SELECTION, CURRICULUM, AND JOB PLACEMENTOF STUDENTS IN THE TOPEKA, KANSAS, AREA

VOCATIONAL-TECHNICAL SCHOOL

by

PHILLIP EDWARD BECKER

B. S., Ohio State University, 1961

A MASTER'S REPORT

submitted in partial fulfillment of the

requirements for the degree

MASTER OF SCIENCE

School of Education

KANSAS STATE UNIVERSITYManhattan, Kansas

1965

Approved by:

Major Professor

'39t>

C.2

ii

ACKNOWLEDGMENTS

Acknowledgment Is due Dr. Herbert Kaiser, Professor,

School of Education, Kansas State University, for his

valuable assistance as major professor.

The author is deeply and sincerely grateful to his

wife, Jan Lynne Becker, whose many suggestions, timely and

wise counsel, and stimulus to scholarship have greatly

contributed to this study.

TABLE OF CONTENTS

PAGE

INTRODUCTION 1

Statement of the Problem 2

Importance of the Study 2

Limits of the Study 3

Definitions of Terms Used 3

Vocational education program 3

Area Vocational -Technical School 4

High school student 4

Posthigh school student 4

Adult evening student 4

Participating school districts 5

Legal Basis 5

Morrill Act (l862) 6

Agricultural Extension Act (1914) 6

Smith-Hughes Act (1917) 7

George -Barden Act (1946) 8

National Education Defense Act (1958) 9

Manpower Development and Training Act (1962) . . 9

Vocational Education Act (1963) 10

Kansas Senate Bill 438 (1963) 11

Procedures 13

PRESENTATION OP DATA 14

iv

PAGE

Selection Procedures 14

High school students 14

Non-high school students . 19

Curriculum 26

Curriculum offerings and descriptions and

outlook for occupations being taught 27

Curriculum offerings based upon Kansas

labor market needs 88

Expansion of Topeka, Kansas, Area Vocational-

Technical School 90

Placement Procedures 93

Topeka, Kansas, Area Vocational-Technical

School 93

Kansas State Employment Security Bureau .... 93

SUMMARY AND CONCLUSIONS 96

BIBLIOGRAPHY 99

APPENDIX 101

LIST OF TABLES

TABLE PAGE

I. Revenue for the Topeka, Kansas, Area

Vocational-Technical School Prom Each

Cooperating School District, 1963-1964 ... 17

II. Enrollment of Each Cooperating School District

in the Topeka, Kansas, Area Vocational

-

Technical School, 1963-1964 19

III. Age of Trainees Enrolled in Manpower

Development and Training Act Courses

Started in 1963, and of Unemployed Persons

in 1963 22

IV. Educational Attainment of Trainees Enrolled

in Manpower Development and Training Act

Courses Started in 1963, and Unemployed

Persons in March, 1962 23

V. Change in Per Cent of the Civilian Workforce

in Kansas, October, 1962, to October, 3963 . 91

VI. Students Entering MDTA Courses, Students

Completing Courses and Their Placement

on Jobs, 1963-1965 94

vi

LIST OF FIGURES

FIGURE PAGE

1. Employment in Eight Major Industry Groups,

1962, (United States Department of Labor,

Bureau of Labor Statistics, Occupational

(1963-1964) 30

2. Projected Per Cent Change in Employment by

Major Industry Groups, 1960-1975, (United

States Department of Labor Statistics,

1963-1964) 31

3. Distribution of Workers in Electronics

According to Types, i960 Census (From United

States Department of Labor Statistics,

1960-1964) 33

4. Growth in Per Cent of Clerical Workers

1910-1960 43

5. Decline in Per Cent of Farm Occupations

1910-1960 44

6. Number of Workers In Business and Industry

Compared with Workers on Farms, 1930-1975 . . 47

7. Growth in Per Cent of Sales Workers, 1910-1960 . 49

8. Occupations Employing Fifty Per Cent of All

Clerical Workers 89

INTRODUCTION

In 1961 President John F. Kennedy appointed a panel

to study the programs of vocational education in the

nation. This panel, in its report to the President, 3tated

that there will be 37,000,000 people assuming full-time

employment, of which 3,000,000 will be wives, mothers and

widows who will have returned to work between i960 and

1970; 26,000,000 will be young workers entering the labor

market; while 58,000,000 now working will still be

employed. The 26,000,000 young workers must possess the

skills and education needed to match the demands of a

changing economy. Women returning and adults continuing

to work will require additional training to keep pace

with new jobs, new skills and new challenges.

Congress passed the Vocational Education Act of

1963, also known as the Perkins Act, as a result of the

study made by the President's panel.

The Kansas State Legislature passed Senate Bill 438,

in 1963, to assist the federal government in the develop-

ment of vocational education in the state of Kansas.

-'•Benjamin C. Willis, "Vocational Education in theYears Ahead," American Vocational Journal, February, 1963,P. 34.

Statement of the Problem

It was the purpose of this report to (l) examine the

methods used in selecting students for the Tope lea, Kansas,

Area Vocational -Technical School; (2) to study the

curriculum; (3) to investigate the future status of

occupations being taught; and (4) to determine job

placement after the students graduated.

Importance of the Study-

There has been a great deal of discussion for a

number of years concerning wasted manpower in the United

States, and what can be done to use this potential labor.

How can this potential labor be used to benefit

individuals, and contribute to the welfare of our society?

Many persons think one answer to this question is the area

vocational school. Vocational students can contribute

talent, production, and tax dollars to our society, which

means they would be taxpayers instead of public

liabilities.

From the information on the Topeka, Kansas, Area

Vocational-Technical School, the public may become aware

of the purpose of the school, and the benefits the

community will receive as a result of this vocational

training.

Limits of Study

This study Has concerned with high school students

from the participating school districts, and with students

referred to the Topexa, Kansas, Area Vocational-Technical

School by the Kansas State Employment Office in Topeka,

Kansas. Selection, curriculum, and .job placement of the

students were the three major areas studied, with emphasis

on the curriculum. The period of time the study covered

was the first semester of 1964, the opening semester for

the Topeka, Kansas, Area Vocational-Technical School.

Definitions of Terms Used

Vocational education program . The term 'areavocational program' means a program consistingof one or more less-than-college-grade coursesconducted under public supervision and controland on an organized, systematic class basis,which is designed to fit individuals for usefulemployment in recognized occupations, and whichis made available to residents of the State oran area thereof designated and approved by theState Board for Vocational Education who eitherhave completed junior high school or, regardlessof their school credits, are at least sixteenyears of age and can reasonably be expected toprofit by the instruction offered

.

Research and Publications Committee, AmericanVocational Association, Inc . , "Area Vocational EducationPrograms," January, 1959, P. 9.

Area Vocational -Technical School . In this report

the term had reference to those schools which can be

established by the act of Senate Bill No. 438,

. . .whereby the State of Kansas in co-operationwith local communities can provide facilities fortraining and preparation of students for productiveemployment as technicians and skilled workers, andto more nearly equalize educational opportunity.

1

High school student . In this report the term

included secondary school juniors and seniors attending the

Topeka, Kansas, Area Vocational-Technical School.

Posthigh school student . This term meant all

non-high school students who were attending the Topeka,

Kansas, Area Vocational-Technical School on a full time

basis.

Adult evening student . This term included all

non-high school students attending the Topeka, Kansas,

Area Vocational-Technical School part-time in order to

upgrade themselves in their present jobs or learn new

skills.

1Kansas State Legislature, Senate Bill No. 438,1963, P. 1.

5

Participating school districts . The following

schools made up the Topeka, Kansas, Area Vocational-

Technical School district:

Holton High School, Holton, KansasSeaman Rural High School, Topeka, KansasWashburn Rural High School, Topeka, Kansa3Topeka Public High Schools, Topeka, Kansas

Topeka High SchoolTopeka West High SchoolHighland Park High School

Hayden High School, Topeka, Kansas

Legal Basis

Vocational education in the public schools is a

relatively modern development. Until the 19th century

vocational education, except for the professions, was

available only through apprenticeship. Vocational

education in the schools of the United States of America

received its first great stimulation in 1906, when the

National Society for the Promotion of Industrial Education

was organized with the idea of extending vocational

education throughout the United States. It was active in

securing passage of the Smith-Hughes Act, February 23,

1917. The federal government had supported vocational

education long before the Smith-Hughes Act was passed. A

brief review of vocational legislation will demonstrate

•^William Prank Rasche, "Vocational Education -

United States," Encyclopaedia Britannica, XXIII, 231.

6

how active the federal government has been in the field of

vocational education.

Morrill Act ( 1862 ) . This act was the original land

grant act and was designated as "An act donating public

lands to the several states and territories which may

provide colleges for the benefit of agriculture and

mechanical arts." 1

Agricultural Extension Act ( 191^- ) . This act was

also called the Smith-Lever Act. It provided a program of

cooperative extension work in agriculture and home

peconomics. The act stipulated that

. . .cooperative agriculture work shall consistof the giving of instruction and practical demon-stration in agriculture and home economics topersons not attending or resident in the collegesin the several communities, and imparting to suchpersons information on such subjects through fielddemonstrations, publications, and otherwise.

3

The Agricultural Extension Act provides continuous

annual appropriations to match with a federal dollar every

•^J. Chester Swanson (ed.), Development of FederalLegislation for Vocational Education (Chicago: AmericanTechnical Society, 1962), P. 21.

2J. Chester Swanson (ed.), Development of FederalLegislation for Vocational Education (Chicago; AmericanTechnical Society, 1962), p. 22.

3see Agricultural Extension Act (1914), J. ChesterSwanson (ed.), Development of Education (Chicago: AmericanTechnical Society, 1962), p. 21.

state dollar spent for extension training. 1

Smith-Hughes Act ( 1917 ). The Smith-Hughes Act was

the basic federal law into which the fraraers wrote their

philosophy of vocational education of less than college

grade

.

The act provided federal aid for public schoolsoffering approved trade and industrial, agriculturaland homemaking courses of less than college gradeto pupils fourteen years of age and older. It alsomade provisions for teacher training, civilianrehabilitation and vocational research.

2

Sections 5 and 8 of the Smith-Hughes Act contain the

legal basis for a state 1 s participation in the benefits of

the national vocational acts. The submission of a state

plan is provided for in Section 8, in the following

language

:

Section 8. That in order to secure the benefitsof the appropriation for any purpose specified inthis Act. the state board shall prepare plans,showing the kinds of vocational education for whichit is proposed, that the appropriation shall beused; the kinds of schools and equipment; coursesof study; methods of instruction; qualificationsof supervisors or directors; plans for thetraining of teachers; and, in the case of agri-culture subjects, plans for the supervision ofagriculture education, as provided in Section 10.Such plans shall be submitted by the state board

-^J. Chester S^anson (ed.), Development of FederalLegislation for Vocational Education (Chicago :~A"merican

Technical Society, 1962), p. 22.

