Mechanisms Involving Local ties might be assigned to an edu- Adult Education User Organizations cational institution, a community and Institutions Do Not Exist. organization or a coalition of such organizations, or some other par- As noted earlier, local stations in many ticipating agency. Itis also likely areasalreadyhaveadvisorygroups that council membership will shift which reflectadult education needs from project to project, depending Othershaveadvisorygroups which upon program focusIt is impor- could be expanded to include this role. tant, however,thatthere be a In functional terms, the Task continuing core of cooperating Force emphasized that extensive use of institutions with opportunity for broadcast course materials requires inte- the involvement of all. The group gral participation by all groups which stresses that the relationship of lo- may be organizing the learning situa- cal educational institutions to the tions. Membership, therefore, must in- councilisextremelyimportant, clude as broad a range as possible of since they have in place the sys- local user institutions and organizations. tems for registering students, for These are defined as: Any organization distributing support materials, and witheducationalresponsibilities. As for feed-back andinteraction stated in the report of the Special Con- processes. sultant Group (Appendix) Beyondexistinggroups and At one end of the continuum would and those which may be organized, the be colleges and universities whichTask Force noted the possible resources havehighlyformalizededuca-to be found in state adult education ad- tional missions At the other endvisory councils being formed under the would be voluntary service organi- Adult Education Act, as well asthe zations which carry out educa-new Community Education activities. It tional activities e benefittheir is further suggested that CPB find ways employees or member constituen-to assist development of financial sup- cies Ranging between these wouldport, where it may be needed, to en- beprofessionalsocieties,laborcourage formation of these local groups. unions, government agencies,libraries, churches, community or-RECOMMENDATION #3: That ganizations, business/indu: try train-CPB Use the "Adult Education ing programs. etc. Broadcasting Councils" to Generate 95 :.)7 Programming Priorities Based Upon planning for the following components: Inputs from Local and National television broadcasts Sources. radio broadcasts A two-directional process is envisioned other media, when appropriate inthisrecommendation.First,local written support materials councils would feed to CPB adult edu- a syllabus for incorporatingclass cationprioritiesthey have identified meetings, workshops, or other line These would become part of the over- components, when appropriate. all selection process Second, CPB would The grant agreement should specify that feed to the local councils program ideas the producing agency must involve rep- that have evolved through other local, resentative user institutions and organi- state, regional, and national mechanisms zations as well as subject experts inall such as state and national advisory coun- planning. The grant should also call for cils,national conferences of producerformative research and target-audience and user groups, and federally-funded pre-testing of broadcast and support ma- programs for elements of the general terials to validate their effectiveness and public. All of these ideas would be fed acceptability.Theseactivitiesshould into the system for evaluation by local take into account the rich resources to user institutions and organizationsin be found in the diverse cultural ele- concert with the local stations. ments of American life and theim- Although the primary goal is to portantcontributionseachofthese identify programming priorities of na-makes to the unique pluralism of the tional scope, the system will also bringAmerican experience. to the surface priorities best treated on Upon completion of detailed a local or regional level. CPBshould planning and/or production of a pilot, consider ways of encouraging regional CPB would initiate a sequence of feed- networks and local groups to develop back activities for local evaluation and programming to meet thrsse needs. decision-making. Through existing com- RECOMMENDATION #4: That puter links and video and audiointer- connections, this feedback can be al- CPB Fund the Planning and Develop- most instantaneous. In the caseof a ment of Projects Identified by the pilot program, elements in the sequence Programming Priorities System. should include the following steps: Once programming priorities are deter- a. By means of thePBS and mined, CPB should make a final selec- NPR interconnection systems, thepilot tion of a project area and invite pro-would be shown to local adult educa- posals from educational institutions and broadcasting councils. Whenever organizations, working through a local tion possible thepilot should be accom- stationorsystem-relatedproduction Pro - panied by a pre-test report. The Coun- agency as defined by the Station cils would feed reactions back to CPB g.am Cooperative of thePublic Broad- casting Service. The role of each agency and the producing agency. b. CPB would then call a meet- content considerationsis involvedin subject implicit in the planning and utilization ing of the producing agency, experts representing both theproducing system process which follows. institutions Based upon proposals received, agency and interested user CPB would make a planning and/or and organizations, plus field organizers from interested user institutions to dis- pilot ,gram production grant foreach cuss content, style ofproduction, accept- pm tobeundertaken.Planning would enable local groups to ability and marketability, specific prob- gra, lems of utilization, etc. Feedback from evolvedetailedprojectplans which might otherwise be beyond theirre- the council previews would alsobe sources to develop. A detailedand well- considered. thought-through plan could obviate the c. CPB wouldthendecide expensive step of oilot production. whether to move ahead to full produc- Eachproject shouldinclude tion, modify the project, develop a re- 96 :.38 visedpilot, or drop italtogether. (A ects, are important, the Task Force sup- revised pilot would go back into the portsthe contentionoftheSpecial cycle already described ) Consultant Group that the real proof lies d. Once full production werein whether adults enroll or otherwise authorized, utilization people as well as participate and whether they are satis- subject experts would continue to have fied with the results. The system report significant input. should address itself to the question: should this course be used again both in e. Asproductionprogresses, terms of quality of materials and of CPB would offer the series to stations, obsolescence? CPB should set aside a with previews via PBS and NPR for local certain percentage of funds for revision evaluation in terms of the needs of each and updating of existing courses. individual institution and organization. Local user institutions and organizations RECOMMENDATION #5: That would plan their own utilization basedCPB Actively Seek Additional Funds upon materials in the project package, for Development of National Adult plus additional local materials as needed. Education Programming. Costs of support materials (study guides, workbooks, promotionalpieces,etc.) Because CPB now has the responsibility would be borne by the local institutions for funding developmental projects,it and the local students. is the logical agency to take the responsibility for leadership in seeking new f. CPB would next arrange for distribution of broadcast programs funds to supplement its own appropriations. through PBS and NPR and for distribu- The Task Force believes that the tionofsupportmaterials, probably Congress will be receptive to proposals through some competent central agency. based upon broad-based needs as evi- Materials could be sold to users or re-denced inlocal support through the print rights could be assigned, at theplanning and utilization system. Other optionoftheuser institution.CPB governriental agencies would be in a would plan and implement a nationalposition to aid in funding specific proj- promotional effortin support of the ects, as would various foundations, na- broadcasts and the organized learning tional corporations, and other groups. opportunities The educationalcommunity g. Local stations would sched- can be a powerful influence in such mat- ule the programs, and council institu- ters, especially when bolstered by docu- tions and organizations would enroll mentation of nationwide support. CPB is students through their normal proce-encouraged to use this base to its full- dures; and provide organized learningest in pursuing new tunding for educa- situations as plannedStudents would tional purposes. receive certification or other informal CPB may also wish to look into "credit" according to the normal pro-the possibility of putting up matching cedures of each institution or organiza- funds for an instructional Station Pro- tion.