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About 200 representatives of business, industry, labor, government, education, and community interests from across the nation participated in the conference which was planned to provide for further development of understandings, abilities, skills and appreciations of those persons responsible for comprehensive programs of vocational-technical education. The report includes a chart which outlines the provisions of Public Law 90-576 relating to cooperative vocational education, abstracts of major papers, recommendations regarding clarification of state plan requirements under Part G of Section 173 of the 1968 amendments, and recommendations for planning and operating cooperative programs. Major papers presented by the consultants include: (1) Congressional Expectations of Cooperative Vocational Education, (2) The Silent Field and the Dark Sun, (3) The Employer's Role in Cooperative Occupational Education, (4) The School's Role in Cooperative Occupational Education, (5) The Community Role in Cooperative Vocational Education, (6) A Comparative Study of Two Concurrent Work-Education Models in Agriculture, and (7) an abstract of "Interpretive Study of Cooperative Efforts of Private Industry and the Schools to Provide Job-Oriented Education Programs for the Disadvantaged." (JK)

PENNSYLVANIA STATE UNIVERSITY AND THE TENNESSEE VALLEY AUTHORITY CONDUCTED A FIVE YEAR (1961-66) AGRICULTURAL EDUCATION PROJECT IN TWO PENNSYLVANIA COUNTIES. THIS PAPER REPORTED THE PRELIMINARY FINDINGS. USING THE CRITERION OF ADOPTION OF SELECTED AGRICULTURAL PRACTICES BY SURROUNDING FARMERS, THEY ATTEMPTED TO MEASURE THE INFLUENCE OF 17 DEMONSTRATION DAIRY FARMS. DATA ON GENERAL AGRICULTURAL TECHNOLOGY, FARM MANAGEMENT SKILLS, FARM PRACTICE ADOPTION, PATTERNS OF FORMAL AND INFORMAL ACTIVITIES, INTERPERSONAL VISITING AND COMMUNICATION, AND ATTITUDES, GOALS, AND VALUES WERE GATHERED BY FIELD SURVEYS BEFORE AND AFTER THE ACTION PROGRAM. SOME OF THE FINDINGS INDICATED THAT THOSE MAKING THE MAJOR CHANGE IN RECOMMENDED PRACTICES WERE DAIRYMEN OTHER THAN THE INNOVATORS OR EARLY ADOPTERS, THAT THE GREATEST CHANGE TOOK PLACE AMONG THAT GROUP OF FARMERS WHO HAD THE GREATEST POTENTIAL. HOWEVER, WHILE THE EDUCATIONAL PROGRAM DID INFLUENCE CHANGES IN ADOPTION OF PRACTICES, MOST OF THE EXPLAINED VARIANCE WAS ATTRIBUTED TO SUCH EXTRANEOUS FACTORS AS INDIVIDUAL CHARACTERISTICS, RELATIONSHIPS WITH OTHER PERSONS AND ORGANIZATIONS, LEVEL OF FARM TECHNOLOGY, AND VARYING CULTURAL CONDITIONS IN THE TWO COUNTIES. (THE DOCUMENT INCLUDES FOOTNOTES AND EIGHT TABLES.) THIS DOCUMENT WAS A PAPER PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION, (CHICAGO, FEBRUARY 11-13, 1968). (LY)

The primary objective of this project was to produce a suggested plan for promoting and guiding the development and expansion of occupational education in Oregon high schools and community colleges. To achieve the major objective, special task force groups were assembled to work on specific aspects of the total project: labor market data, curriculum articulation, curriculum coordination, and open enrollment relations. Task force reports on labor market data and on curriculum articulation are included in this document. The task force groups included representatives from high schools, community colleges, the Oregon Board of Education, Oregon State University, and the State Employment Service. The plan must ultimately provide for articulation of occupational preparatory curriculums from the senior high school to specialized vocational-technical preparation in the community colleges; for coordination and distribution of occupational preparatory curriculums among community colleges; and for operation of student services that promote effective development of human resources and efficient utilization of physical resources. (CH)