^William Prank Rasche, "Vocational Education -

United States," Encyclopaedia Britannica, XXIII, 231.

8

to the Federal Board for Vocational Education,and if the Federal Board finds the same to be inconformity with the provisions and purposes ofthis Act, the same shall be approved .1

Federal aids are administered by the U. S. Office

of Education through state vocational boards designated by

the state legislatures to design and carry out vocational

programs that have federal approval.

George-Barden Act (I9k6 ). Flexibility was the chief

characteristic of this Act. Previous vocational education

legislation lacked this flexibility. One major difference

between this act and the Smith-Hughes Act was that under

the George-Barden Act federal funds could be used for

purchasing or renting equipment and supplies for vocational

instruction which could not be done under the Smith-Hughes

Act of 1917. The Smith-Hughes Act of 1917, allowed for

salaries of supervisors of agriculture only, while the

George-Barden Act allowed federal funds to be used for

maintenance of administration and supervision. The

George-Barden Act did not allow for repairs, purchase or

1See Smith-Hughes Act (1917), J. Chester Swanson,(ed.), Development of Federal Legislation for VocationalEducation a (Chicago: American Technical Society, 1962),

P. 69.

^William Frank Rasche, "Vocational Education -

United States," Encyclopaedia Britannica, XXIII, 231.

construction of any building or equipment. 1

National Education Defense Act (1958) , Title VIII

of this Act amended the Vocational Education Act of 19*+6,

by adding to it a title III. This amendment provided for

area vocational education programs to meet national defense

pneeds for highly skilled technicians.

Manpower Development and Training Act ( 1962 ). The

act is a three year program authorizing Secretary of Labor

to evaluate the manpower requirements and resources of the

nation and, through the Secretary of Health, Education, and

Welfare, to provide training programs for the unemployed

and for workers whose skills need up-grading to meet

shifting employment needs.

The Department of Health, Education, and Welfare,

through its Division of Vocational and Technical Education

and the state vocational education agencies, is authorized

to provide the vocational training programs prescribed for

the individuals selected and referred for training by the

^J. Chester Swanson (ed.), Development of FederalLegislation for Vocational Education (Chicago: American

Technical Society, 1962), pp. 90-91.

2J. Chester Swanson (ed.), Development of Federal

Legislation for Vocational Education (Chicago: American

Technical Society, 1962), p. 96.

10

Labor Department. Where the public schools cannot provide

the necessary vocational training, the Secretary of Health,

Education, and Welfare is authorized to arrange for

appropriate training with private educational or training

institutions.

The federal government assumes one hundred percent

of the cost of training unemployed workers during the first

two years of the program ; states are to match the funds,

dollar for dollar during the third and terminal year. The

Labor Department is to pay certain trainees subsistance

allowances for periods of training up to fifty-two weeks

in duration.

The Act provided that no training programs were to

be authorized until the Secretary of Health, Education, and

Welfare, had been satisfied that such programs do not

reduce a state's expenditures for vocational training in

operation under the Smith-Hughes and George -Barden Acts,

if such reduction was related to programs started under

1the Manpower Act.

Vocational Education Act ( 1963 ) . Section I stated

that it is the purpose of this part to authorize federal

^J. Chester Swanson (ed.), Development of FederalLegislation for Vocational Education (Chicago: AmericanTechnical Society, 1962), p. 100.

11

funds to states to assist thera in maintaining, expanding,

and improving existing programs of vocational education, to

develop new programs of vocational education, and to make

available part-time employment for youths who need the

wages from employment to continue their vocational

education on a full-time basis. Section I also stated that

persons of all ages in all communities of the state will

have ready access to vocational training or re-training

which is of high quality, which is realistic in the light

of actual or anticipated opportunities for gainful employ-

ment, and which is suited to their needs, interests, and

abilities to benefit from such training. Section I

includes high school students who have completed or

discontinued their formal education and are preparing to

enter the labor market, those who have already entered the

labor market but need to upgrade their skills or learn new

ones, and those with special educational handicaps.

Kansas Senate Bill 438 ( 1963 ). To assist in

training these persons the Kansas Legislature enacted

Senate Bill 438, which stated:

1Lloyd J. Phipps, "The Vocational Education Act of1963, " Handbook on Agricultural Education in Public Schools(Danville, Illinois: The Interstate Printers andPublishers, Inc., 1965), P. 753.

12

. . .whereby the State of Kansas in coopera-tion with local communities can provide facilitiesfor training and preparation of students forproductive employment as technicians and skilledworkers, and to more nearly equalize educationalopportunity.

For many years educators catered to the college

bound student and neglected the student who, upon

graduation from high school or before, will enter the

world of work and will often do so completely unprepared.

If the school is to educate a whole population, the school

program must meet the needs of the whole population to be

served.

The goals of modern education have grown far beyond

the simple ideas of a hundred years ago. The nation's

school administrators recently restated the goals of

modern high schools in the following words:

The maximum development of all the mental,moral, emotional, and physical powers of theindividual, to the end that he may enjoy arich life through the realization of worthyand desirable personal goals, and the maximumdevelopment of the ability and desire in eachindividual to make the greatest possiblecontribution to all humanity through responsible

1Kansas State Legislature, Senate Bill 438, 1963,P. 1.

^Benjamin C. Willis, "Vocational Education in theYears Ahead," American Vocational Journal, February,1963, P. 37.

13

participation in, and benefit from the greatprivileges of American citizenship. 1

The reason behind vocational legislation has been

to help every student develop to his fullest capacity.

Procedures

Procedures for studying the group selected . In

this report the following methods were used to compile the

necessary information for studying the Topeka, Kansas,

Area Vocational-Technical School: (l) interviews with the

school's officials and officials of the state vocational

board; and (2) a review of the literature which included

books, periodicals, laws, and numerous unpublished

materials.

lMThe High School in a Changing World," AmericanAssociation of School Administrators a Washington, D. C.,

1958, P. 28.

PRESENTATION OF DATA

High school students seeking admission to the

Topeka, Kansas, Area Vocational-Technical School are

selected and tested by the individual participating area

high schools. The Manpower Development Training Act

students are selected and referred by the Kansas State

Employment Security Bureau. Adults not considered high

school or Manpower Development Training Act students seek

admission directly to the school, and are tested and

approved by the Kansas State Employment Security Bureau.

Selection Procedures

High school students . Tests were administered by

the individual cooperating area high schools. No attempt

had been made to list every standardized test each

cooperating school gave its high school students. Similar

tests given to students by all the cooperating schools are

listed as follows: Hennon-Nelson Mental Ability Test,

Differential Aptitude Test, Strong Vocational Inventory

and the General Aptitude Test Battery.

The school counselors of these school districts of

the Topeka, Kansas, Area Vocational-Technical School, gave

the tests mentioned above, and did all the counseling of

the high school students who attended the Topeka, Kansas,

15

Area Vocational-Technical School in September, 1964. There

were 357 high school students who started vocational

training in the Topeka, Kansas, Area Vocational-Technical

School in September, 1964.

The first group of high school students in

cooperative programs will graduate in June, 1965. The

first high school graduates of full-time vocational

programs will complete their training at the end of the

1965-1966 school year. As this report covered only the

first semester, 1964, of the Topeka, Kansas, Area

Vocational -Technical School, no follow-up work on the high

school students could be done.

Tuition is not paid by high school students from

the participating school districts.

Kansas Senate Bill 438, provides for a two -mill

levy on property of each school district that is a

1participating member of an area vocational school.

Table I provides a breakdown on the amount of revenue from

each cooperating school district of the Topeka, Kansas,

pArea Vocational-Technical School.

If a school wants to send high school students to

^-Kansas State Legislature, Senate Bill 433, 1963,P. 3.

2Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas: 1963.

16

the Topeka, Kansas, Area Vocational School , and is not a

participating school member, then the county superintendent

of the non-participating school must make arrangements to

pay the tuition of the students. The tuition fee is

one hundred dollars a semester for these students,

according to the assistant director of the Topeka, Kansas,

Area Vocational -Technical School.

The 1964-1965 budget for the Topeka, Kansas, Area

Vocational-Technical School was 594,000 dollars, which

included 280,000 dollars for building construction. The

highest proportion of funds for the 1964-1965 budget were

supplied by local revenues, and amounted to 330,463

dollars. Under the Vocational Education Act of 1963, the

federal government paid twenty-five percent of the salaries

and fifty percent of equipment costs. The state government

provided twenty-five percent of equipment costs. The

information on the budget was given in an interview with

the assistant director of the Topeka, Kansas, Area

Vocational-Technical School.

Participating area schools had an enrollment during

1963-1964 school year of 31,377 students, of which 8,133

1Kansas State Legislature Senate Bill 438, 1963,P. 2.

TABLE I

REVENUE FOR THE TOPEKA, KANSAS, AREAVOCATIONAL-TECHNICAL SCHOOL PROMEACH COOPERATING SCHOOL DISTRICT

1963-1964

17

DistrictsProperty

evaluation Two-mill levy

District #2, Holton, Kansas $ 4,744,399 $ 9,488

District #5, Seaman RuralHigh 18,750,000 37,500

District #3, Washburn Rural 4,987,669 9,975

District #23, Topeka PublicSchools

:

Topeka HighTopeka WestHighland Park

36,750,000 273,500

Hayden High(Parochial)

TOTAL $165,232,104 $330,463

18

were high school students. (See Table II).

Potential enrollees of the Topeka, Kansas, Area

Vocational -Technical School are expected to increase

greatly in the years ahead. In order to provide vocational

education for future student growth, new facilities are

being planned.

Enrollment in Topeka public and parochial schools

is expected to increase greatly in the next ten years.

This is also true of schools in communities surrounding

Topeka

.

Enrollment in the public and parochial schools in

Topeka, in 19&3, was 25,981 pupils; and the anticipated

enrollment for 1970 is 34,500. By 1975, the enrollment

is expected to reach approximately 37,000.

The school hopes to begin construction on the new

Topeka public vocational school plant sometime in 19&5, to

pmeet this expected pupil growth.

The non-high school student . Tests may be

administered by the Kansas State Employment Security

Bureau to all non-high school students. The Topeka,

•'•Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas: 19°3.

2Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas: 1964.

19

TABLE II

ENROLLMENT OF EACH COOPERATING SCHOOL DISTRICTIN THE TOPEKA, KANSAS, AREA VOCATIONAL-

TECHNICAL SCHOOL, 1963-1964

Districts signed up'

Enrollment

1-8 9-12

District #2, Holton, Kansas

District #5, Seaman Rural High

District #3, Washburn Rural

District #23, Topeka PublicSchools

:

Topeka HighTopeka WestHighland Park

Hayden High(Parochial)

491

1,330

2,059

16,016

3,348

241

670

605

5,667

950

TOTAL 23,244 8,133

*Note: District #10, Shawnee Heights High Schoolwill be a participating school beginning the 1965-1966school year. Letters of intent to participate in Topeka,Kansas, Area Vocational-Technical School have also beenreceived from: Burlingame Public Schools, (2) Silver LakeRural High School, and (3) Valley Falls Public Schools.