(The new continuing education gramCooperativethroughwhich a unitCEUbeing adoptedby many smaller number of interested local sta- institutionsacrossthecountrymay tions and user institutions across the eventually offer the basis for a morecountry could support production of standardized approach on national proj- courses important intheir areas. The ects.) Special attention should be given communications structure already de. tothe community outreachactivities scribed, coupled with the SPC process, associated with multi-level projects. could facilitate formation of these in- h. Local user institutions will formal "consortia." providequantitativereportstoCPB, Assumingfuturegrowthin along with qualitative judgments on the broadcast-based adult education pro- future value of the project, based on grams, the question of funding will con- field experience. Although various kinds comitantly increase in importance The of research, both before and after proj- responsibilities of Congress, funding CPB 97 94 it' 4 through appropriations; of the local sta- Education Programming Where tions enlisting financial assistance in var- Broadcast Services are Inadequate to ious ways; of user institutions; and of Meet the Needs of Adult Education participants must be considered and de- for Its Many Clientele Groups. termined. Given the broad spectrum of needs and RECOMMENDATION *6: That interests in the field of adult education, CPB Seek to Ensure That Adult ranging from the most advanced post- Education Programming Can Be doctoral training of medical specialists Utilized by Supplemental Distribution and aerospace physicists to the basic educational needs of functional illiterates, Systems. the problem of satisfying those diverse It became obvious to the Task Force on educational needs through a single me- Adult Education that CPB and the broad- dium such as public television or ra- casting media cannot begin to meet the dio is of fundamental importance. In needs for delivering audio and videoview of thelimitations on available instructional materials. Many alternative broadcast time and on flexibilityof and supplemental distribution systemsbroadcast scheduling, ways of relating already exist and many more will be other media to different components of needed. These mechanisms include use the adult education universe must be of audio and video cassettes, cable tele- determined.Further,appropriate and vision, closed circuit systems, and, ulti- qualified organizing agencies must be mately, direct-to-home-or-school satel- identified, and financing of alternate de- lites. livery systems must be developed. It is essential that adult educa- It is self-evident that public ra- tion materials produced for use within dio and television stations cannot carry the broadcast system also be available the whole burden of delivering all of the for use through these supplemental dis- educational programs necessary to sat- tribution systems. Therefore, GB must isfy the needs of all target audiences in include in its production contract nego-adult education, much less the student tiationsthe goalof acquiringrights bodies in the entire field of education. which would enable this extended use If high-quality broadcast programs can ofthematerials. Wherever possible, improve the learning effectiveness and/ copyrights and other rights should be or the cost efficiency of organized learn- "bought out" in perpetuity or for a ing activities in the United States, then stated period of time (no less than five itisevidentthat some agency or years,if possible) so that payment ofagencies must undertake the develop- individual rights fees by each user would ment of alternate media utilization sys- not be necessary, at least during the first tems. Both the Special Consultant Group contract cycle. and the Government Advisory Group Once rights are acquired, vari- called the attention of the Task Force to ous means should then be found to this need. The availability of an almost make thematerialsaccessibletoas bewildering array of technology for this broad a clientele as possible. purpose(cable,includinginteractive Although encouraging this ex- cable; audio and video cassettes; ran- tended use, the Task Force emphasized dom access storage and retrieval; closed that primary focus should be on devel- circuit, including ITFS; satellites; micro- oping national broadcast-supported wave; computers) cries out for further adult education projects. etiort in this area. Alternative Utilization Systems This evaluation should leave open thequestionof whether CPB RECOMMENDATION #7: That should expand its own capabilities to CPB Study, With Appropriate cover alternate media systems, or some Agencies, Ways in Which Alternate other agency or agencies should ulti- Media Distribution Systems Can Be matelyorganizeand/oroperatethe Utilized or Established For Adult systems. 98 Conclusion impact on important segments of the The Task Force on Adult Educa- adult population. The priorities must be tion is convinced that an effecti.ie part- realistic ones, based upon a national nership can be forged which will make coalescing of local concerns. This re- possible a national broadcast adult edu-port provides the mechanism for bring- cation program which can have great ing these interests together. Appendix A: 1. Consumer Education the need Reportof the National Conference on to provide adults at the basic Program Priorities educational level with the skills and understanding needed to September 12-13, 1974 make sound economic deci- The University of Chicago Center for sions. The format might be a Continuing Education series of situational dramas fo- cusing on life-coping skills in a General The essential task of the con- family, community and occu- ferees was to review adult education pational setting. needs which could be appropriately met 2. Adult Reading Programs: the through public broadcasting in concert need for modification and adop- with educational institutions and to rec- tion of the Sesame Street model ommend those needs which warranted to serve adult learners. priority attention. For this purpose, the 3. Awareness Series: to focus on conferees were divided into five special- ethnic heritages, public institu- ized discussion groups, each of which tions, basic job skills, family re- subsequently reported its views in ple- lationships and matters of gen- nary session. (For a description of the eral public information. five specialized groups, see attachment 4. Training Programs: to prepare #1) volunteers and paraprofess'on- At the outset, Task Force Chair- als for community service, to man Robert 1. Pitchell established com- train peer group tutors, and to mon terms of reference which were in- provide professional training to tended to guide discussion in the five teachers and administrators in specialized groups and in the plenary adult basic education programs. meeting. These included a working defi- 5. Adult Computational Program: nition of adult education (attachment to impart skills such as balanc- #2), definitions of cultural, educational ing a checking account, under- and instructional programming (attach- standing interest payments and ment #3) and suggested criteria for de- charge accounts and an expos- termining program priorities (attachment ure to the metric system. #4). Douglas Bodwell, John Price and The Adult Basic Education John Witherspoon of the CorporationGroup also suggested that CPB, if itis for Public Broadcasting provided back- to adopt these priorities, seek to deliver ground information on the operations, its programs in concert with on-going plans, goals and interests of the CPB in basic education programs, correctional order to acquaint conferees with the institutions, business and industry train- context in which decisions on program ing programs, church and civic groups priorities will be made. In this regard, and community colleges. Messrs. Price and Pitchell described the key role of the ACNO Task Force on Vocational/TechnicalEducationThe pri- Adult Education and its relationship to orities of the vocational and technical CPB and to other ACNO Task Forces. education group were: 1. Occupational Exploration: pro- Reports of Specialized Groups grams which would provide information about entry require- Adult Basic Education The adult basic ments for various occupations, education group reported its priorities identify the sources of occupa- as: tional training, and cite pros- 99la. i ) t pects for employment within life-long responsibility of every various occupational clusters. professional. Many professions 2. Occupational Success Skills: are already recognizing this programs which would strength- need, and the availability of en, human relations skills asso- public broadcasting for profes- ciated with job success, such as sional continuing education communications and interper- would provide added stimulus sonal relations skills, construc- toward raising nrofessiona I com- tive worker attitudes towards petenceinkeyprofessional work, as well as programs which fields. would provide quantitative skills (e.g., measurement, appliedGeneral Public Service Education Rec- math and science) important to ommended priorities in this category of occupational success. programming include: 3. Upgrading Technological and 1. Pre-retirement Counseling: the Managerial Skills: programs need to prepare mature people which would assist participants emotionally and economically in keeping pace with techno- for retirement. Included in such logical changes and in increas- educational programs would be ing their skillsas supervisors learningsinretirementplan- and managers ning, preparation for a second 4. Home-Based Gainful Employ- career, use of leisure time, and ment: programs which would health and nutritionfor the provide persons with necessary aging. employment skills for the kinds 2. The System and How to Use It: of gainful employment which educational programs which can be based in the home, such would focus on available com- as child care, home selling and munity services, community home health care problems and improvement of the quality of life in our society. Professional Education The priorities of 3. Our interdependent World: ad- the Professional Education Group were: dressed toward providing a 1. Management and Organiza- greater understanding and ap- tional Development: programs preciation of world affairs and to impart those skills and knowl- interrelationships in social, eco- edges common toallprofes- nomic, political, scientific and sionals which would assist them cultural terms. in becoming more effective as 4. DesignsforLiving: program- independent professionalsas ming directed at improving the well as organizational leaders. esthetic aspects of life, through Includedunderthispriority better planned physical struc- would be such program ele- tures and more becoming use ments as inter-personal skill de- of terrain. velopment, leadership, decision-making,communications,Social Problem-Solving The Social Prob- ethics, institutional change stra- lem-Solving Group structured its priori- tegies, organizational behavior ties as follows: and social change 1. Family Life: emphasis on child- 2. Professional Content Skills: the rearing, family economics, fam- need for professionals of every ily planning, education of chil- discipline to keep current with dren, housing, and the prob- new knowledge, research and lems of the one-parent family. technology which affect their 2. Community Development: edu- professions.TheProfessional cational programs for persons Education Group felt that pro- who serveinpositions from fessional development was a which they can improve the