IN THIS REPORT OF AN AUSTRALIAN TECHNICAL CONFERENCE ON AGRICULTURAL EXTENSION, EMPHASIS IS PLACED ON CASE STUDIES AND RESEARCH APPLICABLE TO PROFESSIONAL EXTENSION WORK, INCLUDING FARMER CONTACTS AND SUCH SUPPORTING ACTIVITIES AS LIAISON WORK AND COURSE WORK IN THE BEHAVIORAL SCIENCES. THE FIRST SECTION DESCRIBES SERVICES IN EACH STATE AND IN THE NORTHERN TERRITORY, NEW GUINEA, AND NEW ZEALAND. THE NEXT THREE SECTIONS COVER COMPARTIVE EXTENSION IN AUSTRALIA, EUROPE, AND THE UNITED STATES, SPECIAL PROBLEMS RELATING TO AUSTRALIAN PASTORAL AND OTHER INDUSTRIES, AND THE WORK AND PROBLEMS OF DISTRICT ADVISORS. THE ROLE AND SIGNIFICANCE OF COMMERCIAL FIRMS AND PRIVATE ADVISORY SERVICES (INCLUDING FARM MANAGEMENT CLUBS) IN FARM MANAGEMENT EXTENSION ARE DOCUMENTED IN THE FIFTH SECTION. OTHER SECTIONS DEAL WITH PROGRAM PLANNING, GROUP METHODS AND DEMONSTRATIONS, TELEVISION AND OTHER MASS MEDIA. THE RELATIONSHIP BETWEEN EXTENSION AND REGULATORY SERVICES AND RESEARCH EXTENSION LIAISON, RESEARCH IN COMMUNICATIONS, ADULT LEARNING, DECISION MAKING, AND PROGRAM EVALUATION, ASPECTS OF PROFESSIONAL TRAINING (HIGHER EDUCATION, INSERVICE TRAINING, INTERNATIONAL AID), AND POSTCONFERENCE REPORTS BY OVERSEAS VISITORS AND ORGANIZING COMMITTEES. ALSO INCLUDED ARE FOUR FIGURES, 35 TABLES, AND NUMEROUS REFERENCES. (LY)

This paper suggests some principles and practices of vocational and technical education for the public education system. Five conclusions emerge from the paper: (1) Vocational and technical education are essential parts of the modern curriculum for public education; (2) public education is responsible for the vocational education of high school youth, out-of-school youth, and adults; (3) minimum enrollments for vocational education programs are 500, while optimum programs can be reached with enrollments of 1,300; (4) large cities of 200,000 or more normally have sufficient tax and student bases to provide comprehensive vocational education programs, while suburban and rural districts do not unless they join together; (5) vocational and technical education programs are sound educational investments planned to serve the needs of the people and of business and industry; and they deserve the full support of people concerned with the modernization of educational programs throughout the nation. (Author/JH)

ROY V. SCOTT: Partly because of what one speaker yesterday termed inertia and partly because I did not receive Harold Benjamin's manuscript until Friday, I shall concentrate the bulk of my remarks on our first paper. I hope that our second discussant will give the Benjamin paper the treatment it deserves. In passing, however, I can not refrain from saying that, while students could accept his main thesis, his broad generalizations and his stages of national development cast very little light on the evolution of agricultural education in the United States. Mary Jean Bowman, in her paper, has undertaken a task that should intrigue all students of education history and of economic growth. If I may paraphrase her, she has attempted to show the kinds and quantities of human resources created by the land-grant schools, determine the methods used, and assess their contributions. This is an immodest task, she tells us, and one would be inclined to agree. In examining the subject, certain facts stand out. Clearly the land-grant colleges were both a product of and a force in the new concept of education for the masses. In fact as well as in theory their doors were thrown open not only to the sons of the wealthy but also to the sons of the common farmer and the manual laborer. Perry G. Holden, later head of International Harvester's extension department, tells us that when he came off a backwoods farm to attend Michigan Agricultural College, he was a complete stranger to such luxuries as white shirts. Similarly, the colleges stemmed from and contributed to the idea that education should have a utilitarian value. One might question whether labor in the fields and the barns at eight cents an hour would convince the victim of the usefulness of the education he was getting, but there can be no doubt that "practical" was a key word in the vocabularies of early land-grant college planners and administrators. In conjunction with the non-land-grant state universities, the new schools played a major role in opening higher education to women, thereby providing the nation with a new and expanding labor source. Also, because the new institutions lacked students, early administrators had to manufacture them. As a part of this endeavor, they stimulated the development of the secondary school system. Finally, while it is a mistake to say that the landgrant colleges were the predominant force in the establishment of extension, they did become after I9I4 the centers of the greatest adult education system in the world, presumably reaching directly or indirectly a majority of the farmers and their wives in the United States.

