REPOR TRESUMES ED. 011926 VT 000 410 EDUCATION AND TRAINING FOR THE WORLD OF WORK, A VOCATIONAL EDUCATION PROGRAM FOR THE STATE OF MICHIGAN. BY- SMITH, HAROLD T. W. E. UPJOHN INST. FOR EMPLOYMENT RESEARCH FUS DATE JUL 63 EDRS PRICEMF-$0.27 HC-$6.56 164P. DESCRIPTORS- SECONDARY EDUCATION, *POSTSECONDARY EDUCATION, ADULT EDUCATION, VOCATIONAL EDUCATION, *TECHNICAL EDUCATION, FEDERAL LEGISLATION, SUPERVISION, FEDERAL AID, EDUCATIONAL FINANCE, COMMUNITY COLLEGES, *AREA VOCATIONAL SCHOOLS, MICHIGAN, CONNECTICUT, NEW YORK, PENNSYLVANIA, FLORIDA, OHIO, KENTUCKY, NORTH CAROLINA, CALIFORNIA, ILLINOIS, MINNESOTA, RECOMMENDATIONS ARE PRESENTED FORDEVELOPING A MATURE SYSTEM OF VOCATIONAL AND TECHNICAL EDUCATION IN MICHIGAN.,THE NEEDS OF EDUCATION ARE PRESENTED. SECONDARY I.NSTITUTIPNS4 POSTSECONDARY PROGRAMS, FINANCING, STATE SUPERVISION, TEACHERS, RESEARCH, AND COUNSELING ARE DISCUSSED. THE HUB OF THE VOCATIONAL EDUCATION SYSTEM OF TOMORROW WILL BE THE COMPREHENSIVE AREA POSTSECONDARY AND ADULT EDUCATION INSTITUTION WHICH SHOULD BE IN EVERY COMMUNITY IN THE STATE. WHEN AN AREA IS NOT ABLE TO SUPPORT A POSTSECONDARY INSTITUTION, A COOPERATIVE AREA VOCATIONAL FACILITY OR EDUCATION CENTER SHOULD BE ESTABLISHED WITHIN A COMMUTING AREA AS AN EMBRYO POSTSECONDARY AND ADULT EDUCATION. INSTITUTION. REPORTS ON WHAT IS BEING DONE OR CONSIDERED IN VOCATIONAL EDUCATION ARE GIVEN FOR SUCH SELECTED AREAS AS CALIFORNIA, CONNECTICUT, FLORIDA, KENTUCKY, ILLINOIS, MICHIGAN, MINNESOTA, NEW YORK, NORTH CAROLINA, OHIO, AND PENNSYLVANIA. INCLUDED IN THE APPENDIX IS "EXAMPLE OF ABASIC CLASSROOM UNIT FOUNDATION FORMULA FOR DETERMINING STATE SUPPORT OF ELEMENTARY AND SECONDARY EDUCATION IN A HYPOTHETICAL STATE." THIS DOCUMENT IS ALSO AVAILABLE FROMTHE W.E. UPJOHN INSTITUTE FOR EMPLOYMENT RESEARCH,7(39 SOUTH WESTNEDGE AVENUE, KALAMAZOO, MICHIGAN 49250. (SL) Education and Training for the World ofWork A Vocational Education Program for the State of Michigan By Harold T. Smith U.S. DEPARTMENTOFHEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Education and Training for the World of Work A Vocational Education Program for the State of Michigan By Harold T. Smith, Ph.D. With Solicited Chapters on Programs in Other States July 1963 The TV. E. Upjohn Institute for Employment Research 709 South. Westnedge Avenue Kalamazoo; Michigan The W. E. Upjohn Institute for Employment Research THE INSTITUTE, a privately sponsored nonprofit research organization, was estab- lished on July 1, 1945. It is an activity of the W. E. Upjohn Unemployment Trustee Corporation which was formed in 1932 to administera fund set aside by the late Dr. W. E. Upjohn for the purpose of carrying on "research into thecauses and effects of unemployment and measures for the alleviation of unemployment." Headquarters of the Institute are located in Kalamazoo, Michigan. During 1962 offices were opened in two other locations, as follows: Washington 36, D.C. Los Angeles 13, California 1755 Massachusetts Ave., N.W. 417 South Hill Street ii Acknowledgments The author is indebted to many individuals who have contributedliberally of time, labor, material, and suggestionsfor this report. He is deeplyindebted to the departments and divisions ofvocational education in nearly allof the states of the nation for materials suppliedconcerning their programs for vocationaleducation; and to those individuals who contributedto Part II of this report. He is particularly indebted to the Division of VocationalEducation in the MichiganDepartment of Public Instruction for its sympatheticcooperation and to those in the UnitedStates Department of Health, Education, andWelfare, the United States Departmentof Labor, and others in Washington whohelped in many ways. The authorowes a special debt to those who read themanuscript at appropriate stages of itsprepara- tion. Some of themare: Carl L. Byer ly, Assistant Superintendent of theDetroit Public Schools, who servedas chairman of the Detroit Schools Committeeon Preparing Pupils for the World of Work;Professor Lawrence Borosage of the Department of Education, Michigan StateUniversity, who is Director of the Mich- igan Vocational Education EvaluationProject; Michael Harris of the FordFoun- dation; Norman C. Harris, AssociateProfessor of Technical Educationat The University of Michigan; Stanley E.Hecker, Assistant Professor of Education, Michigan State University, who suppliedmaterial for the Appendix to PartI; Raymond M. Hilliard, Director, andDenton J. Brooks, Director of Research and Statistics, of the Cook County Departmentof Public Aid; and Harold C. Taylor, Director of the W. E. Upjohn Institute forEmployment Research, and Herbert E. Striner of the Institute's