100 ' I, A $ 144 criminal justice system, the so- with the necessary subject matter skills cial welfare system, race rela- and the requisite understanding of adult tions, public health, public learners. In this respect, it was assumed housing and the public educa- elat the CPB media specialists would, in tion system. early stages of development, seek the 3. Survival Skills: the individual's advice and assistance of professionals re:e in coping with change and skilled in subject matter areas and in the rootlessness of urban life. adult learning. Such programs would be di- Each of the five specialized rected toward enabling the in-groups cited the criteria under which dividual to find a more satisfy- their priorities were selected and the ra- ing personal role in his occu- tionale which justified these selections. pation, his social circle, and the The criteria most often used were pat- broader community. terned as follows: 4. Problems of the Elderly: edu- 1. Numbers: a belief that educa- cational programs for the el- tional broadcasting, by its na- derly which would assist them ture, was best used in address- iocoping with problems of ing large audiences. finances, transportation and 2. Public Interest: a general feel- health, and lead to a fuller ening that the eventual impact of joyment of life. educational broadcasting should broadly servemajorsocietal Assumptions and Criteria goals, as well as the interests The general consensus within which of the target audiences; hence each group selecteditsprioritiesre- the target audiences should be flected several basic assumptions about selected with the public inter- the value and use of educational broadest in mind. casting. 3. Appropriate Media Use: the no- It was generally felt that edu- tion that public broadcasting is cational broadcasting could be a valu a unique and valuable educa- able supplement to many existing pro- tional resource which should be grams of adult education, as well as a usedincircumstances where vehicletoreach new and expanded its uniqueness and value best audiences. serve educational purposes; in There was general agreement other terms, the use of public about the feasibility of collaboration be- broadcasting should be centered tween public broadcasting and a large on the kinds of learning best variety of organizations and institutions delivered through this medium. which sponsor learning. In addition to In revieing the current thrust educational institutions, most frequentlyof educational programming via public cited sources of collaboration were: (1) broadcasting,it was generally agreed employers, (2) professional associations, that major gains were possible through (3) community groups, (4) correctional concerted efforts to develop links be- institutions,(5) various public interest tween CPB and the various sources of groups, (6) political parties and (7) var- adult education offerings. This does not ious governmental agencies having a demean the value of educational broad- public education role. casts which reach an audience not par- Reflected in discussions was a ticipating in a structured learning situa- general feeiing that the future for edu- tion.It was agreed that CPB can and cationalbroadcasting wasbright,in does do this well. However, there are terms of audience receptivity and theother levels of the educational process p:ospects for rendering valuable public where public broadcasting can accom- service However,concernwasex- plish ends which become possible only Pressed throughout that the content mid when the audience is part of a learning format of educational programming be situation in which evaluation and feed- developed with the advice of persons back of learning occur. In most cases, 101 114):i this evaluation and feed-back can best tionai system of local radio and tele- come through the involvement and co- vision stations. operation of a learning source which In the Adult Education Special links the broadcast with the audience inConsultant Group, this problem was con- ways most conducive to learning. sidered with the knowledge that hun- Finally, there was a strong be- dreds of thousands of adults are making lief in the ready willingness of educa- sacrifices of time, money, and energy to tional institutions and other sponsors ofattend continuing education classes learning to cooperate with CPB in insur-across the country. These strongly mo- ing productive use of educational pro- tivated people, in the view of the Group, gramming. While the process of devel-will welcome alternative and additional oping such cooperationwillrequire means for attaining their educational both time and effort, the benefits pos- goals, especially if those means can be sible are exciting new dimensions to more convenient, as through broadcast adult learning. media. Submitted by: Finding individual programs or Derek N. Nunney, Adult Basic Education series with sufficient appeal to broad sections of this diverse clientele to jus- Shirley Wilson, Vocational/Technical tify use of a national interconnection Education system is an overall objective of the Fred Fisher, Professional Education Adult Education Task Force. The Special Robert Anderson, General Public Consultant Group wishes to observe, Service Education however,thatcriteriaforselection Edward Kieloch, Social Problem-Solving should take into account those interest Education groups whose members may be rela- on behalf of all participants. tively few in a given area but whose total across the country may be signif- Appendix B: icant. One measure of success, then, Report of Special Consultant Group would be numbers of participants in ratio to the potential audience for each Final Report series. As a means of overcoming pos- Special Consultant Group CPB/ACNO Adult Education Task Force sible objections based upon numbers and scope, the Special Consul .Int Group Background and Rationale recommendsthat whenever possible The Special Consultant Group was broadcast components should be applied named in order to provide the CPB/ to multi-level audiences by varying the ACNO Task Force on Adult Education supporting learning situation. Experience with counsel from experts in education has shown on some recent projects that and in media on how the two areas can it is possible to use the same television be brought into a working partnership programs as the basis for credit courses, in the field of adult education. Specifi- non-credit informal education, and as cally, the Group was asked to develop an enhanced viewing situation for a gen- a model for a "delivery system" or util- eral audience. ization network wherein the Corpora- One example is "The Ascent of tion for Public Broadcasting would pro-Man," which is a general-audience in- vide the broadest components while ed- terest series being offered through the ucationalinstitutions and other local Public Broadcasting Service. Across the user organizations would provide the nation, the general interest programs are organized learning situations. (See sec- being supplemented with study guides tion on definitions.) and periodic classroom sessions and/or CPB's problem, briefly stated, is independent study correspondence ma- to respond to growing demands beingterials to create a course for college placed upon it by various groups to in- credit. With fewer and less elaborate crease its educational service as part of class meetings and written materials, its mandate to serve effectively a na- the programs fitinto adult education . , 102 _ : informal settings. With no class meet- but is essentially one-way use, with ings and with only a viewer's guide and the feedback mechanisms left to perhaps selected readings, the meaning chance or to individual follow-up. of the programs can be enhanced for a Educative programs of general general audience At the same time, of interest or broad cultural