DOCUMENT RESUME

ED 109 389 CE 004 222

AUTHOR Bakalis, Michael, Ed. TITLE- Illinois Journal of ; . Vol. 62, No. 1. INSTITUTION Illinois State Office of the Superintendent of Public Instruction, Springfield PUB DATE Jan 71

,k -NOTE 79p. 'EMS PRICE MF-$0.76*HC-$4.43 PLUS. POSTAGE 'DESCRIPTORS.- Administrator Attitudes; *Adult BasicEducat ion; *Adult Education; *Adult Educators; Adult Programs; *Adult, ; Educatioeal Administr'ation; Educational Finance; Educational' Testing;-Junior ; Publications; *State Agencies; ; Vocational Education IDENTIFIERS *Illinois; Readings (Collections)

ABSTRACT The 20 articles appearing in the January, 1971,,, issue of The Illinois Journal of Education reflect the concept of4oh continuing education as viewed by various agency representatgOakrioff IllinoiS government and by outstanding adult educators throuillont the State. Article titles are: Why a Continuing Education Progra from That Teach ; A QuarterCentn of GED Testing; Adult EducationIllinois' Fastest Growing Body; Responsibility in'Adult and Continuing EduCation; Adult and Continuing Education in the Public Community Colleges of ,Illinois; The Department of Private Business and Vocational Schools; Vocational and Technical Education in Illinois; The Man Who Couldn't Fire Janitors; Adult Basic Education For the Real World; In-Service in Adult Basic Education--Ritual or Resolution?; Financing the Comprehensive Center for Adult Basic Education; Education and Training for Public Aid Recipients; The Changing Role of Adult Education in Illinois Correctional Institutions; Conclusions MustBe Beginning6; Teacher Training Where the Action Is: An ;0.1 Night Board Meetings are Passe; and A Significant for the i 701s: The Public University Laboratory School. (Author/NH)

*********************************************************************** Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC; makes every effort * * to obtain the best copy available. nevertheless, items of marginal* * reproducibility are often encountered and this affects thequality * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC DocUment Reproduction ServiceIEDRS). EDRS is not * responsible for the quality of the original document. Reproductions* * supplied by EDRS are,the best that can be made from the original. * *********************************************************************** ILLINOISJOURNALOF EDUCATION

I The Office of the Superintendent of U S DEPARTMENT Of HEALTH, EDUCATION A W ELF AR E Public Instruction NATIONAL INSTITUTE OF EDUCATION Michael J. Bakalis THIS DOCUMENT HAS BEEN REPRO OUCE0 EXACTLY AS RECEIVED FROM SUperintendent THE PERSON OR ORGANIZATION ORIGIN CO ATNG IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Continuing =. Education

IrrinThi"6"fratuIflite WilWeaTriar ocit tquibefientp

*tc4tice

Certifies rEbat

basaturssfulif comp fCtrb the rrquarnunts of (bc RAO gra5cal Xtact Vats of Sayreeinuattanal ilebatop aunt anb otbte *tate requirements. prcanulgaub by ebe Iihupertntenbent of Vublie 3nsfrnatan, as autbirigb by the statuttS of the State of 311inois.

3rt ituotrattan of stub arbtthentent anb aX tbillnut of stubentftlenunt, I bereunto set mp bait anb affix tbt seat of the Countp of of

lemperintentunt, ettuational bet 3t¢= Iri TAVAt 4144-eke,O,rAtekkrkekkekeke Ar 'eke ekek -kek-eik A A Al -,4-kek9-epl '14-` ; ;

002 January 1971 ABLE OF CONTENTS r -

EDITORIAL Editorial' 2 STAFF Why a Continuing Education Program . . I 3' An Associate Degree From Schools that Teach Jobs 5 Editor A Quarter Century of GED Testing 8 MICHAEL BAXALIS Adult EducationIllinois' Fastest Growing Student Body ,11 Compifer University Responsibility in Adult and 'KEITH R. LAPE : Continuing Education 17 Adultrand Continuing Education inthe ILLINOIS '.1? Public Community Colleges of Illinois e. 20 JOURNAL no tepartment' of Private Business and OF EDUCATION 1.,Vestational Schools 27 Vocational and Technical Education in Illinois 28 Volume 62 'The 'Man Who Couldn't Fire janitors 32 Number 1- Adnft.Basic Education for the Real World 34 Whole Ntthiber 564, fri-Service Training in Ault Basic 'Education t"Ritual or Resolution? ; 49 Fiaatteing the Comprehensive Center. -fi,y Adult Bask Education i 44 Ekcation and Training for Public :AO Recipients, 49 Thq: gianging. Role of Adult Education .The ILLINOIS Jourotm.or in Illinois Correctional Institutions 53 EDUCATION is issued monthly except November, May, June, Con, boirms Must Be Beginnings 55' July,and August by the fr. Superintendent of Public In- Featis Articles 4 . struction, Room 302, State Teaehet Training Where' The Action Office' Building, Springfield, let Act Evaluation 61 Illinois 62706. All Night Board Meeting* Are Pass6 65 A Significant School for the 70'sThe Public University Laboratory School 71 MEMUR or opcATIONAC" ':."411141 uncoments, NESS IAL Acts Conference Dates 75 SOCIAXION OF !flirted* Optometric Association to AMERICA Conduct Forum 75

(Printed. by Authority Scc,4ag Blasi postage paid at Springfield, Illinois of the State of Illinois) t ,A 40014 , RETURN REQUESTED MICHAEL J. -BAKALIS

. Superintendent of Public Instruction State of Illinois -

c 7

'604 EDITORIAL

Continuing education allows an individual to pursue an active role in today's society.Today's adults are finding greater need than ever before to continue, their education either for formal or special reasons. As we entered the decade of the seventies, continuing education beLme an even greater imperative: The adult citizens of Illinois desperately need an adequate eystem of life-,long learning.Today, important asit may be education must be more than improving conventional schooling designedto prepare young people for the future.Continuing education is needed ro meet the present and create the future we desire. The articles appearing in this issue of The Illinois Jour4'ial of Education reflect the concept of continuing education as viewed by various agency representatives of Illinois government and by outstanding adult educators throughout the state. However, these articles do not represent an exhaustive examination of these topics, indeed much more will have to be considered, stated, and assessed before the examination can be considered beyond the beginning stages.Through such corn- munication are, we able to provide new insights and a forum for the sharing of ideas.Improving the effectiveness of our educating adults remains as our goal. It is hoped that this issue of the Journal will give readers greater insight and understanding of prdgrams, needs, and the future outlook of continuing education.

A A

2

/141,5 WHY A CONTINUING EDUCATION' PROGRAM?

KEITH R. LAPE. Assistant Director, Adult Education, Office of the Superintendent offPublic Instruction

"A fundamental goalofthe; Peoplefunding, accountability and, or iesponsi- of the State is the edikational develop- Aty at the local, the state, or the federal ment of all persons to the limits of theiragency level!' Quite possibly .there is not capacities. a need fora single administrative agency. The State shall provide for an effi-However, there is a need to provide edu- cient system of high quality public edu:cational opportunities to all citizens, and cational institutions and services. Educa-this can best ix done through a more tion in public schools through the sec- structure than is now existing. ondary level shall be free.There may Communities as they exist in the large such other as the General geographic area of Illinois have many Assembly provides by law. needs that can be met not by a single -The State has the primary responsibil- prescribed program. It is for this reasxi ityfor financing the system of public that each community needs to review the education." resources that are available to it, as well The above article was approved, De-as its obligations to provide educational cember15, 1970, by the voters asa opportunities for adults. The young, in part of the_ Constitution of the State ofschu61, are not being, ignored.But, in Illinois.Article X, Section1, entitledmany communities the dropout, the push- GoalFree Schools, in my opinion, has out,the high school graduate, and the direct implications for adults. In lookingcollege graduate are being ignored at the first paragraph it as noted that With the resources available, in any the words "all persons" are included. Iscommunity, both financial and humanistic, it not ihe right of adults to be includedthere would seem io be a relationship in the "educational development of allthat most communities would desire to persons to the limits of their capacities?" pursue but dont. What commonly Ifa survey of the development andappearsis concern serious concern emphasis 9n continuing education withinfur 'the .,ting citizen when issues are the decade of the sixties was to be con-to be decided atthepolls.But what ducted, it would be possible to view tre-chappens during the remaining periods menduus strides in the provision available of time?In many cases the citizenis for training mid retraining.However, if ignored. Can educators believe that only asurvey was conducted pertainingto during elections are crucial issues a re-al theneeds of continuing education,it concern? Nuthe continuous utilization cuuld be projectedthatthe percentageof resources, humanistic that is, will pro- of need, has far exceeded the percentage videthemeans of communicationto of availability.You,s a reader couldthe public at all times.Ev-eli more im- question such a projection, however. con-portant are the vibrations of the com- tinuing education is being defined here munity.Shouldn't continuing education in the most comprehensive sense.Itis be able to provide the necessary means \impossible to make a survey of the avail-of communication on the two way street? ability of continuing education possibLli If it can, why is the "frill" of continuing ties when there is not a single source ofeducation one ofthefirsteducational

3

-041fi activities made to be self sustaining when u might be placed, you as an IntriVidual financial resources are limited?. ce far ahead of many. Your returning Quite possiblyapositioncould be the educational process in pursuit of raisedthatcontinuation, of the educa-.ktkowledge in your field of interest is very tional process is needed only by the un-commendable. To those of you who have dereducated. while there' are increasinglynot attempted such activity, I offer you -larger numbers of illiterates returning for that challenge. education, 'many socalled "community In consideration of the community and leaders.' also find, it advantageous to re-the educational process there are several enter the, educational mainstream in pur-factors that should be noted.Any corn-. suit of some goal. parison can only be made in general Dr. Cyril 0. Houle, in his book Theterms because the exact approach and Inqumng Afpn.i, classified those involvedneeds of a community are Liciique to that in, continuing education in three groups..community.Other factorsto consider In 'one group he identifies the adultmight be community responsibility, the who is goal-oriented. These adults haveestablishment of an advisory council or specific goal's or one goal and are frus--committees, and the utilization of corn- trated, disappointed, and highly critical .,munity resources. of the entire program if the goal is not Emphasis is plated on the community, achieved. The student may have goals foritholds the ace card to the many that may not be the, same as the program relationships previouslydiscussed.The in which he is in olved. highest iirdis the fact that the edtka- Dr. Houle founother adults attendingtiunal process fur all can not 'be isolated classes because of the social aspecis offrom the community. The student, who- the experience. e activity-oriented ad- ver he is,is only associated withhe ults find that th can experience fellow-/educational process for short ,petiuds)of ship, fraternity, ad'an intellectual climatetime in comparison with the amount of to their liking. e learning aspect maytime heisliving and working in the be secondary, community. If the `'L-arning forlearning's sake" seemsis cognitive of community needs quite to be the objective of the learning-oriented possiblytheclassroom can become as adult.Adults who are learning just forlarge and as comprehensive as the com the joy of learning are characterized bymunity. Dr. Houle. "What they do has continuity, It6bert Blakely, while giving a speech a flow, and' a spread which established at Northern Illinois University stated,It the basic nature of their, participation in is nut that we can't afford education, we continuing education." can not afford low productivity in edu- Regardless' of the classification in whichcation"

/1%

4 W ;

A AN AS.SOCIATE DEGREE FROM SCHOOLS THAT TEACH JABS THOMAS .tr. MANN, Former Assistants Superintendent Division of Continuing Education Office of the Superintendent of Public Instruction All too frequerfy misunderstood and Today, as never before, the private standing apart from the commonly rec-business and vocational schools facea ognized public' elementary, secondary, and challenge. , community colleges are the proprietary . Education is the chief instrument for business and vocational schools. making good our promisethatevery The number of these specialty schools American shall have a chance to achieve isincreasing each year.Itis estimatedhis full potential.. In Illinois, our aim is there are more of these specialty schoolsto provide eduCational opportunities for in the country today than the total num- all. ber of pUblic apd private-secondary schools The privatebusiness andvocational and institutions of !' schools are a part of our total -educa- These schools have made and will con-tional system.These schools provide a tinue to make, notable contributions iuvariety of opportunities, for quality post- American educaton. Their cuntributiuns,high school education and training. Their however, have not been recognized exceptgoals and objectives are usually stated in by their and the employers ofterms of vocational or occupational com- the graduates. - petence and measured in relation to sub- As a source of post-high school educa- ject matter competency and mastery of tion for,youth as well as providing con-related vocational skills tinuing educational opportunities for ad- In Illinois, there are 234 schools ap- ults, the private business and vocationalproved by the Office of the Superinten- -schools will fill an important gap in our dent of Public, Instruction.Nationally, educational system. there are more than 35,000 such schools The continuous operation of the spe- providing quality educationin one or cialty schools is dependent uptn success-more speoial occupational-vocational ar- fully trained and successfully employed students. Without successful training and The need for Illinois to provide op- placement, the schools would not be able,purtunitiesfurpost-high school educa- to attract students willing to pay the costtiun and training continues to be a chal- of education and training. ,lepge. New state institutions are alghor- The specialty schools aretaxpaying,-ized to offer post-high school education self-supportinginstitutions.Continued and, training but by the time the new existenceis dependent upon successful institutions are ready to offer the educa- education and training of their student.,,tion and training, the need is greater than an accountabilityfactor...ofgreat im the facilities. portance. The public- junior system in One of the most important prioritiesIllinoit has grown and will continue to we' face todayisthat of providing op grow and expand. One of the outstanding 'portunities -for life-long education -.-op features of the system is portunities for training and retraining. the requirement that comprehensive jun- ior college programs include at least 15 ' Harold F. Clark and Harold S. Sloan.Class- per cent of the curricula in occupational, room on Main Street Teacher's College, Colombia Universrty, New York, N.Y. 1966. semi-technical, or technical fields leading

5 a a directly to may..1:11"e'2a written notice withI tate Prior to the Public Junior College Act,SupKintendent uf Public Instructio approved July 15, 1965, the private busi-,-questing approval and authority to as ness and vocational schools provided most'an associate degree. uf the education and training in thc area The Ads 'airy Council un Degree Grant- of vocational and technical training. Toing Institutions has developed guidelines be able to provide the quality education, along with the policies and procedures and training, the private birsinets and fur the schools applying for approval and vocational schools developed quality cur- authority to award degrees. ricula and facilities capable of meeting Each school- applying shall be evalu- the manpower training needs. Many asated on the basis of itstotal program the priv ate,,busincss and vocational schools and un its abilityto meet its declared are mature in years and nationally recog-objectives. nized for their high quality of educa- When reviewing and evaluating any tion and training. program, the Superintendent, of Public In 1956, following the passage of theInstruction and the Council shall kecp, original Private Business SthuuJs Act, the in mind that the achievement of goals Private Business Schools State Board pre-and objectives by the schools in question pared a 'bulletinentitled, "Criteriafor is m'easured in terms of subject matter_ Evaluation of Private 'Business Sch;olscompetency and mastery of related skills. Conferring Degrees." This criteria estab- When reviewing and evaluating pri- lished the policy and procedure by which N ate schools, a prufit corporation, partner- private business sehoOls could request the ship, or individual ownership shall be Board and the Office of the Superinten-given the same fair ,ind equal considera- dent uf Public Instruction for authoritytion as a nut- fur -profit structure or one and approval to provide degree work funded in whole or in part by a wait of Only one school was approved, undergovernment. this criteriaLater, due to reorganization, The Superintendent of Public Instruc- the degree program was discontinued. tion and the Coun shall keep in mind An Act to regulate the granting ofthe philosophy, and objectives of private academic degrees was approved Augustbusiness and vocational schools offering 14, 1961. Although this Act exempted,two-year programs. The philosophies of private business and vocational schools,,these schools are not necessarily the same the Advisory Council on D4ree Grantingas those established fur two-year' 'junior Institutions agreed they would not con- sider requeAs from private Business and A two-year school is a post-high school vocat4arschouls fur authority to grantinstitution offering a minimum of one degrees. . program of instruction two years in length. To keep pace with educational needsA two-year program is normally a total in our changing society Ray Page, formerof seventy-two weeks of concentrated ef- Superintendent of Public Instruction, as-fort in full-time attendance fur its com- sumed leadershipto amend legislation pletion.Two-year schools of business.or making it possible for business and voca- usually state their objectives in tional schools offering a minimuth of one terms of vocational or occupational com- program two years in length to requestpetence.The goals and objectives are approval and authority to award an as- measured in kerms of.§cibjett matter com- sociate degree. 4-- paiaran-d mastery of related vocational As a result of House Bill 2114, 76thskil'sSuccessful completion of the two- General' Assembly, being signed into law,year program may result in the awarding private business and vocational schoolsof an :ssociate degree

6 The curriculum offerings shall be re: penntendent of Public Instruc- lated to the objectives of the program. lion; It shall be well organized with courses c.Visitation of the school by a visit- in sequence preceding and naturally,lead- ing team selected by the Superin- ing to upper courses. The time require- tendent; ments,to complete each course shall be d A meeting with the school offi- stated in units, semester hours, pr clock cials (unless waived);, hours. e.Consideration of the application- A minimum of 25 per cent of any by the Advisory Council on De- degree program shall consist of related gree Granting Institutions follow- courses, including classroom and labora- ing the review-of the report and tory courses designed to- increase knowl- the visitation report, and . edge, understanding, and ability to solve f Action by the Superintendent of technical problems conceded with a par- Public Insttuction on the kecom- ticular occupation. mendation ofthis Council for Prior to filingapplication withthe :approval and authority of the ap- Council, an institution shall ha'Ve been plicant school to -grant degrees. inoperation under supervision ofthe The private business and vocational Officeof the State Superintendent ofschools have limited objectives Ina. Un- Public instruction for a minimum of two limited opportunities. . calendar years.In the case of a proprie- The graduates have the education' and tary school, this minimum time shall be training required to be .accepted by busi- Construed to mean two years under theness andindustry.The graduatesare ownership seeking approval, regardless orplaced in guud positions serving business how many yearstheschool may pre- and . viouslyhave beeninoperation unless Illinois has accepted the private busi- the transfer has been reviewed and. ap-ness and vocational schools as an im- proved prior to consummation. portant part of our educational system All schools seeking approval must file Illinois has extended to the private busi- a written notice with the Superintendent ness and vocational schools an_opportunity of PUblic Instruction requesting approval to be evaluated and meet a criteria vf and authority to award- a degree proven quality education and training Upon filing of the written notice, theFor this: the two-year program of the Superintendent of Public Instruction will private business and vocationalschci,,Is make an, investigation and examinationmay be approved by the Superintendent to ascertain if the school should be grant-of Public Instruction whereby the schools ed approval and authorityto award amay awardassociatedegrees in work degree completed , The following procedure shall be used Blind-Is' continues to be a leader in con- when evaluating a school tinuing education' and, along withthe a. A written report shall be sub-states 6f , Pennsylvania, and mitted to the Office of the Su-South Carolina, has been given the ap- perintendent of PublicInstruc- proval and authority for the private busi- t un 'documentingtheschool's ness and vocational schools to award an intent And integrity. This reportassociate degree for work completed in shillbeit ttheformof a an approved, two-year progiirii. self-evaluation prepared bythe recOgrilzed two -year khools school, qi 'business'and-vocations as a source of b. Review cf the tepurt by the Su- post high school education and training

7

01.4=k th-4:$ A QUARTER CENTURY OF GED TESTING

ALEXANDER E. LAWSON, Director, Adult Education Office of the Superintendent of Public Instruction -

On August 15, 1947, the Office of theis sufficiently removed from high school Superintendent of Public Instructionan-.graduation so as to not encourage sec- nounced the new "approved General Edu-ondary youth to withdraw from school. cational Development Testing Program"Accordingly, this office supported House for veterans, and nenveteransover 21Bill 5,30, which. was approved on "Sep- years of age. Definite procedures and con- tember 26, 1969. trols were established to eliminate much .The new law proyides basicallyfor of the earlier confusion of testing and three groups of examinees as follows. accreditation. The Program which began in the fall of 1945, initially was limitedGROUP I. Applicants who are at least to veterans only. Since the inception al- 19 years of age and who have resided most a quarter:century ago, over 225,000in for at least one year. Certificates Illinois residents have qualified for a GED shall be issued to such 19 year, olds,if Credential. they meet the Illinois standards, by pre- Section 2-3.34 of The School Code ofse,nting official reports from Illinois Offi Illinois, approved July 25, 1961, and Sec- cial QED Centers, GED Centers in other' tion 3-15.12, _approved March 18, 1961,states, USAFI, VA 'HoipitaIS, or the Office and amended on September 26,1969, of the Superintendent of Public'aInstruc-, authorized the Program for the issuance tion. of High School Equivalency Certificates.GROUP II 'Inmates of any branch of the law authorizes the Superintendent Illinois State Penitentiary who have at- of Public Instruction to make rules neces-tained the age of 17 years and wards sary to carry into efficient and uniform'of the Youth Commission who have at- effect the provision for the issuance oftained the age of 17 years "shall be issued High School Equivalency Certificates in the Certificate If they meet the Illinois the StateThe law requires the Super-.standards by presenting Official Test Re- intendent, Educational Service Region ofsults from an Official Illinois GED Cen-' each colan.ty.aadminister the High-Schoolter, USAFI, GED Centers in other states, Equivalency Testing /Program. VA Hospitals, or the ,Offic'e of the Super- During the past several years there haveintendent of Public Instruction. been consistent demands for lowering the age below the 21 year minimum setIyNOTE. Ocher new have reorganized -Illinois law. Many agencies "desired such these departments, bur the GED changes in their. efforts to accommodtte amendment is still applicable. dropouts and other minors who couldGROUP III Applicants Sunder the age'of Rot qualify before the age of 21 years.19 years who have beenout of school The Office of theSuperintendent of Pub for at least one year shall be administered lic instruction gave serious study to thisthe GED test if written requests are pre- problemWith the advice and recum sented by specific agencies stich as another mendatibn of the American Council onState Department of Education, a post- Education, our policies have been estab high school institution, the Department lished su the Minimum age of eligibilityof Registration and Education, orthe

8

7:4.rz't Armed Forces. Such applicants shall be In consideration. of these differences, issued the Certificate after reaching thethe GED Tests have been designed to age cf 19 years if they havernet all re-measure as directly as possible the at- quirements,includingthe ,,Ciinstitution tainment of some of the major dbjecuves - Examination.Any other testmg for mr-ofthe 'of gen- nors under the age of 19 years, such as for eral education. The emphasis is placed employment purposes. isnot quthorszedon intellectual power rather than detailed' by law. content; on the demonstration of compe: During the calendar year January1, tenet in using major generalizations, con- 1969, through December, 1969, 11,180.cepts, and ideas, and on the ability to examinees were tested in 41 Official GED comprehf_pdexactly,evaluatecritically, Centers in Illinois The average age. wasand to tAink clearly in terms of concepts 31.4 with 9.8 years of'formal education.and ideas. Thirty-one per cent failedto, meet the In measuring the outcomes of formal Illinois minimum passing standards. Al-instruction, it may be necessary to plac most 60 per cent indicated they desiredstress on detailed descriptive facts in order to continue further study, , to be certain that the student thorVughly The GED Tests are a battery of fivegrasps the generalizations and concepts, tests in the areas of English composition,based on these facts.It is, however, ex- social studies, natural sciences, literaturepected that once the generalizations are .and mathematicsSince the primary usefirmly established, many of the substanti- of the testsisto appraise the educa-ating details and the organizationin tional development of adults who .havewhich they have beeri learned will be not completed their formal high schoolforgotten.In school examinations, itis education, the tests have been constructedregarded as desirabletotesthit these somewhatdifferentlyfromtheusual details because of the recency of their school achievement tests which are de- acquisition and because they, must be re- signed to measure, immeiiate objectivestained temporarily.In examinations, in- of instruction.Itis recognized that Per-tended for adults with varied experiences, sons can make considerable educationalthe emphasis in the testing should prop- progress Through a variety of educative erlybe on the major generalizations, experiences, both in school and in otherideas, and' intellectual skills which are the situations. The educational progress oflong term outcome of a sound education. persons not in school is likely to be the The. Office of the Superintendent of result of firsthand observation, direct ex- PublicInstruction, by specialirrang4- perience, self-directed reading and study, ment with the American Council un Edu- conversations and informal group discus- cation,is an Official GED, Center.As sions, and other experiences with prub provided by Illinois law, and by arrange- ideas, and people.In contrast 'toment of the American Council on Edu- thisis the educational development ofcation, the Office administer the 'restrict- students who learn largely by vicarioused GED Tests to inmates of Illinois Peni- experiences through the use of textbook tenitaries. During the past year the GED ._end formal pedagogical procedures pre-Test Materials were sent to the Illinois sented in a sequential 'arrangement.In State Penitentiary, Vienna Branch, the the schools there is likely to be a moreIllinois State Penitentiary at Menard, the complete and detailed coverage of specific Illinois ,StateFarmatVandalia,, the facts and ideas than is true of the greatDwight Reformatory for Women, State variety of arrangements of subject matter Prisonat Pontiac, the Stateville -Peni- ands problemseneounteredinout-uf tentiary at Juliet, and several itstitiitions schOol learning experiences. in Cook County. Our-records reveal that