20

Kansas, Area Vocational Technical School encourages all of

its potential students to take the General Aptitude Test

Battery, given free of charge by any Kansas State

Employment Security Bureau. The test is then interpreted

by counselors of the bureau, to the persons who took the

test. The General Aptitude Test Battery is a requirement

of the Kansas State Employment Security Bureau for persons

desiring vocational training under the Manpower Development

and Training Act. Nine aptitudes are measured by twelve

different tests in the General Aptitude Test Battery.

Each Manpower Training and Development Act training

course has its own test score requirements. The counselor

may allow a person to enter a training program in spite of

a slightly below average score on one test, if, in the

opinion of the counselor, the man has a chance of

succeeding in the program. Information concerning the

General Aptitude Test Battery was furnished by the Topeka,

Kansas, State Employment Security Bureau, during an

interview in March, 1965, See the Appendix for a chart

showing the different aptitudes measured by the General

Aptitude Test Battery.

Typical trainees in the Manpower Development and

Training Act courses are young adults. There were few

teenagers or older workers enrolled in these training

courses in 1963. Over sixty percent of the trainees were

21

between the ages of 22-44. (See Table III). This age

group was also the largest unemployed group In 1963.

The older worker faces many obstacles when seeking

employment. Many employers are reluctant to hire from the

older age group, either because they feel that pension and

insurance costs will increase, or because they think that

older workers are not as efficient as younger workers. 1

Education, as one might expect, plays a big part in

whether a person is employed or unemployed. Education is

also important for entry into Manpower Development and

Training Act training courses. The more education one has,

the better his chances are of being selected for the

program. Over fifty percent had, at least, a 12th grade

education. (See Table IV).2

Tuition for non-high school, and non-Manpower

Development and Training Act students is 100 dollars, per

3semester. Students under the Manpower Development and

Training Act programs had their fees paid by the federal

-'United States Department of Labor, ManpowerResearch and Training

,

(Washington, D. C.: Government

Printing Office, 1964), pp. 18-19.

2United States Department of Labor, ManpowerResearch and Training, (Washington, D. C. : Government

Printing Office, 1964), p. 21.

^Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

22

TABLE III

AGE OP TRAINEES ENROLLED IN MANPOWER DEVELOPMENTAND TRAINING ACT COURSES STARTED IN 1963

AND OF UNEMPLOYED PERSONS IN 1963

(Percent Distribution)

Age

MDTA Trainees

(men & women)

Unemployedpersons,

1963 AnnualAverage*

Total 100.0 100.0

Under 19 years 8.6 18.6

19 to 21 years 20.8 12.9

22 to 44 years 60.3 41.5

45 years and over ).2 27.0

"Monthly report on the Labor Force, Bureau of LaborStatistics.

23

TABLE IV

EDUCATIONAL ATTAINMENT OP TRAINEES ENROLLED INMANPOWER DEVELOPMENT AND TRAINING ACT COURSES

STARTED IN 1963, AND OP UNEMPLOYEDPERSONS IN MARCH, 1962

(Percent Distribution)

Education MDTA Trainees

UnemployedPersons

March, 1962

Total 100.0 100.0

Less than 8th Grade 2.7 20.2

8th Grade 6.6 16.0

9th to 11th Grade 29.7 26.8

12th Grade 51.2 27.7

Over 12th Grade 9.8 9.3

*-Based on data from Special Force Survey 30, Bureau

of Labor Statistics

24

government. In fact, the federal government paid one

hundred percent of the cost of training Manpower Develop-

ment and Training Act students, which included tuition for

students, books, teachers' salaries, equipment, etc.

Beginning with the fiscal year 1965, the states are

expected to match federal funds, dollar for dollar.

Trainee allowances are given to the Manpower

Development and Training Act students who are unemployed,

head of a family, and with three years of work experience.

These qualifications made a trainee eligible for full

weekly training allowances. Eligibility of trainees for

allowances was determined by the Kansas State Employment

Security Bureaus, and weekly payments were made by these

bureaus upon receipt of a certification by trainees and

their instructors, that they had undergone training during

pthe week.

In Kansas, a head of the family with less than three

dependents, receives a starting allowance of 33 dollars

per week, and 10 dollars more after ten weeks of training,

for a total of 48 dollars per week.

•*-J. Chester Swanson (ed.), Development of FederalLegislation for Vocational Education (Chicago; American

Technical Society, 1962), p. 100.

^United States Department of Labor, ManpowerResearch and Training, (Washington, D. C. : GovernmentPrinting Office, 1964), pp. 10-11.

25

If a head of the family has more than three

dependents, he receives 33 dollars per week for the first

month. After four weeks he receives an increase of 5

dollars per week, and after the fifth week, he receives

another 5 dollars per week, for a total of 48 dollars per

week.

There is a special youth allowance payable to youths

19 through 21 years of age, who were not eligible for the

regular training allowance. In Kansas, the training

allowance for youths was 19 dollars per week.

In an interview with the Kansas State Employment

Security Bureau, in Manhattan, Kansas, April, 1965, more

recent information concerning training allowances was

obtained. If a Manpower Development and Training Act

trainee is: the head of a household, with three years of

employment and is unemployed, he receives the following

benefits: thirty-eight dollars for a training allowance.

If a trainee has more than two dependents, he receives a

5 dollar increase after the second week of training, and

another 5 dollar increase after the fifth week, for a total

training allowance of 48 dollars per week. This trainee

may also receive an additional 35 dollars per week for

United States Department of Labor, ManpowerResearch and Training, (Washington, D. C.: GovernmentPrinting Office, 1964), pp. 10-11.

26

transportation and subsistanee. A trainee with only two

dependents receives 38 dollars per week, and a 10 dollar

increase after the eleventh week. This trainee may also

be eligible for the 35 dollars per week for transportation

and subsistanee allowance.

If a Manpower Development and Training Act trainee

is not eligible for the above mentioned training allowances

he may be eligible for all or part of the 35 dollars for

transportation and subsistanee.

Curriculum

The curriculum of the Topeka, Kansas , Area

Vocational-Technical School is presented in two major

divisions: courses offered to high school students and

others who apply directly to the school for training; and

students referred to the school under the Manpower

Development and Training Act (1962), by the Kansas State

Employment Office. A detailed outline of the curriculum

is given, followed by the future growth of selected courses

in the curriculum. It is also shown how the school

determined which curriculum to offer.

Curriculum offerings and descriptions and outlook

for occupations being taught. Courses offered high school

students and others applying directly to the school for

27

training are as follows

:

Vocational auto mechanics

Vocational electricity

Vocational machine shop

Vocational photography

Vocational printing

Vocational radio and television

Vocational welding

Cooperative office machines

Cooperative agriculture related

Cooperative retail selling

Cooperative industrial training

Practical nursing

Courses offered to Manpower Development and Training

Act (1962) students are as follows:

Auto mechanics

Machine operator - general

Practical nurse

Electrical household appliance

Stenographer

Clerk - general office

Salesperson - general

Vocational auto mechanics is a three hours a day

course covering four semesters for juniors in high school,

or 1,080 hours for non-high school students. The course

28

provides a background In automobile mechanics and related

fields. Training is provided in the following areas: fuel

and exhaust system., electrical system repair and service .

clutch overhaul, transmission overhaul „ differential

overhaul , steering and front end repair, cooling system

service , brake repair and lubrication.

Areas of study involving related and technical

information consist of: shop safety and procedures , public

relations, carburation, gear's and levers, ignition,

automotive electricity, lubrication bearings, engine

construction and brake systems.

Some employment opportunities available to graduates

of vocational auto mechanics:

1. General auto mechanic

2. Specialized auto mechanic

3. Salesman (auto and related fields)

4. Auto mechanic adjuster

5. Truck, bus, tractor, diesel mechanic

The employment outlook for auto mechanics is

expected to increase rapidly during the remainder of the

1960's, and in the longer run. Auto mechanics was one of

our largest occupation groups in 1963, numbering almost

Kansas State Vocational Education Department,Unpublished materials, Topeka, Kansas, 1964.

29

700,000 in that year. Classified under the industry group

called services and miscellaneous, this industry group will,

by 1975, become the largest group of workers as indicated

by the Occupational Outlook Handbook, 1963-64 edition.

Figures 1 and 2 show the size of each major industry group

in 1962, and the proposed percentage of growth expected

between 1960-1975. 2

Vocational electricity is designed to prepare

students for the numerous electrical fields. The training

in this course is three hours a day, covering four

semesters for juniors in high school, or 1,080 hours for

non-high school students. 3 The course covers safety,

blueprint reading, light and power equipment, study of

national electrical code, wiring, motor winding, motor

repair, transformer construction, fundamentals of welding,

engine lathe operation, appliance repair, operation and

use of common electronic tubes, panel lighting, high

frequency heating, operation of electrical equipment,

-'•United States Bureau of Labor Statistics,Occupational Outlook Handbook , (Washington, D, C.

:

Government Printing Office, 1963)* PP. 405-403.

2United States Bureau of Labor Statistics,Occupational Outlook Handbook , (Washington, D. C.:

Government Printing Office, 1963), P. 15.

^Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

30

5.0 10.0 15,0 20.0

Durable nondurable

Manufacturing

Trade

Government

Service andMiscellaneous

Transportation andPublic Utilities

Construction

Finance, insuranceand real estate

Mining

Retail wholesale

State and Fed.Local

FIGURE 1

EMPLOYMENT IN EIGHT MAJOR INDUSTRY GROUPS, 1962(UNITED STATES DEPARTMENT OF LABOR,

BUREAU OF LABOR STATISTICS,OCCUPATIONAL 1963-1964)

420 10

Services andMiscellaneous

Construction

Government

Finance, Ins.

& real estate

Trade

Manufacturing

31

£ 10 20 30 '10 30 60 70

Transporta^tion andpublicUtilities

Mining no change

Agriculture

FIGURE 2

PROJECTED PERCENT CHANGE IN EMPLOYMENTBY MAJOR INDUSTRY GROUPS, 1960-1975

(U.S. DEPT. OF LABOR STATISTICS1963-1964)

32

methods of handling electrical power, and test equipment.

Various projects are undertaken in class including

the construction of transformers, growlers, arc welders,

rotary converters, motor generator sets, etc.

Some possible employment opportunities for

vocational electricity students are:

1. Power construction

2. Motor repair and winding

3. Communications

4. Electrical and electronics salesmen

5. Business machine repair (electronic)

(Note: Apprenticeship training is required in some of the

above areas).

In 19^2, there were an estimated 900,000 workers

(three and one-half times the workers in 1950), in the

electrical fields. Many thousands of new job opportunities

will occur in electronics during the 1960's, and the longer

2run.