informa- course, the bulk of the audience can tional values. enjoy the programs as originally pre- (The Task Forces were directed sented, with no additional effort. to limit their deliberations to "Instruc- tional" and "Educational" uses.) Assumptions and Definitions Institutionsany organization with The CPB/ACNO Education Study Plan educational responsibilities. At one provided some assumptions upon which end of the continuum would be to base deliberations: collegesanduniversities which All planning will relate to orga- have highly formalized educational nized learning situations created missions. At the other end would by various types of institutions. be voluntary service agencies These other institutions have pri- which carry out educational activi- mary responsibilities in educa- ties to benefit their employees or tion; CPB has a si-pport role. member constituencies.Ranging All planning will deal primarily between these would be profes- with public radio and TV, while sional societies, labor unions, gov- also suggesting implications of ernment agencies, libraries, church- other types of materials,e.g., es, community organizations, busi- video and audio cassettes, cable, ness/industrytrainingprograms, video discs, print, among others. etc. The primary objectiveispro- Organized Learning SituationThe gramming, but consideration Group defines this as the mecha- must be given to utilization, staff nism by which an added educa- development, etc. tional dimension is provided to the All planning will have broad ap- broadcast programs. This can take plication, takingintoaccount the form of written materials such different regional, state, and lo- as correspondence cours' ware, pe- cal needs. riodicclasses or workshops, or These were among assumptions combinations of these. inthe original CPB/ACNO Education Early in its thinking, the Spe- Study Plan. As will be seen later, the cial Consultant Group identified three Special Consultant Group has suggested independent and essentialentitiesin certain modifications in these assump- any delivery system which would result tions, although adhering to their major in effective utilization of national proj- sense. jects. Some critical definitions were 1. the Corporation for Public also provided in the CPB/ACNO Educa- Broadcasting; tion Study Plan: 2. the local broadcasting stations; Adult Education non-credit 3. the local user institutions. courses. (Credit courses, whether Development of a utilization/ for full-time or part-time students,delivery system centers on defining the wil; be considered by the Task optimum relationships among these en- Force on Post-Secondary Educa- tities.In general terms, each has the tion.) following role: Instructional involves an inten- Corporation for Public Broadcast- tional feedback mechanism or ingprovides a basis for national learning environment plus a rela- scope, which allows for a higher tionship with an institution which level of funding to assure high has specific educational objectives. quality, for economies of network Educational involves institutions distribution of broadcast materials, which have educational objectives, -,1,and,for ) the advantages of nation- 103 al promotional efforts. all institutions and organizations having Local stationsprovide the primary responsibility for any kind of adult edu- means of dissemination in eachcation, and to bring together their rep- community. Because each is local- resentatives for planning and establish- ly licensed, each has a responsi- ing the local Council. It may well be, bility for ascertaining community however, that the station will not ulti- needs and selecting programs to mately house or manage the Council meet those needs. operation, though as the primary ele- Local user institutionsprovide the ment in the delivery system, it will al- organized learning situations nec- ways play a major role. The actual oper- essary for full and effective utiliza- ation of Council activities might be as- tion. Each has specialized means signed to an educational institution, a for determining local educational community organization, or a coalition needsandformeetingthose of such organizations, or some other needs. They can assist the local participating agency. It is also likely that station in ascertaining these spe-Council membership will shift from proj- cific community needs and can ect tc project, based upon program fo- provide the .support mechanisms cus. It is important, however, that there for meeting them. The institutions be a continuing core of cooperating in- have existing methods of enrolling stitutions with opportunity for the in- and certifying students, which the volvement of all. The Group stresses that other entities lack. the relationship of local educational in- Although accepting the bene- stitutions to the Councils is extremely fits of a national cooperative effort, the important, since they have in place the Special Consultant Group emphasizes systems for registering students, for dis- thot CPB and the broadcast stations tributing support materials, and for feed- cannot be the total answer for meeting back and interaction processes. adult education needs. However, be- CPB encouragement of the or- cause CPR is the one institution with ganization of Adult Education Broadcast- primary concern for building the educa- ing Councils could take a variety of tional/public broadcasting system, the forms. The Group suggests three pos- question becomes: How can CPB best sible aids: contribute to a large and on-going adult 1. CPB field staff to provide orga- education activity, drawing upon its own nizational assistance; unique strengths? Itis also not likely 2. Informationalemphasis upon that any educational broadcasting activ- the usefulness of such Councils ity will be successful without the full in ascertainment of community support and participation of a significant needs; number of local institutions. Thus itis 3. Possible assistance in funding important to concentrate upon building Council operations, recognizing a real working partnership among the thatthe present shortage of three groups. funds in the system may pre- The Group recommends that clude this option at this time. CPB ask and encourage local radio and Neither can CPB and the broad- television stations to take the initiativecast stations begin to meet the needs for in forming Adult Education Broadcasting delivering instructional materials. Other Councils to serve their local communi- distribution mechanisms must be devel- ties in developing and implementing the opedby an entity yet unidentifiedto new program. It is expected that these reach the diverse audiences. These mech- Councils will be extremely diverse in anisms should include consideration of constituency, in structure, and even in audio and video cassettes, cable televi- size and scope of "local community" sion, closed circuit systems, and, ulti- ranging from metropolitan area to coun- mately, direct-to-home satellites. ty or state or even multi-state region. It As a first step toward meeting would be the station's responsibility to these needs, the Group recommends identify and invite the participation of that CPB, in negotiating production con- 104 tracts, include the rights to make broad- makes finalselection, enter- cast materials also availableinthese tainsproposals from educa- other modes, through whatever distribu- tional institutions, stations, and tion mechanisms. It is also recommended system-relatedproduction that air use of the broadcast material agencies, and makes apilot not be held up pending development of production grant for a national the extended use system. projectthatincludestelevi- The efforts of the Special Con- sion,radio,writtensupport sultant Group have been concentrated materials, and a plan for in- on defining a workable model to serve corporating workshops, etc, national