The Barrio Development School, a 4-year action-research project which has been in operation for 2 years, is located at Masaya, Bay, Laguna, Philippines. Begun by the University of the Philippines, College of Agriculture, and the Board of National Education, it is a secondary school program for barrio youths who have decided to stay, live, and work in the barrio as farm operators. It is aimed towards (1) determining whether a non-college preparatory secondary school program is possible in a village setting, (2) determining the extent of the school's contribution to the socioeconomic development of the people and the village, and (3) studying the sociological processes involved in the introduction and operation of such a school project. The Barrio Development School trains prospective (12-18 year olds) farm operators on their own farm, where day-to-day problems have to be studied and solved. In addition to learning about farm production, the future farmer learns about supply, labor, credit, marketing, and other management requirements of modern farming. The student operates the farm by himself, with the guidance of the agriculture teacher and his parents. This paper discusses the resistance encountered from the barrio leaders and parents, the program-supervised farming projects (i.e., raising rabbits for profit), and the school's impact on the barrio, parents, and educators in the country, as well as from other countries. This paper also compares the school project to the present secondary school programs. (NQ)

This paper discusses the national trend for expansion of Extension programs emphasizing national issues receiving priority attention. It emphasizes a need for program balance and realism, and the obligation to provide educational assistance to all segments of society. Representation on committees to help determine programs is considered a must for volunteer motivation. Fuller utilization of total university resources through the Cooperative Extension Service is reported to be a significant development. It is emphasized that decisions to organize, to staff and meet pressing needs within a State are best decided within that State rather than at the national level. Continuing emphasis on agricultural needs, environmental quality improvement, and people problems is pointed out. (NF)

These conference papers on prospects for the future of Australian adult education concentrate on issues in rural adult education, postsecondary education by colleges of advanced education, international cooperation to meet the educational and related needs of developing nations, the future contribution of New Zealand universities to residential and other forms of adult education, and approaches to program research and evaluation. Educational impacts of trends in rural social relationships and groupings are discussed with reference to work, employment, and rural and nonrural community participation. Also considered are influences on innovation in community education and agricultural education, developmental tasks, orientations toward adult education and participation or nonparticipation therein, influences on participation, and different adult educator job orientations. Commentary on the background paper on colleges of advanced education is also reproduced. The document includes 86 references. (ly)

Existing official and unofficial colleges of advanced education (CAE) including numerous technical, paramedical, and agricultural colleges in Victoria, a few institutions in New South Wales, and other schools and institutes in Queensland, South Australia, and Western Australia, are described; and plans for future colleges or the upgrading of existing institutions, are noted. Next, in a background paper and commentary, are somewhat divergent opinions on such questions as the balance between vocational and general education in CAEs and overlapping between CAEs and university extension. Evaluating both the background paper and the commentary, Section three stresses the view that a broad, extensive program at the subuniversity academic level has an important place in Australian adult education and that CAEs would be well fitted to the task. Detailed comments from six administrators and other educators also appear. (ly)

These papers cover planning, organization, and administration of programs conducted by the Department of University Extension of the University of New England (New South Wales); they are concerned primarily with rural extension. The first paper reviews elements of program planning and program implementation in general. The second evaluates an extension program by applying a model of the program planning process developed by Boyle. Papers three and four describe in detail the planning and organizing of non-residential and residential schools for adults, with emphasis on the challenge these techniques hold for the adult educator. The fifth paper is a reappraisal of the place of the arts in the education of adults. The sixth paper stresses the importance of thorough program planning and draws some implications of the present monograph for the adult educator. (Editor/NL)