Students studying electricity can see, by Figure 3

where the greatest opportunities are in electronics, at

^'•Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

2United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office, 1963-1964), p. 587.

Percent

60—

50-

40-

30-

:o—

10--

33

0-4

WhiteCollar

PlantWorkers

(Skilled 12$)

Semi-skilledUnskilled

FIGURE 3

DISTRIBUTION OP WORKERS IN ELECTRONICSACCORDING TO TYPES, i960 CENSUS(FROM UNITED STATES DEPARTMENT OFLABOR STATISTICS, 1963-1964)

34

least through i960. 1

Vocational machine shop courses are three hours a

day j covering four semesters, and open to juniors in high

school. The same number of hours (1,080), to be completed

by non-high-school students in less than one-half year.

This course provides training in the operation of

machine tools including the following: engine lathe,

shaper, milling machine, surface grinder, universal

grinder, internal and external cylinderical grinding,

cutter grinder, Rockwell hardness tester, drill press,

punch press, hydraulic controlled tracer machines and

optical comparator. In addition technical and related

information which includes metallurgy, heat treating, blue

print reading, sektching, micrometers, angles, tapers,

gearing, fractions, and decimals.

pEmployment opportunities for machine shop students:

1. General machinist

2. Construction machinist

3. Machine operator

4. Industrial machinist

United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (WashingtonD. C.: Government Printing Office, 1963-1964), p. 589.

^Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

35

5. Salesman (machinery supplies and equipment)

6. Automobile and/or diesel machinist

7. Machinist repairman

8. Bench machinist

(Note: Apprenticeship training is required in some of the

above areas).

In 1963, there were approximately 570,000 machinists

in the United States. It is estimated this occupation will

experience a moderate increase in jobs during the 196o»s,

and in the longer run.

Vocational photography courses are three hours a

day., covering four semesters, and are open to juniors and

non-high school students who must complete approximately

1,080 hours of course work.

Course training includes shooting pictures, mixing

chemicals, developing contact printing, finishing, tinting,

enlarging and special effects, cameras and accessories,

optics, illumination, photo sensitive materials, the

chemistry and mechanics of processing and printing, display

and ethics, color photography, and sixteen mm. motion

pictures.

Employment opportunities that exist for

•^•United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook,, (WashingtonD. C.: Government Printing Office, 1963-1964), p. 434.

36

photographers include; 1

1. Salesman (photo supplies and equipment)

2. Portrait studio operator

3. T. V. cameraman

4. Commercial photographer

5. Medical photographer (X-ray)

6. Fnoto lab technician

7. Photo offset printing

8. News photographer

9. Industrial photographer

10. Public relations photographer

11. Free lance photographer

Photography workers numbered 55,000 in 1962; a

pmoderate increase in growth is expected in the long run.

Vocational printing is a three hours a day course,

covering four semesters for juniors in high school; non-

high school students are required to complete equivalent

training (1,080 hours). Experience includes hand

composition, tabular composition, lock up, feeding open

platen presses, paper cutting, paper drilling, stitching

-'•Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

^United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook, (WashingtonD. C.: Government Printing Office, 1963-1964), p. 249.

37

and stapling, layout and design, and operation of offset

printing equipment. Experience in production printing is

acquired by producing forms, tickets, programs and school

papers for various schools.

Employment opportunities in printing:

1. Offset printing pressman, plate maker, cameraman

2. Salesman, (paper and printing supplies and

equipment

3. Paper cutter

4. Composer

5. Book binder

6. Linotype operator

7. Pressman

8. Layout man

9. Advertising trades

10. Sterotypers

11. Engravers

12. Printing equipment repairman

The printing industry employed almost 900,000

workers in 1963. The industry will experience a moderate

increase in growth during the 1960's, and in the longer

run with many thousands of opportunities opening up in

^Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

sa

printing. 1

Vocational radio and television course is three

hours a day, four semesters and is open to juniors in high

school; non-students will complete 1,080 hours of

instruction.

Course of instruction includes construction,

maintenance and repair of black and white and color

television; construction and repair of hi-fi and stereo

record players, wire and tape recorders and other

communications systems; construction and repair of FM,

AM and transistor radio receivers. Related theory study

includes the study of electrical theory and its application

to the construction, maintenance and repair of radio, TV

and similar devices.

Employment opportunities:

™

1. Radio repair (auto, home, portable andtransistor)

2. Television repair (black and white and color)3. Phonograph repair (hi-fi and stereo)4. Inter communications (installation and repair)5. Public address systems (installation and repair)6. Electrical designing7. Broadcasting (TV and radio)8. Business machines (repair i operate)9. Auto electrical system repair

-^United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook a (WashingtonD. C.: Government Printing Office, 1963-1964), pp. 381-384.

2Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

39

10. Electronic equipment repair including businessmachines

11. Electrical musical instrument repair12. Communication equipment repair13. Antenna installation and repair14. Armed Forces (electronic and electrical)15. Industrial electronics16. Rocketry field (electronics)17. Radar and sonar (operate and repair)18. Electronic parts manufactor

Approximately 110,000 were employed in radio and

television repair in 1963. There are many related fields

that offer opportunities for radio and television

graduates. A moderate increase in growth is expected

during the 1960's. 1

Vocational welding courses are three hours a day,

covering four semesters and are open to juniors and non-

high school students who must complete approximately

1,080 hours of course work.

The welding course includes training in the

following areas: oxy-acetylene welding in the flat,

vertical and overhead positions, manual flame cutting,

machine flame cutting and brazing of the common ferrous and

non-ferrous metals, arc welding of ferrous metals in the

flat, vertical and overhead position and the cutting of

cast iron and steel. Heliwelding of aluminum and stainless

United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (WashingtonD. C.: Government Printing Office, 1963-1964), p. 427.

40

steel in the flat and vertical positions.

Related information includes: metallurgy, tempering,

heat treating, blue print reading, identification of

metals, expansion and contraction of metals, principles of

oxy-acetylene processes and general principles of

electrical welding processes.

Some employment opportunities for welders are: 1

1. Job shop welder

2. Sales and demonstration (welding)

3. Structural fabrication and erection

4. Pipe line welder

5. Steam fitter

6. Welding machine operator

7. Production welder

8. Millwright (apprenticeship required)

Welding provided employment for more than 370,000

in i960. Welding jobs are expected to increase moderately

through the 1960 f s and 1970' s.2

Cooperative office machines courses provide training

in secretarial and general clerical fields under school and

-'•Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

^United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office, 1963-1964), p. 502.

41

business supervision. Co-op students are enrolled in class

work for two hours, and work in approved business firms for

three hours per day, at the prevailing beginners • wage.

Students receive a minimum of three credits per semester

in Co-op Office Practice.

Machines studied in the course include comptometer,

Burroughs, Monroe, and Marchant calculators, bookkeeping

machine, mimeographing, ditto, adding listing machines both

ten-key and full-keyboard, stenorett dictating-transcribing

machine, and printing calculator. The other units covered

in the course are advanced production typing, banking

transactions and cash, filing, handling of mail,

abbreviations, vocabulary, payrolls, job finding and

interviewing, and success on the job.

Employment opportunities: 1

1. Recognized by State Civil Service

a. Steno II ratingb. Clerk-typist II ratingc. Key punch operatord. Private secretary

2. Stenographers in private business

3. General office work

4. Bookkeeping

In i960 this occupation employed over 300,000. Many

•^-Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

42

thousands of jobs will open up in the clerical field, a

substantial growth will occur for some time, but eventually

a leveling off is expected as automation replaces workers.

See Figure 4, for the consistent growth in the

clerical field. 2

Cooperative agriculture related courses provide

training in areas of agriculture that offer some job

opportunities other than as a farm laborer, inasmuch as

farm labor jobs have declined substantially since 1910, as

shown by Figure 5. In addition to class work, which is

two hours per day, students work with an employer a

minimum of fifteen hours per week at the existing

beginners • wage

.

Students study related work in class such as job

application, employer-employee relations, personality as it

affects job success, money management, income tax,

insurance, and letters of application.

Students may choose one of the following fields of

study. (These are also possible job opportunities to

^-United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office, 1963-1964), p. 280.

%nited States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office, 1963-1964), p. 21.

43

Percent

25—

20—

15—

o _

10—

5—

0—1910 20

1314

89

10

6

30 40 '50 60

FIGURE 4

GROWTH IN PER CENT OFCLERICAL WORKERS

1910-1960

44

co

Ud>

uo

cd

f-q

E

03

CO

pc(D 1

O in1h CJ<\)

cu

oVD

oin

oj-

oco

oCM

So Hl-i

o\ W COrH

H Oin O E-tO

D rHo t» fc O •

VD o O o o— M O rH

fr E-t OnS S rH

o O <m f^

P-.

o.3-

oCO

oOJ

I

oIm

rH

I

oI

in

orH

rH

I

o

45

students of agriculture related courses ).

1. Meat cutting

2. Veterinarian assistant

3. Feeders

4. Nurseryman

5. Greenhouse worker

6. Florist

7. Landscape

r

8. Garden produce

9. Feed and farm supplies

10. Farm machinery service

11. Elevator workers

12. Feed manufactures and dairy processors

The largest growth in agriculture will be in the

professional and technical jobs connected with agriculture,

such as those of agriculture research specialist, soil

scientist, and soil conservationist. Most of the fore-

pmentioned jobs require college training or its equivalent.

During the 1960 f s an estimated 227,000 farm operators are

expected to leave the occupation. Comparing farmers with

•^Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

2United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook, (Washington,D. C.: Government Printing Office, 1963-1964), p. 738.

46

workers in business and industry shows the continual

decline in farmers, while non-farm occupations have risen

sharply. (See Figure 6).

Cooperative retail selling courses provide students

with two hours per day class work and three hours per day

in approved businesses at the prevailing beginners 1 wage.

The following training is part of the course: operation of

cash registers, making change, store system, ethics,

selling techniques, merchandise information, window and

counter display, color harmony, non-selling duties, store

organization, store management and ownership, buying and

advertising.

Possible employment opportunities for students of

retail sales:

1. Salespeople

2. Department head

3. Section head

4. Receiving

5. Advertising

6. Display

7. With potential in:

a. Assistant managerb. Personnel manager

^-Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

Millionsof workers

47

90 projectedf i

80- ^^^^ -

70- -

60-All work<=rs >

-

50- -

40- —

Nonfar m

30-

20-

-10- Farm

1930 1940 1950 I960 1970 1975

FIGURE 6

NUMBERS OF WORKERS IN BUSINESS AND INDUSTRYCOMPARED WITH WORKERS ON FARMS

1930-1975

48

c. store managerd. owner

Employment in sales occupations is expected to

increase fairly rapidly during the 1960-1970 period. In

i960, there were 4.5 million workers engaged in selling,

with more than half in retail selling. By 1970, the total

number of sales workers may reach 5.5 million. Growth in

this occupation has constantly increased or at least held

its own since 1910. Many of the new sales workers entering

the occupation during the 1960-1970 period, will be part-

time ivorkers; full-time sales positions are expected to

increase only moderately during this ten year period.