9

rti$0,1.2

. . 4

thdre, were 955 inmates tested at. thesethe new Spanish edition may meet the locations, and the average age was 24.1 needs primarily in the Puerto Rican corn.' years. The _inmates average number of mUnity, itis recommended that all such years of schooling completed was 9.4adults be. provided with an adult educa- years. Six hundred and ten inmates qua" tion program to teach English as a second feed for the Illinois High School -Etfui Janguage.While passing the GED Test Monty Certificate. may be an immediate soal,, such adult5 The hopes and aspirations of tens bfmust be provided with thefacility, to thousands of Illinois residents rest uponread, write, and speak English effectively the accepstance Loftheirtestscores byto serve their long-term needs.. educators and eNiployers. Continual con- Dirctors of Adult Educatioti and adult fidence in the validity of the test results leaders are achised to review current leg- achieved by individuals t 'Al islationaffecting the Testing, Program. GED,Centers is of pa tSenate sill 641, approved September 22, ante. : The Department 1969, amended Section 3-1 of the Adult.) -lanceforthe security tests byEducation Act to include out-of-school periodic .inventory .and the use o( newyouth under 21 years of age in claims form,miach contract year. for reimbursement of courses regularly The American CounciLon Educationaccepted fur graduation from elementary, prov ides two special editions of the GED high scflool, or Americanization. Senate Tests one printed in large type (mag- Bill 801, approved OctoBer 3, 1969, fur- nified twice for the partially sighted) ,ther amended Section 3-1to permit re- and thesecond recorded on -magneticimbursementforGeneralEducational tape. No rental or postage fees are re- Development review courses. The appro- alired. The Superintendent of the Edu-priation for FY 1971 for reimbursement tional Service Region of the countyunder Section- 3-1 has been restored to in which the examinee resides should 1t,2 million dollars,. so we anticipate pay- advise this Office when such editions areing all claims at the of $3.50 per requir. We 'make thenecessay ,arn>40 minute period. ... - range nts with the ACE to ship 'the The Illinois Program for the Issuance materials to the designated examiner, whoof High Schuul Equivalency Certificates scores and reports the test results to thiscontinues of expand. However, adult ed- office. ucatort should not encourage all adults Our,,experi,eoc,e-Iuggests that profes-to seek qualification by use of the GED sional advtee'should be provided for such Tests. Many of our elients have dropped visually handitapped applicants. One testGut of high school during their senior usually requires fo,nr houis so thati fiveyear and are Only deficient a' few ciedits consecutive half-days in a week has bee_ n toward high schoolgraduation.Adult found to be very satisfactoryfor educators in Illinois have designed pro- .complentin of the five GED Tests. Thegrams for such out -of- school yo'uth and

Constitution Examination may be admin-adults sothathighschools and adult 1 istered orally bythe examine: or theevening schools are issuing high school

Superintendent. diplomas.Vision, courage, and insight ! The Amerlean Council on Educationare cornbitled to establish local policies has negotiated a contract with the Edu-which permit objective evaluation for,ill cational Testing Service to construct andeducational experiences such as accred= standardize a special edition of the GED.ited correspondence courses, Armed Furc- Tots in Spanish.The Spanish editionea educat:onal experiences, bUsintss and

is scheduled for distribution to Officialtrade schools, proficiency tests, 'vocational 1 GED Centers in September, 1971. Whileand pprenticeshiptraining, workex- iir , , -. l 1 1. 10 4

; 11 If

perrente, college, and acceleratedhigh the subject in greater detail shOuld con- school credit copses. The Office of thetact the Depaitment of Adult Education, Superintendent pf Public Instruction en- Office of the Superintendent cf Public courages the growth of new and_ creative Instruction,316 SouthSecondStreet, progams td meet' the needs of out-of-Springfield,Illinois 62706, and request school youth and adults.Local admin- copies of Puhises and Procedures, Circu- istrative support must be developed for lar Series A-216, or High School Equiv- establishment of written policies whichalemy Part I. Theory and Design of the permit the credential, methods, materials,Program, reproduced lby this Department curriculum, graduation requirements, and upon permission' of the University,..01 the qualitamt attainment designed for theState of New York, State Education De- adult learner. partment, Albany, New York. Adult educators who desire to pursue

A. A T T T

ADULT EDUCATION-ILLINOIS' FASTEST GROWING STUDENT BODY

JAMkZs B. HOLDERMAN, Executive Director Illinois Board of Higher Education

In 1968 Arnold.Toynbee, wrote that That is one dimension of the massive there seems to be a world-wide consensuschange, in higher education. the increase that the traditional systecri of higher edu- in sheer numbers. A second dimension cation dues not any longer meetthe of the growth and change is the physical educational needs of a more and more increaseinuniversitypresence.Since rapidly changing society. The college and 1950, American colleges and universities university in this society have been just have spent about $16.5 billion on new as much victims of the times as any buildings. One-third of higher education otteLinstitunonthe call fur re,exacruna- buildings are under 17 years old. There Lion and renewal are just as necessaryare over 180 completely new campuses to higher education as to our other great now being built or planried. The third social manifestations. dimension is the increase in cost, both FredHechinger ofthe New Yorkabsolutely and relatively. The total dol- Times recently ,wrote: larsappropriated for higherleducation "Perhapske best measure and must in fiscal year 1971 is $643,000,000.In striking sffnmary of the basic thrust the biennium of 1961-1963, it wa's S251,- of American public education is the 000,000. fact that at the turn of the contury Itisthis most significant investment only about-4 per cent of the eligible'thatleads to the fourth dimension of agegroup graduatedfromhigh change in higher educationthe increase school, while today about 40 per in public responsibility and accountability cent of our yoUng people enter tot-demanded of higher education in general, lege." and particularly of the public institutions.

11

014 t The four dimensions of change in high- value to this society?Toward what goals er education relate directly to the topicshould it be aimed? A number of dis- of this report. tinct purposes emerge for continuing ed-. One hundred fourteen years ago, Henry ikaerionThe expansion and upgrading Dav id Thoreau observed ofctIntinurng educatipn could well be in We have a comparatively decentterms of conscious focus orthese seven system of common schools, schools objectives and on conscientious labor to- for infants only, but (with excel). %.ward their realization tiuns here and there) . no school First, adult and continuing education for ourselves.. . Itis time that fulfills a heavy responsibility in providing we had uncommon schools, thacwe basic skills and attempting to maintain did not le-pe of our education when uniform minimal educational standards, we begin to be men and women. Itfur this nation's demtkratic system de- is time that villages were universi-pends on literacy and a minimal amount ties, and their Oder inhabitants the of sophisticated judgment in political and fellows of universities with leisuresocial mattersifitistofunctionef- to pursue liberal studies the rest fectively. Minimal educational standards of their lives." are required if the vote is to be utilized In 1970, the dream of the "uncommonwisely,if news and 'public events are schoolS- has not yet been fully realized.to be understood, andif certain basic But our efforts are tending more indrequirementsofparticipatorygovern- more inthatdirection as we becomement, such as accountability, more sensitive to the needs of the society.are to be complied with. The installment The demand for expanded, effective adult credit system and other facets of the na- education, continuing education, is beingtion's economy require that each person increasingly felt and must be met. We understand the language, be able to read arc today in the -learning society,"to and write, and have sume elementary borrow Robert Hutchins' phrase, with knowledge of figures and arithmetic. The a -learning force" of astounding propr- pussibilities fur qualification and per- 'ions Bertram Gross has defined thisformance arc almost nonexistent without learning 'forte as ,-all those people de- functional literacy, some ability to manip- veloping themselves through systematic ulate the language, and elementary knowl- education. He putsthenumberof edge of social workings.For all these Americans in that group at 110 million matters: which/have traditionally been half of the, total population of the, United recognized a. s subjects of adult schooling, States': This learning force" exceeds the educationisnecessary. To fulfillthese conventional labor force" by 30 million.functions, the form of education becomes Estimatqs suggestc,that by 1975, the figure more-adult-than-continuing,-but will have increased to 150 million, well nonetheless, the extent of need among over half the population. thepopulation particularlyinthe We are called upon to make an ex-urban areasis staggering. panded and determined commitment to Contrary to the average layman s view 'the value of continuing education., Wean astounding number of Americans lack , suggest- some thoughts for general con-these basicskills.Justlastyear, adult sideration educationofficialsin New York were What should be the framework of ac-surprised to find, through a study con- tion for those intimately conterned withducted in ,that State, that over 2,000;000 the future of continuing education? What adults had less than an eighth-grade edu- purposes served by adult and continuingcation and more than 350,000. had had education have confirmed its indispensable no formal schooling at all.

12 Another objective 'Cifadult edueation cantto those adult students who seek is the of those who, tospecialize or to do advanced cork while -possessing some degree ofele- in one of the diseiplines,inot necessarily mentary and , have furprofessional or careerreasons, but hot yet completed the high sehuul level perhaps simply to ,pursue., a lifelong in- of learning. The Nev. York study found terest to .fuller and deeper extent. Thus, thatwell over .112,million adultresi- by providing continuing education from dents of the- State did not have a highthe basicskills level through advanced school educationUndoubtedly, provid- study, the adult education program takes ing education ire basic skills up to. and account of the adult student as worker including high school is one of the mustand, to some extent, as citizen.But there important functions of adult education.are other, somewhat broader purposes to It appears likely 'that with the increasingbe aimed at. numbers of youth who attend college, A fourth objective of adult continuing the number of a4ults requiring this level education and potentially une cif.its ofhelpwilleventuallydiminish, but most important is aiding adult citizens minimal need will persist in this area. to cope with the unparalldled knowledge The other objectivesfor continuingexplosion.Itis widely reported thatif edrication are the ones which hold thewe plot the accumulation of knowledge widest future expansion and in whichun a historical continuum beginning with the possibilities fur and broad the birth of Christ, the first doubling participation arc greatestThe first andof knowledge occurs in 1750, the second the second in our total list of considera- in 1900, the third in 1950. the 'fourth only10 yearslater,in1960,4 and the -,tions involve the role of adult and con- tinuing education in ones professionalfifth in the mid-1960'sIn other words, and advancement.Itis reported whileittook1,750 yearsfor man to thatentirejob- careerpatterns change double his knowledge the fir)ktime after from three to five times during the life-the birth of Christ, it took only five years time of one worker.Job, career, andriThim to similarly double his knowl- professionalrequirementsprogressso edge from 1960 to1965! In the last rapidlythat continued, efficientutiliza- 20 years mankind has acquired more se,- tion of manpower necessitates periodic cntjfic information than in all of previous "reeducation" and updating of knowledge history And 9_0 per cent ofallthe and skilllevel.This nation has alwaysscientists that ever lived are alive %it'd pointed with pride to its economic and working today. The knowledge explosion social structures as,examples of mechan- issu vast and so far-reaching that the isms geared to "get things done."If our importance of grasping and keeping up structures are'io continue to be produc with it at some points becomes indistin- rive,theindividuals v.hu make those guishable from one's career and profes- structuresworkmustbecontinually sionalobligations.The breakout from learning and updating themselves throughthe degree-oriented p-atternuf extension education concerning not only their par- offerings is essential. ticular job, but with the larger aspects Tom Pupeq, thePresidentof the of their occupationaswell.Likewise, University of New Mexico, recently said. some of the attention of adult education "Knowledge tottay is being advanced Must be focused upon tailoring some too rapidly oneroo, many fronts to segments of the program to meet the allow the educated mall to rest on broad career and Professional needs,. of his degrees.Ithas been estimated the adult students. that new competence in most fields Third, continuing education is impor demands a measure of reeducation at

13 10-yearintervals.Providingthis tcontrol, not society, but ourselves continuing education is as much th,e much more important 'thing, it responsibility of the university. as is prkpares us to live much more hu- the education of its undergraduates." (Mnely in the present and to meet,, Fifth, programs 'of adult and continu- ra,ther than foretell the future." ;mg education have the potential to lead Seventh, and finally, continuing educa- a constructive revolution in the advance./ tionegtj have asignal rolein doing ment of minority groups.Traditionally, certain things that too few people have . education has been the indispensable laa consideted to be a function of adult der for this process. Just as traditionally,education, it can bring people together, members of the outcast, poverty-strickenget people communicating, become the minorities arethose with thehighestcenter fir the exchange of ideas on all .drop-out rate from conventional schooling matters, gad uplift the tone and quality progrims, they are the least motivatedof community life. The possibilities here by the outmoded approaches of typical areinaft; ditections, andif we share elementary and secondary American edu sufficie4t ilith in the concept, itis pos cation.Because education is that indis sible to *ante almost visionary about pensableladder, many ofthose mustthe sodial potential of centers for con- needing it are late in realizingit and'tinuing- ecluctitlim. have already left the educational system. We have Crime a long way from, the Consequently, there is a tragic vacuum town 'fleeting- Oflateeighteenthand in the development of the minority in early nineteenth century New gngland, chvidual. Conscientiously developed pro-ourinstitutions have proliferated, grams, of adult continuing education` are stretched, died, and new ones have been uniquely situated to replace the vac-umrnborn to,replactheln.; The stuient, group wijh solid, useful learning. Between 1960.of serious socialills', we face stem in and 1985, the black population of Ameri-substantial part from our mere largeness'., cawillhave more than doubled, byand a resulting :'alienatitift" from each, 1975, therewill be more than threeother a phenomenon "thgt is purely a million, black men alone in the15to result ol both loss of and lack orgam-, 25 age group.. Tlir needs clear and"municarion. The classroom of Ale local undeniable, and So is the potential forcenter for continuing eduCation,. what- -adult educaticin for meeting that need.,ever mbdet that ittakes, could reduce Most of the purposes and. objectives that los4, and lack,it could become the that we normally associate with c,ontinu modern - substitute for the town meets ing education including the natters.where ideas are exchanged and important that have been so far discussedrelate issues ale discussed. Such arrangements directlyto identifiablesocial nee& orare bottf crucial and difficult. to imple- imperatives. A sixth 'purpose, however,ment itS.. a vast, pluralistic, anomic, and is quite differentin this respect. con- divided iociety like ours. We need some-. tinuing education has a vitalpersonal.thing tif bring us together. With the role to play in the quality of itrd!.14dualproper resources, support, and emphasis, life.What historian Carl Betker saidthe pr4rarns for continuing education about history may, inthis contexic. be could Ojay aads'stadtial -role, inthat considered equally true of the effect ofdirectio9 education: Severial reasonsfor the existence of "Its value. .is,- indeed, not scien- adult education and several apprgpriate tific, bu& moral. by liberalizing the,objectives for its activities have been dis- mind, by deepening -the synipathies,cussed. We heed, however, to elaborate by fortifying the will, it enables us our purpose.There, islikely little dis- t' .. 14- It

I- tiae 17 agreement that continuing educationis ant practical considerations in the important and useful, but there is more ding of adult educationis com- to lat c9nsidered. kgeograpby: thatis,to serve the The result of the new attention and la ssible area from one institutional criticism of education .is that all segments that as great a concentration of education, including adult and con: as e Of talent and facilities may uniting education, must have a clear and be fit to ,bear on the needs of the realistic set of priorities and a sharp andlarg 'Taber of peopleThat is mo t decisive sense of direction. seven ofte mplished by the community objectives suggested above areare not to betulle 'itch is specifically designed and understood as a textbook list of the Pla- local the same principle. Indeed tonic ideal in adult education, they are the pity or junior college ishe offeredasthe operative ainntoward print fistitutionwithacollegiate which our programs of continuing edu-unen aced in a large number of cation might steadily and observably pro- the St zq munities that is specifically gress.If a program is meeting or* one design 51 operated asa .commuter or two or three of the objectives, and learnirr t6. ignoring the others in its -planning-and In a a program inthe com- prugramrning,itisit tkeleastunder- munity e puts the participants in utilizing public funds.Weacknowledge thede e atmosphereofadvanced a commitment to the .expansion of cork. mg e resultis. the presence of uniting educanunit can be the most&Atte, Atinuing, legitimate induce-, significant advancement in all of educa- ?bent ,1,Alcouragernenttosustained non for the decade of the seventies. We learning '44 highest 're-Vt17---1-faVing feel certain, however, that this will hap:,thg progr ththe community's highest pen only if proposed programs take Imofinstitute o',learpirig represents the com- full account the public Interest, and pill,-munity's cTr*tion as to the importance lic needs, the considerations alreahy out- and high ifthe program. There- lined. ,fore, whe iiropriate, the senior, Ifthepurposes._ of expandedadult public and rcolleges and universi- education, are to be aS we kave discussed ties need t tivolved, expanding their them earlier, what shttuld some of theown activitji s?centers of continuing specific contours be?Three core con-education. 'cepts need consideration.fir t,that ex- 'there is a itrippropnateness panded continuing educatio0 programsderives from n Oistory about having shuuld be built in a major way aroundcomprehelisivo education programs the , second, that adult,centered in t1$ fpunity colleges The education should draw its content fromjunior collegett* has grown rapidly

IA the community. and third, that adult edu- in the United rek in the past decade cation should draw its structure and pro- Itis probably Sire to say- that itis gram from the specific needs of the adulethe most iinpci anifestatiop of re- students in the particular program newed educati *rest developed in There are several reasons why the de- the decade of t sies perhaps1 in velopment of the community college, as the entire per,ikn4 Sputnik in 1957 a major center -of the continuing educa Hopefully, adult flution will be the nonprogram, makes senseFor one similarlysuccesiforucationalbreak- thing, .the geographicalareaitserves through of thee si (46,It is, therefore, most nearly conforms to the largest areaiparticaarly appr te. that the center that one institution can, gfirrally prac- or this effort wi Haeilti a major way, tically ser,eCertainly. among the most the community ctilagoo'

15 J

Ina similar , the communitycommunity relationship is that the partic- college represents perhaps our greatestipants in adult education play.dual roles, movement in recent years toward higherthey are citizen-students.They,have a - education relevance_ to the needs of thecommitment to both the corrunamity and . lastthird of the century.Itrepresentsthe educational program and, hopefully, not only our commitment to widespreadthere will be a careful fusion and bal- access to higher education but, to theancing of functions and goals. The re-, proposition that the college is or cansulting influence on both the program be -- an asset to the community, whereand the community should be heightened. itis located, and that higher education The second proposition seeks to es- shouldbe tosomeextenr dispersedtablish a dose relationship between the throughout the State Ow commitmentprograin for adult education and fhe com- to adult education represents a similarmunity in which it functions, to make move toward direct social relevance. . the,program in reality a continuing com a The second proposition that themunity, education program. With that adulteducation program shoulddraw relationship established, the third proposi- much of its content from the commu-tion aims at a relationship equally im- nity is certainly related to the first.portant. tte relationship between-the pro- What we might call the "relevance doc-gram andlhe student. Many of, the ap- trine" asitrelates to higher educationpurtenances of higher education , re- has evolved into the following formula-quired courses, degrees, majors, minors, tion."relevance uhere you are."Itisrigid course and department structures recognized that no single institution canare outmoded and become next to usetess,.< relate effectively to all the problems of fot nearly all purposes.It can be agreed` -.5 society, and that attempting to do so isthatwhateverusefulness these devices wastefulandcounter-productive.But, and structures have elsewhere, it no long- with institutions of higher learning wide-er exists in the.realm of adull education. ly dispersed over the nation and the State,We are no longer dealing with a self- as they presently are, the notion of "rele-contained academic unit accountable in vance where you are" becomes a workableits eyes only to itself,. we have rather operational goal. Adult education in aa program ctosely designed to the felt community college is singularly well situ needs of the community and serving the ated to act on this imperative. The re-specific needs of adults. Adult continuing. sult 'should be that there will be a con-educatiorf' asitgainsstature and :re- tinuing dialogue between the needs ofsources in the next years, offers our 14st the community economically, socially, opportunity for innovation in higher ed: politically and the programs. of adultucatioh. That is an exciting prospect for education. The continuing education pio-all of us concerned- with the course_ of gram should be finely tuned to respondhigher education. Adult education should to the needs and directions of the largerretain, as its unofficial guideline, the de- community_ And the protess should betermination to treat the conventions of a.two way street. the community reactinghigher education with a minimutn ofrev- to the uplifting pressure of the continuingerence and to focus its prime attention education programs, the devel fent ofon the nature of its community and its a greater sense of true ,do ,theadult students. community as a laboratory El,outlet for The evidence so far that .leading pro- thetalent and creativity "F the adultgrams in adult education are following learner. this course is encouraging. At the Ilni- One of the factors inherently workings,ersity of Oklahoma and closer to home. for the success of this close program- at Roosevelt University, for example, the

(19 program, participant begins vilth equiv-is an influential element, and age is 'not alency examinations, both objective anda limiting factor." We need to acknowl individual, to determine the participant'sedge and utilize the tremendous resources qualifying level and to tailor his individu- that for too long lrave been untapped, alprogram. The determination of histhe contributions of adults who, in many qualifying level reatrin part on the as- cases, have more to say, more- to think, sumption that experience,,as an adult ,fipand more to learn than they did when to that point is-an effective substitute for,..they were. young. In addition, adult edu- ,conventionalcourse work,experience cation recognizes, in a way that no other unit comf,onenrs are worked out to° re form ,of education does, that the greatest fleet that judgment. The program, lead-unpact of all may be on those who have ing to a bachelor of liberalstudies,is now undertaken responsible positions in then worked out around a small core society.Woodrow Wilson oncesaid, program with a larger body of seminars The men who act'stand nearer to the and course work to round out the -par-mass of men than the men who write, ticipant's needs.Programs of this sort and it is in their ,hands that new thought are certainly moving in a positive direc- getsits translation into the crude lan- tion. The current efforts in several quar-guage of deeds.-If educational relevance ters to develop examinations 'that reflectmeans anything, itis that the minds of the experience value of the adult andthe ages an8 the talent of the present to fashion programs on the assumptionmust be brought together to move the that ,his experience is equivalent to cer-man of the day. Our need is for new tain specific courses or other work arethought to be translated into the crude particularly encouraging. language of deeds; our best hope for it Margaret Mead has written that to do so is continuing, adult education. cation is a matter, of the' head.," interest

A A

UNIVERSITY RESPONSIBILITY IN ADULT AND CONTINUING EDUCATION ARTHUR W. BURRICHigR, Former Director, Adult Education Northern Illinois University, DeKalb Prof elsor, Florida Atlantic University Boca Raton, Florida A number of extensively varied and The general adult populationinthe sophisticated programs in adult and ,cun State of Illinois has been fortunate enough tinuingeducationareregularlymade to have very dedicated and tireless work- available to adults in the State of Illinois.ers in the public schools, however, many These programs are recognized at bothof the Junior colleges, and the extension the state and national levels as euntribut divisions of the colleges and universities, mg to the total development of Lige who have responsibility for programs per- numbers of adults. This effort in, con taining to adults, have not been as fortu- tinuing education should be recognizednate in having equal educational oppor asa major accomplishmentina very turiines as their student counterparts.It positive direction for the state and its isa significantfact that persons who people. have direct responsibility for teaching,