Seeking full use of the educational resources available to developing countries in the areas of rural education and agricultural training, this paper is concerned with ways in which the efforts of organizations and institutions concerned with rural development might be improved and expanded. A generalized critical analysis of different facets of rural education--primary and secondary education; vocational training centers; youth service (wherein youth are given the opportunity to work in return for food, clothing, shelter, and a few hours of education and training per week); government-sponsored farm (training) institutes; agricultural colleges; agricultural education at the universities; adult education; and teacher training--is given. Recommendations include change from a subsistence to a cash economy and increased agricultural output to the point of exportation; "gentle" innovation; formulation of a comprehensive rural-development policy aimed at raising living standards of the rural people through increased and diversified economic activity; coordination of activities through an executive governmental council which includes an experienced agricultural educationist and provides academic and advisory support through a university department of agricultural education; provision for manpower planning; and improvement of the status and role of rural teachers, trainers, and extension workers. (MJB)

This paper attempts to re-examine the role of the agricultural educator and the agricultural researcher during the decade of the 1970's. Based on the national goals, the magnitude of the problems of providing adequate programs, and the findings of research, the authors contend that agricultural education should assume the responsibility for providing the leadership to reconstruct vocational education for rural people in America. Studies have shown that rural youth generally have a lower level of aspiration than urban youth. They tend to be reluctant to migrate to locations where occupational opportunities are more plentiful, and in view of the declining opportunities for farm employment, there are special problems in providing alternatives for rural youth. Research strategies for the decade ahead may be divided into short-range and long-range strategies. Short-term strategy for research in rural vocational education is to expedite the attainment of national goals through program modification, and long-range strategy should concentrate on developing new programs required to attain the national goals. Relevant vocational education must be provided those people living in rural areas. (GEB)

The W. K. Kellogg Foundation, since its inception in 1930, has assisted programs in health, education, and agriculture. The programs in agriculture are usually concerned with rural society and the quality of rural life rather than technical agriculture. The agricultural programs are international and range from domestication of the musk ox to rural leadership training to technical assistance in agriculture and home management to food science and technology programs to extension education, resource development, community services, and an agribusiness educational program. Observations on rural development include the following: (1) it has been suggested that the most economically rewarding kind of education for developing countries is for rural females; since they are responsible for the younger generation, they can most quickly and constructively change attitudes and norms; (2) rural development is often equated with agricultural development when the non-agricultural rural population is a large problem; (3) land-grant universities in the U.S. have been slow to change their orientations from agricultural technology and business back to their original focus on the problems of people in rural areas; and (4) governmental commitment is necessary for rural development efforts to be effective, a commitment lacking in the U.S. (KM)

The underlying theme of this paper is the relevance of the "package program" approach for the development of peasant agriculture in Southern Africa, particularly where there are livestock and population pressures with a declining soil fertility situation. In Rhodesia, full-time short literacy courses were held in June and July 1970, as a means of improving the technical efficiency of savings clubs and as a possible starting point for a broad program of adult education, starting with agricultural development (see ED 044 596). The agricultural "package program" was organized as part of the literacy follow-up program, the participants being those who were members of savings clubs, but not necessarily those who had attended the literacy course, and who could grow one or one-half acre of maize. The four major steps of the crop production were: (1) land preparation, (2) planting, (3) post-planting operations, and (4) grain storage. Though still in its early phases, the advantages of a "package" type program are that members of the project receive specific advice, and they have access to the loan financing necessary to purchase recommended agricultural inputs, which are available locally at a cost less than that of other suppliers. The long-term aim is for the savings clubs to develop into full credit unions that can finance agricultural development by loans to members. (DB)