staff. The criticisms and suggestions made havebeen most helpful. The conclusions drawn and opinions expressed, ofcourse, are solely the responsibility of the author. June 1963 HAROLD T. Simi iii -7; iNd#AGE Contents RAWNOT NEMbp) PART I. A VOCATIONAL EDUCATION PROGRAMFOR THE STATE OFMICHIGAN Introduction Conclusions, Suggestions,and Recommendations 1 3 A Mature System ofVocational and Technical Education for Michigan 3 Purpose Institutions Needed 3 3 Flexibility of the TotalSystem Recommendations for Implementation 5 5 Other Conclusions andRecommendations The Plan of This Report 6 7 I. Secondary InstitutionsNeeded for Vocational Education 9 Institutions for SecondaryVocational Education in OtherStates The Comprehensive HighSchool 10 Area Vocational EducationSystems 10 Institutions for SecondaryVocational Education in Michigan The Detroit Area Program 12 13 Proposal for OutstateAreas 15 II. The Postsecondary ProgramNeeded in Michigan for Vocational Education 17 Postsecondary Vocational-TechnicalInstitutions in Other States Postsecondary Vocational-Technical 17 Institutions in Michigan 18 The Michigan CommunityColleges 19 III. Financing VocationalEducation in Michigan 23 State Support of Public Schoolsin Michigan 23 A Minimum Classroomor Teacher Unit Foundation Formula Financing Area Vocational 24 Education Centers in Michigan 25 Financing Community Collegesin Michigan Operating Budgets 26 Capital Outlay 26 27 Financing a StatewideCommunity College System 28 IV. State Supervision ofVocational Education in Michigan State-Level Supervision in 29 Michigan Today 29 State-Level Supervision inOther States Supervision Needed in Michigan 30 31 V. Considerations OtherThan Those Relatingto Needed Programs Introduction 33 Federal Aid to Vocational 33 Education 33 The Smith-Hughes andGeorge-Barden Acts The National Defense 33 Education Act of 1958 33 The Impact of FederalAid Under the ForegoingActs The Area Redevelopment 34 Act and the ManpowerDevelopment and Training Act The School Dropout 35 Training and Retraining 37 for Out-of-School Adults 39 Training for Those inProlonged Unemployment Guidance and Counseling 40 Research in Vocational 42 Education 43 Vocational Education Teachers 44 PART II. SYSTEMS OF VOCATIONAL EDUCATION IN CERTAIN SELECTED STATES VI. Development of Vocational-Technical Schools in Connecticut 49 VII. A State-Coordinated Plan to Modernize and Extend Industrial-Technical Education to Meet the Demands of the 1960's in New York 57 VIII. Vocational and Technical Education in Pennsylvania 59 IX. Vocational and Related Education in Florida 69 X. Vocational Education in Kentucky 81 XI. The Organization, Function, and Objectives of the Industrial Education Centers of North Carolina 89 XII. Vocational Education in California XIII. Vocational and Technical Education in Illinois 107 XIV. Vocational Education in Michigan 119 XV. An Analysis of Vocational-Technical Training in Minnesota 135 XVI. Report on the System of Vocational Education in Ohio 151 APPENDIX TO PART I. Example of a Basic Classroom Unit Foundation Formula for Determining State Support of Elementary and Secondary Education in a Hypothetical State 163 vi Part I. A VocationalEducationProgram for the Stateof Michigan Introduction The need for a greater emphasis on the preparation of years of experience and development, the lack of both youth and adults for which today's world of work is cannot be overcome easilyor quickly. everywhere becoming recognized. As important as gen- The development ofan adequate vocational educa- eral education is for the development of the individual tion system, therefore, is prerequisiteto a successful ap.d the preservation ofour culture and way of life, it is program of training and retraining. How not enough for the great majority of to provide people who must such a system as an integral part oftotal education and operate our machines, shops, and offices and provide avoid deadend tracks for thosewho take vocational our services. More and more occupations require skills training constitutes one of the majoreducational chal- and specialized knowledge for whichthere must be lenges of the present day. prior training. For reasons that are explicable, Michiganhas only The relative increase in the demand for people with recently come to realize the severityof its need for a skills and the relative decrease indemand for those well-conceived statewideprogram of vocational-tech- without skills or with obsolete skills are logical results nical education for all of its people.The vigor of the of the technological advance that hasbeen going on for state's economy and the ability of its a long time. The present increase in the