17

!Iti 020 counseling, or administering' programs inall during the night, even during Sunday adult and continuing education have few and Sunday night because this is when places. to turn in Illinois public colleges people are available and want to cake or universities for professional trainingadvantage of educational opportunities, in their areas of responsibility. Certainlythen it .must be s6. Universities and col- opportunities must be made immediately leges must also come to the point where avai$ble to rectify this situation. itisrecognized the adult's experience, Our societyis now committed to aHis background, maturity, and his indi- revolution of rising expectations. Withvidualism account for a great deal in the rising expectations, come confrontations,evaluation__process regarding his candi- and 'society will no longer support edu-dacy, as well as his placement in an ap- cational policies that do not cater andpropriate educational setting. No longer relate to the rising e4pectations of thatcan we look at the fifty-year-old man who society Very recently, education has come comes to the educational setting, and has under close observation by' people whofor 28 years been a most capable and have not been fullparticipants in thatexprienced person working in a private processIn many cases, this means theenterprise,and suggest he start with the people with responsibility for adult andseventeen or eighteenyearolds who be- Continuing leducationalopportunitiesgin freshman courses at the university. throughout the stale as well as,the gen-In many cases they will not do this, nor eral populace. There isa' definite lackshould they.. Of opportunity for professional training Oftentimes inthe p astthe so-called inadult education, andthere remainsprofessiohals have held in captivity, with on the part of the'colleges and universitiesnarrowly defined standards and limiting .a s'ery definite laCk of leadership in pro-measures of eligibility for learning, the viding creative and innovative programscontinuing education process. Quality has for adult students as welt: While someoften been viewed in restrictive and con- colleges ands universities are desperatelystrictive ways, particularly when it con- striving to keep ahead of the rising cl-tributed to the exclusion of minorities. pectations of our society, others haveQuality now must .,be viewed as flexi- made little or no effort to do so. Roose-bility to offer expanded opportunities for velt University in Chicago has perhaps,all people who have a wide variety of one of the more trientionatle programseducational and growthexperiences. which attempts to deal with the generalThese,experiences must directly relate to- adult student as he Comes to the educa- improvingthetmotional-psychological, tional setting, and takes ,him from thatthe personal-philosophical, and the overall point into a meaningful,program for hissocio-economic *Ku of their lives. Rec- needs, not a program which "should beA:ignition must be given to the fact that meaningful" as determined by socalledadult and continuing education has the professionals. &few educational !Faderspotential to lead a constructive revolu- are talking among themselve; about week- tion in the advancement of all groups, end universities with opportunities made including minorities.We, as adult edu- availableforany and alladults, who cators, are-agents of change in society. in any way Taffy for eligibility in a Particularly in adult basic education, we university,to receive continuing educa- are also liaison peOple, between the dis tionalopportunitiesat- timeswhich advantaged and the establishment. While THEY, can use rather than the more tra- thisperhaps does not seemto be a ditionaltimes which have been estab-pleasant position, it is one in which adult lished over the years by the institutionseducators must and will be found if they of higher educationIf this meansclasseiare to do a successful job in relatiJn to

18

,*:'*:'S 7onC their responsibilities. understanding of the university staff mem- In Landmarks of Tomorrow,Peterbers across the Orate.Faculty members Drucker has written about one of thesimply have not been oriented, to a large major target population areas which adultdegree, to the concept that education is educators must consider.He says, "Thea lifelong and continuous, enjoyable proc- faces the greatest gegera- essfor everyone, which must include non jump, in 19 history.In 1960, thenthemselves. While they are engaged in President Kennedy was elected, more thancontinuing educational opportunities, they half of all Americans alive were overmust also provide toallstudents the 33 and had received their formative ex-necessary acquaintance with thelifelong periences during the Great Depressionconcept of learning behind continuing if not even earlier, in the 20's.By 1970,education to those who enter and exit only 10 years later, more than hill ofthrough cane and university doors. The all Americans will be under 25 and willdays in which society would allow any have been born after World War II.Inindqidual to become stagnant in his chos- one short decadethe mid-age ofthe en field, or uninterested incontinuing his Lk.S.A. will have dropped by a full 8education, are gone. Those in continuing years the sharpest such age drop re-education must continue to be leaders in corded in our history, if not in historybringing about constructive, social, edu- altogether.-He goes on to state.' "Atcational, and personal changes in the lives some unmarked point 'during thelastof many Americans. The question can right ,twenty years we imperceptively,movedno longer be asked, "Do I have the out of the modern ageand into a new,to terminate my education or my con- as yet nameless, era.Our view of thetinuing experience, at any time I wish?" world changed, we acquired a new per-To live as a productive member ina cepston and with it new capacities.Theredemocracy, ttie answer is an emphatic are new frontiers of opportunity,risk,"No."All people must have continuing and challenge. There is a new spiritualeducational opportunities throughout their cerirer to human existence."Jr is apparent'lives in order that society and the in- the long-argued question regarding,train-dividuals of that society, can be productive mg and, or education again springsforth.and well-adjusted human beings, citizens, If we hope to "train- people, we mustfamily members, and workers. There are begin to think in terms of training forno alternatives. This leaves noalternative job dusters rather than for jobs, as wefor colleges and universities but to dras- have in the past.This will insure thetically expand their commitment to con- individual an opportunity to move withintinuing education in Illinois No reason- a certain type of job, area,and will pro-able excuse can any longer be offered vide a great deal of flexibility for the..jor limiting the educational opportunities individual as well as provide additionalin colleges and universities primarily to human resources for the area in whichthose on campus in the 18 to 25 year he will work. We must not allow humariage bracket. Any place thatcontinuing resources to be wasted by less. education is needed, that can be served If we hope to "educate," the adult e_du-by public or private colleges or.univeisi- catoe in the system of higher education,ties in the State of IllinoissgUST BE must be an agent of change.This change DONE. Adults have the right to expect must involve additionalopportunities for the same type of educational endorsement adult students, first-time opporturaties in fortheir needs and wishes as do the many cases, for the professionalin adultyounger members of our societyWuca- education, and it certainly must grovide non can and soon will be alifelong and an opportunity to solicit the supportand continuous process for all persons 19

(322 t'S4 ADULT ANDCONTINUINGEDUCATION IN THE PUBLIC COMMUNITYCOLLEGES OF ILLINOISg" FRED L WELLMAN, Executive Secretary,',I,VinotsJunior College Board and ALBERT H MARTIN, Former AssociateSecretary, Adult Education, Illinois Junior College Board Coordinator, Junior College Relations,Governors State University, Park Forest - , One of the most exciting and chal-of their cultural horizons, and theen- lenging aspects of the community collegerichment 9f their knowledge, should' be program in Illinois is its rapidly develop- expanded." ing. progrm of adult and continuing edu- The Standards and Criteria for the c,a.tion The community colleges are mak-Evaluation and Recognition of Illinois ..ing a major effort to add a community"Public Junior Colleges, adopted by this dimension to their college program by IllinoisJuniorCollegeBoard,defines serving the educational needs of all cal-lidult,education within the context of the zens in their district recent high school Master Plan statement and provides fur- gratitates and adults.Itis recognizedther help in defining the junior college that educationisa continuous processrole.' The definition is as follows: "The and th t the only certificatea 'Arson re-scope of adult education includes all con- ceives hat indicates his education is com-tattling education. and community serviCe pleted n 'his death certificate. Theperson programs which may contribute to the who gilduated yesterday and wbostopseducatiobal and cultural needs of thecorn- learniqg today is uneducated tomorrow. munity.Programs offered in this area Thel Illinois Public junior College Act,are designed to serve persons pf post- requir s that pitblic junioror Col . inthehe ig sc 1 who are primarily part- Stateffer comprehensive programs andtime students. Such programs may in- includ s adult education i..1,the definitiohclude forthal or informal learningex- of con Otehensive programs' The manda-periences offered' on either a credit or tory rcirement of the Act suggests thatnoncredit basis that helpserve the cul- theju for college isto play a ,majortural, civic, recreational, educational, and/ role in idult, education,ip the futute. andor \ocational interests of the commu- indeedf the junior college isto meetnity." its res nsibtlities for the of Within this definition, Illinois public , all posthigh school agepersons, adultjunior colleges are providing programs educati44 becomes a major thrust oritsas follows: prograti development. A M iter Plan for Higher. Education Undergraduate lower level college in credit courses at times when such published in 1964 by the courses can be taken by' adults. nois Bo id of Higher Educationstates. ( 2 ) Noncredit formal courses related "In add ion to providing classroomin- 'to other college course offerings structioto thousands of additional stu- or meeting specific adult educa- dents, tre are other needs that affect tion needs. higher ucation Among these, clearly (3) Credit and noncredit short cours- identifi (is) Adult Education. The es, semindrs, symposia, institutes, continue education of adults, the up- and similar programs ona coop- gradingf their skills, the broadening erative 'basiswithprofessional 20 groups, business, industry, labor, I.Extension SerSces and/or local governmental agen- A. Thirty-seven colleges (including cies which help meet the educa- seven Chicago City Colleges) tional needs of the Cooperating offered courses on a credit or grotip or agency. noncredit basis at location's they (4)-Programs of cultural impact consider off-campus. Such loca- concerts, plays, travelogues,film tions were most commonly series, andartexhibits' asare schools *( 34), plants, and busi- necessary to provide for thecul- nesses (23).Other extension tural enrichment of the commu- classes were held in hospitals inity as-well as the student body.' .(10), community centers (7), The Junior colleges are also offering government buildings including coursesor programsascircumstances military. bases(7), churches warrant either through cooperationwith (4), private homes (2), and or at the *request of othereducational YMCA's (2). -The number of and/or community agencies. Such courses colleges offering extension serv- or -programs include basicliteracy edu- ices has grown from 22 in 1967- cation, occupational training, high school 1968 to 29 in 1968-1969. credit courses, General Education Devel- B. There were23,672students opment (G.E.D.) courses,self-improve. served through junior college extension classes during the fall ment courses, andrecreational courses. As the educational agency which covers quarter or semester and26,394 an entire district thejunior college his studentsservedduringthe responsibility for articulating with pro- springquarterorsemester. with grams being offered bythe public schools, These ,figurescompare four-year colleges, universities, and p4;, 5,182 students served inthe vate agencies.. Communicationwith all fall of 1967-1968 and 10,107 agencies providing adult education serv- students in thefall of ,1968- ices will lead not only to a high levelof 1969. coordination, but to the development of C During the fall quarter or se- a broader base of adulteducation services ; mester 1,368 courses were of- within the junior college district. " feredin extension by junior collegesof which 769 were noncredit. Thefiguresfor 196970 Survey of Adult Education 1967-1968 were 415 and 185 Services respectively and for 1968-1969, For three successive years the staff of 1,117 and 825respectively. the Illinois Junior College Boardhas. During the spring quarter or conducted a survey Of Illlpois public jun- semester of 1969-1970, 1,492 ior college adulteducglon services.In courses wefe offered in exten- sion of which 886 were non- the most recent survey (19694970),there , were 35 junior collegedistricts in opera- credit. tion (including the State CommtinityCol- D. Twenty-Avecolleges(includ- lege of East St. Louis). For the survey, .ing 2in Chicago)cooperate 34 districts reported assingle operating with four-year colleges and, uni- units and -the City Colleges ofChicago versitiesinofferingupper- reported as eight separate colleges., There- level' undergraduate and gradu- fore, the data reported below represents ate courses at the juniorcollege the adult education offerings of42 com- campus.This compares with munity colleges for 1969-1970. eighteen collegesin .1967-68

21

024 and sixteen colleges in 1968- only.Only 4 'colleges, com- .1969. to pared with 6 a year ago, donot E. The four-year colleges and uni- provide a relativelyfullcur- . versities gffered 76 coursesen- riculum for evening students. rolling 1,496 students on jun- C. Thirty-one of the colleges of- ior college campuses during the fered .50 per cent or more of fall quarter or /semester, 1969- their total day program in the/. 1970. In19 67-19 68,31 evening also, and thirty:seven curses enrolling 1,021 students offered credit courses in the were offered and in 1%8-1969, evening which were not avail- 68 courses enrolling 1,411 stu- able in the day. dents Fere offered. During the D. Twenty colleges (including 3 springquarterorsemester,.. Chicago colleges)offered Sat- 1 69-1970,four-yearcolleges urday credit classes.This com- r universities were offering 94 pares with 11 colleges in 1967- coursesto1,654 students on 1968 and 14 colleges in 1968- unior college campuses. 1969. F. The four-year colleges and uni- E. Approximately 61,000 students versitiesofferingextension were enrolled in junior college work on junior college cam- evening credit courses during puses included NorthernIlli- thefallquarter or semester, nois University on 14cam- 1969-1970. This compares with puses;the University ofIlli- approXimately. 40,000 enrolled nois, and Chicago State College in the fall of 1967 and approxi- on 6 campuses; Southern Illi- mately 47,250 enrolled in the nois Universioi at Carbondale fall of 1968. at 4; Southern Illinois Univer- F. -Full-time equivalent enrollment sity at Edwardsville at 3;Illi- in evening credit classes in the nois State University and the fall of 1969 was 21,168. This National College of Education compares with 16,400 the previ- at 2; and Western Illinois Uni- ous year. versity,NortheasternIllinois G. In 22 ofthe junior colleges the State College, and Roosevelt evening credit program is ad- University at 1 each.All the* ministered by the dean or di- collegesanduniversitiesare rector of adult education. How- ptoviding graduate courses.In ever, in 15 of the colleges the addition, upper -level under- credit program is the responsi- graduatecourseswereavail- bility of the dean of instruction able at thirteen -colleges.' Two or his counterpart.In ()tiler courses offered by universities colleges, responsibilities fox were noncredit. evening Credit courses are di- II.Evening Credit Aided among a number of ad- A, All 42 colleges provide evening ministrators and departments: credit courses. B. Thirtyeight of the colleges (in- III. Nonciedit CouCses cluding all Chicago colleges) A. Thirty-eight colleges( includ- offered a sufficient number of allChicago colleges)offered courses so that a student could non-credit courses during 1969- obtain a degree in most areas 1`970.This compares with 22 of study by attending' evenings colleges in 1967-1968 and 34 22 colleges in 1968-1969. V. Educational Services for Communi- B. 'Headcount enrollment in non- ty and/or Governmental Agencies credit courses for the fall quar- A. Twenty-seven colleges (includ- ter or semester; 1969-1970, was ing all 8 Chicago colleges) con -ti 28,495.Of this number, 15,- ductid 58 programs forgovern- 457 were enrolled in reimburg- mental and commUnityagen- able credit equivalency courses cies.Comparative figures show and 13,038 in nonreimbursable 10collegesoffered10pro- - courses.The full-time equiva- grams in1967-1968 and 18 lent enrollment in credit equiv- colleges provided 40 programs alency courses was 1,667. It ,in- 1968-1969. is significant to note that the B. Eighteen programs ,elatedto 'creditequivalencyenrollment the nee& of local government the spring quarter or semester agencies:Social agencies were hadincreasedto 23,288 and servedbyanadditional18 the full-time equivalent enroll- programs.Thirteen programs ment of these courses increased were developed with the co- to 2,378:Comparable figures operation of local community are not available although in agencies and six programS'were - the spring of 1968 the full- related. to problems of the state -. time equivalent enrollment in or federal governments. credit equivalency courses was VI. Programs with Cultural or Public estimated at 2,300 InfOrmation Purposes , IV. Educational Services for Business, A. Thirty colleges(including5 Industry,andforProfessional Chicago colleges) offered such Groups programs in 1969.1970.This A. Thirty-one colleges (including numbe -compares with 18 col-- 6 Chicago colleges)provided leges in-1967-1968 And 29 col- atotal of 105 special educa: , leges in 1968. 1969. tional programs dunng 1969- B O.'. ne hundredfiveprograms 1970 either in cooperation with were conducted in1969-1970 or at the request of area busi- compared with 99 in 1967-1968 nesses, industries, and/or pro- and 113 in 1968-1969. fessional groupsComparative C. Programs offered included con- figures show. 22 collegs pro- , certs in all 30 of the colleges viding 45 programs in1967- with(such- programs, lecture 1968 and 23/4Eolleges providing seWes in 29 colleges, film series 85 programs in 1968.1969. (17), panels and discussions B. Of the programs developed in -(9), art exhibits (0), drama 1969.070, 36 related to, indus- productions (7), -fine arts fes- try, 17 each to business and ed- tivals (5) and dance and bal- ucation, 13 to health services, let (2). , - 6 to secretarial training, 5 to D. It was estimated that approxi- bank 4 to , 3 each mately 85,2b0 persons attended , to social work and agriculture, these performances or exhibits. 2 each to realestate,profes- This compares with 59,440 in sionalcounseling,labor,and 1967-1968 and approximately. religion and 1 each to adver- 47,200 persons in 1968-1969. tising,salesmanship, transpor- It should be noted that these tation, and ecology. programs and exhibits areby

23. ;- outside groups only:They do sponsible to the executive dean. not includepubttrpe;formance In sixteen colleges he is respon- by locfg college faculty or stu- sible to the vice president or debts. dean ofinstruction:In one VII.Administration of. Programs college he is responsible to the A. The 'total numb& offaculty dean of occupational programs. employed to teach evening. col- 'lege credit and-noncredit, pro- Future, grams in, the fall of 1969 was 3,525. fthese,. 2,693 were The future will likely see all progralns part-timfaculty and 6g5 werepresently provided in the junior colleges full -tiro facultyteachingan-expanded. However, the greatest em- ,overload assignment.The re-phasis in junior college adult education maining . numberwere full - is likely to be the development of the time teachers assigned to eve-credit and noncredit short course, semi- ning 'classesas part of theirnar, institute, and workshop mentioned regular assignment. in item three above.These programs, B. In 25 of the colleges the rateoften called community services, involve of pay for part-time eveningboth college and community resources, college teaching is based on a andareconductedtomeetspecified clock hour or credit hour flateducational needs of individuals or enter- fee. In die other colleges aprises within the community. One adult eparate pay has beeneducator wrote several years ago, "Adult Ueveloped,for part-time facultt.Education in focusing upon the individual C. ,Thirty-two colleges employhas too.oftsn been Concerned. with little counselors who are available inneeds. If harnessed to total improvement the evening, fop adult students,of our communities and our democracy, D. Thirty colleges employ an ad- itwill be concerned w.th big needs, ministrator with sole or majorMost junior colleges in the 'future will responsibility .intheareaofdevelop new programs asaresult of adult education.In other col-cooperative planning with municipal and leges the responsibility is eithercounty 'governments,professionaland signed to the diorft of oc-business agencies, industrial groups, and ese programs , Igigrupationallyrelatedcurricula chambersf commerce. or is divided between adminis-will reef ta concern for the com- trators in various academic dis- munity n entitythat complements ciplines. other adult ducation programs which are E. In the 30 colleges which em-largely related to individual needs, , ploy 'a separate adult education . The Illinois Junioz College Board has administrator,thisindividual a lively and vital concern with regard holds the title of dean in 16to the role of the comprehensive junior college, director in 10 colleges,college in the field of adult education.It coordinator in 2, and assistantis the intent and desire of the, Board to dean in 2. move ahead in this field as a member of F. In 11 of the 30 colleges withit statewide team engaged in the devel- an adult education administra-, opment of auseful and meaningful sys- tor, the administrator is respon- tem for adult education.The Board sible directly to the chief ad- encourages coordination and cooperation ministrative officer of the col-and pledges itself to the su rt of a lege.In two colleges he is re-well-planned program toward chigoal.

24 1/

OS" Administrative'and PlanningDINCNSIONS Level IN.OF ADULTILLINOIS EDUCATIPN. JUNIOR COLLEGES Citizens Advisory Committees and CoordinationExisting,Cooperation rograms wit Local, StateFe!eral and Govern-ment Support T CounselingServices 'SrvLtesExtens4on Use of Community Resodices Operational Level Organized Courses for Credit Courses (Non-credit)Special Interest Programs (CreditCommunity and Service Non-crdit) orPrograms by Private Financedsored Business by or the Spon- orGovernment Ls41 '4(4' Coursesallege Transfer EducationBasic ResearchCommunity rndustry (Credit or Non- Credit) 3!) GeneralCoursesCollege Education Vocational Self-ImpovementG.E.D.Programs Preparatory, CivicServieeS:Consulvtive 4 sicDevelopmentPersonalEducation - CoursesSpecial Interest CoorsesRecreationalCourses ' _programsSeminarsSpecial Interest VocattonalfyProprams Oriented HighExtension(Universit))) School Courses Other Lecture,ProgramsHealth Service Concert HealthIndustrialClerics/ Services %./tJ OtherCourses "ID Other'-and Film Series Other Food Services 509

ILLINOIS JUNIOR COLLEGE NAP --OUPAGE 502 -H3RION p7 MORAINE VALLEY -ma'am 510 -PRAIRIE Kr

East St. Louis-

Stzt.s of District Organization as of January 1970

6

26 029 V

THE DEPARTMENT OF PRIVATEBUSINESS AND VOCATIONAL SCHOOLS

THOMASE.ItICHARDSON,Director Private Business and Vocational Schools Office of the Superintendent of Public Instruction

The Department0rPrivate Business or industry in this state.Members of SchoolsIll as created by an Act of thethe board shall serve without pay.The Ceneral Assembly in 1955 and becameSuperintendent of Public Instruction, ex' effective January 1, 1956. The Act origi- ogicio. shall be a member of and chief nally ,provided forastateboardof executive officer for the board.The Su- seven members to administer the law, perintendent may designate some quali- rules, regulations, and standards relatingfied person in his office to represent him tothe schools requesting approval by on the board and to serve-as chief execu- the Office of the SuperintendeiTt of Pub- tive officerfor the board.The board lic Instruction elects officers and reorganizes every two The Act was amended in July, 1967, Years. replacing thestate board u ith an ad; The Act specifies the definition of pri- visory board consisting of seven mem- vate business or vocational schools and bers appointed bythe Superintendent specifically names courses considered to and confirmed by the Senate be of a business or vocational nature. On Oct'lber 7, 1969, the Act was again The Act. also .refersto-self-improve- amendetransferring the jurisdiction for ment- schools. the aprovingofprivatevocational Every individual, partnership, or cor- schools/from the Department of Regis-poration desiring tooperate a private tration and Education to the Offiteof business, vocational or self-improvement the Superintendent of Public Instruction.school must comply with the Act. They As a result of this legislation, the Su-must abide by additional rules:regula- perintendentestablished the Depart- tions, and -standards as promulgated by ment of Private Business and.Vocational the Superintendent upon advice of the Schools. . board. The amended. Act also 'provided for The entire operation and conduct of the Superintendent of Public Instruction, eachschool,advertisingmethods and with the confirmation of the Senate, to procedure, solicitation of students includ- appoint twelve members to the Private ing agent conduct, teacher qualifications, Business and Vocational Schools State equipment, building facilities, etc., must Advisory Board. Of the appointed mem- all be in accord with the powers pro- bers, four shall have, for atleastfive vided in the Act. years immediately precedingtheirap- At the present time -232 private busi- pointment, occupied executive or man- ness and vocational schools are approved agerial positionsinprivate busMess in Illinois.These schools offer a variety schools in this 7state.Four shall have, of courses such as secretarialtraining, for at least five years immediately pre- automation, various automotiverelated ceding their appointment, occupied ex- subjects, realestate, salesmanship,dog ecutive or managerial positions in pri- grooming and many more. vate vocational schools in this state.Four In addition to approving schools in shall be persons occupied in commerce Illinois the department is charged with

27 the resnsil?ility, of recognizing all Out- cation.T6e4ffice of the Superintendent of-sta schools -wishir4 to solicitstu- of Public Instruction works cooperatively dents inIllinois.Eighty-seven schools with coun0341 school principals, and are scr-recognized. teachers in reference to problems involv- Residential schools vary in enrollment ing students ?,ridtheir education after .from two or three studentsto over a high school griduation. thousand students whereas correspond- It is apparOt that the trainingpro- ence schools May exceed Over 100,000vided by prIte business and, vocational students. schools is coritinuing to be in great de- A complete list of recognized andap- mand as a pat of post-high school edu- proved schools is prepared each+yearas, cation as evid'enced by tale thousands of a referenceforhighschool guidance individuals using these facillueg to train counselors and others interested ina pri;for a . vate business or vocational school edu- p

-

VOCATIONAL AND TECHNICAL ,----\--UCATION, IN ILLINOIS

SHERWOOD DEES, Director Division of Vocational and Technical Education

I,Where Have We Been' The Pail.vision of Vocational' and Technical Edu- cation F.(1241e r917 Smith-Hughes Vocational ucation Act Was enacted to meet the In 1946,1946, the George-Barden Actwas demands of an ecomy just reachingintroduced to meet changes in labor force industrial maturity, ost allotted fundsdemands ofthe previous thirty years. went to vocatio agricultiarnffd home Funds for vocational. educationwere in- economics, but provisions were also in-ereasedand support was added for the cluded for in trades and indus-distributive occupations. The heavyem- try In 1917, Illinois passed the Accep-phasis on the need for industrial workers tance Act Federal Vocational Edyca-during World War II caused the public non Law to appropriate money andschools to establish new training pro- .regulateits expenditure for vocational...grams for industrial csntributious,to the education.The administrative respon-war effort sibilityto administer suchfunds was The American economy continuedto placed in the hands of the Board of Vo- change over the next few years and man- cationalEducation andRehabilitation,power needsshiftedconsiderably. A which is appointed by the Governor, with more sophisticated technology led to a he Superintendent of Public Instructionshift from aprimarily blue-collar and serving as Executive Officer of the Di- agriculturallaborforce toward white-