needs. However, it seems obvi- where appropriate. ous that other needs will be found at 5. The g.dnt should specify that regional,state,andlocallevels. The the production agency must Group feels that a CPB-initiated model involve representative user insuch as will be outlined will also be use- stitutions as well as subject ex- fulinidentifying and meeting these perts in all planning, develop- other needs. Indeed, it seems likely that ment, and production work thenationalactivitytoidentify pro- The grant should also call for gram priorities would result simultane- formativeresearch and pre- ously in identification of program prior- testing of materials. ities better suited to treatment as a less- 6. Upon completion of the pilot, than-national level The Group suggests CPB initiatesa sequence of that CPB investigate ways of encourag- feedback activities for evalua- ing these regional, state, and local proj- tion and decision-making. ects. Through existing computer links, and video and audio in- Recommended National Utilization terconnections, this feedback Delivery System can be almost instantaneous. Out of the above considerations and Elements inthe sequence their own experience, the Special Con- should includz: sultant Group has developed a National A. By means of PBS and NPR Utilization Delivery System for placing interconnectionsystems, CPB-developed broadcast programs in the pilot is shown to local an organized instructional setting which Adult Education Broad- theGroupbelievesoffersoptimum casting Councils. When- chances for local support and use. ever possible,thepilot 1. Local Adult Education Broad- should be accompanied casting Councils are organized. by a pre-test report. The They include major institutions Councils would feed re- with educational responsibili- actions back to CPB and ties, as defined earlier in this the production agency. paper. B. CPB calls a meeting of the 2. CPB derives several program production agency, sub- priorities through anational ject experts representing mechanism, perhaps similar to both the production agen- the one followed by the Adult cy and interested user in- EducationTaskForce,and stitutions, and field orga- identifiesspecificobjectives nizers from interested user for each. institutions, to discuss 3. CPB offers this list to the local content, style of produc- stations for consideration by tion, acceptability and the Adult Education Broadcast- marketability,specific ing Councils, either directly or problems of utilization, through regional and/or state etc.Feedback from the agencies where appropriate. Council previews would 4. Based upon responses, CPB also be considered. 105 C. CPB decides whether to 11. CPB arranges for extended use move ahead to full pro- distribution of the video, au- duction, modify the proj- dio, and written materials. ect, develop a new pilot, (Special Consultant Group or drop it altogether. (A notes that this extended use new pilot would go back could become a much larger into the cycle already de- enterprise than the original dis- scribed.) tribution through broadcast.) D. Once full productionis 12. When possible, programs authorized,utilization should be developed with people as well as subject multi-level and multi-audience experts continue to have applications, depending upon significant input. varied support materials. This 7. In anticipation of completion, will demand close cooperation the series is offered to stations, between adult and higher ed- with previews on PBS and NPR ucation elements and general for local institution evaluation. audience programmers. 8. Localinstitutionsplantheir 13. Local user institutions will pro- utilization, based upon mate- videquantitativereportsto rialsin the project package, CPB, along withqualitative plus additional local materials judgments on the future value as needed, at local cost. Insti- of the project, based on the tutions enroll students through field experience. Although var- normal procedures. Councils ious kinds of research, before inform CPB of anticipated en- and after projects,is impor- rollments to provide a basis tant, the Group feels that in for initial printing orders. the world of adult education 9. CPB arranges for distribution the real proof lies in whether of broadcast programs through adults enroll and whether they PBS and NPR, and for distribu- are satisfied with the results. tion of support materials However, CPB should under- study guides, workbooks, pro- take a study of methods for motional pieces, etc. Costs of evaluating the quality of pro- support materials would be grams, using criteria unique to borne by local institutions and adult education, e.g., the need thelocalstudent.Materials to appeal to adults in leisure- can be purchased through a time settings, the impact of central agency, or CPB could variedadult experience on assign reprint rights to local learning effectiveness of mate- institutions. rials, etc. 10. Localstationschedulesthe incompletingitswork,the programs, and Council institu- SpecialConsultant Group wishesto tions enroll students and pro-thank the Corporation for Public Broad- vide organized learning situa- casting and its Advisory Council of Na- tions as planned. Students tional Organizations for undertaking the would receive certification orimportant work of identifying educa- otherinformal"credit"ac- tional opportunities. cording to the normal proce- The Group particularly thanks dures of each participating in- the Adult Education Task Force for pro- stitution. (The new Continuing viding its members with the opportuni- Education Unit CEU being ty to make these specialized inputs from adopted by many institutions the field of continuing and adult educa- across the country may even- tion and from the field cf broadcasting tually offerthe basisfor a and media. more standardized approach . It is our belief that a working on national projects.) partnership is not only possible but im- 106 - ; Gfi portant to achieve in order to expand ences not now being adequately served. opportunities for adult education to all If these data have not been collected, segments of our society. such a project should be undertaken as soon as feasible. Special Consultant Group October 20, 1974 6. That CPB collect and make available the methodology of classic ex- Prepared at the direction amples of formative and evaluative re- of the Group by: search in public broadcast programming. 7. That further consideration be David L. Phillips given to the possibility of establishing a Staff Consultant system for determining program priori- tiesrelatingtoclientele-group needs Appendix C: that includes national and local compo- Report of Government Advisory Group nents. 