Concentrating on research in agricultural programs beyond the high schools, this 1970 Central Region conference report includes material applicable to area vocational technical schools, junior and community colleges, and continuing education for beginning and adult farmers. Each of these groups developed a list of interests, needs, and problems for their particular area and generated research proposals which are included in the report. Paper presentations are: (1) "Project Mini-Score" by David Wheeler, and (2) "News and Reviews from Washington" by Philip Teske. The business session report and listing of conference staff and participants are appended. (GB)

Concerned with the teaching of vocational agriculture and other vocational education in the rural south, this paper is directed toward an examination of occupational education programs as they relate to population served and to local labor markets. Findings of 2 studies of occupational training opportunities for rural youth in North Carolina are discussed. Recommendations include consolidating small schools to provide for more comprehensive occupational training, establishing more vocational centers, fully integrating separate school systems in the south, providing more manpower studies within the economic areas under consideration, and orienting vocational programs to accommodate occupational plans of local youth. (MJB)

The bulletin is one in the series "Rural Africana" published 3 times yearly by the African Studies Center, Michigan State University. "Rural Africana" is devoted to current research in the social sciences, exploring the problems of social and economic development in rural Africa south of the Sahara. The present issue is a compilation of papers dealing with the following aspects of rural education: (1) Rural Education in Africa: A Status Report, (2) Prescriptions for Socialist Rural Education in Tanzania, (3) Education for Self Reliance: The Litowa Experiment, (4) Primary Education and Agricultural Development, (5) The Schools as an Agent of Rural Development, (6) A Village Polytechnic in Kenya, (7) Agricultural Education in Africa, and (8) Agricultural Education: A Selected Bibliography. Included in the document is information on related publications and on research projects in the general field of rural African studies. (EJ)

This document supports the position that programing encompasses all of the planned and coordinated educational activities of professional staff members, volunteer leaders, and the actual learners in designing and effecting educational strategies that should culminate in desirable changes in the patterned behavior of people and the alteration of systems. It is divided into six sections. The First, A Conceptual Schema for Programming the Cooperative Extension Service, explains the concept of programing and outlines the scope of the paper. The next section, The Institution and Its Renewal Process, lists the factors required for success by members of an Agricultural Extension Staff in their role as change agents. The Third section, Linking the Institution to Its Publics through Need Analysis and Leader Involvement, emphasizes that change agents must become intimately acquainted with social system of the area within which educational programs are to be effected. The fourth section, Program Design and Implementation, describes the major challenge confronting change agents as that of translating needs of target publics into a meaningful program design and developing effective strategies for its implementation. A major challenge confronting the educational institution is that of determining the impact of its planned programing efforts in effecting desired behavioral changes in its publics; this challenge is described in Section 5, Program Evaluation and Accountability. The last section contains references. (CK)

This quarterly publication announces the availability of instructional materials acquired and processed by the Center for Vocational and Technical Education at Ohio State University. It should be of particular interest to teachers, curriculum specialists, supervisors and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Author, subject, and document number indexes provide entry to the abstracts. The full texts of documents are available from the original sources or from the ERIC Document Reproduction Service (EDRS) as microfiche or paper copy reproductions. Ordering information is provided. (AJ)

A national seminar was held in September 1968 designed to identify agricultural education programs needed in area vocational centers and to develop techniques and procedures for planning and conducting agricultural education programs for secondary students in area vocational centers. Appendixes include papers presented by consultants and recommendations of task forces on the following topics: rationale and need for agricultural occupations programs in area centers; coordination of agricultural occupations programs in area centers and participating schools; curriculum development; guidance, placement, and follow-up of students; facilities and equipment; selection and preparation of staff; occupational experience programs; program evaluation; and adult and continuing education. Findings and recommendations of the seminar are presented as guidelines for the development and implementation of agricultural occupations programs in area vocational centers categorized by the following topics: appraising needs and resources; planning a state program; coordinating programs in area centers and participating schools; evaluating programs; developing curriculums and teaching; selecting, recruiting, and preparing staff; and adult and continuing education. (JRM)