22

D:41 collar employment.There was a sharp II.Whe're Are We Now ? -1 Present. drop in the demand for low-skill manu- This year,,1970, we havchad one facturing occupations at a time of greatyear of experience in implemmingthe increase in the number of jobs for tech- 1968 Amendments to the VocatTiAnal Ed- nical workers. ucation At of 1963. A new Atite plan To meet this shift in manpower needs,has been developed to provide fttlicibility congress enacted the Vocational Educa-.for local scaol districts andcommunity, tion Actof 1963 to broaden occupational.colleges in the development of nrw and training to include, for thefirsttime,innovative, programs. Reimbursettentis business and office 'eccupationsAs a 1,:d.sedupon student participationalong result of this tact, the high school stu-with an equalized telaliye dent.vocationalenrollmentincreased'and other factors to assist the pootpr lo- the over one and one-half million in cal districts.Additional reimburse/nem next two years with mostof thisin- paid for disadvantaged and handi- Since 1963, is crease in office occupations. capped students. employment opportunities inthe pro- Elementary student; are provided with fessional,- semi-professional, and techni-occupational 'information with an 'em- calfields have rapidly increased. De-phasis on the-attitude toward wa(k.- mands in the public service field aroneOrientation andprePararion training pro- exceed labor supply five to one Itis grams have been- expanded at theninth - estimated that there are rwo techniciansand tenth-grade levels of the high schools. to every engineer, and six to t'entechni- There has been the greatest expansion of cians, for every doctor or researcher in secondary and post-secondary occupation- the health fields.In addition, it is esti-al training programs in the history of will have to be ., mated that each adult education..Students in secondary pro- retrained on the average'. from three tograms increased from 81,323 .inr945 five times during his lifetime to about 225.000 in'1969.1970and in TheVocationalEducationAmend-the postsecondary junior college institu- rricnts of 1968 redirectedvocational edu- tions from 2.092 in 1965 toabout 60,- cativn from specific areas of training to000 for 1969-1970. We expect nearly -meeting the needs of individuals, withone million enrolled inapproved pro- speci,,1 emphasis upon meeting the needsgrams at the elementary, secondary, post- of the disadvantaged and handicapped. secondary, and adult levels in the com- These amendments place' resources and ing year. flexibility v.ith the states and local agen- Due to limited available funds for Fis- cies and are designed to focus on thecal Year 1970, vocational reimbursement major deficiencies of vocational educa-claims were paid on a 50 per cent basis tion of the past.This Act is designed for regular secondary programs. By level, to help the "hard -to- reach"and the ''hard-reimbursement for the 1969-1970 school to-teach" and will affect over 25 millionyear is as follows people. In Illinois, there were 149,442 students Elementary SchCois S 103,529 enrolled in 1965 in approved vocational Secondary Schools , 18,239,354 and technical education programs,with Postsecondary . . 6,415,917 sixty per cent of this. numberenrolled Adult 1,304,863 inagricultureandhome economics Only 2,092 wereenrolled in approved Total ',526.063,663 post-secondaryoctupationalprograms five years ago in junior colleges Twenty area secondary vocational cen-

29

ri-Al032 ters are in operation to provide special- 1114 Where AreWe Going? The izeclvocationalinstructionformany Future. schooldistriictsof,' anarea. -Last year $2,875,418 was obligated for 1 Ekpanded Programs Nee4ed construe- '2. ' tion and initial' equipment withan addi- financial Support Requirefl 3 tional $1,969,696 reimbursed forarea Coordinated Efforts Nece center operationSome area centers of- Three fundamental questionsmust fer as many as 24 different occupationalconsidered in looking aheadto the fu- training programs for their students, withture in vocational and technical educa- an emphasis upon new and emergingtion.First, how can relevantoccupa- occupational fields. tional programs be expandedto meet Illinois' 37 public junior college dis-the needs of at least 75per cent of 'the tricts, comprising 47 collegecampusesstudents' who will nor receivea college and the two publiC technical institutes,,degree?The past and presentprograms making a significant contribution inonly meet the needs ofa small percent- tfieir effort to provide one andtwo-year age ofstudents. MostIllinoishigh vocational and technical education pro-schools today offer an approvedvoca- grams.Presently, these institutions offertional programs in twoor less occupa- occupatiOnal educationin 145 variouu. tional areas.Some community colleges areas of specialization. Inthese 145have been reluctantto expand the cur- specialized areas, cumulatively, the col-riculum to provide. the comprehensive leges offer a total of 787 programs. program intended. under the newcom- Chicago, with a large target populationmunity college act. under the 1968, Amendments, received The lack of programs isstill most 16 per cent of "the State vocational fundscrucial as evidenced by the fact thatthe with 84 per cent outside of Chicagogo- target populations of the 1968 Amend- ing for programs under the old reimburse- ments jriner city, ghetto, and rural ment policies.Chicago's shareis 25poverty areas offer the fewest rele- per cent under the new State Plan pQ11-vant vocational and technical programs. cies in 1969-1970 It is projected thatIn other, words, where the needis the Fiscal Year 1971'funds, basedon pres-greatest, the fewer are the programs. ent programs, will provide 40 per cent Another factor relatingto the lack to Chicago Funds presently are specifi- of relevant programs is the problemof ally oriented toward the urban and ruralemphasis on the occupations of thepast poverty areas. rather than development ofprograms The present program is 'designedtoto meet occupational needs of the fu- help solve two of our more pressingture.Occupational needs are changing problems in the StateFirst, it will pro-in every occupational fieldso the prob- vide adequately trained manpower tolem must be solved by developingpro- meet the needs in .a rapidly changinggrams which youth and adults willac- technical age with a special emphasistually experience in schoolas well as on health occupations and personal andin the world of work in their lifetime. public service occupations. Secondly,it Secondly, the future of vocational and will keep students in school until they be-technical educationis dependent upon come sufficiently trained to be employable the priority that the federal,state, and and become productive in theeconomy oflocal governmental agencies place the State upon Both of these problems arepreventive programs rather than remedi- economic in nature but have great socialal programs undertakla afie,unemploy- implications in the matter of law andment or under-employment-and public order and general social unrest., assistance becomes a way of life,Dol, 30 tars invested in the individual early inCorrections, ChilIren and Family Ser- life encourage self-confidence and createvices, Departments of Public and Mental a climate of desire for future training.Health,SuperintendentofPublicIn- Such expenditures are minimal duringstruction. and others have a relationship the school age years.By investing into vocational education that tends to pro- individuals,ourcountry'sgreatestre- mote an isolated approach to the .solu- source. the dollars increase honor, achieve tion of the problem. A Coordination of ment, success, opportunity for .-Av_nce- lvfanpower,directlyresponsibletothe mem, and social acceptanceSuch an in-governor, cannot solve this problem with- vestment decreases dropouts, unemploy outadministrativeresponsibilityand meet. family and social disorders, public authority. aid, institutioljal support, and an attitude The future of vocational and technical of 'Hopelessness and defeat. education in Illinois is bright. Forward- Thirdly, the problem of articulation looking, competent leadership at the state and coordination of all manpower tram-and locallevelsis needed to provide ingeffortsmust besolved. Today,greater emphasis totraining programs many training programs of the Federal fur the world of cork. Adequate financial government are administered by agen-support at the federal, state, and local cies outsidethe formal public educationallevels must be given for the Mere nal system In Illinois, there are many state cost of vocational and technical prog?'amms. agencies having a rolein the adminis- Evaluation must be built into the system tration of vocational education Some so that business. industry, and labor have of these state agencies are separate andmore influence in developing meaning- independent and not responsible directlyful programs. The best long-range solu- or indirectly to the governor.The De-tions to the problems of society, as partment of Labor, Business az-,dEco- as the individual, isto provide quality nomic nevelopment, Board of Higherrelevant training programs for all for job Education, Junior College Board, Divi-entry and retraining forthe world of sion ofRehabilitation, Department ofwork

31

/*Xi ():14 THE MAN WHO COULDN'T FIRE JANITORS

JOHN L KIRBY, President and GILBERT SCHECHTMAN Professor Educational Planning Associates, Inc/

An associate whO taught English in an How did that happer0- the teacher evening extension program tells an an- questioned. ecdote with significanceforthosein- The student went on to explaih that volved in the planning and administra-he worked for the Chicago Housing Au- tion of programs for adultsHis usual thority and that he had long thought assign-theminvolvedteachingcollege.about asupervisoryposition.But, he freshmen during the day, and when hewent on, to be a involved drew the evening assignment he thoughtevaluating the work of janitors, and if long and hard about what kinds of modi at was unsatisfactory they had to be fired. fications. if any. sere necessary in meth- What has that got to do with English od and contentHe finally concludedcomposition?" the teacherasked, puz- that education was education, and people zled. were people, (though he admits that the 'To fire a janitor you have to file a conclusion. could have stemmed as much ursnen report,the student explained_ fsom inertiaasfrom conviction! In 'And I took' your course so I wouldn't any event.theevening programran be afraid to fire a janitor anymore:- hcavi on Shakespeare, with written as- This illustrates the principle that peo- signments aimed at explication of textple learn for immediate goals at least and analysis of charaacr and motivation.many of them du, particularly those for Though somewhat concerned by heavywhom the struggle fur survival Ls all-con- attrition and othei warning-signs, the surning_ People go to school to learn teacher was nevertheless gratified by the such things as how to fire janitors (who, interest and achievement of some of hiswe suppose. go to school to learn how to students,particularly one middle-agedkeep from being fired). high schooldropout, who seemedto EducationalPlanningAssociatesis rhos,. on theBard severy word andconcerned with placement and supportive whose papers made up for mechanical services for such groups as welfare recigi- deficiencies withagreatdeal sof en- eats, urban unemployed, prison parolees, thusiasm and insight. and people who are underproduaive and Six months after having taught .thewho believe, somewhat correctly,that evening program the instructor happenedcertain kinds of educational experiences to meet his star pupil on the street. Thewill immediately and 'beneficially affect student.thanked him effusively. and the their lives. instructor congratulated himself on hav- In other words, the learner with whom ing guessed right certain now thatwe work is "goal oriented," to borrow there was a common element in great adistinction made by Cyril Houle in literature to which everyone reended,'this perceptive book on the adult learner, rich or poor, educated or untutored. The InqntrIng Mind. He is one of "those course changed my life. thewho use education as a means 'of ac- student announced. complishing fairly ,clear -cut objectives." is thatso. theteacher cc-sponded In his case these objectives are money -I applied for a big promotion andand status got it: the student continued A second characteristic of this kind

32

r t 635 of learner seems to bei his need to quickly for flexibility. They will lease facilities implement a decisionito enter an educa-near a housing project or ina ghetto tional program He dpesn't want to waitThey will devise continuous enrollment for semesters to beau) or registrationprograms so that people can enter at any to occur he wants ty begin rtgkt time and terminate when sufficient em- Psychologically such !timers cannot easily ployable. skill is attained. rolerateatimelapse between action Another advantage of a pnEate school and consequence. effort and reward, de- witha AIR icrusly establishecrifdentity cision and implementationPerhaps_ this that the learner can inure easilydisas- characteristic stems from a basic mistrust sociateitfromthepoliticalestablish- of a social establishment which seems toment. about which he may harbor suspi- promise and never deliverIn any event.cion and resentment this characteristic suggests the nee4 for It was mentioned earlier the, there arc a great deal ofinstitutionalflexibility implications for the educational program to accommodate thelearners urgency,stemming from our consideration of the with some irnpl.catiiuns as well for thenature of the learner He is. as we men instructional program. which will be dis- tinned. goal orientedBut he is not, like cussed later the middle class learner, ableto defer .Finally, anyone who gnu, such a !yarn- to long range oals or satisfy himself er knov.sthat he needs substantial _helpwith intangible intermediate goals There- in restructuring his living patterns to ac- fore. short term programs are valuable commodate a learning situationWhatfur this kind of learnerMoreover. he shall .. rricther do wit': her children while should always have employment in view. she isin school%Does shc ,get carfareIf proorams with guaranteed emyloyment to attend class' When...! es she get thecap be created cooperatively with local carfare' ls,cornpensati in in the form of aindustry. learning is accelerated. check% Where can she cashit' .hat In cases where educationis nor di- will be the implications, for her otherre-I-Ey job oriented. we believe attention sources of incomepublic assistance. should be paid to the establishment of etc iifshe finishes the course some kind of extrinsic incentive system. and gets a job' How does she get to Under consideration now is the establish- school, Where does she catch the Jaus? ment of a GED review program . for If we are unable or unwilling to dealyouthful paroleesIt seems to us that with such problems, an edoc.ationahipro-a system of morn incentives or rewards gratin for 'the adult, urban poor is notmight pro-duce-g,,odresults with such going to work, no matter how educa-students Such a system is. perhaps. con- tionally soundMay be For such peoplesistent with the research of the neo-be- any change in the routine of their- -pre-haviorist psychologists who have been carious lives is a threat, and such threatsinterested in human learning The Daily must be dealt, with before learning can Work-DailyPay-employment bureaus occur which dor the fringe -s of the inprfr cup If there are premises about the learn-attest to th.s principleNot only do the er which should be considered to makeclients of such agencies need the physical learning effective. there are Ago princi-sustenance of daily . but most prob- ples pertaining to ;he institutions Theseably they need the psychological support may be reduced to the often repeatedof daily rewardforeffortintangible need for flexibility in program, calen- formPerhaps such learners need the dar, staffing. and locationin many casessame thing private and proprietary institutions are Educational Planning Associaleshas in a good position to satisfythis need attempted to develop an expertise in re-

( t 33 cruitmet and placement of many differ-grams. So MATCH means a wedding ent kinds of learners.Inthe caseof of client to job and student to appropriate thelearnertreatedinthisarticle, we training institution and program. have found that,initial orientation is very Our subsequent task has been to moni- importantThe student, usually unem- tor the training process and to follow ployed,must becoLiecareeroriented up the graduate to seeif employment Among otherdeli-Lets_ tofacilitatethis goals have been attained. Part and parcel orientation we haiq used an instrumentof thismonitoring- process is continued which we are still developing, MATCH. backup and reassurance ofthelearner MATCH' isa comp per assisted voca-so that the vicissitudes of dailyliving tional guidance ingredient with altema- dun tfrustrate the educational plan. nye forms for adults' or firgh school stu- . Placementis our main job and an dentsIt is based on avilcolamn matrix important one. We make no value judg- in which the axes resent interests onments about the relative socialimpor- the one hand and abill n the-other..The tance of human beings or educational intersection of interest anabilitypro- programs This past year we have placed duces a cellin viluct, are groaped joba large number of students in American titles appropriate to the student client. collegesWere proudofthat. And As part of the prv-icesi the learner is in- we ve placed many people, some of them ',iced to investigate rrionbgraphs for each frustratedand embittered,intraining of the job titles and to cultivate his in-programs that may lead to employment, terest in the jobs and, we're proud of that.Education is Our next stepis to Ptkiscuss trainingeducation, and people are people. And with him and to make a. NacementOur who is to say that how to solve differential best resource has been at4nipeetion with equations and how to firejanitors are and information aboun a large, numbernot equally worthy of human study? of trade and training 'schools and pro- L. ADULT BASIC EDUCATION FOR THE REAL WORLD CURTIS ULNICR. Chairman, Adult Education University of 'Georgia

Significant progress has been made in I believe that we have a number of the fieldof adult education theselastalternatives that are going to require us few years,yet we seem tostill' have to look at our discipline, to look at the problems of establ,shing our identity inneeds for developing programs that are the educational community. in establish- freed from years of educationaltradi- ing and defending the thrust we'must tions make in the 'Real World'. and perhaps I should like to direct my discussion most important in developing in-service to three general areasFirst, who are programs that reflect more than urienta- we Second, where are we? Third, where "don to the problems we face are we going?I may find few, if any,

34 areas of general agreement,but,itis ing experiences whichwill help each my expectation that they mayhelp usadult to continue his education and de- to exatriine our place in the educationalvelop his potentialities. These'learning program and help us as we planfor theexperiences shall be designed to stimu- larger job ahead. late the growth of the individual cultural- ly, morally, spiritually;and democratical- ly, thus enabling him to become a well- WHO ARE WE? adjusted and useful citizen. Each adult Over the past few decades a few col-basic education student should have the leges and universities have offered pro-opportunity to- grams of adult education, andinthe a.Acquire basic academic skills; last several years we have seen a pro- b. Become more economically and vo- liferation of degree granting progtams cationally efficient; institutedThese programs are based on c.Accept his responsibilities as a citi- the premise that adult education is the zen by emphasizing interestand learning achieved by adults during their participation in national, state, and mature years not a continuation of local affairs; childhood !carding, but new learning. d. Perform or ;discharge those duties Its purpose is to Make adults aware of whichthecircumstances oflife individual and community needs and to have brought him, provide an educational program enabling e Develop cultural and aesthetic ap- them to cope with such problems preciation; The educational program to meet the fDevelop an understanding of the needs of our modern adults must be attitudes and personal adjustments life broad in scopeIt must include the total necessary for successful home range of human learning in ademocratic and family relationships, society, from the simple meansof com- g.-Learnthe need for good health munication reading and writing to and physical fitness; the solution ofintricateproblemsin h.Become a critical thinker, capable human relationshipsWe believeflipr of sifting information and making education helps enrich the lives of adults proper decisions, and is a major factor in fostering better i.Develop emotionally, mgrally, and adjustment to personal, social, and eco- socially in order to be better able noimr---needs and obligations. to cope with life's problems; The aim, then, of adult educationis j-Obtain continuing education con- to extend opportunitiesforimproved sistent with personal interests, abil- living to all adult citizensIt should be ities, and needs, and availableto everyone no matterhow kProvide an atmosphere for the re- limited or extended his formal schooling. establishment,reinforcement, and To those who have left school, itex- extension of previous. learning. tends an opportunity to regain that which These objectives of adult basic educa- they forfeited, to grow and to becometion will be referred to later inthis dis- better citizens, parents, and tecnnicians.cuSsion when evaluation is discussed Adult education programs should help If we have successfully identified our- people develop the intelligent and un-selves as a , we need to in- -biased thinking necessary in attenwrirx3 tensify our efforts to the end that we to solye the ever - increasingpolitical. and work within the framework of the in- social problems which confront alltoday. stitution to bring about changes neces- The purposes of our adult basicedu- sary id make educationthe vital force cation programs shallbe to provide learn- it has historically assumed in American 35

4-*J.1p society.Let us look for a.few minutes There musrbe° more adequaterepresenta- at the school in society. tion of the poor, the black, the Mexican, and the Indian in teaching ranks." WHERE ARE WE? This passage was not written byan- archists but by distinguished educators You might say withsome degree ofwho are prominent in the field of accuracy that our goals in adult basic edu- cation, sociology,' psychology, andsocial education are to saveour society as weanthropology. know it and at thesame time make it As if he were thinking along thesame a society that includes all the peoplelines, Bob Blakely speaking from the inthe fruits of a rich and productivepoint of view of the target population nation.I would like to state twoassump- tions and a conclusion that said. "An increasing number of indi- may serve.,viccuals andgroups are becciining aware to stimulate thought about the future ofthat they have no part in making adult basic education the decisions which are affecting their lives. Assumption A. Adult basic education They are demanding the rightto cake cannot separateitself from the main- part.They are stream of American education ableto enforcetheir just asdemands by passiveor active opposi- it cannot, in application, separate itselftion,. r. learning was the road by which from the cultures, learning styles,and man got into the impasse. Because he life patterns of those taught. Obviously;, cannot unlearn, exert if--hewould, he there is a built-in contradiction inthis assumpt ion. cannot go back: 'The only way out is by continuingto learn but in a new Assumption B A successful and viabledimension." program of adult basic education cannot In speaking of the failure of the uni- emerge as a "retread" of current institu-versity,Dr. Donald W. Bigelow said: tional programs, current teacher educa-"Our American Democracy is not deliv- tion programs or perhaps in the tradi- ering all of the 'unalienable rights' which tional teacher-student confrontation. wele promised.And, it would appear Assumptions A and B suggestthat that American education, the handmaiden neither reform nor changes in Thecur- to democracy, at least as it is presently rent programs will be enough, rather they operating, is unable to help make the suggestto me that newinstitutional delivery of what was promisedany easier forms must emerge ifwe meet successat this particular time in our national in our effortsto make education the life." force to -bring a measure of economic These statements tend to emphasize and social success tothe part of ourthe need for new dire5tions in American population who do not fit in the main- Education.if 'education is going stream of American Society. to be - the way our of our dilemma,we, as To supporttheconclusionIhave pioneers in a new form of education, drawn, Ishould , like tc, quote a shortADULT BASIC EDUCATION,must Passage from a book entitled,Teachers show education the way. for the Real World. "Education isbeyond We have already done thisto a de- repair, what is needed is radical reform. gree. We have taken the nonsenseout This reformisto include the nature of the schooling of the statement, "take each individual process,thesystems where he is." This has brokenyears which control educational policy, and the. of educational tradition. We have seen institutions which-preparepersons to beour "real life" instructional materials teachers In teacher' training, reformmust our adult readers adopted for young- be undertaken in the selection of teachers sters who find them relevant. We have 36 a may be the most accurate measure learnedto accord eachindividual stu- dent the God-given right to human dig- we have of theschools effectiv- enesses. nity. We have many achievements to prevails in list, but the purpose of this discussion f. The grade system still spite of what is known about the istotry to focus in somesmall way on our present status,in the education learning process. world forces that will affect us and to g.The demands of the stereotype plus attempt toroviikelsome'observations about the subject matter centeredness of I can only education tend to make the teacher the futureof the program. by far the most "active" (60.80 guess. However, I do agree that the process of per cent) -participant in theclass- speeded room process. change in education must be are up. We can no longerafford the luxury h.So many conflicting pressure of a twe.ity-year lapse between thedis- brought to bear on the local school covery of learning principlesand appli- from so many sources that a sense beingparticularlyvulnerable" cation to the learner. a of Historically change in schools has been: and," therefore, especially defensive drifting; sporadic; the result of external is common. In addition, methods pressures; expedient, in bitsand pieces for accepting outside influence are instead of planned; too little, too late; relatively undeveloped. superficial; and relatedto narrow self- i':Factors of law, finance, and geo- graphical districting crto an es- interest. schools sentially noncompetitive nee for Let me list several features of exist that indicate the need for possiblechange the schools; it will continue within a very wide range of actual or reexaminationThese attributes are not cited as good orbad only that perforinance outcomes. Social change outsideschoolsis they tend to represent historical patterns l- it that have developed and that aredifficult more rapid and extensive than ever been inthiscountry. to change. has Schoolsareaffectedbythisin aThe school is usually organized on popula- the basis of local controlandfi- terms of change in school tion, subject matter, and changein nancing. is a compulsory insti- other political, economic, and social b The school subsystems. The -need to adapt ap- tution. ac- c. The school is notconnected with ' propriatelyis being radically whose mission centuated and minimally met. other institutions focus for is also education such aswelfare, k.The student becomes a police, courts, employers, and po- much of the frustration which 'un- rapid litical groups. controlled'nonunderstood d. Most schools are linked with col- change produces. leges, /graduate schools, accrediting- I.Procedural rigidity is often main- tained as a hedge againstunplanned 'agencies, federal agenties, etc.-.Oft- change and becomes a barrier to en these agencies cons1 directions dr schools take raiher thanthe planned innovation. ... imperative needs of the students. m Little systematicand extensive in- service trainingis done in most e.It is difficult to measure theprod- ucts of the schoolswith any de- schools., The approxi- This listing is thought provoking. The gree of meaning. adult basic mate 50 per centdropoutrace message is clear to teachers of from grades 1-12 in the southeasteducation. We are in the forefront of ., 37