8. That CPB' s be Final Report expanded to include e ,:dia to public broadcasting (such 43 video cas- Recommendations of the Government Advisory Group settes, closed circuit, etc., but not in- November 14, 1974 cluding cable) for presenting its pro- Washington, D.C. grams to additional clientele groups who would not he covered by the recom- 1. That CPB compile and distribute frommended criteria for program priorities available sources a comprehensive report in public broadcasting. on the trends in adult education as they 9. That CPB request that the relate to public broadcasting, and fur- Federal Interagency Committee on Edu- ther that CPB continue to monitor avail- cation become a continuing governmen- able data and disseminate them in fu- tal advisory body to CPB on program- ture reports. ming needs and priorities of the Federal 2. That CPB make available for Government. study detailed information on instructional programs which have successful- Apimsdix D: ly combined use of broadcasting with Glossary noncredit organized learning activities. Adult Basic Education means education 3. That CPB assume a leadership role in financing experimental and for adults whose inability to speak, read, or write the English language constitutes demonstration programs to reach adult audiences through public broadcasting. a substantial impairment of their ability to get or refaM employment commen- 4. That CPB maintain an "alert system" whereby federal legislation deal- surate with their real ability, which is ing with social improvement (e.g., health, designed to help eliminate such inability social security, metric education' would and raise the level of education of such be examined (1) to determine implica- individuals with a view to making them tions for adult education which would lesslikelyto become dependent on others, enable persons to obtain maximum ben- to improving their abilityto efit from the services and programs es-benefit from occupational training and tablished by the legislation and (2) where otherwise increasing the opportunity for indicated, to develop plans for program- more productive and profitable employ- ming, in cooperation with the agencies ment and to making them better able to meet their adult responsibilities. administering the legislation. (Such a system supported by programming would Vocational Education and Technical Ed- be replicable or adaptable at other lev- ucation refer to educational programs els of government.) which make individuals more employ- 5. That CPB locate and makeable in one group of occupations than available any demographic studies which another. have been made of public broadcast- While vocational education is ing's audience and of potential audi-limited fo no more than two years of 107 0,9 post-secondary education and focuses Note that this covers partici- on manual skill training,technical edu- pants in programs operated by employer cation may include four-year college organizations, professional associations, degree programs preparing students to labor unions, proprietary schools, hos- work in mechanical or scientific fields, pitals and social organizations. but not at professional levels. It also includes people who are in credit and noncredit programs. Professionaleducationreferstothe The assignment for the Task broad range of professional occupation- Force on Adult Education is to deal with al fields practiced in the United States. noncredit program activities only. This It includes not only the obvious cate- would,however,includenondegree gories such as physicians, lawyers, engi- credit activities only. The Task Force on neers, teachers, accountants, but also all Post-Secondary Education - Formal will types of managerial, public service and be concerned with all degree credit ac- high level technical personnel. Licensed tivities for participants of all ages and andcertifiedoccupationalcategories in types of programs such as external such as real estate brokers and life in- degree programs. surance underwriters would alsobe covered. Definitions of Cultural, Educational General Public Service Education refers and Instructional Programming to programs which are of value and in- Education, the acquisition of knowledge terest to large segments of the general and cognitive or affective skills, can take public without regard to occupational place under an almost unlimited num- needs. Examples are programs for theber of formal and informal situations. public in the arts, humanities, public Three main types are distinguishable: affairs, driver education, nutrition and 1. Those experiences which oc- health or for special clientele groups cur in situations which are not orga- such as the blind or aging. nized and carried out primarily for educational purposes, but in which knowl- a Social Problem-Solving Education is edge, cognitive or affective skill may be component of many programs designed enhanced. e.g., social gatherings, work by legislatures or public and private experiences. These may be labeled cul- agencies to provide remedies for socie- tural or social. tal ills. In social problem-solving education, major expenditures of funds for 2. Those educational activities which are intended to be learning expe- the training of special clientele groups short-term or riences and in which learning may or or the general public on may not occur,e.g., ETV broadcasts, part-time bases are but one part of a lecture series, newspaper and magazine larger solution involving noneducational articles,books. These may be called programs as well. (See attached table of educational. Federal extension and continuing educa- 3. Those educational activities tion, programs for examples.) which are intended to be learning expe- Definition of Adult Education riences and in which organizer feed- (ior Purposes of the Task Force on Adult back mechanisms are utilized to build Education project) on the original inputs and to determine The task force has adopted the defini- the extent to which learning experiences tion used by tile National Center for actually occur in individuals or groups. Educational Statistics, USOE for itstri- These feedback mechanisms can be for- ennial surveys of adult education in the mal and evaluative,r g.,elementary, United States. NCES defines adult edu- secondary and college diploma or de- cation participants as "persons beyond gree classes, or informal, as in noncred- compulsory school age, 17 and over, it classes, conferences, workshops and who are not enrolled full-time in a reg- seminars. These aretheinstructional ular school or college program and are programs. engaged in one or more activities of In some cases there is overlap. organized instruction." Preschoolers may be exposed to Sesame 108 _0 Street at home, with no feedback about ficant opportunities for improvement in whether or how effectiveit has been; quality of instruction and learning effec- the program may also he piped into a tiveness. preschool class with a teacher and/or 2Programs which offer signif- parents on site to add new dimensionsicant opportunities for individual clien- to the program's original impact and to tele groups to be reached who might utilize one or more feedback mecha- not otherwise be reached through non- nisms to determine how effective the broadcast techniques This could apply program is. to people inrural areas or inurban Allthree typesexistinthe areas where local adult education pro- media Most programs are of the first grams are inadequate, or to busy pro- type.However, educational programs fessional people such as doctors or en- also abound, e.g., French Chef, National gineers who frequently cannot spare the Geographic Special.Instructionalpro- time from their occupations to travel to gramsaregenerally encounteredin campuses or other learning centers. closed circuit and cable media. Many of 3. Programs which substantial- the current general broadcast programs ly enhance the motivations of people to are mixed, being used in general broad- participate in programs which they might cast situations without feedback mech- not otherwise participate in. anisms and simultaneously with feed- 4. Programs which improve back mechanisms from classroom type cost effectiveness either by making in- situations,e.g., Sesame Street, Sunrise struction available to current clientele Semester. groups at lower cost or to additional Criteria for Determination of Priorities persons at no additional cost. Essentially, conference participants can 5. Programs which contribute set priorities in accordance with any cri- to the public good as well as to the teriathey believe applicable totheir benefit of individual participants. fields, provided they articulate what cri- 6. Programs whose subject teria they have used matter may be especially svitable for The following are examples of presentation through broadcast media. the kinds of criteria that can be used in 7. Programs whose urgency making determinations may be particularly acute for identifi- 1. Programs which offer signi- able clientele groups.