Schools have been encouraged by recent legislation to develop vocational programs for all students interested in any phase of agriculture. In 1968, a total of 524,775 high school students were enrolled; 26 percent were engaged in off-farm agricultural education programs. The 12,000 teachers of these students also conducted programs for approximately 350,000 young and adult farmers. Vocational education programs in agriculture are being updated through increased use of multiple-teacher departments, development of area vocational centers, curriculum revision, work experience programs, addition of prevocational programs, and development of programs for youth with special needs. Post-high school technical and continuing education is becoming more imperative in order to advance and retain jobs. Persons who have studied vocational agriculture in high school achieve as well or slightly better in college than student who have not. In a 40-year study, it was indicated that slightly more than 40 percent of the high school graduates were employed in farming and related occupations. A summary of the annual report of the national advisory council on vocational education for 1969, projections for the future, and guidelines forwarded by various groups relating to vocational education in agriculture conclude the paper. (DM)

Today adult education is recognized as one of the most important factors in bringing about social and economic development. However, there are some problems which serve as impediments to adult education in the less developed arid regions. These problems include: (1) entrusting adult education to agents who may not have the necessary qualifications; (2) a shortage of suitable teaching materials prepared by competent authors and lack of suitable audio visual aids; (3) the need for regular professional supervision and on-the-job training; (4) lack of adequate funds for implementing adult education programs; and (5) the role of local traditions and customs as a reason for resistance from adults. The advantages and potentials of adult education in rural areas are: (1) increasing self-assurance of the individual; (2) improving the social development of adults, which in turn has positive effects on various relationships; (3) increasing and improving crop and livestock production which contributes to economic development; (4) introducing improved farming practices and better techniques to arid regions by extension services. Adult education is seen as one of the most economical ways of developing arid lands. (CM)

Thirty-three participants with experience in 15 countries concerned themselves with the following issues: (1) the role of education in achieving economic-social-political development, (2) types of skills, knowledge, and personality traits needed in different occupational roles, (3) the allocation of functions of occupational education among various institutions and systems of instruction, (4) organizations and incentives for promoting training by employing organizations, (5) ways of providing feedback about the actual needs of the production system, (6) the advisability of separate academic and vocational schools at secondary level, (7) the cost effectivess of occupational education, and (8) methods of financing occupational education. Major topics discussed during the July 24-August 4, 1967 period were: (1) Interrelationships of General and Occupational Education, (2) Curriculum Development in Occupational Education and Training, (3) Organization of Occupational Education and Training, (4) Agricultural and Rural Aspects of Occupational Education and Training, and (5) Frontiers for Action in Occupational Education and Training. Discussion of the workshop participants, 16 prepared papers presented for discussion by participants, and a reference list are included. (DM)

A special 2-week conference designed to assist nine participating states in developing plans for new educational programs in agricultural occupations was hosted by the New Mexico State University, July 20-31, 1964. Major papers presented to the 35 participants were: (1) Purpose of the Conference, (2) Where We Have Been--and Where We Are Now, (3) Agricultural Occupations in Vocational Education, (4) National Studies in Agricultural Occupations, (5) Changes in Agricultural Industry, (6) The Role of Distributive Education, (7) Implications for Vocational Curriculum Changes, (8) Guidance and the Classroom Teacher, (9) The Occupational Guidance R-LE OF Agricultural Teachers, (10) Testing, (11) The New Federal Vocational Act as it Affects New Mexico, (12) Plans for New Mexico, (13) Manpower Development Training Act and Labor Outlook for New Mexico, (14) A Proposed Model of Teacher Tasks in Agricultural Occupations Programs, (15) Cooperative Programs in California, (16) Kansas Pilot Programs, and (17) Report of Ohio State University Conference. Reports of the four committees, a vocational agricultural department brochure, and a selected reading list are included in the report. (DM)

This paper summarizes the history of North America, especially of the United States, from the earliest explorations and settlements through the present. Emphasis is placed on the Europeans' effect on American Indian life and the inadequate development of Indian education. Comparisons are made between the various colonizers' Indian policies before the revolution, such as: 1) introduction of the treaty system by the Spanish; 2) emphasis on fur trade and conversion to Christianity by the French; and, 3) racial segregation by the English. Finally, United States policies, as well as unofficial practices, are surveyed since the time of the Continental Congress. Various legislation and commission reports are cited and discussed, culminated by a discussion of the 1969 report of Sen. Ralph Yarborough's Committee on Labor and Public Welfare. Recommending 60 changes in Indian policies and procedures, the committee lays the blame for the Indian's life of poverty and despair on America's consistent failure to provide him with an effective education. (DJB)