A.4.,;;-;;S(,)".140, change. We need to understand our a. AdultBasicEducation programs -system- and work for changeto im- should have objectives. prove education. Wheat we improve the b. Once an objective is stated,it can process of teaching adult basic education, be measured. we are likewjse changing the total field c. of education. Public dollars shoufd bringa meas- ured amount of learning. Ishould like ro confine. the rest of d. Money can bespent more effi- my discussion to three forces thatappear to 'me will dbminate the field ciently. of adult As you know, itis not that simple. basic education in thenext few Private industry Ichoose to likes therm and callthem ACCOUNTA-concept because they fan, restrict earning BILITY, VOCATIONAL, AND PRO-objectives and compere, sometimeson GRAMMED LEARNING for lackof better terms. unequal terms, with public AdultBasic Education programs.Let me illustrate by quoting from anewspaper advertise- WHERE ARE WE GOING? ment carriedinthe Athens, Georgia, Banner Herald on May 27, '1970: ACCOUNTABLVY We guarantee to prove Reading, Math or English illsby atleast Schools have historically beensensitive one full gride leve upon completion to local customs and political pressures. of 35 hours of p scribed studyper In the years since World War II,schools subject. have tended to become instruments Additiona, instructionneces- of sary -to achieve this goal will bepro- national concern and policyAwell as vided entirely free of charge by national defense.- The National' Defense Learn- ing Foundations.(Applicable to all Education Act was in the forefront of students accepted a -seriesoffederal funding for enrollment.)", activitieS,, Another firmdicier -federalcontract each funding representinga current na-in Texarkana had tional concern. We all bonus clause in effect recall the sen-if they exeeede..eir goals. They did sation crated by Sputnik andthere- exceed their sultant funding of research b ing green stamps, grants toprizes, and a orted to laigh-achiev- colleges and universities in thephysical ing learners. sciences the celevisioa program by Ed Murrow on, the plight of the` These illustrations ar made primarily mi- illusvte a probable direction in pri- grants, the massive povertyprogram, thevate education and the, ptobable restric-. civil defense boom following the Cuban fiork of learning goals.If we truly be- affair and most recentlyPresident° lieve -in the goals Nixon's Right to Read' speech. we have established AfterfOr Adult Basic Educationprograms such some twenty years of massive fundingas those listed earlier in this discussion, to schools, after' some failures and some then we may have to be preparedto successes, the concept of Accountabilitydefetid them.' is going to be heard often.Accountability It may be, hovtever, that started as a political we in Adult term and probably Basic Education hate an Achilles Tendo4 is an outgrogth of the McNamara Ca. when we lack preciseness in describing Infederalfunding, - Accountability our -prograin objectives and in there- means that there should be X units of suiting lack of evaluation. output for X. number of dollars input. It appears that we,. haveto become Translated to educationterms, Account-increasingly aware that ability means something like we, willhave the^follow- ttraccomplish the following in eachpro- ing: gram:

38 'V

: 104:11. a.Entrance mehttrement in terms of is that linkages with vocational programs specificskillsin' c'ommunicationwill make our programs more attractive and computation and subsequentre- to the hard-core disadvantaged, and the testing after a specified number ofrealityis that program objectives, fund- contract hours. ing procedures, and organizational rigidi. bDevelop instruments that will meas-ty make coordination difficult to accom- ure learning increments, in termsplish. 'A further complication seems to of citizenship, vain consumer ed-be that Congress views Adult Basic Edu- tication, self-con ts, etc. cation as an economic measure designed Develop writtestatements of the to put the disadvantagedto workas purpose of Adult Basic Educationsoon as,possible and seem to favor vo- -programs applicable to local situa;cational education when funds are ap- tions. propriated for the disadvantaged. Often dBecdthe increasingly aware of the prevocationalAdultBasicEducati% need to develop lines of commu-courses are little more than orientaticP-. nication to 'Share this informationcourses to the world of work and while on thelocal,state, and, national'valuable,offerlittle in terms of long levels. range educational objectives. e Allthe 'abovepresupposesthat I should like to describe one possible every coordinator, teacher, and ad- fruitful avenue of coordinated program- ministrator believes that the pur-ming with vocational programs. I choose pose of Adult Basic Education isito.call it the mini-school approach. This to people prepareforthe approach ma; be plactical in prisons, area rid" rather than improvevocational -scbools, and inlarge Adult one e level in readikg in 'X Basic, Education day centers.Essentially, nurnber 'of hours.Let us be ac- it involves team teaching where a voca- countable hit. all our objectives in- tional teacher, an Adult Basic Education stead of only reading. teacher, and a -part-time counselor are f.Fiddly, concern for the lndiiidual assignedtoa group offronttento *must extend Leyond the cla4room twenty students.The team wouldin to the home, job, and community reality be a school 'where the group would and follow him after he graduates,be given a total program of vocational, cops out, or whatever he -does in academic, and counseling servicescul- the "Real World." minatingin job placement. Such a,serv- In sum , eace the possiirtnr..iceuuld fulfill all the objectives of the of se private industry "cream" theAdult Basic Education program and be money from our programs on a setsmall enough to allow total service to of limited objectives. We must find waysthe disadvantaged. An openended pro- tolist our objectives, measure growthgram would allow entry to the program toward them, and publicize our results.when a vacancy exists and exit when Private industry could never beginto a person possessesskillsnecessaryfor compete on these grounds. maintenance of employment. Our depart-, ment has operated a similar program in VOCATIONAL a youthful offenders prison for a year with a great deal .of initial 'success. Such . Linkages with vocational programs of- a program is expensive, but not nearly,

fer the most exciting. possibilities and'as expensive as the alternatives of un- at the time pose one of the most employment. pc exing lems that face Adult IA- This notion may not prove fruitful. sic Education p ams today. The dream However, we all share the joint responsi-

.39

Ptik O4g bilityfor developing programs for thebecome central in many pibgrams such "Real World" of work, play, anetoni-as learning centers, but their value will tnunityliving.Adult BasicEducation depend on their relevance for thein- must develop linesof communicationdividpal and his learning prescription with vocational programs and, indeed, The, professional Adult Basic Educa- must develop fruitful linkages with vo-tion teacher will have to be a materials cational' programs to ,survive. specialist, a media specialist, a counselor, and a_ host of other things. She will be first,an adult educator, a professional PROGRAMMED LEARNING teacher, and have the knowledge and Given a certain amount of academicability to communicate with the disad- freedom,Iam using theterm, Pro-vantaged. These are learned skills and grammed Learning, in a different sense in the next few year'sall Adult Basic than usual. Reasonable synonyins mightEducation teachers will have tohave be .individualized instruction, individualspecial certification to teach adults. A programs of instruction, prescribed learn large part" of the professionalization of ing,learning centerprescriptions, andthe Adult Basic Education teacher will others you may name.In other word's,have, of necessity, to be in terms of a each Adult Basic Education student should new discipline rather than a "retread" have thq opportunityforinitialdiag- from elementary or secondary schodL nosis, individualized programs of instruc- In conclusion, I should like to repeat tion in terms of the diagnosis, and ade-that I believe we are on the right track. quate counseling, services along with pe- The public schools, the state department riodic evaluations to assess the adequacyof education, and now the stare colleges "of the prescription. and universities have joined together to At this point, the Adult Basic Edu- improve the teadling of the disadvantaged cation teacher will be, among other things,adult. We have come a long way. Only a learning facilitator with all the pro-fifteen years ago, Mary Wallace, op the fessional expertise required to diagnoseWest Coast, and about fifteen other tNsh- and program learning.Hardware anders comprised the total AEA Section on programmed materials may be indicatedliteracy education for adult. Today, some for some, but they offer no panacea for25,000 teachers over the nation are ac- the future. They may give the teacher tively working in the field of adult basic theinitialflexibility needed to imple- education. ent individual programs.They may

404 1N-SERVICE TRAININGIN ADULT BASIC EDUCATION-RITUAL OR RESOLUTION?

WILLIAM S. GRIFFITH, Associate Professor, Education "University of Chicago PHYLLIS M. CUNNINGHAM, Graduate Student, Adult Education University of Chicago

In-servicetraining,likemotherhood thepublicaid departmentsitisfre- and apple pie, is popularly regarded asquently the case thatthey belivethe a good thing.Because ofitspopular major factorlimitingtheeffectiveness acceptance, efforts intendedto provideof the ABE program is attributable to in-service training are given in-adequatethe school system personnel, eitherin Itttention and tend to degenerate intoterms of teacher competence or attitude. rituals.Often, little is expected to resultSo long as in-service training maintains from such effort by either the participantsthe isolation of each professional group or the planners, and accordingly, pro- itis understandable that the causes of grams which are nominally in- service edu- the difficulties will be seen as the result cation, continue to 4beheld, usually atof the' behavior of others. a considerablecostinterms of man In an effort to facilitate communica- hours diverted from the performance oftions between the professionals in the primary tasks. The purpose of this articleCook County Department of Public Aid it to question existing practices of in- (-DPA) and the City of Chicago Public service education. for _professional person- Schools as a means of improving the nel associated with adult basic educationeffectiveness of the program, a Joint Ad- (ABE) programs and to report on avisory Committee was established by the concept of in.-service training which ,istwo agencies. This Joint Advisory Com- being tested at the Doolittle Family Edu- mittee (JAC), which w. . dished at cation Center in Chicago. the suggestion oft teducation In-service training in adult basic edu-faculty of the Univer vtf Chicago and cation in Chicago and elsewhere is typi- with the encouragement and support of callycarriedoutby and within eachthe personnel of the Office of the Super- institutioninvolved.Thatis,teachersintendent of Public Instruction, has dealt are usually brought together to talk with v.ith a number of problems of mutual other teachers and to consider ways of concern.In the autumirtif 1969, the improving the curriculum, teaching meth- JAC directed its attention to the apparent. ods, and materials. Not infrequently, par-inadequacies of existing in-service train- ticipantsin such programs findit easy ing activities.At the invitation of the to agree that the biggest problem facing,JAC the authors of this article developed Alphe adult basic educar7on effort lies nota proposal for an experimental in-service ./ in the areas over wli:h the teachers havetraining program. control Instead the n&important single The proposal which was revised and limiting factor is felt to be the attitudeendorsed by the JAC was based on three and performance of the students or ofexplicit assumptions. (1) the most im- allied professionals such as- the publicportant problems limiting the effective- aiti personnel whose clients are enrolled ness of the adult basic education program in the classes. ilarly when training liein theinterrelationships among all sessionsareh forprofessionalsin persons involvedinthe programs, ac-

41

044 cordingly, no expert, local or of the im- itis a much simpler matter, organizike ported variety, is prepared to offerthe clonally, to conduct training programs by most effective solutions,(2)the mostfunction, thatis,to work at. one time important problems limiting the effec- with the employe-es of the Board of Edu- tiveness of the program are already known cation, at another time with the WIN tothe students,theteachers, andthe personnel, and at another time with the counselors (both from the DPA and from staff of the 6PA. But if one assumes the Work Incentive programWIN),that allparties involved arPompetent of the Department of Labor), but theirand want to du the best job Ythey can, perceptions arenot congruent and noand if the solution to the problems ap- effective means had been developed topears to be in facilitating the Ardina-, insure that effective communication would non and communication of the organiza- take place among the members of the tional structures in the accomplishment various groups, and (3) the most im- of mutually accepted objectives, then it portant problems limiting the effective-seems essential that an inter-institutional ness of the adult basic education program rather thanultra-institutional approach are of genuine concerntoallparties be followed. involvedAny inability to cope effective}, Afterit had been agreed _tbat_a_ day with these prublcms in the past has not center would be the experimental unit been the consequence of a lack of cunccrnthe next decision- of the JAC involved but ratheris the, result of asense of he determination of who would be in- frustration betsuse of the absence of any vited or permitted to participate.Al- viable mechanism tofacilitate coopera-though there was no disagreement ex- tive problem-solving across institutional pressed concerning the involvement of jurisdictions. teachers. counselors and WIN representa- Having accepted these assumptions, the tives, there was no unanimity regarding JAC then faced the problem of deter-the participation of administrators and mining what approach seemed must use- the adult students.After extended dis- fulas atest of an in-servicetrainingcussion, it was unanimously agreed that program since Chicago's adult basic edu- a representative group of students equal cation programis conducted jointly by in number to each of the professional the public schools and the DPA at fivegrotrps beincluded.This decision to ' day centers' and 12 evening schools. Be- involve the students in cooperative pro- cause the concept of facilitating(joint gram improvement efforts was seen .solving within natural operational groups among other reasons, as a way of securing required that all ,of the personnel from information which could not lie provided a given school work together it was de-by the participating professional work- cided to use the school as the experi- ers.In addition, the notion is one that mental unit.Since the day centers op- has been strongly endorsed by Unesco.2 erate on a more eumprehensive basis in- It was agreed that administrators should volving students and stafffull time,it not be included in the initial discussions was decided to test the program in oneof problems and solutions, becatuse, de- of these day centers.Only iftheex- spite their best intentions, their presence Aperimental program proved to be success- was believed to have a potentially re- ful would it be extended to the otherstrictive influence on the freedom of ex- day centers and to the Evening schools. pression of the participants- because of It was recognized by the JAC thatthe authority embodied in each admin-

2 Lat.-racy 1,57-1969. Protcresa Achieved in Lit- There a-c four main centers and one branch eracythtoughouttheWorld(Paris.Unesco. center 1970). IV. 1647.

42

045 4

tstrator.At the same time, it was feltpants would be able to ask questionsof importantthatadministratorsbein- the group representatives to- clarify their formed and involved at all appropriateunderstanding of both the problems and places which were not 'limitingto thethe recommended solutions The admin- participatory nature of the program. istrators would have the' opportunity to After these decisions had been madeprovide any additional information which the JAC addressed the problem of im-they belive the group might need and plementation. A series of six one-daynot already have in considering thefour sessions meeting weekly or on some othergroup reports and in arriving at a com- schedule convenient to the participantsmon listing of problems and solutions was chosen to carry out the followingFollowing this general session heterogen- general plan: eous groups composed of equal numbers Day 1. The proposed experimental in-of persons from each of the four types service training program would be pre. of participants would be formed to de- sensed to the personnel of the five dayvelop a ranked listing of problems and cent.-rs who would then vote as a groupsolutions. The reports from these hetero- ro decide whether or not they wishedgeneous groups world be reproduced and to vol 'veer as a group The choice of distributed to all participants. the schcx-il to be involved was to be made Day 5. The heterogeneous groups will from ihr,se who had volur *eered on themake their reports to the total group basis of the relative inters -: shown and including administratorsWorking to- the balance of professiwial persons to begether the entire group, including the involved from each ihstin.tional group.administralors, would arrive at a con- Day 2The four groups (students,census. on the priority ordering' of the teachers, DPA and WIN personnel) probleins and the practical steps to be withinthe experimentalsc ool would.taken In solving themAt the end of meet infour homogeneo groupsto the fif.t.h.VIV6nall of the participants draw up a priority listing of problems would a common understanding from the perspective of their own group.of who is to do what with regard to the These four lists. of problems, each rep- resolution of each problem. resenting a different perspective, would Day 6. After a period of approximately be given to the members ofallfour six months, during which time the par- groups before the third meeting. ticipants would have had ample oppor- Day 3. The four homogeneous groups tunity to attempt the steps to improve would again meet separately, and con- the program, a final meeting of the series sidering boththe. problems theyhad would be held to evaluate the effective- identified and the three lists whi.. had. ness of theproblem.s6lving effo,rts and to been generated by the other group. re- arrive at recommendations regarding the fine and revise the list of ..problms andexperimental approach and its possible I devise practical suggestions for solvingv. 'der application. Data tobe discussed beach of the problems. As was the ,caseat this session would have been collected 4illowing Day 2, the reports of eachby representatives of the University of groups de liberations would be provided Chicago acting in accordance with cri- to each participant inallfour groupsteria which would have beerLdesignated efore the fourth meeting. by the participants Comparisons will be Day 4. Representatives of each of themade with the data available on the day four groups would present their group'scenter program prior to' thebeginning terms to the combined groupand toof the experimental program and with administrators of all three agencies. Bothdata obtained from another day center the administrators and all of the partici- The first of the series of six meetings 43

= 0 46 has been held. Of the three schools-which education program. This experiencein volunteered to participate in theprogram,mutual problem solving efforts has the the Doolittle Family Education Centerpotential of affecting the knowledge, the has been chosen. The administrator ofskills, and even the attitudes of those the Center, Robert Miller, has been work- who are linvolved.Because records of ing with the project staff in'eachstep ofdiscussions and activity- at each of the detailed planning.In addition, thethe program will be maintained by the implementation of the project has hadUniversityrepresentatives and because the support of Herbert Herman, DPA, administrators of all agencies involved,- Herbert Lehmann, Chicagopublic at the local and state levels, will be kept Schools, and Jerry Bradley, Office of theinform&d of progress and difficultiesen- Superintendent of Public Instruction. Thecountered in this experimental program., remaining meetings will be conducted ifitshould prove to be successfulit beginning in late October. Out(' bereadilyduplicatedinother Extensive planning and interagencyschools and in other communities. cooperation have been essential in the Theprocessofworkingtogether planning and initiation of the experi-- across institutional boundaries to.- date mental in-service tfaining project' Ray-has demonstrated to all whoare involved r mond Carleton, chairman of the JAC,just how difficult it is to deal with. the believes that this kind of joint effort in-communication, of information andin- volving months of planningis essentialtentions in a multi - institutional under- becaUse Of the complexity of 'the basic takingIt seems dear that all who are education program for welfare recipients involvedin the experimental program and the unusual needs of the students.will develop a broader underitanding of If the experiment proves to be successful the perspectives of students,teachers, itwill have far-reaching effects.Thecounselors and supporting staff regard- solutions to be developed will be highlying the operation of an adult basic edu- specific and relevant to the day to daycation program. operation ofthe adult education, pro- Members of the JAC feel that theex- gram Further, the approach promisesperimental -in-service training projectis to make maximum use of the insightscertainly not, just another ritual.It re- and experiences of -all those who havemains to be seen, however, whether it a continuing responsibility within the% will in fact bea resolution.

FINANCING THE COMPREHENSIVECENTER FOR ADULT BASIC EDUCATION - J. CLARK ESAREY, Director, Adult Basie Education Office of the. Superintendent of Public Instructiop

Since 1963, when' Ray Page, Super-has grown steadily in size and. soplus intendent of Public Instruction, and Har- tication.During the intervening years, old Swank, Director of the Illinois De- importantitemsofstateandfederal partment of Public Aid, established a legislationhave been 'enacted,Kaving Cooperative Agreementtoprovide athe effect of extending, the program in basic education and training program formany new directions and making avail- welfare reciiients, the program of adultable additional sources of revenue. The basic education in the State of Illinoispeople of this state can point with pride

44- to the fact that Illinois ha, in existence personal and national goals.There- at this time the most sophisticated and fore, the Adult Basic Education Pro- comprehensive program of adult basic gram plays a viral role in making our education in the nation.The kinds of democratic society viable and reward- services performedinlocalprograms ing to all of.its members. and the availability of revenues for adult 'In a sense, Adult Basic Education basic. education from various sources are is a bootstrap operation which can af- unequaled by any other state program_ fect generationsthe ugly fact is that Most cherished among the adult basic most illiterate parents tend to rear il- education program accomplishmentsis literate or functionally illiterate chil- the comprehensive center for adult basic dren, but the more education an adult education.These centers serve a wide has, the more likely he is to encour- variety of uneducated and undereducated age and inspire his children to profit clientele and involve moniesreceived fromeducation.Our experiencein from a wide variety of sources. America clearly indicates that a step There are many aspects'16 be consid- ahead for parentsislikely to mean ered prior to the establishment of an adult four or five steps ahead for the chil- basic education program.When plan- drena great and-rewarding increase ning a comprehensive center for Adult in upward mobility. "= Basic Education, the needs are brought My specific purpose in this article is more sharplyintofocus.Indepthco- to take a look at some of the programs operative planning sessions are necessarywhich could be included in a compre- to determine the kinds of programs thathensive center for Adult Basic Education are relevant to the community in whichin the State of Illinois. Many of thes": such a center is being established programs will be found in the individual -As we examine the enormity of theadult centers located throughout the state. Itis dOubtful, however, that all of the illiteracy problem and the slow prog-programs described would be found in ress made across the land. it is easy to become overwhelmed, to see existingany one center. programs as small brooms seeking to Section 10-2220 of The School Code of 1111nors makes provision for an edu- sweep back a surging tide."' cation and training program foi welfare , -Ourevaluation of current needsrecipients who are selected and referred and attainable goals leads us to con-to programs of Adult Basic Education clude that teaching the adult to read,by the Department ofPublic write, speak well, and compute leadsAid. This program includes Adult Basic Education at the beginning, intermediate, Getting a job or moving to a bet- and advanced levels; GED or high school ter job; equitalency instruction; and occupational Enhancing self-esteem; and vocational training areas. Increasing civic responsibility and education programs can be established to participation in community, state,work with children from age two. to, and national affairs; level, so that parents and Active self-development throughchildren may attend the same educa- continuing education and furthertional setting. Transportation is available sharpening of job skills to and from adult education classes when "The attainment of functional litera- necessary. Recent legislation has extend- cyis necessary to the attainment ofed the eligibility of individuals for this Second Annual Report of the Notional' Ad- program to include certain persons judged Committee oisAdaR Banc Education (Washington, August 1969), p. 2. 2 /bid, p. 1. 45 bytheIllinois Department ofPublicrecipients are referred to the Department Aid to be potential and former welfareof Labor as enrolleesin the Work In- recipients.Additionally, persons receiv-centive Program.The Work Incentive ing general assistance from local Countypersonnel inthe Department of Labor Departments of Public Aidcan be as-develop an employability plan whichis signedto education and training pro-placed into effect through the Office of grams withappropriate funding fromthe Superintendent of Public Instruction. that sour The cost of such a program is paid by The AilultBasic 'EducationAct ofthe Office of the Superintendent of Pub-' 1966, Title 41, Public Law 89-750, as he Instruction which in turn submitsa amended by' Public Law '91-230,pro- reimbursement request to the Illinois De- vides funds. for Adult Basic Educationpartment of Labof, Bureau of Employ- at the elementary level. The new legisla--meat Security. The program may include tion has extended this program throughinstruction in Adult Basic Education areas high school le41 instruction The put...,and occupational br vocationaltraining pose of this program is to eliminate thein a public institution,private business inabilityof- adults toread anc writeschool, or private vocational school Sup- English andtosubitantiallyraisetheportive services are supplied fothis pro- general educational level of adults withgram by personnel fromthelaal Work a view of making 'them less likely to be-Incentive offices. arrangements come dependent on others, of improvingfor individuals enrolled in the WIN Pro- their ability to benefit from occupationalgram are available through the Illinois and homemaking training, and otherwiseDepartment of Public Aid. increasing their opportunities formore Under the provisions of Section 3-1 of productive and profitable employment,the Adult Education Act of The School thus making them better ableto meetCode of Illinois( the Illinois Adult Ed- their adult responsibilitiesFirst priorityucation Act of 1967j, reimbursement is is given to programs which provide forprovided for programs of elementary and instruction in speaking, reading, or writ-high school credit which can be applied ing the English language for persons func-toward a diploma, programs ofcitizen- tioning at the fifth-grade levelor below.ship _training and, or English asa second Second priorit/is given to such programslanguage, and programs of instruction forpersonsfunctioningatthefifth- 4n general educational development or through eighth-grade level of proficiency. igh school equivalency. Reimbursement It is anticipated that a third priority willis available under Section 3-1at the rate be established which will include thoseof $5.25 per class ,hour ofinstruction people who function at a high schoolas a partial reimburkment to cover the level of proficiency. Programgrants maycost of conducting such a propm. Un- include special or demonstration projectder' The School Code of Ittit-oss,pupils funds in limited amounts for research,less than 21 years of age andnot high experimentation, or demonstrationpur-school graduates are eligible to be claim- poses in the field of adult basic education.ed under Section 18.8"when enrolledin The Work Incentive Program (WIN), thisprogram.Districts operating ap- Public Law 90-248, operates undera Co- ,proved adult education programsare eli- operative Agreement between the Illinoisgible to include these pupilsin the claim- Department of Labor and the Office ofable seciion of their annual claim forstate the Superintendent of Public Instructionaid.In accordance with theprovisions to provide Adult Basic Education andof Section18-8, one-sixth day ofat- occupational and vocational training. Un-tendance is allowable forevery class hour der this prograM. certain eligible welfareattended pursuant to such enrollment 46 Under the provisions of Public Law grams.However, the amount of reim- 89-564, reimbursement is available frombursepient received from all sources plus the. Office of the.Superintendent of Pub- the tuition cannot exceed 100 per cent of licInstructionfor programs of drover'the attributable costs of conducting the training for adults at the rate of $5.25adult education program. per class hour of instruction. The ay/0 Among the unique services which one reimbursableadultdrivereducationmight findat a comprehensive center courses thatare availableatthis timefor Adult Basic Education is a placement are the refresher course and the begin- service to assist enrollees in the adult pro- ning driver courseThis program 4.4-r-gram in locating employment. 'Full-time ates under an agreement between theguidance personnel, skilled in the art of IllinoisDepartment of Highways aridworking with the disadvantaged adult, the Office of the Superintendent of Pub-are available at all times Learning labo- lic Instruction, Department of Safety Ed-ratories and self-instruction centers are ucation and Department of Adult Edu-built into the program as a very integral cation. part of the instuction method.Liaison The current legislation affecting vet-workers are available in many centers to erans' benefits provides for allowancesassist people who are referred from agen- forveterans who are attending high cy programs. The Public Aid liaison case- school completion programs at no lossworker has become a very important as- of educational entitlement to the veteran.set to-the successful adult education cen- Veterans attending high school credit or ter.Personnel from the local Work In- GED classes could qualify for an allow- centive programs are likewise available to ance depending on the amount of timework with referrals under that program. being spent pursuing high school com- Interagency cooperation and joint fund- pletion courses From this allowance. theing of programs have led to the success- veteran could pay a tuition to an adultful establishment of the comprehensive center conducting a high school comple-adult basic education centers in the State tior? program. in order to qualify for thisof Illinois. These programs enable per- program, an adult center must apply' forsons at the lower end of the economic approval of its program with the Vet-scale, both young and old, to return to erans' Approval Agency irr the Office of school and to receive training for gain- the Superintendent of Public Instruction.ful employment. Since 1963, hundreds of Person's not eligible -to attend the ten- men and women. have secured gainful ter or persons not eligibleforspecific employment and have earned a new feel- kinds of courses available at a compre- ing of self respect, as well as strengthen- hensive adult center may be charged a ed the economy 'of their local cymmuni- tuitiontoparticipatein ,the program. ties. Under provisions of The School Code of The following chart will tserveas Illinois, tuition may be charged toin- ahelpful guideto the programs dei dividuals enrolling in adult education pro-scribed in this article.