(See Figure 7).

Cooperative industrial training courses are designed

to serve areas where the labor demand is small. Instruc-

tion includes two hours per day of classroom instruction,

plus a minimum of fifteen hours per week in a business

firm at the prevailing beginners' wage. Classes are

instituted whenever a need is shown and a sufficient number

of students enroll. The minimum number is twelve.

In addition to course work pertaining directly to a

particular course, related work may also be studied in

order to broaden the student's understanding of his

1United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.l Government Printing Office, 1963-1964), p. 21.

Percent

25-

20-

15-

10-

49

7 3/4

6 3/4

5-

o

1910 20 30 40 •50 60

FIGURE 7

GROWTH IN PER CENTOF SALES WORKERS

1910-19601

^Unlted States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , 1963-1964,P. 21.

50

occupational area.

Some of the listings below are also possible fields

of employment for industrial training students. Of the

employment fields listed only those with twenty-five

thousand or more employees, according to the 1963-1964

Occupational Outlook Handbook, will have comments regarding

1 & 2size and growth.

1. Upholstery

2. Florist

3. Meat cutting

4. Dental and doctor assistant

5. Dry cleaning

6. Laundryman

7. Movie projectionist

8. Landscaping

9. Building maintenance

10. Optical technician

11. Commercial artist: 50,000 employed in 1963, and

employment opportunities are expected to be good throughout

the 19o0's, with a moderate increase in the long run.

1Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

2United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office. 1963-1964), pp. 71, 72,74, 158 and pp. 220, 221, 364, 538-542, 705.

51

12. Baking: there were 260,000 employed In this field

In 1962, with thousands of new jobs opening up throughout

the 1960's and 1970' s.

13. Dietary aide: in 1962 there were 26,000 workers

in this occupation and employment opportunities are

expected to be excellent through the 1960*3, and in the

long run.

14. Pood services: in i960 over 2,000,000 persons

were employed in this field, and substantial growth is

expected for some time in the future.

15. Dental lab technician: in 1963 there were 25,000

employed in this field and the outlook is very good through

the I960' s, with a moderate increase over the long run.

16. Draftsman: 260,000 persons were employed in 1962,

and the outlook for this occupation is favorable throughout

the 196o f s, with a continued growth in the longer run.

17. Floor coverer: there were 30,000 workers in this

occupation in 1963, and a moderate growth is expected

through the 1960's and 1970' s.

Practical nursing is offered to students eighteen

years of age with a high school education, or students over

twenty-five years of age with at least an eighth grade

education. The first four months of training are in the

classroom followed by eight months in local hospitals or

other health facilities. Class work also continues during

52

this eight-month training period.

The practical nurse is qualified to give skilled but

uncomplicated care to the convalescent, chronically ill and

aging under the supervision of a licensed physician,

dentist, or registered nurse. The practical nurse may

assist the registered nurse in the care of acutely ill

patients, new mothers, new born infants, and children.

The practical nurse may work for a

:

1. Hospital

2. Private home

3. Clinic

4. Doctor

5. Convalescent home

Excellent employment opportunities are expected to

exist throughout the 1960's. In 1962 there were 225,000

practical nurses, yet the supply has not kept pace with the

demand.

Practical nursing is also listed, in this report,

under the curriculum for Manpower Training and Development,

where a detailed description of the course may be found on

•^Kansas State Vocational Education Department,Unpublished Materials, Topeka, Kansas, 1964.

United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,

D. C.: Government Printing Office, 1963-1964), p. 321.

53

page 69. All courses offered under the auspices of

Manpower Training and Development in the Topeka, Kansas,

Area Vocational -Technical School for the period covered

by this report are described in the listing which follows.

Automobile mechanics is an eight hour a day course

open to makes, age 18-45, with at least two years of high

school. Married men are preferred and priority is given to

heads of families with three or more years of work

experience who have demonstrated mechanical aptitudes, job

stability, social acceptance, acceptance of work direction

and etc., by means of tests and counseling techniques.

Auto mechanic course training consists of

disassembling and overhauling engines, transmissions,

clutches, rear ends, and other assemblies on automobiles,

replacing worn or broken parts, grinding valves, adjusting

brakes, tightening body bolts, and aligning wheels. The

student uses hoists, wrenches, gages, drills, grinding

wheels, and other general or specialized machines, gages

and tools.

The training objective is to develop ability to

locate automotive malfunction through tests, checks and

other diagnostic procedures. The student is trained to a

level of skill which will qualify him for employment as an

entry mechanic performing under supervision of a lead

mechanic the various repair jobs in a garage. Subsequent

54

on-the-job training is used to develop him into an

accomplished mechanic.

Performance requirements consist of the ability to

analyze, adjust, repair and/or replace worn or defective

parts, and to perform various duties related to occupation

under the general supervision or direction of lead

mechanic. He also learns to use various tools and test

equipment incident to the trade.

The general economic outlook for this area points

to continued expansion. Higher employment levels are

anticipated, especially in the non-manufacturing

industries. The expanding need for automotive service

would seem assured with the economic growth. Automation

does not appear to be threatening the need for auto

mechanics.

In 1963, there were 700,000 auto mechanics. This

occupation is expected to increase rapidly through the

I960' s, and in the longer run, according to the

pOccupational Outlook Handbook.

^•Kansas State Employment Security AgencyAdministration, Unpublished Material, Topeka, Kansas, 1962.

2United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook, (Washington,D. C.: Government Printing Office, 1963), PP. 405-408.

55

Machine operator general course is open to qualified

adults who meet the requirements of the Kansas State

Employment Security Bureau. The course description i3 as

follows

:

UNIT A - EENCHWORK - 220 hours

Operations ; What the WorkerShould Be Able to Do

1. Measure with rule ortap

2. Layout

3, Center punch and prickpunch

4. Hand file

a

.

Roughb. Finish

5. Hacksaw

a. Handb. Power

6. Bandsaw

Related Information ; WhatThe Worker Should Know

Recognize shapes andapproximate sizes

Recognize graduations,fractions, and decimals

Use of blueprints, sketches,measuring instruments anddye

How a punch is made andgroundHow to hold and strike apunch

Methods of holding file

Shapes and cuts of files

Position and speed in sawing

Types and kinds of blades

Care and oiling of themachine

Speeds, feeds, types andsizes of blades

'•Kansas State Employment Security AgencyAdministration, Unpublished Material, Topeka, Kansas, 1962.

56

7. Bandsaw blade welding

8. Scrape surfaces

9. Cut threads with handtaps and dies

10. Ream with hand reamer

11. Hand polish

Preparation, holding,welding and annealing theweld

Advantages and disadvantagesof scraped surfaces

Methods of making and usinga scraper

Methods of starting,lubricating, and removingtaps and dies

when to use taper, plug,and bottom taps

Type 3 and kinds of handreamers, methods used inreaming

Types and grades ofabrasives

12. Sharpen hand tools Principles of sharpeninghand tools

13, Stamps with steelstamps

14. Rivot

15. Drill with a drill gun

16. Hand lap

17. Bonding and forming

Methods of aligning andstriking stamps

Methods used in riveting,sizes, types of heads

Correct drill shanks, typesof drill guns

Types of lapping compounds,lapping plates

Methods of hot and coldbending

18. Straighten by use ofa press

Calculation of benallowances

Press operation and methodsused in straightening

57

19. Press metal-to-metalfits

20. Expand by upsetting

21. Shrink by drawing

22. Pit mating parts

23. Form to a template

24. Make bills of material

25. Use sine bar

26, Use hardness testers

27. Broach with a pressbroach

28. Use dowel pins

Press operation, tolerance,and allowance

Method of expanding material

Methods of shrinkingmaterial

Methods used in precisionfitting, tolerance andallowance

Methods used in formingmetal

Materials used in template-making

Reasons for, and methods of,making a bill of material

Advantages of using sine bar

How to read sine bar tablesand make calculations

Knowledge of hardnesstesters and their workingprinciples

Methods used in broaching

Types of broaches and theirapplication

Advantage and disadvantageof doweling

Methods used in doweling

56

UNIT B - DRILL PRESS - 120 Hours

Kind of oil used1. Clean, oil and care ofthe drill press

2. Drill in press

3. Ream

4. Countersink

5. Spot face

6. Counterbore

7. Hone

8. Lap

9. Tap

10. Polish

11. Center drill

12. Sharpen drills

When and how to clean themachine

Safety precautions

Speeds and feeds, correctdrills, coolants used

Work-holding devices

Correct types of reamersand correct speeds

Types, kinds, and sizes ofcountersinks and how tosharpen them.

Methods used in spot facingand selection of cutters

Methods used in counter-boring

Methods and abrasives usedin honing

Methods and abrasives usedin lapping

How to change a lap

Knowledge of machine tapsand lubricants

Methods and abrasives usedin polishing

How to use the center drilland step drill

Determination of theincluded angle and clearanceangle of a drill

Techniques in sharpening byhand or machine

59

UNIT C - LATHE - 450 Hours

1. Care and use of thelathe

2. Oil and clean the lathe

3. Grind cutter bits forthe lathe

4. Plain turning

5. Facing

6 . Parting

7. Taper turning

Origin and purpose of thelathe

Safety precautions

Types of lubricants U3ed

When and how to clean themachine

How to sharpen cutter bits

Types of steel used

Meaning of clearance andrake angles

How to lay out and drillcenter holes

How to align centers

Methods and tools used inholding work

Knowledge of feeds andspeeds

Pacing ends of a shaft

Facing work on a mandrel

Facing work in a chuck

Locating shoulders

Cutting parts to length

Cutting thread reliefs

Taper turning internallywith compound rest and taperattachment

60

a. Internalb. External

8. Boring

9. Thread cutting

10. Drilling and reaming

11. Knurling

12. Eccentric turning

13. Toolpost grinding

Taper turning externallywith compound rest, taperattachment, and tailstoeksetover

Methods used in setup

Grinding and boring tools

Types and shapes of threads

Nomenclature of standardthreads

Procedure in cutting:a. Right & left hand threadsb. Internal & external

threadsc. Single and multiple

threadsd. National, acme, square,

and tapered threads

Classes of thread fits

Use of threading dial

Use of pitch gauge

How to hold drills, reamers,and the work

Correct speeds and feeds

Grades of knurling

Correct adjustment andlubrication of knurls

Correct speeds and feeds

Laying out of multiplecenters

Precautions to take beforegrinding

Angular and taper grinding

61

14. Use steady rest

15. Use follower rest

16. Pile in lathe

17. Polish in lathe

18. True lathe centers

19. Radius turning

a. Concaveb. Convex

20. Indexing

21. Mount chucks

22. Broaching

23. Use of the turret lathe

24. Use of special tools andattachments for theturret lathe

Necessities and methods ofsetting up steady rest

Necessities and methods ofsetting up follower rest

Pile nomenclature

Correct filing methods

Abrasives used in polishing

Correct methods and speeds

Methods used in truing softand hard lathe centers

Methods U3ed in turningconcave and convex radii

Use of radius gauge

Methods used in indexing:Blocking, slipping, dividinghead

How to mount and removescrew, cam-lock, and collectchucks

Methods of broaching in thelathe

How to sharpen a broachingtool

Origin and principles of theturret lathe

Methods of setup and use ofboring tools, box tools,roller cutters, collapsibletaps & self-releasing dies

62

UNIT D - MILLING MACHINE - 332 Hours

1.