The recent evolution of instructional programs in colleges of agriculture has made them more usefu" to society and meaningful to the academic community. Seminars aimed at improving the effectiveness of teaching have also improved the quality of faculty counseling for undergraduates and graduates. For more than 10 years, curricula have been carefully designed with future professions in mind, and courses in the natural resources, such as wildlife and park management, recreation planning, and others, are now included in the curricula of all colleges of agriculture. Flexibility in program planning has resulted partly from an increasing percentage of job-oriented students who want to specialize in particular disciplines. Education for international agriculture has expanded to include study and experience in foreign universities. Statewide instruction accommodates students who cannot major in their chosen field at particular colleges. A major obstacle to broader use of computers for instructional purposes is the lack of familiarity with and understanding of them; one solution would be the retraining of faculty. Interstate college agreements would permit the sharing of expensive facilities and faculty if higher enrollments in specialized courses justified consideration of such arrangements. (WM)

THE PANEL OF CONSULTANTS ON VOCATIONAL EDUCATION, APPOINTED IN OCTOBER 1961 TO REVIEW AND EVALUATE EXISTING NATIONAL VOCATIONAL EDUCATION LEGISLATION AND TO MAKE RECOMMENDATIONS FOR IMPROVING AND REDIRECTING VOCATIONAL EDUCATION, SUBMITTED THIS REPORT IN NOVEMBER 1962. A MAJOR CONCERN WAS TO STUDY THE STRENGTHS AND LIMITATIONS OF THE LOCAL-STATE-FEDERAL PROGRAMS, INCLUDING THE IMPLICATIONS OF AUTOMATION, TECHNOLOGICAL ADVANCE, POPULATION MOBILITY, DISCRIMINATION, URBANIZATION, AND PROGRAM ADMINISTRATION. MAJOR DIVISIONS OF THE REPORT ARE (1) REVIEW, (2) EVALUATION, (3) IMPROVEMENT AND REDIRECTION, AND (4) ROLE OF THE FEDERAL GOVERNMENT. THE PANEL'S GENERAL RECOMMENDATIONS WERE THAT VOCATIONAL EDUCATION MUST--(1) OFFER TRAINING OPPORTUNITIES TO THE 21 MILLION NONCOLLEGE GRADUATES WHO WILL ENTER THE LABOR MARKET IN THE 1960'S, (2) PROVIDE TRAINING OR RETRAINING FOR WORKERS WHOSE SKILLS AND TECHNICAL KNOWLEDGE MUST BE UPDATED AND WORKERS WHOSE JOBS WILL DISAPPEAR, (3) MEET THE CRITICAL NEED FOR HIGHLY SKILLED CRAFTSMEN AND TECHNICIANS, (4) EXPAND VOCATIONAL AND TECHNICAL TRAINING PROGRAMS CONSISTENT WITH EMPLOYMENT POSSIBILITIES AND NATIONAL ECONOMIC NEEDS, AND (5) MAKE EDUCATIONAL OPPORTUNITIES EQUALLY AVAILABLE TO ALL. RELATED DOCUMENTS ARE APPENDIX I, "TECHNICAL TRAINING IN THE UNITED STATES" (VT 005 456), APPENDIX II, "MANPOWER IN FARMING AND RELATED OCCUPATIONS" (VT 005 455), APPENDIX III (VT 001 306) WHICH CONTAINS FIVE POSITION PAPERS USED BY THE PANEL, AND A SUMMARY OF THE REPORT (VT 001 796). THIS DOCUMENT IS AVAILABLE AS FS5.280--80021 FOR $1.25 FROM SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C., 20402. (EM)