47

dr 050 Legislation AlatterEDUCATION PROGRAMS Purpose Administering Agency FISCAL YEAR 1971 FY 71 Appropriation IllinoisActSectionPublic of 3.1, 12aw Adult 89-56.1, Education Highway The School Code of DriverAmericanization,schoolReimburse credit,education adult elementary andeducationhighfor adultsGED credit, -Office-GeneralPublicOffice Adult 'Instruction,Instruction,of the Education Superintendent Department of of the Superintendent of ($5($5.25 25 1;erper classclass hour of instruction)$1,500,000$210,200 ancL,PublicTitleSafety Act of Law 1966 91.230 III, Public Law 89.750 gradeageAdult 16 basiceight and over educationand who,below' forfunction persons at of GeneralAdultPublic°frithSafety Basic ofEducationInstruction, Adultthe Education Superintendent Education and Department Depattment of --- - instruction)$ 2,0600)0estimated) 14Cction 10.2210 Schoolof Code of Illinois The AidTrainingEducationbasicforfare recipients), potential recipients education, programs and training and '(including andGED, former programs for and wel- SpecialPublic occu- Includes adult ()nicementferralsAdultPublic of of ,BasicInstruction, thefrom Public Superintendent Educationthe Aid !knots Department withDepart- of of re- $7.500,000. centivcPublic Law Program 90.248, (WIN) Work In. -Educationcupationaladultedpational Mwelfareand publicbasic training and and recipients.education..GED, and vocational vocational for private select- educationaltraining training oc- (Includes with(MaepartmentLabor.Public the of IllinoistheInstruction of Superintendent Labor.) Department under Operates contract of in (Referrals from the De- $1,600,000 CodeSeaion of 18.8 Illinois of The School Generalagencies)age(Applies 21) state aid only (NI to schools. stu cots under OfficeselectednancePublicIllinois Qf and countiesInstruction, the Statistics Superintendent in theDivision State ofof Fi- appropriation)(Operateshour1/6 of day instruction. from of attendance general state per aid class EDUCATION AND, TRAINING FOR PUBLIC AID RECIPIENTS HAROLD 0. SWANK, Director Illinois Department of Publie.Aid

1The Illinois Department of Public Aidthf major co-sponsorof contractual serv- ( IDPA) is responsible, under the Public ices. Aid Code as'amended, for providing needy Contractual arrangements with the Of- citizens with financial aid and services infice of the Superintendent of Public In- meeting basic maintenance requirementsstruction for education and training have for a 'livelihood compatible with healththeir genesis in1962 Amendments to and well-being... the United States Social 'Security Act. Although its primary responsibility isThen in1963, theIllinoisLegislature financial, IDPA long has been an advo-alertlypassed Senate Bill1228---a. bill cate for and provider of a wide range ofwhich enabled Illinois to massively attack services which enable mentally and physi-the basic causes of poverty inadequate cally competent adult recipients to be education and poor job skills. come self supporting For those with men- Other bills, such as Illinois House Bills cal or physical handicaps the perma-1 61 and 1162 which amended the:dill- nently andtotallydisabled,theblind, is School Code to expand services,''pro- and the agedthe objective is and has ided needed refinements.. Important ad- been to make them more comfortableditions were child care facilities for pre- through emphasis on self help and, if in-school children of recipient trainees plus stitutionalized, to emphasize that the in transportation, thus freeing mothers and stitution be capable of purveying the in-fathersto work or totrainfor via. dividual services needed Refinements continued to be made. There Providing rehabilitative servicesor re-emerged the concept of full-time day ferring the recipient to an agency directlycenters of adult education, tailored to the responsible fur specialized services--hasneeds of unemployed, able-bodiedre- long been an important part of a case-cipients.Today there are 14 of these worker's normal duties. Among IDPA'sarea centersfour in Chicago and one supportive services are education, training,each in East St. Louis, Eldorado, Cairo, counseling, and related actions. Danville, Decatur, Peoria, Mattoon, Rock- ford, and Venice. A new center is soon BASIS OF RECIPIENT to be added in Champaign. EDUCATION AND TRAINING Foresight in the need for education and training kept Illinois public aid foils in Since July 1963, the Illinois Depart-a declining trend in the early and middle ment of Public Aid and the Office of the1960sdespite increases nationally, par- Superintendent of Public Instruction haveticularly among the other most populous cooperated closely in programs to pro states. Then, Illinois rolls began a sus, 'vide education buth basic and, generalrained climb in mid -1967 and currently educational development (GED) and hiave reached their highesc peaks since the vocationaltrainingforable bodied re era. However, Illinois' cipients of public assistance.11113A has rate of increase has been below the most other cosponsors; but in the intervl sincepopulous states. 'July,1963, the Office of the Superin- ADC adults in training during'lle past tendent of Public Instruction has beenseven Januarys numbered 10,800 in 1964,

49

tirlf)452 11.000 in1965, 9.600 in1966, 7,600placement. in1967, 8,000 in 1968, 6.100 in 1969. 'Education euntra..red through the Of- and -.400 in January 19-0 ( 1970 figurefice of the Superintendent of Public In- Includes1.-4?) WIN participants;.By structionand other sponsorsincludes August 197S. WIN participants had in- basic,remedial, and generaleducation creased to7).100. - development (0ED) and leads to a high The 196-FederalSocialSeturity school equivalency c'e-rtificateVocational 'Amendments.assigned t,, the Department trainingistailored to aptitude and the of Labor theresponsilmi-tyfur an in-availability of jobsJob placement and tensified Wurk fncentive ,rogram, Popu- systematicfollow-uparetheultimate larly known as WIN Prineipai provisions goals. are NI) placement and training for re- Work and training programsunder eipients in Aid to Dependent Childrenwhatever auspicearc aimed 'at develop- ( ADC ifamilies, including ADC-Uneril-ing good work habits and ,jobskills, ployed fathers cases thereby increasing the employa flay of recipientsThese goals may bethieved WORK INCENTIVE t WIN) throughconstructive workex erience, either by acquiring sufficient ad It edu- Administered by the Illinus Employ-cation and training or by becurni gain ment Service, WIN got underway in Oc- fully employed. tober. 1968Previous arrangements with For some persons alreadyp.) using the Office of the Supeririendent of Public job skills, finding a yob ur impro Instruction,the Division of Vocationalwork skills may be the answerOthers Rehabilitation, private agencies, etc., have require extensive training which dupli- continued. cates, insofar as possible, the actual skills tWIN commenced operations on a smallrequired in jobs known to be or about scale but has gained momentum.-It to be in demand in the area labor mar- gan upciations in Cook, Peoria, StClair,'ket Sometimes the solutionIsin the and Madison countiesLater, WIN ex-willingness and or feasibility of a skilled tendedtoAlexander, Massac, Pulaski,recipient to relocate to another geogra- Tazewell, and Macon counties. For Fiscalphical area where his yob skill is in de- Year1971-target"'countiesinclude mand or is about to be in demand Sangamon, Jackson, Williamsdn, Frank- lin, Winnebago, Rock Island, Champaign, POTENTIAL FOR SELF- SUPPORT Vermilion, Will, Lake, and Kankakee, the effective dates hinging on the hiring of WIln discussing training programs for Libor staff.Also, the program is beingpublic aid recipiEnts,it becomes neces- accelerated in Cook and St Clair coun-sary to discuss recipients in terms of their ties potential for work or training programs.. WIN encompasses a wide range of ac-The average concerned citizen will be tivities similar to those offered by thesurprisql to learn that despite; the high office of the Superintendent of Publicnumber of people on public aid, those Instruction and other cu- sponsors of pro-with potential for self-support or training ,rains to rehabilitate recipientsActivi- for self support. are proportionately not ties include program and job orientation, large. Also, many have not fully weighed along with basic aptitude and interestthe fact that a recipient of public as- resting, in-depth interviewing. and analy- sistance has sufferdfailuresinsociety sis of previous work historyThese andprior to and quite outside, the control of other factors determine the direction ofPublic Aid Among these are. dropping individual schooling.training, and job our of schoo..." lbefore acquiring the edu-

50 Lamm and job skills nekessarrtotpportolder, except, 1)those who are ill,in- self or family, early marriage with little_eapaeitated ,or aged, or are so geogra- prospects of supporting a family, dser-phically removed as to preclude commut- tm offathers. unmarried parenthood, ing on a daily basis, 2) children attend- physical and mental disability. infirmities ing school full-time, 3) personsneeded orod age plus the inability during work AC home on a continuous basis ,because class to acquire sciffiem nt income and oftrkapaLit) adanother member of the asis for old age. and disability from household, and 4) persons needet4Lhome accidents or crippling diseases because of the Jack of child care Consider the public aid rolls of August, General Deferral priorities are ADC- 19-Q. when there was a total of 666,282U fathers, 'youths 16 years of age who recipients Consider this large number of arenotfull-timestudents,andthen persons in terms of realkstic potential for mothers and others dttine propriate self - supportSome -12;;SIpersons werefor referral by the county, depment of elassified as(orally and permanently dis- public aidSpecific prioritieg a I ) abled.I,65() were- blind and 34,776 were recipients ready and able to work are aged. the last named having medi'an referredto available jobs 4or pn -the -j age of 78 Marq of the aged are so training, 2) those needing job training are infirn1 that they must reside in nursingreferred to institutional or work-experi- toes or other group tare facilitiesThe ence training, and 3)there is a future Aid to D.pencituthildren program num- provision wherein those incapable of, or bered426,-80, of whom about 325.000unsuitable jot, regular jobs or training were children, perhaps 40 per cent beingare referred to special work projects under age six years' There were about Enrolleesintrainingreceive SiO a 5,600 fathers sstth potential to work ThemonthThis incentive is disregarded in remaining families were nearlyall headed dc-termining the need fox-assistance. Also, by mothers, their average age beingabout county departments of public aid author- 39 years Some69.299persons earned ize allowances for trapspottation, lunches, eno(igh for basic king andneeded help and otherexpenseswhen the plans of the only, w ith medical billsThey were al- enrollees indicate. ready working or had income 'assets in Persons referred to WIN must have a excess of IPPA s grantstandards'And;current physical examination. Since ADC- 'finally. there were 91.396 on local Gen-U fathers must bereferredto WIN eral Assistance. as they are ineligible furwithin 30 days, a physical examination is

. federal-state programs. part of 'their initial processing. Thus, the overall rate of potential for Persons referred to WIN are so notified employment is not high among the olderin writingand are alsoinstructed of blind, the permanently and totally dis-their right to a fair hearing concerning abled. and the ADC children (their po-the appropriateness of the referral. They tential is longranged and based on ade-are also notified of any change in the quate education and job skills).Left areamount or form of assistance, including the relatively few ADC fathers and somepossible discontinuance, and their right 50,000 ADC mothers. Add, tied to work to a fair hearing regarding same. and training for mothers isthe avail- Although ADC mothers comprise the *ability of child care. largest group with potential for training or employment, child careis an ever- present problem to surmount. Th.: age WIN IN ACTION of the 'childrenis also a factor.Child Basic eligibility for WIN are ADC andcare may be in the child's home, or out- ADCU recipientsaged 16yearsor of-home care inafacility licensed by 51 O the Department ofd Children and Familyout education and training services they Services, orinarelative's home.Forlikely will need financial assistance with- this reason, personnel of the departmentsin one year.sunder either Aid" to De- of Labor, Public Aid, Children and Xami- pxdent Children or Assistanceto the lyServices, and Public Healthjointly Blind, or Disabled." survey specific counties before WIN is The net income standard of eligibility extended to them.Day carefacilities:is $150 monthly for a singleperson plus operated as part of a schoolsystem areS50 monthly for each.additional family exempted from . member. The liquid asset standard for one- and two-person families is $400 and , SERVICtS FOR FORMER AND $600 respectively, increased by $100per . POTENTIAL RECIPIENTS person per month for families larger than two. One education and training program, The Office of the Superintendent of co-sponsored with the Office of the Super..Public Instructionrecruitsfor there- intendent of Public Instruction, ispar- quired education and training programs ticularly innovative as,towarrant specialfrom a variety of sources.County de- mentionItis a demonstration project,partments of public aid determine eligi- preventive in nature, operating in Adams,bility.for participation, in the project and Alexander, Cook, Effingham, Madison,refer candidates for participation. And Massac, Pulaski, and St.Clair counties,the Office of the Superintendent of Pub- only Approved by the federal govern-lic Instruction provides, in addttionto ment, The demonstration' project extendseducation andtraining, for job_placement educational and vocational training seri-and follow-upservicesinconsonance ices to former and potential recipients ofwith Public Aid staff. r public assistance who meet the eligibility. Candidates for the preventive program standards of "categorical relatedness" andare located in several ways. Former re- income/assets of the Medicaid -( no grant) cipients can be identifiea in records of program. discontinued public aid cases.. Potential- All the demonstration counties, exceptcandidates may be tound among those who -Adams, are served by on-going area adulthave received or are receiving Medicaid education centers, staffed and equippedonly, or ate participants of the Food to inchide day. child care facilities.Also,Stamp program. Others are referred from other business or vocational schoolsare other state mid private agencies. used as required: The objectiveis -to bolster the self, Former and potentialrecipientsare support capabilities of individuals and "persons whose current social, economicfamilies before they are reduced to finan- or health A'bnditions indicate that with-cial need, at the public assistance level. ,. 4, 4'

52

f4S5 THE CHANCING .ROLE OFADULT EDUCATION IN ILLINOIS CORRECTIONAL. INSTITUTIONS

JACKP.SUSNER,Administrator Education and Vocational Programs Department of Corrections, State of Illinois

Continuing adult education has for a teaching was carried on by inmate teach- long time been a part of the overall prison ers. program inIllinois.Although itsrole In order to help the inmate teachers has varied from a scanty beginning to become more proficient, workshops and an increasingly important one,whereby an in-service training were addedDuring' inmate is able to complete three yearsof the summer of 1969, Northern Illinois college, it has never enjoyed a prominent University offered, by extension, Guidance position the total treatment of prison-to Learning Activities for Elementaryand ers. Secondary Teachers for inmate instruc- Historically, prisons have been regarded tors at Stateville.'Educational programs as places of detentiondesigned to pun- include basic education, high school or ish the offender and to serve as a deter- G.E.D., and college: . rent 40further criminal activity.'With Upgrading of Adult Basic Pitication some '7,000 prisoners housedin,' Illinois' continued through the efforts of the Of- "four maximum security institutions,se- fice of Superintendent of public Instruc- runty and custody wereconsidered top-tion.Financial support to add up-to-date priority. - materials and equipment, as well as the Recognizirig the value Of education isexpertise of his staff, were largely the re- not new to prisons. As early as the turn sult of the aid. At Pontiac, the Adult Basic of the century, according to former State- EdUcation program is administered by the ville Warden Frank J. Pate, ABCs were local high school dist 'cc, with certified ttught to illiterates by learned inmates in teachers giving evens g instruction cellhouse galleries after the work day. Still,With the ineased emphasis on This, perhaps, was the beginning of adult education, programs did nor approach ful- education in Illinois prisons, for a gradual lythe nerds of the inmate. One has succession if school programs and voca-only to look at the startling statistics to tional trait ngt were introduced. realm that. ne,1/4,e4Drts foistc be made While education inn Illinois State Peni- with regard to the inmate; that punish- tentiaries was relegated to asubservient ment and confinement alone do notwork role due to lack of finances, efforts were Approxiinately 35 per cent of the in- made to bolster and improve the program. mate population is classified asfunctional- ( Educational programs have developed lyilliterate and, further, most inmates somewhat independently from institutionlack work skills which would resulr in to institution, but the general structure steadyemployment.Stillothershave dropped out of high school so that very issimilar).Positionsforasuperin- tendent of education and some staff, all few, 1 in 30, have earned a diploma. certified, wero established at each 'insti- . , mtion. The staff was responsible forad- Joseph E. Clettunberg and Hai D. Funk, "The ministering the educational needs at the Education of Teachers Who Teach PriaonIn- various grade levels.The bulk of the mates." The New Campus 2347-19, Spring. 1970. ; fts. 53. Zilt r 0518 Considering these facts, we cansup- Vocational and technical trainingare pose that the correlation between thealso at the top of the priority list.In- rate of crime and the lack of educationvolvement of the community colleges in is high; therefore, meaningful educationassisting program development has been and vocational experiences would reducesuccessful.They areideallysuitedto recid ivism. meet the needs of correctional education. Job opportunities are scarce for those An initial programisunderway' at with little education and few, ifany, wotk Dwight Reformatory' for Women where skillsJust as there is an awarenesstosecretarialtrainingis offered by Joliet retrain and educate today's adultas re-Junior College,Lake Land College is, flected in the adult education movement,working presentlyinclose cooperation. corrections must be geared to meet thewith Vandalia where severalprograms needs of the -ex- offender who hasprac- are scheduled to begin. Manpower De- tically no chance to succeed in thecom- velopment Training Programs arein ef- Omunity. fect at Vidnna, a minimum security in- The need -for improved correctionalstitution. programs has, never been more appar- ellinuing education in the Adult Di- ent than itis today. The 'State of Illi-vision will be an essential ingredient in noisas,erecognized this need and haspreparing an inmate for his eventual re- respo cied by creating the Department. turn to society. Complemented by coun- of Cofiections which became effectiveseling services, -research and staff develop- JanuaryI, 1970. Under the leadeNhipment, education and ,training can be ef- of Peter B. Bensinger, a positive planfective of action was put into effect in which No program 'can be complete without adult education, for the first time, will.community involvement and publicaware- play a vital and integral part. ness, Cooperation of unions and industry, Coordination of educational programscolleges and adult educators, along with is the responsibility of the Office of Ed-the general public, is necessary in order ucation and Vocational Programs.- Pri-to succeed in this major task. ority -projectsinclude the development The Department of Corrections iscom of the Adult Learning Centerconceptmitted to "pioneer a New Correaftms" which will propde for the learning needsand to present to the people of the State of each inmate. Certified teachers haveof Illinois' a "program of effectivecor- been added to the staff and will, alongrectional rehabilitation."2 with inmate teacher aides, provide in- dividualized, instruction in basic eduta; Illinois Department of Corrections, Adult DI- vision, A Prettminant Draft ofthe Five Year don. Plan. July 1970.

A

54 157 CONCLUSIONS MUST BE BEGINNINGS

BURTON W. KREITLOW, Professor, Education University of Wisconsin, Madison

It looks like you feel rather .comfort-that cold bureaucratic chasm that exists able. Most 9f us feel wilifortable in abetween the bureaucracy and the individ- seminar with people of rike minds. By ualintransferring welfare checks, and being at a conference 'for four days yuuproviding ADC, foqd stamps, or even probably are more of a like mind now'school lunch programs. I've had experi- than yogi were when you cane (perhapsences on aschoolboard wherefree a bit of brainwashing)However. don'tlunches were often requested and had to be fooled into thinking thatthe folksbe acted upon. There are good, solid, back home think and feel about every kind, middle-class people who raise the thing the way you do. Du a little specialnastiest questions when Mrs. Jones asks thinking about those who are runningfor free lunch for her kids.After all things.whether It be city hall, the citysomebody knows that Mrs. Jones did council,the villageboards, the schoolthis, did that, didn't do this,orclidn't do boafds, or the church boards. Also youthat. So the kids get the evil eye, all in ought toinclude in your thoughts all relation to standards that are held as holy those gbod middle class folks down thegood old, middle class standards! street from you. They may not think as Your job un returning to your project you think and your positions, your administrative, You've had the experience of discussionsupenisury, or teaching roles,isto put andlanning and projecting with peo-to use, in as practical a way as you can, ple oa like mind and with those whothose things which yuu have learned at have ew hat the same objectives. Many this seminar.These may be ideas that of youfriends, neighbors, and power you haven't shared with others when you structure colleagues want to keep thingswere working on project proposals, Ideas asthey th.nk they are. There is a differ-that you kept inside, thinking that they ence in perception of the way yuu look weren't worth telling ,anyone else.Pull. at thingsafter4betng ItIvolsed in specialsome of 'them out when you get back and prujeCtS, after being insulsedinadulttry them, put ideas on the firing line and basic education, and after being invoked,to the test, try new ways of organizing, with those who may not have the oppor-and yuu will move further toward the tunities that a standard middle class per-objectives of your, program.All of us son has.You have a perception that haswho are related to adult basic education been developing over that month or yearhave a responsibility to bring the estab- that you've held your present job.Yourlishment toa better understanding of vt-urk with those who are disadvantaged the segments of, society with which we or who have limited literacy has givenare working. We need to help them feel yuu a close obscrvaijon pf some ,of thecomfortable with the culturally distinct. warmest, filendliesi, and gentlest people Coming to the end of your conference that you'.haseinIllinois.The power asIhave done, it would be foolish to structure on the 'Other hand has often tryto summarize what has been said, had to view the same tple nut in the shown, and is coming our in your reports. closenessthat ypu ha viewed them. Ithink you can draw your own con- They have normtlly viewed them acrossclusions I'm assuming that you are com-