2.

Care and use of themilling machine

Oil and clean themilling machine

3. Plain milling

4. End milling

5. Index milling

6. Straddle milling

Origin and principles ofthe machine

Types of lubricants andcoolants used

When and how to clean themachine

Types of machines, typesof plain milling cutters

Speeds and feeds

Milling arbors and spacers

Direction of cutter and feed

Attachments and holdingdevices

The vertical millingattachment

Types of end milling cutters

Load limit to preventbreakage

Dividing head and its uses

Rapid, plain, differential,compound, and angularindexing

Use of indexing tables

Types of sid milling cutters

Direction of feed

Load limit

Gang milling

7. Slitting

8. Milling key-ways

9. Drilling in millingmachine

10. Ply cutting

11. Cut a spur gear

12. Cut a bevel gear

13. Cut a helical gear

63

How to set up a slitting saw

Holding devices

Methods of setting up workand cutters

How to set up a millingmachine for drilling

How to make and set up afly cutter

Spur gear nomenclature

Knowledge of gear formularcalculation

Bevel gear nomenclature

Knowledge of gear formulacalculations

Helical gear nomenclature

Knowledge of gear formulacalculations

UNIT E - SHAPER - 180 hours

1. Care and use of theshape

r

Origin and principles of themachine

2. Oil and clean the shaper Types of lubricants used

3. Machine plain surfaces

4. Check table and alignvise

5. Grind cutting tools

When and how to clean themachine

How to calculate speeds andfeeds

Methods of set up

Knowledge of dial indicators,squares and levels

Knowledge of correctclearance angles for shapertools

64

6. Machine irregularsurfaces

7. Machine parallelsurfaces

8. Machine verticalsurfaces

9. Machine square surfaces

Knowledge of clamping andsetup

Methods of laying out andsetting up parallel surfaces

Methods of setup formachining vertical surfaces

Knowledge of dialindicators, master squareand level

10. Machine angular surfaces

11. Cut keyways

12. Cut T-slots

13. Cut a rack

14. Machine dovetails

15. Use hold-downs

16. Cut serrations

Understanding of compoundangles

Setting up for angular cuts

Method of setting up andcutting keyways

Methods and tools used incutting T-slots

Methods and tools used incutting a rack

Knowledge of mathematics andlayout

Methods and tools used incutting dovetails

Methods of measuring andlaying out dovetails

Methods of clamping withhoId-downs

Methods and tools used incutting serrations

65

UNIT F - PLANER - 160 hours

1. Care and use of planer

2. Oil and clean the planer

3. Check rail and bed foralignment

4. Machine plain surfaces

5. Grind cutting tools

6. Machine vertical surfaces

7. Machine parallel surfaces

8. Machine angular surfaces

9. Cut keyways

10. Machine a taperedsurface

11. Adjust machine stroke

Origin and development ofthe machine

How to measure capacitiesof planers

Lubricants and lubricationsystems used

When and how to cleanmachine

Knowledge of dialindicators, squares, andlevel

How to calculate speeds andfeeds

Correct setup methods

Knowledge of forged toolshapes and clearanceangles on cutter bits

Methods of setup formachining vertical surfaces

Methods of laying out andsetting up parallel surfaces

Understanding of compoundangles

Setting up for angular cuts

Methods of setting up andcutting keyways

Knowledge of calculatingtapers

Methods of setting up andcutting tapers

Function of trip dogs andsafety stops

66

12. Hold work in a planervise

13. Mount work on parallels

14. Slot metal

Types of planer vises

Methods and advantages ofmounting work on parallels

Methods and setups used inslotting and parting stock

UNIT G - GRINDERS - 180 hours

1. Care and use of thesurface grinder

2. Oil and clean themachine

Mount a grinding wheel

4. Set up work

5. Parallel grinding

6. Square grinding

7. Angular grinding

Origin and purpose ofmachine

Correct lubricants andcoolants for the surfacegrinder

Knowledge of type, abrasive,grit, structure and bond

Safety practices

Methods of balancing anddressing

Method of holding work

Knowledge of magnetism

Proper amount of metal toremove

Speeds and feeds

Methods of grinding parallelsurfaces

Methods used for grindingsquare surfaces

Methods used for grindingangular surfaces

67

8. Cylindrical grinding

9. Relief grinding

10. Chamfer grinding

11. Radius grinding

12. Shoulder grinding

13. Slab cutter grinding

14. End mill grinding

15. Formed cutter grinding

16. Reamer grinding

Methods of setup forexternal cylinder grinding

Methods of setup forinternal cylinder grinding

Directions of rotation ofgrinding wheels and work

Methods and setups used forrelief grinding

Methods and setups used forchamfer grinding

Advantages of chamfering

Knowledge of angles

Methods and setups used ingrinding convex and concaveradii

How to grind to a shoulder

Knowledge of proper widthand angles of cutting edges

Knowledge of proper widthand angles of cutting edges

Knowledge of the principlesof formed cutters

Knowledge of straight andtapered reamers

Knowledge of types of fluteson reamers

68

UNIT H - METALLURGY - 180 hours

1. Care and use of the heattreating furnace

2. Spark testing

3. Identification ofmetals

4. Heat treatment

5 . Forging

6. Hardness testing

Knowledge of the differenttypes of furnaces

Knowledge of the sparktesting chart

Knowledge of refining andsmelting operations

Knowledge of ferrous andnon-ferrous metals

Knowledge of the S.A.E.system of steel marking

Knowledge of tempering,stress relieving, annealing,carburizing and hardening

Knowledge of different typesof quenching mediums

Melting points of metals

Effects of hammering hotmetal

Knowledge of Rockwell,Brinell, scleroscope, Knoop,Charpy, and Izod testingmachines

In 1963, there were over 570,000 machinists in the

United States. It is estimated this occupation will

experience a moderate increase in job3 during the 196o's,

and in the longer run.

^United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office, 19&3), P. 434.

69

Practical nur3e curriculum Is open to qualified

persons who meet the necessary requirements of the Kansas

State Employment Bureau. Students attend classes eight

hours per day, five days a week.

Hours

Unit I - Personal and Vocational Relationships 32

Unit II - Personal and Community Health 701. Family Relationships2. Diversional Activities

Unit III - Body Structure 481. Anatomy2. Functions of the Human Body

Unit IV - Nursing Principles and Skills 2301. Nursing skills2. Nursing of convalescent, sub-acute

and chronically ill medical andsurgical patients

3. Care of the aged4. Meeting the nutritional needs of

patients

Unit V - Home Management, Food and Nutrition 60

Unit VI - Mothers and Babies 20

Unit VII - Children in Health and Disease 20

Unit VIII - First Aid and Disaster Nursing 10

Unit IX - Mental Health 20

Explanation

:

The student spends the first 16 weeks of the

training program in classroom instruction. Following this

^Kansas State Employment Bureau, UnpublishedMaterials, Topeka, Kansas, 1962.

70

period, the student is assigned to the clinical area for

practice experience in the following areas:

1. Medical and surgical Nursing 16-20 weeks2. Care of obstetrical patients

and newborn infants 6-8 weeks3. Pediatrics 4-6 weeks4. Geriatrics Optional5. Mental Health Optional

During the eight month clinical practice period, the

student continues with classes in relation to the clinical

assignments or development of nursing skills and is under

the direct supervision of a professional nurse clinical

instructor.

In 1962, there were 225,000 practical nurses, but

the supply has not been able to meet the demand. The-1

outlook is excellent through the 1960 f s.

Electrical household appliance is open to persons

meeting Kansas State Employment Bureau requirements. The

course is eight hours per day, five days per week. It is

designed to teach students to service, repair and install

home electrical appliances.2

•'•United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook, (Washington,D. C.: Government Printing Office, 1963), P. 321.

^Kansas State Employment Bureau, UnpublishedMaterials, Topeka, Kansas, 1962-1965,

71

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In 1963, there were 165,000 employed in this

occupation. Rapid growth is expected throughout the

1960's, and in the longer run.

Stenographer course is a six hour per day, five days

per week course, and is open to persons who meet the

requirements according to the Kansas State Employment

Bureau. The stenographer training program includes 600

clock hours of instruction for each trainee as follows :^

Shorthand 100 hoursTranscription 100 hoursEnglish 80 hoursMath 40 hoursBusiness machines 80 hoursProduction typing 100 hoursGeneral clerk 100 hours

(payroll, filing, etc.)

In i960, there were approximately 2,000,000

stenographers, ninety-five percent of whom were women.

This occupation is expected to have good growth through the

1960 , s, and 1970»s. 3

Clerk general office is open to all qualified MDTA

persons. The course is six hours per day, five days per

'•United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office, 1963-1964), p. 403.

^Kansas State Employment Bureau, UnpublishedMaterials, Topeka, Kansas, 1962.

^United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office, 1963-1964), p, 269.

87

week, and the training program includes 540 clock hours of

instruction for each trainee as follows:

Beginning typingBookkeepingGeneral office practiceMachinesProduction typingBusiness English

120 hours140 hours90 hours60 hours90 hours40 hours

In 1963, there were 10,000,000 persons engaged in

clerical or closely related work. See Figure 8.^

Salesperson general course is opened to qualified

MDTA students. The course is six hours per day, five days

per week. The training program includes 180 hours of

4instruction for each trainee as follows:

Introduction and orientation 1 hourBusiness Math, incl. sales tickets 30 hoursBusiness terminology 30 hoursEmergency situations 2 hoursStore layout, design and location 2 hoursThe selling job 2 hoursCash register operation &

change raak. 30 hoursStore system 4 hours

Rules and regulationsTypes of customers 2 hours

Kansas State Employment Bureau, UnpublishedMaterials, Topeka, Kansas, 1962.

pKansas State Employment Bureau, Unpublished

Materials, Topeka, Kansas, 1962.

^United States Department of Labor, Bureau of LaborStatistics, Occupational Outlook Handbook , (Washington,D. C.: Government Printing Office, 1963-1964), p. 267.

Kansas State Employment Bureau, UnpublishedMaterials, Topeka, Kansas, 1962.