Appendix E

Selected Data, U.S. Office of Education 1969 and 1972 Triennial Surveys of Adult Education in the United States Table 1 Age of Participants in Noncredit Adult Education in the United States, 1972

Number Percent 17-24 years 1,471,000 16.2 25-34 2,943,000 32.4 35-44 2,043,000 22.5 45-54 1,598,000 17.6 55-64 708,000 7.8 65 and over 318,000 3.5 Source Imogene Okes, Participation in Adult Education, 1972 (in preparation), U.S. Office of Education, National Center for Educational Statistics...... _a.1 109 Table 2 Educational Levels of Adult Noncredit Students and Adult Nonstudents iithe United States, 1972 Percent Adult Percent Educational Level Noncredit Students Nonstudents None-8th 4.4 25.1 9th-11th 8.6 18.3 High School 39.9 37.5 Some College 20.0 10.2 College Graduate 16 4 5.9 College + 10.7 3.0 source. Okes, 1972.

Table 3 Family Income of Full-time Students, Adult Students and Nonstudents in the United States, 1972 Full-time Adult Family Income Students Students Nonstudents (percent) (percent) (percent) Under 53,000 6.3 4.5 11.6 53,000- 3,999 3.4 2.7 6.0 4,000- 4,999 3.8 3.1 5.7 5,000- 5,999 4.7 4.5 6.1 6,000- 7,499 7.0 6.7 8.9 7,500- 9,99') 12.1 14.0 14.8 10,000-14,999 26.1 30.5 23.4 15,000-24,999 21.7 23.0 13.4 25,000 and over 9.4 7.4 4.1 NA 5.5 3.6 6.0 Source: Okes, 1972.

Table 4 Occupational Profile of Participants in Adult Education in the United Slates, 1972 Occupation Percent Professional/technical 24.4 Farmers, farm managers 1.1 Managers and administrators 8.5 Sales 4.9 Clerical 13.1 Craftsmen 9.1 Operatives 6.2 Service and laborer 9.0 Not in labor force 20.5 NA 3.3 Source: Okes, 1972.

110 .1 . ,...... -.1 0 Table5 Occupational and Professional Training of Adult Students in the United States in 1969 and 1972

Percent Category 1969 Participants 1972 Participants Change Vocational/technical 3,946,000 4,836,000 + 22.6 Managerial 2,150,000 2,791,000 + 29.8 Professional 1,510,000 1,805,000 + 19.5 Other Occupations 73,000 189,00u +158.9 Totals 7,217,000 9,016,000 + 24.9 Columns do not add because of multiple participation Source: Imogene E. Okes, Participation in Adult Education, 1969: Full Report (in preparation), U.S. Office of Education, National Center for Educational Statistics; Okes, 1972.

Table 6 Participation in Adult Education in the United States by Type of Subject and Type of Instruction, 1972

Public 2-year 4-year Private Labor/ Type of Subject School Colleges CollJUniv.Voc./Bus. EmployerProf. Assn. (percent) (percent) (percent) (percent) (percent) (percent) General Education 32.7 35.6 47.1 7.7 6.9 6.3 Occupational 32.1 59.3 60.0 78.7 83.2 79.3 Community Issues 3.0 3 6 6.8 2.9 8.2 8.3 Personal/Family Living 22.1 9.2 4.4 8.3 3.5 6.9 Social/Recreational 18 4 9.7 4.4 5.3 10 1.1 Miscellaneous .3 .7 .8 .6 1.4 1.6 Total participants (numbers in thousands) 2,200 2,561 3,367 1,393 2,613 871 Totals add to more than 100 percent because of multiple choices of subject matters. Source: Okes, 1972.