THIS PAPER OUTLINES THE SOCIAL STRUCTURE, ACCOMPLISHMENTS, GOALS, INTELLECTUAL BACKGROUND, AND CULTURAL ACTIVITIES OF THE KIBBUTZIM IN RURAL ISRAEL WHILE CONCENTRATING ON THE EDUCATIONAL PROGRAMS. THE KIBBUTZIM EMPHASIZES CONTINUOUS, LIFE-LONG EDUCATION FOR ALL MEMBERS BASED ON THE NEEDS OF EACH MEMBER AND HIS COMMUNITY. THE AIM OF EACH PROGRAM IS TO ENSURE THE CONTINUITY OF THE KIBBUTZ VALUES OF LABOR, EQUALITY, COLLECTIVISM, PROTECTIVE COLONIZATION, AND INTERNATIONAL SOLIDARITY THROUGH THE SYNTHESIS OF VOCATIONAL AND LIBERAL STUDIES. FEW EDUCATIONAL PROGRAMS ARE FULL-TIME. THE PROGRAMS ARE--(1) LOCAL ACTIVITY (SINGLE LECTURES, LOCAL STUDY GROUPS), (2) REGIONAL COURSES (FOREIGN LANGUAGE AND LIBERAL ARTS STUDIES, 6 TO 12 WEEKS), (3) 1 YEAR COURSE FOR YOUNG ADULTS (LIBERAL AND VOCATIONAL STUDIES) SPREAD OVER A 3-YEAR PERIOD SO THEORIES CAN BE MERGED WITH WORK, (4) FARM MANAGEMENT, (5) HIGHER STUDIES (FULL UNIVERSITY LEVEL, 27 MONTHS), (6) COURSES FOR ADULT LEADERS, (7) TRAINING IN SOCIAL AND CULTURAL ACTIVITIES (4 TO 9 MONTHS), (8) HOUSE ECONOMICS FOR WOMEN (1 TO 4 MONTHS), AND (9) SOCIAL RESEARCH. THERE IS A TABLE IN THE REPORT SHOWING THE LENGTH AND CONTENT OF ADULT EDUCATION PROGRAMS IN THE KIBBUTZ MOVEMENT. (AJ)

Significant speeches, current research activities, and minutes of business meetings are reported for the conference attended by 74 participants and guests from 12 states and the U.S. Office of Education. Major presentations were: (1) "Whither Vocational and Technical Education, (2) "Department Position Paper on Vocational Education," (3) "Evaluative Criteria in Agricultural Education," (4) "Evaluation in Ornamental Horticulture," (5) "Instructional Areas in Agricultural Education," (6) "Reporting Agricultural Programs," (7) "Sociological Implications of Professionalism, Unionism, and Bureaucracy as Occupational Environments," (8) " A National Study of Employment Opportunities and Training Needs in Farming and Off-Farm Agricultural Business and Industry," (9) "Abstracts of Studies in Agricultural Education, 1966-67," (10) "Agricultural Education Research in 1966," (11) "Automatic Controls in Agriculture," (12) "A Plan to Meet the Vocational Education Needs of Citizens of a Low Income Community Applachia," (13) "Educational Innovations Among Experienced Teachers of Agriculture in North Carolina," (14) "Development and Evaluation of Occupational Information in Agriculture," and (15) "The System of Agricultural Education in Yugoslavia and Its Effect on Agricultural Manpower Development." Summaries of three symposia are also included. (DM)

The methodology used in the study of communication concepts by the adult educator in agriculture is explained, in order to develop more effective training programs and materials. Four stages were delineated to clarify procedural aspects of the study: (1) determination of anticipated behavioral requirements for future competence in communication of social change, through assessment of technical, social, and economic trends in society; (2) identification of relevant communication concepts by reviewing literature and submitting them to a screening process; (3) definition and description of most important concepts; (4) suggestion of educational objectives useful in increasing competency in communication to implement educational change. Twelve of the more important intellectual behavior requirements for adult agricultural educators, and 31 concept groupings are listed, including an example of the concept "persuasion." General objectives to provide a basis for more specific teaching objectives and learning experiences are listed and an illustration given. (pt)