88

Approaching customersOpening the salePresenting the merchandiseMerchandise factsSuggestion sellingClosing the saleCustomer services

CreditPackaging and wrappingTelephone sellingMerehand!sing

Profit and lossOverheadMark-upMark-downShrinkage

Sales promotionStore displayNewspaper advertisingRadioTVNational advertisingDirect mailDealer aids

EthicsJob hunting, application blanks,application tests, interviewing,followup

Employment informationMarking machine, scale operation,

yard goods pricer-computer,show-cards

2222222

hourshourshourshourshourshourshours

2 hours2 hours

10 hours

20 hours

2 hours

4 hours17 hours

Curriculum offerings based upon Kansas labor market

needs . The curriculum offered by the Topeka, Kansas, Area

Vocational-Technical School was based primarily upon the

labor needs of Shawnee County, the surrounding counties of

Kansas and the United States.

An examination of the major occupations according to

the i960 United States census report on Shawnee County and

adjacent counties pointed out which occupations employed

I960Thousandsof Workers

Stenographers& Secretaries

Bookkeepers, Incl.Accounting clerks

Typist

Cashiers

TelegraphOperators

Office MachineOperators

Shipping andRecord Clerks

Postal Clerks

Mail Carriers

500 1.000 1.500

89

2 . 000

FIGURE 8

OCCUPATIONS EMPLOYING FIFTY PERCENTOF ALL CLERICAL WORKERS

90

the greatest number of workers. See the Appendix for the

census report.

The curriculum of the Topeka, Kansas, Area

Vocational-Technical School seemed to be adequate to

fulfill the labor needs of the Topeka area and the state of

Kansas. All occupations taught by the school increased

throughout the state between October, 1962, and October,

1963, with the exception of printing. 1(See Table V).

According to the 1963 Occupational Outlook Handbook,

all courses taught at the Topeka, Kansas, Area Vocational

-

Technical School, including printing, are expected to

experience at least a moderate increase in growth.

With the anticipated increase in enrollment and

expansion of the curriculum, the school could use the

services of a guidance counselor. The school does not

have a full nor a part-time counselor.

The number of teachers seem to be adequate for

teaching the curriculum. Classes average between fifteen

and twenty-five students.

Expansion of Topeka , Kansas, Area Vocational-

Technical School . In order to better meet the labor needs

of the Topeka area, an expansion of the curriculum has

Kansas State Employment Security Division, KansasLabor Market a (Topeka, Kansas, November, 1963), P» 7#

91

TABLE V

CHANGE IN PER CENT OP THE CIVILIAN WORKFORCEIN KANSAS, OCTOBER, 1962, TO OCTOBER, 1963

Number of jobs Per Cent

of changeOct. 1962 Oct. 1963

Manufacturing

Durable GoodsElectricalMachinery-Welding

66,100 66,300 + 0.3

Nondurable GoodsPrinting

50,700 49,600 - 2.2

Service 75,600 79,300 + 4.9

Auto MechanicsPhotography-Radio & TelevisionOffice MachinePractical NursingClerical

Retail Selling 103,100 104,600 + 1.4

Agricultural Related 670,800 680,200 + 1.4

92

been proposed for the school's new plant facilities.

Earlier in this report mention was made of the construction

of the new school plant planned for sometime in 1965.

Listed below are some of the possible future course

selections that will be available to the students

:

Proposed short courses

1. Hospital ward clerks

2. Maintenance training (hospitals, schools, etc.)

Other possibilities:

1. Technical drafting

2. Electronics

3. Heavy appliance repair

4. Pood occupations

5. Medical library technician

6. Chemical technology

7. Metullurgic technician

8. Cosmotology

9. Auto body repair

By expanding the curriculum the school could be

meeting the interests of more students, and may better

serve the demands of the labor market.

93

Placement Procedures

Tope lea , Kansas , Area Vocational -Technical School .

The school does not have a guidance counselor or any other

personnel to help students find jobs upon graduation. The

state employment security offices and private employment

agencies have the task of finding positions for graduates,

or the students may find employment for themselves.

On occasion employers have called the school to make

inquiry about potential employees, but, for the most part,

students are on their own in finding Jobs, according to the

assistant director of the school, during an interview.

Kansas State Employment Security Bureau . Topeka,

Kansas, State Employment Security Bureau has been

successful in finding employment for all of its graduates

who wanted employment. (See Table VI), In an interview

with a counselor in this agency it was learned that some

students, upon completion of their course of study, decide,

for reasons of their own, not to seek employment.

Throughout the United States, during 1963, 65,000

individuals were enrolled in Manpower Development and

Training Act courses, and about 27,500 completed the

•^Kansas State Employment Security Bureau,Unpublished Materials, Topeka, Kansas, 1963-1965.

94

TABLE VI

STUDENTS ENTERING MDTA COURSES, COMPLETING COURSESAND THEIR PLACEMENT ON JOBS, I963-I965

CourseStudentsMale

EnrolledFemale Graduates

GraduatesPlacedon Jobs

Automobile

Mechanic

19

8 717

ElectricalHousehold

Appliance

17

PracticalNurse 31 20 20

MachineOperator 21 16 15

Salesperson

General 2 16 18 14

ClerkGeneral Office 16 14 14

Stenographer 11 7 7

Note: Classes that show enrollments but nograduates are still in training at the time of this report

95

courses. About 20,000 graduate trainees v/ere placed in

jobs, most of them in occupations related to their

training.

United States Department of Labor, ManpowerResearch and Training , (Washington, D. C. : GovernmentPrinting Office, 1964), p. 5.

SUMMARY AND CONCLUSIONS

Selection of high school students for the Topeka,

Kansas, Area Vocational-Technical School was handled

exclusively by the counselors of the participating high

schools. Testing of non-high school students and selection

of Manpower Development and Training Act students was

handled, primarily, by the Kansas State Employment Security

Bureau.

An enrollment of six hundred and forty-one students

started vocational training in the Topeka, Kansas, Area

Vocational -Technical School in September, 1964. Upon

investigation, it was found that while the faculty was

adequate for the number of students, a guidance counselor

was not available at the school. A school of this size

should have its own full-time, state qualified counselor,

who understands the school situation and is readily

available to the students. With the anticipated growth,

a counselor would be of considerable value for services

he could offer the students.

Unskilled jobs are fast disappearing, and with

technology creating new jobs and eliminating older jobs,

the vocational school takes on the task of preparing our

young xvorkers for the world of work. The vocational

school provides the young, future worker with saleable job

97

skills. It supplements the regular public high school but

neither school will replace the other. The high school

helps students become enlightened citizens and will

continue to prepare college-bound students for the

professions. The vocational school is providing the

additional training needed by persons desiring to enter

employment which does not require professional training in

institutions of higher learning.

A follow-up-study is recommended as soon as it is

practical to evaluate the curriculum, the training

procedures, and placement of students in jobs for which

they were trained. Other valuable information concerning

the Topeka, Kansas, Area Vocational-Technical School, can

also be obtained from a follow-up-study for the benefit of

the school and its students.

The curriculum studied in this report seemed to be

a worthy curriculum since students were training for jobs

that would be in demand for some time to come. To keep the

curriculum current with job needs, a curriculum study is

suggested every two to three years.

The State of Kansas should invest in its youth by

providing both generous scholarships and an ample number

of scholarships for persons interested in vocational

training.

Many students are attending the Topeka, Kansas, Area

98

Vocational -Technical School as part-time students because

it is necessary for them to hold a Job for a livelihood.

Students who need financial assistance to up-grade

themselves, or to learn a new skill, should not be

restricted because they lack the necessary funds for

training.

Graduates of vocational schools who showed

considerable promise in training, should also receive

further financial assistance from the state for advanced

vocational training.

BIBLIOGRAPHY

100

BIBLIOGRAPHY

Kansas State Legislature. Senate Bill 438, 1963,

Kansas State Employment Security Bureau. UnpublishedMaterials, 1962-1965, Topeka, Kansas. (Mimeographed).

Kansas State Employment Security Division. Kansas LaborMarket . Topeka, Kansas, November, 1963.

Kansas State Vocational Education Department. UnpublishedMaterials, 1963-1965, Topeka, Kansas. (Mimeographed).

Phipps, Lloyd J. Handbook on Agricultural Education inPublic Schools. Danville, Illinois: The Interstate

Printers and Publishers, Incorporated, 19&5.

Rasche, William Prank. "Vocational Education - UnitedStates, 11 Encyclopaedia Britannica , XXIII, 231.

Swanson, Chester J. (ed.). Development of FederalLegislation for Vocational Education . Chicago:American Technical Society, 1962.

Topeka, Kansas, Area Vocational-Technical School.Unpublished Materials, 1963-196*5 , Topeka, Kansas.(Mimeographed)

.

United States Bureau of Labor Statistics. OccupationalOutlook Handbook . Washington, D. C. : GovernmentPrinting Office, 1963.

United States Office of Education. Digest of Annual

Reports of State Boards for Vocational Education .

Washington, D„ C. : Government Printing Office,1962-1963.

United States Department of Labor. Manpower Research andTraining . Washington, D. C. : Government PrintingOffice, 1964.

Willis, Benjamin C. "Vocational Education in the YearsAhead," American Vocational Journal, February, 1963.

APPENDIX

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5^:: :.t:: bii ... . .... 438

An Act concerning public schools and providing area vocaticnai-tecJschools; providing that the state board of education shall also be thestate board for vocational education; prescribim the method of estab-lishing such schools; providing for certain powers and duties ofstate board for vocational education and of certain local school boards;providing for state payment of certain area vocational -technical schoolexpenses and authorizing certain tax levies; authorizing issuance of

bonds if approved by election; amending section 72-4302 of the GeneralStatutes Supplement of 1961, and repealing said original section.

Be it ena c ted by the Legislature of the State of Kans as:

Section 1. Declaration of purpose. It is the intention of the legislatureand the purpose of this act to provide a means whereby the state of Kansas in

co-operation with local communities can provide facilities for training andpreparation of students for productive employment as technicians and skilled

workers, and to more nearly equalize educational opportunity.

Sec. 2. Definitions . As used in this act, unless the context otherwiserequires:

(a) "Board" means the governing body of any school district whichoperates a high school or junior college or institution of higher learning.

(b) "Area vocational -technical schools" means those vocational or

technical schools organized and approved by the state board and officially

designated as area vocational-technical schools under the provisions of this

act.

(c) "State board" means the state board for vocational education.

Sec. 3. Location and establishment of area vccational-technir.; ". schools.

Any board or group of boards may individually or jointly organize and present

a plan to the state board for the establishment and operation of an areavocational-technical' school. The plan may include co-operative arrange-ments which include junior colleges and state and municipal institutions of

higher learning in the area.

The plan shall be prepared in cc -operation with the director of voca-

tional education and on forms developed and provided by the state board.