55

(T.-14911 mined as individuals to certain societal -with other than middle class adults."I goals and that you as individuals havecan't really give or hand things to my learned everything possible to take home4peuple butI must provide the setting and usc. Now, rather than summarizingwhere they will become motivated and I'm going to talk about the attitudes to- reach out with their own hands." This ward the job to be dune. This isn't whatis what the adult basic education teach- I had originally planned on doing whener is trying to establish in terms of an Ihad my firstcontact with Mr. Lapeatmosphere for learning. about this conference.Iwas going to Here's another little attitude that I will fish out your conclusions to date andput in quotes for myself and fiat you. summarize.I decided not to when in. aThis also relates to the setting. - later phune conversation we talked about Being motivated myselfisnot the si 4the conclusions and the dangers of con answer( just because I want to do good 'elusions ina conference ofthistype is not the answer) but it helps me to Thereis danger inthinking we havestrive to provide the setting where adults reached the point where wt can gu homecan be motivated."It gives you a start, anti relax.In this kind of a conferencebut itisn't the whole answer. Just be- when yuu reach a conclusion you reachcause you- feel you know you want to do only the beginning, if you stop you're thethe best yuu possibly can, in itself, isn't Adult Basic Education backslider. We do enough. But, it may get you m do things. . have backsliders in adult education, andAgain, (hit kind of a conclusion is i"be I didn t 'want any herc and neither didginning. It gives you the first step to try Mr. Lape.Conclusions are beginnings,to Je., clop that situation in which those and from this stance I am going to talkhands can reach outnot to youbut about attitudes.I'm going to think outreach out to learn We need to keep this loudinattitudinal termsput quotesin mind when we are working with adults. around them if you wik_That way I'llIt would be easy .fur you to become the internalize them fur meand you thinkcrutch used by the adult. We don't really about how they sound for you. Take anwant that, although there are short pe- attitude like this. riods in adult basic education when you "I can't really give or hand things to need to provide your shoulder to lean on. my clients (maybe client is a cold word) But when you do, it thould lead to growth to my people, butI mustrProvide theso that person can develop intellectually, setting where they will become motivated emotionally, and culturally in terms of his and reach out th their own hand."family relati6nship,hisorientationto `There is a lot toe said in the writings jobs, and his personal goals. of Carl Rogers ofthis. Rogers, working Another attitude. "Idon't want to with groups, of all kinds became con- be liked and accepted by my middle class . vinced that he never taught anyone any peers just because the work I do through thing. He was especially concerned about their taxes allows them to wash their the lecture.I doubt that he'd agree tohands of the disadvantaged." Some peo- give a closing speech at a conference ofple feel good that yo,.:aft doing what this type. He would much prefer to sit you are doing because then they don't have at one of the tables and sec if the settingto do it.I want to be liked and accepted could be developed in which you wouldby the disadvantaged because I help lift strive, create, and develop something untheir spirit, because through my encour your own And this is the attitude thatagement, participation in organizations, I'm suggesting is helpful to those of usspecial programs, and activitiesIhelp concerned with adult basic education andlead them to a more positive way through

56 lifeOh, sureit makes you fed g fishedit was down to 4.5 per cent and too,butthatisn'tthe objectiveThe didn't make as much senseI've been objective is for the others waiting for itto agaurget above 5 per Let's try another attitude on for size cent and now ithas. Ijust wonder if -These are kind and gentle people whothe time isn't coming when we should 'don't have to become like me to havereexamine our .Those who full and rich Ines. They don't have toneca to reexamine itthe most are the become like us, but if they want to makepeople inthe who tendto changes in their lives, no dour will bework inure, as the laboring man works closed by me."You know you don't less It may be that we need twice as want to make littlemirror images ofmany professionals working half the- yourself,butneither do you want toamount of time One of, my colleagues dose the door to the changes that areat the University of Wisconsin, Phil Per. likely to occur if you arc sensitive enoughrune, goes much further on this than I and sensible enough to provide the set- doI always tend to caution my remarks ting in which do ors.are opened, throughon the work ethic. by thinking of auto v.1-,ich opportunities are viewed, and bymaroon and all the predictions that have which a wealth of experience is provided been made that we will have no labor We should be opening donors nut rousingforce after things are automated, but every doors I suppose Al4, Plight to recug inae rime something is automanAdit seems as and frightentd 'alittlebitiSTtheireiew- jobs olcutN'orthally the neW parneifmnts desire to ernOlate their teach- jobs are at higher levels which is washing ersAdult Basic Education leaders areout some of the people with low level going to make changes in people, andpositions and leaving them unemployed ifteachers are going to make changesPhil Perrone was recently talking to em. and projects are 4t)Ing to make changes,ployment directors, and he was saying then we really better be very, very carefulsome things which caused me to prick that we are nr/t channelling the changesup my ears, it may do the same for youI down_a very narrow line where there aredon t knowifheisright, but let me no ehoieesIn a very real sense ateacher share some- of his comments wirfi and a project can close the door tighterPerrone told the grotip that,rebelling stu- than it already is fur some of those withdents no longer see education as a ve whom we workI am suggesting that wehide into' the world of work, and that accept the fact that we are involved inthe Judeo-Christian ethic is quickly be- changing people. Let us open the doors.coming irrelevant in present society He to changes so that there are opportunities ISsaying that maybe the students are for new and broader ,experiences. seeing things faster than we see them,. Another kind of an attitude'I amHe goes on to say thatitis soon going nut so sure that our middle class worshipto become impossibleforeveryoneto of work is realistic in the United Stateswork In 20 years, 2 per cent of the popu- today, perhaps we ought to be seriously,lation will be able to produce all of the thinking of leading the good life with"goods for the other 98 per cent. If it is in- work in a secondary role" Every oncedeed as soon as 20 years, then you know in a while this attitude comes back towe are going to change some of our atti- me. Iremember writing an articlein tudes that we ve held since the time of the 196i, published in 1964I was concerned Puritans and before He went on to say about the same things then The unem-that unless the concept of work is soon ployment in 196; had risen to 5 2 perchanged those who recognize the drastic centByt' time the article was pub-need for change will revoltHe pointed

57 out that recent demands by labor.unionssays you have to have five people in a for guaranteed wages, shorter hours, long- c` ass Maybe you don't have any rules er vacions, and earlier are like that in Illinois or do you? picking away at this, and piece by piece Here is another attitude incemaliz- they're recognizing the fault in the workAng. Think of yourself saying this. 1 ethicfarfaster than those of us who may think I know what Adult Basic Edu- areinprofessional education, andfar cation students need, but in scat:Ong a faster than those in employment services. program my perception will be in second These views say much about the Signifi-place. The students' perception of their cance of work in our society as the youngown needs come first."This is an atti people see it tude this is not a fact.It is too easy A quotation fromiirerrone "Yet, to move to the other side of the coin, were still telling students that education1 and *e often do.I was involved in a equals work equals significance." In fact, discussionthis morning with 19 con- I think une of the dangers that we havecerned persons in Adult Basic Education all been skirting in adult basic educationand there was a very interesting con- is leading those who are involved in thefrontation in terms of where you really early Adult Basic Education program andstart.On the one hand you verbalize -in the GED program to believe that edu- starting where the students are, on the, cation equals a job. Now I want to pullother Aland you have your ,own biases , back . enough to say that itis very_de- Each on; of t.us tends to say that the sirable to move from education ro jobstudents' idea is fine but first but I suggest that we be very, sure wedo it .pur way. We had one t r who know what we are talking about. Wesaid you don't leave a chapter out of know of cases in our programs wherethe book for the Adult Basic Education 4ucation did.not lead t5 a job but onlystudent because the textbook writers to a new and lower level of frustration planned to put it in there in, a speciallya Perrone said thatit is not going to lie prepated sequence and scope. 1'414 gin:. easy to give up theryalication work sultans for published materiaLs'in Adult ethic, we can't continue to have peopleBasic Education and the authors I deal come out of the'ghetto and promise there with and the authors I have read from that education .will lead to work whichother companies rarely build their ma- will lead to significance, because itisn't terials in such a way that you can't leave always true anymore. Now his prediction parts of them out. As a matter of fact, isthat unemploynientis going to riseI'm of the opinion that unless you leave steadily if we keep to the working hourssomething out for your particular group that we are accustomed. He said that heor your particular individuals or because envisions day when people will beof your own particular peculiarity you drafted to work, as is done in the presentcant really have an effective program. military system. Well have to learn toThis old business of fluidity in our pro- he without work, but rot those whograms with the disadvantaged requires a need to work, there will be a draft sys- movement rather than the tight structure. tem. Have you ever heard of behavioral ob- Leis try another actinide."If there's jectives in adult basic education? Surely one person who wants to le You hear of these great be- vide the setting for thallearning andhavioral o wind them up, fight the establishment to make it hap- tighten them down, stomp on them, tie pen... One soul that wants to learnI'llwires around them, pinc' rem tight so get on the log with him even if statethat you really can't get out nds! departments of education or some boardThere is a lot of danger in that ou have to be fluid, you have to be willinging and a model for strategies in teach- to adjust with both the materials and ing.He identified three strategies that . the use. Again this is an attitude aboutare closed, meaning that you had better Adult Basic Education programs. Wehave the answers, you learn this this don't really have all the research to prove isit! He also identified three strategies what I've said nor what the "tax-that are open, meaning that students and Onomycratr say. teachers can both learn.Let me review How about another actinide, I only havethem quickly and I believe you will grasp a couple of them left., them on the basis of your experience "I won't make promik.s I can't fulfill." in this conference. He called them games, I think all of us have made mistakes inrather than instruction.This I thought working with disadvantaged and otherwas very interesting.He called each a I students in which we get ourselves in astrategy in teaching or a game in teach- trap. Somehow you are led to say thating The first was the information giving certain outcomes will be reached. It wouldgame. The information-giving game is a be niceifthey could be reached, butclosed system. Here it is, and this better again we have to remember the ro be it!The second mastery game is what blocks, the bottlenecks in the mat als, you get with the multiplication tables in in the students, and in tt4e to ers.I both Adult filsic Education and in regu- think sometimes we get caught in some larelementaryand secondaryschojls. very daneruus. promises that we can't.There .ate places for infotmaion..giving fulfill.For example, promise that if you games, there are places for mastery games. pass the GED test you'll be able to getAs an example, it may well be that a a job. This kind of publicity has actuallymastery game to learn the multiplication been put down in black on white intables is perfectly allright.A mastery some programs, and we knOw you can'tgame in junior high school shop in terms always produce a job on the basis of aof handling machines of a particular type 'passed GED test. We 'shouldn't go with-should lead ty the point where the stu out setting long term as well as shortdent will not make mistakes even if he term goals but a goal is far different thandoesn't-think.Itis automatic/ Though a. plornise and in terms of_ our relation-there art places for mastery games, it is ship with adults we need to keep this stilla closed system He than\:svggested in mind. that the third problem solving game is The fast attitude is something that isn'talso a closed system. I had to thiiik twice in my notes at all. Can you hear yourselfonshis. I believe many of ps iwere ready say, Adult Basic Education students know to stand up and disagreeMt. he went more about some things than do Iandon and explained that there is something some of the things they know about arebeyond problem solving that is an open things I ought to know about," system. Problem solving as it is normally If you have a closed 3ystcrn of instruc- Identified puts the group in 'asituation tion,itisunlikely that you will learnwhere they will come up, with only the anything from your students.If you haveright answer, andifthey don't come an open system of instruction, it is likelyup with the right answ, they don't solve that not only will you learn soething the problem. If they ha ve to«tonie 41.31:1 from your students, but they w learn the right answer,itis a closed system. more from you.I listened to a cure And, you tqon't learn much from that: at our own conference Madison, \Wis- He'wenito the open systems and noted, consin last evening given by Jim \Mc- the differences.First, thereis what he Donald from the Milwaukee campus. He calls the discovery or inferiority game. was talking about six strategies /in teach- This is the type of problem in whic you are not sure that there are answers.the commitment to be a vehicle of com- You, as the teacher, are also searching munication bttween the establishment and for the answer but as a reacher you knowthe disadvantaged. By your position, you some of the ways to get at answers andbecome a type of buffer. Your position when you are dealing with an open sys-gives you many opportunities that others tem you are probably more concernedin other positions do not have. This liaison with process than you are with cunte.nr work needs doing now. To be this kind You are concerned with, something thatof a person demands flekibility.It de- is longer lasting. Now pleas: don't uvermands the kind of person with the atti- interpret what I'm suggesting. There istudes that I expressed earlier. With these a place for closed systems, but the open,attitudes and a commitment you will get systemhas many special opportunitiesinto a jam now and then, but when you that we sorrfetimes overlook do,Iexpect, you'll have the spirit ro The next one is what he calledtile build the needed bridges to get out of dialogue game and he gave a beautifulit. No one is in-a4ettex position to build example of this with his experience inbridges than those. on adult basic educa the Englishschools.He saidthathistion projectswho have some contact with colleagues in the English schools, wherestudents. Now, may& the contact of the 14 was 44.hing, had trouble with hisadministrator withstudentssometimes overemphasis on structure in .diseussion.gets a little rarified, but ,I would hope He tried to organize and tigbten 'up, They that administrators in Adult Basic in contrast believed that students -muck cation really know what is going on. 'Un- around- a bitHe was told that he justless they have contact with the students,. didn't know how to "muck aioun in they won't know. I know they have more the classroom. .They were telling contact with the students than school to -playitloose" -explore,--freeadministrators and high school principals wheel;' and Jcion:t always start your class and certainly more than college profes- with a preconceived notion and end with sors. a preconceived conclusion."It was Mc. Any conclusionsto my presentation Donald's conclusionthatthedialogue must be yours, not mine. Are you con- game in the English schools was partcerned about the disadvantaged? Are you of an open systemThe finalstrategy concerned, about the callousness of the in the open system was the clarificationmiddle class, about the coldness of our game The clarification game is very per-bureaucracy, or about the opportunities sonalIt is a feeling. He suggested thatthat are needed for people of limited itis time we stand up and say openly means?If you are concerned you will that some things shouldn't be measured try to tnake changes. by tests. Your conclusionstothese questions. Among thesixstrategiesthreeareare but a beginning to successful proj- closed and three are open. Most of ourects. In adult education, conclusions must teaching tends to be withinthethreebe, beginnings Ifyouartconcerned closed games.1 wuuld suggest, along with abut the disadvantaged, if you are con- McDonald, that we try to integrate morecerned about some of the coldness of openness into our strategies of instruc- the bureaucracy,ifyouare concerned tion about building more opportunities for The final item's fed obligated to men- people with limited means, then do some- tion relates to a commitment.It too, isthing solid when you get home. If you an attitude Itis the commitment onare not concerned, there is only one thing your part to be a liaison and a catalystto do and that is to resign. among those in adult education. You need

60 Feature Articles

TEACHER TRAININGWHERE THE ACTION IS: AN EVALUATION

RAYNARD 3. DOOLEY, Aststont erofessor, School of Education , Loyola University, Chicago

The Project Sixty graduates en- trainees.From the inception of the proj- tered the educational arena last monthect, the trainees, were ,assigned to a class. after receiving preparation under a unique room :ruation where they interned under one year project sponsored by the Office the auspices of a supervising classroom oftheEducational Service Region ofteacher and a college supervisor.Courses Cook County and the Chicago Consortium weretakenconcomitantlywith the of Colleges and Universities. These sixtyclassroom experience and total involve- individuals, mostly women and mostlyment with the children and the school mothers,camefromsuburbanCookwas constantly stressed and encouraged. County. They were selected for the proj- During the first semester, the trainees ect on AIL basis of their interest in early interned half a day in the elementary childhood education, their background, classroomandtookaseminarand and their willingness to teach in county courses the other half day.These courses schO4s that are unable to hire enough consisted of Communication Arts, Child qualified personnel.At the end of thisDevelopment, Primary Methods, Art or federally-funded Educational ProfessionsMusic Methods, and Modern Mathemat- ,Development.Act (EPDA) project, these ic& During thesecond semesterthe trainees become eligible for cerilfication.traineesexternedfulltimewitha and employment in Cook County schools.lotal school district while they completed The project was,. unique in that It wasthe course requirements for certification N-cconducted not in the traditional teacherin the evenings or on Saturdays. preparationinstitutions but ata north Twelve goals were form-dated for the and south center school district in an ele- project by the EPDA administration and mentary classroom situation in the coun staff. Thesegoalssupplementedthe ry,it involved the local school districts'more general goals of the project pro. resources and personnel, and Itutilized posal and servedto guide the various college and university faculty who were phases of the training project as well as willing to go out -into the field- to teach.develop the Instructional objectives. Fur- Another unique feature of this teacherthermore, these goals were used as the preparation was the placement ofthe basis for the project evaluation that con

61 r46 464 tinued throughout thetrainingperiod, 2.The arrangement between the Chi September, 1969 to June, 1970.These cago Consortium of Colleges and elves goals were: Universities and thelocal school districts produced a quality pro- 1. To administer some control at the gram. . local level over the kind of per-son 3. Many bright; liberal' artscollege who enters the teaching profession; graduates have entered the teaching 2. .To save the noneducator introduced profession: totheschoolsystemfromthe 4. The Chicago Consortium of .Col- ordi9ry biases of the professionally leges and Universities will continue trained educator; to support localteachertraining 3. To provide methods andtheory intern programs. coursesconcomitantlywithstu- dent teaaling; These conclusions were based on the 4. To select good training situatict(s.'--results obtained from observations, tos, where what is being taught in the inventories,interviews,questionnaires, college classroom is also being dem-rating forms, and incidental and anec- onstrated and implemented in thedotal records.These evaluation instru- training classroom; ments, more .specifically, supported the 5 To encourage and attracthighly project by identifying Certain strengths motivated peopleintoeducationthat the project possessed: who would otherwise not be avail- able, I.11....e trainees considered the intern- 6. To provide an educator leadership ship the most valuable activity of pool; the project, and this and To examine the value of in-service involvement came immediately in training; the project. 8. To examine the importance of the 2. The school district superintendents localschoolinthetrainingof involvedinthetrainingproject teachers; were pleased over the quality of 9. To changethepresentationof thetrainees andtheexperience course material; they and their staff gained through 10. To providefor transfer of theory active participation in teacher prep - into practice; aration. 11. To insure involvement local peo- 3.The trainees with their noneduca- ple in a local setting; and tional backgrounds caused impor- 12. To' create a more compatible re- tant questions to be raised about lationship between the trainee and the educational environment. the cooperating teacher. 4. The students of the trainees bene- fited from the internship; they were exposedto new talent and new The Evaluation = experiences. At the end of the project year, four Most of the trainees have received major conclusions resulted from theeval- positioni, if not on a full-time basis, uation of the Cook County EPDA Teach- at least as substitute or part-time ' teachers. er Training Project: 744 The program was ninety-five per 1.Itis possible to train teachers in cent effective in the retention of a local school setting with the use trainees. of local resourcs. 7.Course work became trelevant be- 62 cause the .trainees sought immedi- the project, and they did not gain points ate answers to the problems thatof view in the classes that they had not existed in their classrooms. already possessed. Yet, whileexpressing dissatisfaction On the other hand, the evaluation did over the classes and the course work, the locate weaknesses in the project: trainees stated that they would not have 1. The south center trainees lost some the time to go into the subject matter of their original pupil oriented at- with any greater depth. titude\ during the course of the The south center trainees lost some project. oftheirpupilrientationduringthe 2. Poor communication between theproject, becoming more structured- and EPDA administrators and the lo-classroommanagementoriented. But district was evident. perhaps theattitude expressedinthe 3.Planningsessionsinvolvingper- interviewsexplainsthisshift: one sonnel in the project were lacking.couldn't be so concerned and still teach. Coursecontent was sometimes Furthermore,theinterviews,,,question- repetitious and supervising teach- naires, college supervisor ratings; and su- ers did nut know what was ex-pervising reacher rata* supported this pected of them, or what to expect shift by emphasizing concern over disci- of the trainees. pline and class management.In those 4Future placement problems caused instruments, the trainees showed concern anxiety among 3ume of the trainees. over discipline and class management, 5.Greater course intensity was and the and teachers showed frowned upon by the trainees. concern over the trainees' inadequacy in 6. EPDA administrators and staff did these two areas.Especially in the south not exemplifytheidealteacher center project, the trainees came to ac- model for some of the trainees. cept the fact (most unfortunately, per- 7. A number of instructional objec-haps) that they would have to become tivesoftheprojectwerenot -less-feeling", to be effective. achieved. While one of the college supervisors 8. The trainees were not able to re- found some of the trainees to be -unen- main neat their residences when thusiastic as teacher trainees, the trainees accepting a teaching position!. accused, the instructors and directors of the EPDA project of not providing en- .The trainees felt the internship was thusiasm and inspiratio'n.The trainees , the must valuable curriculum component felt that those .involvecr in the training in helping them meet stated, objectives,'ufthe teacher should serve as ;models and the supervising teacher was the most for their developmeat, and in thisre- valuablefacultyandstaff, component.gard they found them deficient. They did not considertheory or the Therewasdissatisfactionexpressed, course instructors as important becauseover the ititernship and the supervising they were convinced that the best way teacher. However, this trainee dissatis- to learn about teaching wasto teachchil- faction was basically attributedto the dren. Moreover, they stated that they lackofcommunicationbetweenthe had learned enough in the role of mother, EPDA admiffistration,localschool ad- PTA member, or other community mem ministrator, and the supeAising teacher. bershiptofunction adequatelyinthe The supervising reacher, in fact, lackyd classroom. Experience, instinct,and any. knowledge of the project acid did judgment had alreadyhelped them notknow whattoexpectfromthe achieve. on their own the objectives of trainee or what, in ,turn, was expected

63 4.

ofher Nonetless,thesupervisingfreedom from biases that creep in with teacher was considered by the traineesa traditional teacher preparation.How- to be the strongest link between themever, strong biases did exist, the trainees and rht educational objectives. questioned the value of education courses, There were complaints in regardto the value of testing, andthe value of placement as the trainees became anx- evaluation. Stillthis questioningatti- ious over their externship site.they dis-tude was perhaps a strong point in their liked not knowing where and what grade favor.These trainees were emotionally level they would teach.One adminis-involved withthe school beforethey trator in the project felt.that some agree-entered the project, and this involvement , merit'should have been reached before-caused them td raise important questions hand with the local districts in the hiringabouttheeducational environment in and placement of the traineesThis prac- which they found themsleves. tice was followed in the Chicago EPDA The selection of trainees with liberal teSchertraining program, and the ad-arts backgrounds and with no exposure ministrator feltthatthislack of com-to teaching was the original intent of mitment on hiring 'and placement wasthe project.However, some trainees did a major weakness in the county project ,enter the project with a background of 4,31thuugh the EPDA project director feltsubstitute teaching or teacher aide work. this commitment wuuld beimpossible There is some doubt as to the trainees' to obtain at the county leveU. preparation and competenceinevalu- The trainees were generally pleasedatingstudent progress and their own with the project as evidenced by the factprogress, two objectives of the project. that few kft during the one -year train-Some of the instruments indicated that ing period.One of those separated from the trainee would use intuition rather the project had only positive commentsthan the ordinary evaluation tools avail- to offer able to evaluate progress. Superintendents of the north and south The planning stage of the project was centers were quite satisfied with the qual-nut adequate.Trainees frequently were ity of the traineesThey also expresseddissatisfied with unanswered questions or gratitude over having had the oppor- the length of time it took to get answers tunity to participate in teacher training to questions.Guidelines were not avail- and to gettheir utto staff involved inable to the staff or trairfees.However, suchtraining. Howeverthe superin-the pressure to get the project underway tendentsdid nut, select e trainees, nur prohibited this planning or initial involve- did they offer employ ent to all of them. ment. Consequently, one wondersifgreater In summary, the Cook County EPDA commitment to trainee placement, would Teacher Training Prdject did succeed in not have been possible had the sunperin-selecting and training the right, kind of tendents been more involved in this se-people fur' the classroom, While courses, lection. course content,planning. and integra- Liberalarts graduates were selected tion need to be improved, the project for the teacher !raining project.Theo- should serve as an adequate model for retically,these individuals would bringteacher preparation atthe locallevel. to the educational scene new insights and

Copies the full report of the Teacher Training Project are a,ailable upon request from the office the Superintendent, Educational Service Region. Cook County. Chicago Civic Center, Room 407. Clark and Washington Streets. Chicago. Illinois 60602

64 .