Table 7 Reasons Given by Participants 'or Taking Adult Education Courses in the United States, 1972

Percent To improve or advance in job 42.7 To get a new job 11.3 General Information 16.0 Community Activity 2.7 Personal/Family 23.5 Socianecreational 6.5 Other and NA 8.5 Source: Okes, 1972.

111 .....--4' ' i Table 8 Institutional Instructional Sources for Adult Education in the United States, 1969 and 1972 Percent Instructional Source 1%9 1972 Change (thousands) Public Grade School or High School 1,970 2,203 -I- 11.6 Private Vocational, Trade or Business School* 1,504 1,393 7.3 2-year College or Technical Institute' 1,550 2,561 + 65.2 4-year College er Ilniversity 2,831 3,367 + 18.9 Employer 2,274 2,613 + 14.9 Community Organization 1,554 1,996 4 28.4 Labor Union, Professional Association, Hospital, Private Tutor 2,552 3,360 4 31.6 Total Number o; Participants 13,041 15,734 Percentages do not add to 100 because of multiple participation by individuals at different institutions. Source: Okes, 1969 and 1972. ' See Financing Part-time Students: The New Majority in Postsecondary Education, American Council on Education, 1974, pp. 82-83 for detailed explanation of possible adjustments in the number of collegiate and private vocational school participants.

Table 9 Method of Instruction for Participation in Adult Education in the United States, 1969 and 1972 Number of Participants Method of Instruction 1969(thousands)1972 Classroom Instruction 9,108 Lecture Series 9,5f30* 5,091 Workshop/Discussion 4,367 5,017 Private Instruction 1,719 1,345 Job Training 910 1,141 Correspondence 1,110 1,195 TV or Radio 83 148 Other 490 612 NA 90 135 Totals 13,041 15,734 Source. Okes, 1969 and 1972. Separate data for classroom instruction and lecture series are not available for 1969.

112 .... ,r Table 10 Federally-Funded Categorical Problem-Solving Programs for Adult Students a: Colleges and Universities, FY 1972 Number of Program Area Programs Adult Education Appropriations (millions) (percent) Aging 1 $ 10.0 1.0 Agriculture 4 160.8 15.7 14.3 1.4 Business 4 Community Development 7 23.0 2.2 Drug Abuse 3 15.2 1.5 Education Professions 45 221.5 21.6 1.7 Environment 11 17.7 18.1 Health 33 186.2 Humanities 4 5.5 0.5 Law Enforcement 9 91.6 8.9 Manpower 5 57.4 5.6 Nuclear Energy 8 0.6 0.1 0.4 Science 4 4.0 16.7 Social Welfare 17 171.5 Miscellaneous 13 47.0 4.6 100.0 Totals 168 $1,026.3 Source: Special Tabulations, NationalAdvisory Council onExtension and Continuing Educa- bon, 1973.

Table 11 Areas of Learning Chosen by Would-Be Adult Learners,19;2

Area of Learning Total C. )ices First Choice Number Percent Number' Percent Vocational subjects 43.0 (excluding agriculture) 62,400,000 78.2 34,300,000 Hobbies & recreation 50,100,000 62.8 10,700,000 13.4 12.6 General education 38,200,000 47.9 10,100,000 Home & family life 4 t,700,000 56.0 9,600,000 12.0 6.8 Personal development 43,300,000 54. , 5,400,000 4.5 Public affairs 29,000,000 36.3 3,600,000 3.0 Religious studies 12,300,000 15.4 2,400,000 2.9 Agriculture 8,700,000 10.9 2,300,000 Source: Commission on Non-Traditional Study,Diversity by Design, lossey-Bass, 1973, p. 16. Bet.ause of rounding, choice of a topic other than theforty-eight listed, and no response, the figures reporting first choice do not total 79 8 million 113 Member Organizations and Delegates Advisory Council of National Organizations to the Corporation for Public Broadcasting

AFL-CIO National Council of Homemaker Al Zack Home Health Aide Services, Inc. American Association of School Ellen Winston Administrators National Council of La Raza Martha Gable Raul Yzaguirre American Association of University National Council of Negro Women Women Mrs. Dorothy Dow Linda Hartsock National Council of Senior Citizens American Bar Association Steve Radabaugh Donald K. Duvall National Council of Women American Council for Better Broadcasts Frances (Petey) McClintock Nancy McMahon National Education Association American Council on Education John Sullivan Franklin Bouwsma National 4-H Foundation American Jewish Committee Margo Tyler Morton Yarmon National Latino Media Coalition American Library Association Julio Rodriguez Eileen D. Cooke National League of Cities/ Associated Councils of the Arts U.S. Conference of Mayors Michael Newton Don Slater Association of Junior Leagues Nations! Legal Aid and Defender Mariquita Mullan Association Consumer Federation of America James Flug Shelby Southard National Organization for Women Council of AFL-CIO Unions for Cathy Irwin Professional Employees National University Extension Association Jay Turner Robert J. Pitchell Council of State Governments National Urban League Carol Steinbach James D. Williams League of United Latin American Citizens National Wildlife Federation Juan L. Villarreal Charles Roberts League of Women Voters Peggy Lamp! Public Affairs Council John Holcomb National Association for the Advancement of Colored People Southern Baptist Convention Yvonne Price Charles Roden National Association of Counties United Nations Association of the U.S.A. Dorothy Sorter-Stimpson Peggy Sanford Carlin National Catholic Education Association US. Catholic Conference Rev. Charles C. Fiore, OP Rev. Patrick J. Sullivan National Center for Urban Ethnic Affairs U.S. Jaycees Father Paul Asciolla Gary Hill National Center for Voluntary Action U.S. National Student Association Eugene Goldman Tim Higgins National Congress of Parents and Teachers United Auto Workers International Union Pearl Price Mildred J. Jeffrey National Council of the Churches of Christ Veterans of Foreign Wars of the U.S.A. Rev. William F. Fore Col. T. H. Marlow

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