Information included in support of the plan for any area vocational

-

technical school shall include, but not be limited to the following:

(a) Concentration of population within a reasonable community service

area;

(b) Total school enrollments in grades one through eight, and in grades

nine through twelve, separately;

(c) Number of high-school graduates within the area to be served;

(d) Probability of sustained growth in school enrollments within such

area;

(e) Identification of educational services needed within such area;

(f) Local interest and attitudes toward the program within said area;

(g) Ability of such area to contribute to the financial support of the

program;

(h) Consideration of the ar relation to -

• sts fo

of vocational -technical training to prevent overlapping or duplication c.

tional services.

Upon receipt and examination plan and ng evidence, th

state board shall conduct hear! 'estigate school records, . Lch oth

information relating to voc ni training as i.

ter approval of such a plan, the school may be established and shall beofficially classified b- .oard as an area vocational-technical schooland shall operate under the provisions of this act.

Sec. 4. Administrative c .on. As used in this act the : "boaof control" shall mean the gov ..ody of an area of vocational -technicalschool upon which this act confers powers and imposes duties, and which shall

be comprised as hereinafter provided. The board of control of any areavocational -technical school may be (1) the board of the school district in

which such school is located; or (2) a board consisting of one or more rep-

resentatives from each of the boards of the co-operating districts subject to

the approval by the state superintendent as to the number of representatives

from each such district.

Where the board of control is comprised as provided in (1) above, such

board shall employ a director of the area vocational -technical school. Wherethe board of control is comprised as provided in (2) above, the board shall

employ an administrator of the area vocational -technical school. Such director

or administrator shall be called the "local director of vocational-technical

education," hereinafter called "local director." If such local director is em-ployed by a board comprised as provided in (1) above, his responsibilities

shall be the development of the area vocational -technical school. If the local

director is employed by a board of control comprised as provided in (2) above,

his responsibilities shall be the development and administration of the area

vocational -technical school. The local director shall have such vocational

education experience and professional vocational education as may be requiredby the state board.

Sec. 5. Financing. Federal moneys made available to the state underlegislation passed prior to or after the passage of this act for technical and/ or

vocational training programs which are administered by the state board maybe used in support of area vocational -technical schools within the provisions

of federal legislation.

Tuitions and fees shall be est hed by the governing body and shall be

charged to or for persons who are not enrolled as full-time students receiving

instruction at said school. Tuitions and fees shall also be charged for in-

struction provided to students who live in a nonparticipating school district.

The amount of tuition and fees to be charged shall be established by I le

erning body with the approval of the state board. Students residing out

of the co-operating or participating districts may make application to t

county superintendent of the county in which such student resides for app : oval

of attendance by such student in a particular area vocational-technical school.

Upon approval of any such application by such county superintendent, the

board of county commissioners of such county shall allow and pay the ;v.i:ion

and fees of such student to attend such area vocational-technical school. Suchcounty superintendent may refuse to approve any such application if the personapplying is over the age of eighteen years and has resided in such county less

than one full year, or for any reason which would disqualify such perse.-, fromattendance in the public schools of such ecu:.;/. Upon approval h

of control, any person may be admitted to the school upon his h Pay~ment of the tuition and fees established by tl - ..rd of control.

State funds made available by the legislature and administered by tl

state board for the promotion of vocational education may, at ;cision of

such board, be used to pay ail or part of 'the vocational instruction expensesof any area vocational-technical schools . Such state funds shall be madeavailable only in support of courses accredited pursuant to this ac_\

state superintendent of public im ...-uc:ion shall establish standards

for the accreditation of high school courses in vocationa. and technical training

programs offered in the high schools of this state and in the vocational-technical

schools authorized by this act.

The state board is hereby au:..orized to budget and request of the legis-

lature funds to be appropriated and used for such expenses to establish, con-

duct, maintain and operate area vocational -technical schools officially approvedand so designated.

Participating and co-operati- .nool districts under the provisions of

this act are hereby authorized to include and expend funds for this purposefrom their general budget. Participating and co-operating governing bodies

are hereby authorized after recei . of al approval frorn.the state board

to levy a tax not to exceed two (2) mills for the purpose of providing revenue

for the general fund of such school rict to be used in sharing the cost of

establishment, conducting, maintaining and operating the area vocational

-

technical school. Such tax levy shall be in addition to all other levies au-

thorized or limited by law and shall not be subject to or within any aggregate

tax levy limit prescribed by article 19 of chapter 79 of the General Statutes

Supplement of 1961 or acts amendatory thereof.

The governing body may receive any donation, gift, grants or bequests

made to the school for the conduct of any vocational class or instructional

program, and in accordance with any conditions imposed with the taking, mayexpend the same without com with the budget provisions of lav/, and the

same shall not reduce the aut] / herein granted to levy and expend taxes

and tax money. The state boa . receive any donation, gift, grant or

bequest made in b of any specific area vocational -technical school or

for the state program of area schools to be distributed to the approved schools

as equable as possible in the interest of the total co-ordinated program, of area

vocational-technical schools.

Sec. 6. The governing body of any co-operating or partic Lg school

district shall have authority to issue general obligation bonds of such district

to acquire lands by purchase or eminent do.v. in; and to improve or construct

buildings and other improvements; and to equip, furnish, repair, remodel or

make additions to any building or buildings used or to be used for an area

vocational -technical school, if the board determines that the issuance of such

bonds is necessary for one or more of such purposes and to carry out the

intent of this act. The boardonds are to be is .sued

tion required for the approval i Ion of issu

under the provisions of this ac ch bor. ction shall be hmanner provided in chapter s of 1949, and

.ereto, but no bond elcc. .-j.all be held v/ithout the \. .-oval

of the state superintendent, and ;e amount of any s nds out-

standing at any one ti *ty thousand dollars ($50,000) for

school district: P

r

o

'

, Where more than one co-opera Le-

tting school district proposes to issue bonds under authority of this section,

each individual district shall hold a separate bond election and if a majorityof those voting on the bond proposition in any district shall approve the same,the bonds of such district may be issued; however, the boards of co-operating

or participating school districts shall agree prior to any such election as to

the respective rights of such districts in which bonds are approved and such

districts in which bonds are not approved.For the purposes described in this section, and within the limitations

herein provided, any co-operating or participating school district is authorized

to issue its bonds in payment of a joint undertaking with other co-operating or

participating school districts. Such bonds may be issued for the purposesherein provided whether the lands, buildings or improvements are located

in the school district issuing such bonds, or in one of the other co-operatingor participating districts. Before any such bonds are issued under the pro-visions of this paragraph a contract shall be entered into between the partici-

pating school districts upon forms provided by the state superintendent andapproved by the attorney general. Any such contract shall provide respective

rights of the participating districts and the rights that shall accrue to bond-holders .

Any bonds issued under authority of this act shall recite reference to

this act and, except as is herein otherwise provided, shall be iss . ;. and paid

in accordance with chapter 10 of the General Statutes of 1949 and ac^s amend-atory thereof or supplemental thereto.

Sec. 7. Qualifications of applicants; rules and regulations governing.

Participating st ;s shall : such requirem of minimum age as are

provided by law for specific occupation or training programs.The board of control shall promulgate rules and regulations to determi

eiigibility of applicants to participate in program.

Sec. 8. Section 72-4302 of the General Statutes Supplement of 19 61 is

hereby amended to read as follows: Sec. 72-4302. The state board of educa-

tion is hereby designated the s .r< for vocational education which shall

be the state board for the a c_ of the act m ed in section 72-4301

of the General Statutes of 194-9, and is hereby charged with the duty and respon-

sibility of co-operating with the federal board for vocational education in the

administration of said act and is given all power necessary for such admin-istration and co-operation. The state board for vocational education shall

appoint and fix the compensation of a director of vocational education whoshall serve at the pleasure of such board. Said director is hereby designated

a:: and shall be the chief executive officer of the state board for vocationeducation for the administration ie a.ct of which this section is amendatoryand he shall administer said act in accordance with policies established bysuch board.

Sec. 9. Section 72-4302 o General Statutes Supplement of 196".

aled.

^ec . 10. Tl - shall take effect from and after

July 1, 1963, and its publication in the statute book.

SELECTION, CURRICULUM, AND JOB PLACEMENT OFSTUDENTS IN THE TOPEKA, KANSAS, AREA

VOCATIONAL-TECHNICAL SCHOOL

by

PHILLIP EDWARD BECKER

B. S., Ohio State University, 1961

AN ABSTRACT OF A MASTER'S REPORT

submitted in partial fulfillment of the

requirements for the degree

MASTER OF SCIENCE

School of Education

KANSAS STATE UNIVERSITYManhattan, Kansas

1965

In 1961 President John P. Kennedy appointed a panel

to study the programs of vocational education in the

nation. This panel, in its report to the President, stated

that there will be 87,000,000 people assuming full-time

employment, of which 3,000,000 will be wives, mothers, and

widows who will have returned to work between i960 and

1970; 26,000,000 will be young workers entering the labor

market; while 58,000,000 now working will still be

employed. The 26,000,000 young workers must possess the

skills and education needed to match the demands of a

changing economy. Women returning to the work force and

adults continuing to work will require additional training

to keep pace with new jobs and new skills.

Congress passed the Vocational Education Act of

1963, also known as the Perkins Act, as a result of the

study made by the President's panel.

The Kansas State Legislature passed Senate Bill 438

in 1963 to assist the federal government in the development

of vocational education in the state of Kansas,

Statement of the Problem

It was the purpose of this report to (l) examine the

methods used in selecting students for the Topeka, Kansas,

Area Vocational-Technical School; (2) to study the

curriculum; (3) to examine the future status of occupations

2

being taught; and (4) to determine Job placement after the

students • graduation

.

Procedures

Procedures for studying the group selected . In this

report the following methods were used to compile the

necessary information for studying the Topeka, Kansas, Area

Vocational -Technical School: (l) interviews with the

school's officials and officials of the state vocational

board; and (2) a review of the literature which included

books, periodicals, laws and unpublished materials.

SUMMARY AND CONCLUSIONS

Selection of high school students for the Topeka,

Kansas, Area Vocational-Technical School was handled

exclusively by the counselors of the participating schools.

Testing of non-high school students and selection of

Manpower Development and Training Act students was handled,

primarily, by the Kansas State Employment Security Bureau.

The teacher-pupil ratio appeared to be satisfactory,

with classes averaging fifteen to twenty-five students.

The curriculum of the school is adequate. Students

are being trained for jobs now in demand and for those

with a good outlook.

Recommendations

A full-time, state-qualified counselor is needed at

the school. At the time of this report, the school had

neither a part-time nor a full-time counselor.

A curriculum study is suggested every two to three

years to keep offerings current with job needs.

The State of Kansas should make available

scholarships for students who need high school vocational

training and, at the same time, must earn a livelihood.

Also, scholarships for advanced vocational training may be

considered for exceptionally able individuals.