.0'4., ALL NIGHT BOARD MEETINGS ARE PASSE' (How One School District Licked This Problem) I

ROBERT J. SUMMERFIELD, Principal Hanover Highlands Elementary School, Hanover Park and WAYNE E. SCHAIBLE, Superintendent, Schaumburg School District 54 Hoffman Estates, Roselle

In the1950'surbanization and an.to remain consistent with the bonding unbelievablepopulationexplosionhitpower, which usually was not equal to Piaful, conservative Schaumburg Town the tremendous demands of such ship about 40 miles west of Chicago.a large institution.At the present time, From one tiny white school house with 54 employs a Superintengent, an approximately pupils, Schaumburghks.sistantSuperintendent, an Aaminis- Township School District =54 has nowtrztive Assistant, a Business Manager, a become the largest elementary school dis- CurriculumDevelopmentCoordinatur, trictinthe, State ofIllinois.It hasboth an Art Director and a Music Direc- reached a complement of 12 elementary tor, a Reading Consultant and a Mathe- schools(with 3 more on the drawingmatics Consultant, over 400 teachers, 16 board), 3 Junior high schools, a studcritPrincipals and a very impressive array body of 12,000, and over 400 teachers.of Special Educlation Personnel under the Needless to say, the growing pains havedirection of *Mrs. Mildred McClure, a been varied and the mushroom cloudformer principalinthisdistrict.Any is neither dissipating nor stabilizing. .way you cut it, that's big business. Need- lesstosay,itssuccessful growth and Big Business Brings Big Problems continuance piesuppose aninnovative, imaginative And prettysophisticated Transportation problems, constructionBoard of Education and administrative demands, double-shifting from time tostaff Such a large corporation cannot time, the acquisition of highly qualifiedbe administrated by an inept, untutored teachers and supporting professionals to BoardofEducation.The scope and ensure high-qualityeducationforthatvariety of educative, financial, and build- many children, nut to mention cuscydial,ing problems involved nowadaysleave personnel in numbers sufficient to insurenu room fur inefficient procedures taisx proper maintenanceof -a phenomenaldissipate the energies 7 board-members buildingcomplex, should have addedand theirpaid administrators at semi- up to an educational migraine fu. the monthly meetings, on trivia, usually pre- Superintenacnt and his Board of Edu-cipitated by a poor public relations pro- cation_For some years,it was alwaysgram. nip and tuck in the month of August. Numerous teachingpositionsstillhad A Sophisticated Board of Education riot been filled and maintenance person-is Mandatory A nel were eqUally hesitant to work way out in Schaumburg.Housing costs were The elective Board of Education has high and apartments for young singlebeen a conversational football from .its teachers were not availableSalaries had inception. many years ago Itisalter-

65 it

- aielycomprised of farmers,lawyers, aced. Schoolfacilitiesandpersonnel ' housewives, merchants, podiatrists, edu-must be utilized to the fullest for meet- cators and construction workers, to men-ing educational and cultural demands of don only a few. More often than not,the parent grotips. ,A constant flow of the formal or informal training of theinformation to the pUblic on all phases of individuals involved has given them butgrowth and d.velopment in the School a few of the skills necessary for the effi-District mtlik assured in terms, under- cient operation ofthe largest businessstandable and acceptable to them.This in die areait encompasses, or for fur-requires very close relationships and un- thering the educational opportunities ofqualified candor with the personnel of the children in their charge.Thi§ hasnewspapersan all other communica- resulted all too often in pitifully sho- tions media. sighted building and curricular progra Superintendent Wayne E. Schaible, va Thathaveshortchangedthousands came up through the ranks in District America's breadwinners to an extant un- #54, and w o remains, according,to his measurable by even our most contem-extensive sit porting administrative staff, porary, evaluation instruments. a true elem Jary principal at heart, Though this waste of human resourcesan educational visionary with a practical still continues in many sections of the dream.With the luck df the Irish, he country, greariltridesihtheoppositehas enjoyed from dig Outset the sine qua direttion are occurring even more frt-non ofsuccessful education programs, . quently In school .districts throughout the a professional, dedicated Board of Edu- 'nationEdification a'iicl.amelioration of cation, who bring ,totheir Herculean . the curricultim, the physical plant andtalt_not only a broad, aften intimate, the sstiPporting staffs of 'troth must be4/knowledge of educational needs in their initialed by a dynamics superintendent,district and accrossthecountry. But jileilegree gf his success and thetimemore important, there exists an uncom- reqhired to achieve it will rest, however,promising commitment to support 1n the with the competence and empathy offace of strenuous opposition, any rea- his Board of Education sonable measure proposed by their Su- Time is the real enemy of both theperintendent designed to ensure for their Superintehdent and the Board of Edu-children, as well as for those who will cation Efficiencyis imperative anditfollow, an educational program -sufficient can be achieved only through an, inti- in depth and ocope to meet the demands mate knowledge of the policies and pro-of the astrolsocHety in which those chil- cedures of the State and County Boards dren must function successfully. of Education and then Superintends is of Instruction, combined with a veIleEfficiency and Public Relations are Musts genius for ,organtzation and for, elega- don of authority.Excellent cooperatiorl Certainboard members inDistrict must be maintained between the District have served more th'an one term, Board of Education and the innumerablethus lending continuitytoprogressive Village Organizations within the bordersprograms aryi procedures.At some time of the townshipPlanning for futur or other, all have felt,inpublic, the expansionrequiresvast knowledge ofhumiliating sting t vituperative invec- countless areasaffecting school growthtive from parent who knew solittle and bolding power. Itt about complex, interrelated problems 'Trends in other school districts near- schoolfinance and population growth; by and afar must be continuously evalu-,,double-shifting,relocatableclassttoms,

4 66

'94 luncliprogram's, andbussing.'Board Committee. 't members became fair game for every complainant. Criticsusuallyleft* theCommunity Relations Study Group board meeting sufficiently informed to become constructive propagandists, but The Community Relations Study Group the cloud of-distrust they had etched onseas established as a tentative committee the horizon of public relations could not toanalyze the overwhelming problems, be counteracted rapidly enough to pre-of communicating with all segments of, vent* frustrationat .referendum +tune.the many communities which comprised Not only were Board of Education meet- the school district. Since the district con-, ings enervating the Board members, assisted of Schaumburg, Hoffman Estates, well as the administrativestaffinat- Weathersfield, a section of Rolling Mea, tendance at meetings(thatfrequently dows, and a large area in Hanover Park), lasted till the wee hours of the morning),it was not going to be easy, but-cir- but trivia inevitably consumed as much taiiilythe Board of Education, through timeasmajorpolicyconsiderations. the Superintendent, must find ways, of Crises arising overnight in a large schooltransmittingspeedily andsatisfactorily system makesuchwasteprohibitive. information regarding the Board's poli- Some drastic procedural hadcies, programs, and practices. e;, to be initiated to establish and maintain Mrs.Eleanor Thorsen,along-time public confidenCe while assuring optimum board member in district 54 and-4, teach efficiencyforunsalaried, part-time elec-er of some repute in a neighboring dis- tive administrators who must ultimatelytrict, voluntarily assumed tthe chairnlan- give directionto educationin turmoilship of the study group since she had and prudently allocate millions of dollarsan academic and experiental background inirublic funds. injournalism.She requested the ad- visory services of one elementary prin- The Committee Approach is the cipal, who had spent eleven years in the Only Practical Approach educationaladvertising and promotion 4 , field, and the supportive opinions of an M. Edward Bedard, President ofdiht. officerin the Classroom Teacher? As- Board of Education, shared in common sociatibn.Key personnel from all ma- with Superintendent Wayne Schaible, ajor community organizations were added lo Idconvictionthatthemulti- toformarepresentativeinvestigative c tee approach to research and dis-committeechargedwithresponsibility cuss of all matters pertaining tot efor recommending to the Board of Edu- school system prior to board of educa-cation "how communications could be tion meetings, with each board memberimproved, how greater community in- serving as chairman of one or more com- volvement in educational matters could mittees, would open up vistas Of com-be achieved, and, how to evolve from munication and optimum efficiency here- ale community a greater sense of pride tofore impossible because of time limita- in their school district, as well as a great-' tions. The remaining board memberser confidence in their administration and saw the validity of this proposal and thethe bard of education."A general au- fol6mg committeeswereactivated. dience was welcomed at all meetings of Co unity Relations Study Group, Ed- thestudygroup.Newspapers,PTA ucational Committee, Governmental Re-Newsletters, and otherin every home" lations Committee, Building and Sitestype communications media heralded the Committee, Policy Committee, Adininis exact time, place and Purpose of each kratiee and Business Committee, Finance meeting. Ultimatecommitteerecom- 67" rnendations to the Board were buildings, ans for upgrading existing a) To. publisha board-o-gram afterbuildings, pro lems of maintenance and each board of e4ucation meeting,modifications of present buildings, and recapping the main business trans-the general problems c4rerned with the acted and sendit Into each homeoperation 8f the schoof district's physi- as early as possible, cal plant 1)) To form a speakers' bureau that As a logical per sequitur, the Build- would make readilyavailable to ing and Sites Committee then recom- mends to the Board and Superintendent, community organizations theser-_ Vices ofall .subject area consult-programs, personnel, and procedures im- ants, principal curricular area di-perative w the improvement of the ex- rectors, the program development4,sting plant facilities and their operation. It coordinator, all administrators and furtherrecommendssitesfor new allboard of education members,schools, while working with the archi- tointerpretthe changing educa- tect and the administrative staff on de- tional program as well as the many signsfor new buildings and additions complex problems of building and to existing buildings. finance facing the Board andits administrators, Got ernmental Relations c.) To usetileStudy Group as a_ Mr. Edward Bedard, President of the screening committee fur Board of Board of Education, gives directionto Education candidates, and, the governmental committee, thesole d) To deaLtivate the Study Group, re-purpose of which is to facilitate better activating it only as It is needed forrelations within our schooldistrict, as specific assignments. well as with Schaumburg township, Cook County and the State governments, as PERMANENT STANDING they affect our school 'district. COMMITTEES Policy Committee Educational Committee Leadership of the Policy Committee Ehaired by Board member, Gordonrests with Mr. Elmer Linden, a board Thurcn, the Educational Committee re-member whose long tenure has rendered views all facets of District 54's educa-him well suited to the task of conduct- tional programs, evaluates the eff;ative-ing on a continuous basis, a thorough nessofthecontemporaryprograms,review of all existing Board of Educa- makes recommendationstothe Boardtion policies, suggesting changes in ex- and the Superintendent for changes andisting policy, and proposing new policies innovations, as well as for new, badly;as the needs and requirements of the needed programs': and establishes priori-school district change. ties for the educational system inthe district. Administrative and Business Committee Board _Member, Mrs. Betty Landon, Budding and Sites Committee leads the Administrative Business Com- mittee which workscloselywiththe Mrs Bonnie Hannon, Board Member schooladministrationtobringabout and long -time interested parent in Dis-greater understanding of the actual ad- tiict 54, pilots the committee thatre- ministrative functions of the district. Su- ' views existing building sites, pupil en-perintendent Wayne Schaible serves as rollmentprojections,newplansfor a permanent advisory member ofthis

68

071 committee tuget erwiththedistrict'smembers of the various village organi- Director. of Bus ess Services.In-depth zations, as their backgrounds puke them studies are madinto the administrative particularly suitedtothe, work. of the and business stctures, leading to pro;committee, arerequestedto serve on posals to th5 neral board for changes-them. The press gives excellentfirst- that will impra effectiveness, economy,hand coverage to all discussions and cum- and o-vefall o tions in.both areas. , miitve recommendations. At general board meetings committee Finance Com ittee recommendations are considered and act- ed upon openly, but since one or more Mr. Elmer, Linden serves as chairmanboard members and or the Superintend- of this cumMittee, which studies allfi- entfur another ofhis administrative nancial prupPsals, works un budget prep- staff )have been directly involved in the aration, and 'reflects un the financial rE ch that led to the recommendations, of the general board and the find- raielyis there any need for lengthy ar- ings of its work in each of the areas con-.guentatiunbeforeanaffirinativeor neeted_with school finance.The magni- ne ive vote is arrived at.In this way tude of the committee's operations hasthe p4lic, too, through attendanceat dictatedthe need for including inits the currimittee meetings or at the Board membership the chairmen from five other of Education meetings areable to ex- board committeesConsidering that the press opinions and offer constructive sug- constructionofthethreeelementary gestions on issues %tally concerning them schoolsthatare now on the drawingand their children.Gone foreer, itis boards and have already bten approvedbelieved, is the former wasteful, harmful bythe state building commission willbickering that stemmed from lack of in- involve the spending of over a million and formation on the part of the public. The a half -dollars, itis not hard to see thatpresident of the Board of Education has the problems of the finance committeebeen ableto decree a new policy by are manifold and extremelytime-con- which board meetings du not run past suming midnight, since any business not prop. erly handled by then is held over until A Favorable Result from Group Action the next board meeting. Probably the greatest reason for theD:stria 54's Most Important Lesson success of the committee approach and e the Board of Education proceduresis Increasedefficiencyalone,resulting the factthat the meeting dates of allfrom the board committee approach, jus- committees are well publicized and in-ttifies its introduction andcontinuance but terested members of all communities of an even more coveted by-prOduct deserves the school district are welcome to Arendspecial consideration public relations. them.Parents and officers in the com-In an era when taxes are devouring in- munity organizations form the hard curecomes, the school constituency will no voting membership of the Community'Unger graciously submit to further mone- Relations Study Group.In addition, par- tary demands without enjoying arec- ents and any interested party are welcomeognizedpartnershipintheenterprise to attend the committee meetings. Be- theyare supportingConversely, With cause of the more select nature of thesome exceptions, of course, proper utili- other committees, the general public aszation of the c-ducative process fur par- a ruleisnot selectedfor membershipents, through consistent widespread, in- of them.However, village officers and telligent use of the multiple communi

69 cations media available to administrative neededrent-levyreferendum produced personnel, willliftforever the veil ofsimilarresults.Better public relations suspicion, fear and resentment and par. isa momentary consideration through- erns will dig very deeply into their wal-out District 54.An informed parent lets'recesses to provide quality educa group becomes a sophisticated electorate. tionfor their children. In1968, fiveSophisticated electorates assure boards of issues were at stake in District 54, buteducation characterized by progressive at- they passed with an overwhelming mar- titudes, policies and procedures.That gin of confessed confidence in the boardguaranteesqualityeducationforour of education, the administration and theSpace age progeny. teacher personnel. A year later a much-

a

70

473 . A SIGNIFICANT SCHOOL FOR THE 70's THE PUBLIC UNIVERSITY, LABORATORY SCHOOL

JOHN DAL SANTO, Associate Professor and Associate Director Northern Illinois University Laboratory School, De Kalb

The history of the laboratory schoolare well prepared. 1- could go on .with /dates back to the early nineteenth cen more remarks made by opponents of the nay. The schools served as a convenientlaboratory schools, but I hppe I've made resource for the "normal school" and, or my point.As aformer public school -teachers college" by providing the en- teacher and administrator,itstems to vironment necessary for the preparationme thatthe reasons stated above for and training of classroom teachers. This-phasing out- the laboratory schools are image of the laboratory school established analogous to the reasons our social and over some 80 years ago has remained.educational critics are condemning pro- The "normal schools" and 'teacher's col-grams currently going on in our Amen leges" have practically ,vanished from ourcan public educational system.Yet' no educational scene and multipurpose um one with educational expertise advocates versities now trainteachers.The state phasingrout" our system of public edu- institutionsofhighereducationhave cation entirely.Itis my personal con- grown from universities, primarily con-tention that the failure of the laboratory cerned with preparing teachers, to largeschool to adaptto current educational universities with interests in other aca trends was due to the lack of administra- demic areas (e.g., liberal arts and science,tive leadership and insight regarding the the fine arts and business at both under effect Sputnik I Oas to have upon our graduate and ,graduate levels). totaleducationalsystem.While many A current educational trend is to -phaseof. the state universities were experienc- out" the laboratory school in Illinois and ingradicalorganizationalgrowth and throughout the United Stales.The op-role changes, the step child in this ponents of the laboratory school have case the laboratory school was totally given numerous reasons why the labora- ignored. This, I believe, was unfortunate. tory or campus schools are not placesThe decade from 1960-1970 has been an individual will visit to observe dis- identified as the period fOr criticism not tinctive new kinds of educational pro- only of the laboratory school specifically, grams. Some of the must frequently men but of American public education gener- Cloned relsons for "phasing out" the lab ally. For gxarnple, the findings of the oratory schools are. (1) the laboratorytwo following studies have emphasized school is tdo expensive, (2) the educa the need for the present laboratory school tiunal situationis' unrealistic,(3)the administrators, toredefinethe role and r laboratory school has failed to adapt topurpose of their school asit relates to our changing societal needs, (4) teacherrhea total university's academic plan. preparation experiences may best be car 1. An acceptablefair, reasonable, and tied out in public schools, and, (5) theconstructive criticism of .the Campus research and experimentation carried onSchools' role in education was made by is a replicatMr of established programsthe findings of The Committee on In- curcentlyin operation in other schools novations for the Governor's Task Force Theldist goes as,and on, the opponents on Education. The chairman of this com- V 71

r.744,74 .1b

mittee was Dr. Eric H. Johnson, Vice-Neu York State for Educational Change President, Illinois State University, Nil-were based upon vicarious experiences. mal, Illinois. The study had this to sayHe and his consultants spent little or no about the sCarnpus School: timevisitinglaboratoryschools., The "Some of these schools are 'practiceBrichell report waseappraised in the June, schools' for prospective teachers. Others 1963, Issue of the Retsea of Educattonal are reasearch and experimental centers.Research, Chapter VIII, 'Curriculum De- The role of the campus school is one of velopment.Dynamics of Change." The the least well-defined parts of the entire Retsea indicated first, that the example innovative processItis possible that aof experimentation' was concerned almost sharper definition of the proper role ofexclusively with the administrative and this institution may initself be inno- mechanical aspects of organization rather vative and provide for maximum use ofthan with the corollary matters of cur- the important, but restricted, contributionriculum change and teaching improve- itis capable of making to the state'sment. Secondly, the survey does not ex- educational system. hibit any, clear conceptual framework to It must first be recognized that cam-provide the necessary guidelines for as- pus schools, whether they are operatedsessing the quality of observed changes. by public or private universities, must all Thirdly, a great void exists between, the be classified 'privateinstitutions'as available data and the conclusions report- compared withwith the common schools of ed.The readerisrequired to accept the state. Brichell's conclusions almost on faith, and -_ Campus schools share a basic responsi- he(Brichell)is guilty of gross over- bility with the schools everywhere in that simplification. they are obligated to provide the best There is truth in Brichell's statement, possible education for the students whohowever, that the role and expectations are enrolled, Beyond this, most s of the laboratory schoo vague, am- claim that the primary purpose of biguous, and conflicting. need for institutions isto serve an experimentaldefining the role and purpose of the lab- and resarch function rather than to serveoratory school in my opinionis para- as 'demonstration- schoolsforpractice mount. teaching. This primary function provides I concur with Brichell that this is what an opportunity for prospective teachersthe laboratory school should not do. (1) and research workers to obtain trainingdesign new instructional approaches In- in methods of observation and research.dividually and, or in isolation, (2) dem- Colleges, universities; and other insti-onstrate new methods and techniques to tutions are conducting more and moreimprove public schools,( 3) show pre- research in the public schools. Much ofservice teachers the best ways to teach, the original purpose of the campus school (4) provide preferential education treat- is being achieved through research andment forfaculty and selected children, experimental activities inthe public and,(5)specifically,thelaboratory schools Hence, the campus school must school's rule is not that of being a dem-. redefine its purpose in \terms of what itonstration center. can do best in its pat-tic-Ulm. setting.'" Brichell, has stated in his report that 2 Dr. Henry M. Brichell's statementsthe role of the laboratory school must regarding the ineffectiveness of the lab-be redefined. Few laboratory schools up oratory school in his report Orgaruzingt.) the present time have attempted to do this. The Administration of Univer- ' Education For The Future ofIllinois.The Task Force on Education.State of Mlno1i4-70e- say Laboratory School at Northern Illi- umber. 1966.p. 74. nois University is attempting, with the

72

075 suggestions and recommendations from aLaboratory School by Dr. Max Beberman long range plan. submitted by a committeewith the University of Illinois Committee of staff members, to redefine the role ofon School Mathematics (UICSM) is an its laboratory school. The administratorsexcellent example.Dr. Beberman' an,d and professional staff are committed tohis associates have taken full advantage follow through with the organization andof the laboratory school resource. The administration of a Laboratory schoolexperience of the UICSM and the ob- which will identify the top priorities nec-servation of other groups close to this essary for the University's Academic Plans.project suggest the desirability of using The fullov.ing goals of the laboratorya truly experimental schoolfacility for school have been established and werethe development of course content and adopted unanimously. in September, 1969,pedagogy before moving programs into astop priorityafter an extensive yearless flexible settings of cooperating public of planning by the faculty. The Northernschools. Illinois University Laboratory School is. The laboratory schoolis an environ- I To serve as a prime facilitator andment which can be controlled to deter- isle for accomplishing research,mine the feasibility of highly innovative e rimental research, and research Ideas regardless whether or not these ideas related activities in cooperation with involve changes ineither organization, university and public schoolpei.- technology, or curriculum. This is a con- sonnel on alocal. regional, andtrolled environment where the idea could national basis be rigorously evaluated in terms of feasi- 2. To maintain through cooperationbility. The idea then could be translated research programs, direct identifica-to demonstration centers that are working tion with public schools on a local,cooperatively with the laboratory sch.;o1 regional, and national basis. and then there should be forthcoming 3. To maintain, through cooperativethe actual field testing or field study of research efforts, a direct identifica-the idea in these demonstration schools tion with teacher education pro-The demonstration centers. are public grams on a loci', regional, and na schools locatedjust around the corner tional basis in a particular part of a city, state, or Th corganization4iitie laboratorycounty. The demonstration centers are school should be such thatit would be4 the sources from where I wouldlike to an excellent model for educational change. see disseminated the proven educational The laboratory school can become theinnovations, not the laboratory schools. -hothouse fur developing new educational It is my firm belief that the laboratory programs by working with the staffs ofschool shouldresearch and experiment public schools and affording the publicaggressively. it has the expertise and the schools the expertise of the University university environment necessaryto do community to revise, refine, and adoptthe required job.. The refinement of any ideas germinated at the laboratory schoolexperiment could be carried out in con- level and transplant these programs Intelcert with public schools and the financial the public schools which may serve asand moral support should emanate from demonstration schools or centers.TheStateDepartments of Education.This work done at the University of Illinoishas not been done very effectively any where, heretofore. and it's a very fertile A proposal submitted to the Vice-President and area which needs to be cultivated by edu- Provost at Northern Minois University by Dr.. George A. Gaga. Director University Laboratory 'University High SchoolIts Natute and iunc- School, Northern Illinois University, DeKalb,11- tams. Report to the Board of Higher Education lipols.Nov. 10.1969. October 1,1968.p. 69.ipp 59).

73

--;i .76 I

cators with insight, courage and empathy. the correct diplomatic expression used Itis not necessary for the laboratory is "phasing out" are made, a rising schooltoinfluence the public schools. new type of professor and administra- However, I believe, it should be one of tor in teacher education will prove to the top priorities of the laboratory school have been one of the most effective to make every effort to work much closer natural enemies of the laboratory school. with the public schools in providing them Caesar, you will recall, was put to death with the services and the pertise by by his colleagues, who included the which the tried and prove/nz educational noble Brutus."' programs may be implemented inthe It may be difficult for many laboratory schools The resources in the laboratoryschools to determine how much isin- school are legion, but they must be tapped volvedin changing their current role, and utilized in order to be efficient andhuv.ever, I do not believe it is impossible effective Ifthelaboritoryschoolin to retool the laboratory school in order America cannot reform to meet theseto meet its new objectives in our changing challenges, it is my belief that they shouldeducational milieu. To this end all of us be eliminated. associated with Laboratory schools should William Van Till has made a very,be committed, only time and a deep com- noteworthy comment: mitment to planned educational change_ "I know of no scholarly study ofwill determine our success. the termination of laboratory schools by some colleges and universities in America. But I venture as a hypothesis The Laboratory School. Its Rise and Fa? Van Til W. Cofittian. Distinguished Professor in Edu- that when such studies oftermination cation.Indiana State Urilvenity 1969.pp.16.

077 , IASL SETS CONFERENCE DATES

The Illinois Association of School Li Responsibility?" branans will hold its Spring Conference Further information may be obtained on Aptil,l, 2, and 3 at the Pick Congressfrom Mrs. Thelma Kohlberg, Librarian, Hotel in Chicago. Fenger High School, 11220 South Wal- The Theme of the conference will belace St_, Chicago, Illinois 60628. "Reading - Viewing - Listening - Whose

ILLINOIS OPTOMETRIC ASSOCIATION TO CONDUCT FORUM

A forum on xision, reading. and learn- ofReading,IllinoisStateUniversity, ing for Northwest Illinois and East Cen-whose topic v.ill be -Reading in Realistic tral Iowa, sponsored by the Illinois Op- Perspective." tometricAssociation,will be held on A program listing other prominent par- Sunday, _February 28, 197'1. at V'esterlinticipants may be obtained by writing to. Hall of Augustana College, Rock Island,Dr. Arthur J. Rabin, Chairman, Forum Illinois. Committee, 910 Fifteenth Avenue, East Of special interest to education will Moline, Illinois 61244, be Dr Robert H. Steinkellner, Professor

A A A

75 ILLINOIS JOURNAL OF EDUCATION

lispedby The Office of the Sup rintendent of Public Instruction Room 302 State Office Building Springfield, Illinois 62706

i

4

... I

Return Requested /

()PM