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Community Colleges 3/30/89 [OA 8747] [1]
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Community Colleges 3/30/89 [OA 8747] [1]
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Records of the White House Office of Speechwriting (George H. W. Bush Administration)
Mark Davis Subject Files
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Originally Processed With FOIA(s):
FOIA Number:
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Davis, Mark, Files
Subseries:
Subject File, 1989-1991
OA/ID Number:
13869
Folder ID Number:
13869-006
Folder Title:
Community Colleges, 3/30/89 [1]
Stack:
Row:
Section:
Shelf:
Position:
G
19
2
6
2
THE WHITE HOUSE
Sptoit mark to
WASHINGTON
March 29, 1989
MEMORANDUM
To:
DAVE DEMAREST
From:
MARK DAVIS
Subject:
New color for Junior/Community College speech
(1) As you know, Barbara has taken the lead in promoting
literacy for eight years now, traveling to schools across
underfed.
America. One day, she came back from Boston and told me that she
saw a gentlemen sitting in the corner of a school room,
surrounded by children who were enraptured by his story-telling
and good-natured kidding. Every now and then, this man would ask
a child to spell a word by tracing the letters in the palm of his
hand, and he would tell them whether they got it right or not.
Barbara thought this was strange, and wondered if this was some
new kind of teaching technique. "No," the superintendent told
her, "the man has to teach this way. You see, he's blind."
Think of it. This man was retired. He could have found a
thousand excuses to retreat into his own world of darkness. And
yet he ventured out into the light, to teach children to read
books that he would never again see.
(2) When I lived in Odessa, Texas, I too wanted to share my
knowledge as a teacher in the local public school system. But I
good
didn't have a teaching certificate, and I was rejected. That
seemed wrong to me then, and it seems wrong to me now. We should
open our classroom to everyone with the talent, the knowledge and
desire to teach.
-2-
(3) Barbara still kids me for thinking that a dangling
no
participle is something that happens to you when you get older.
good
(4) I draw my inspiration as an orator from the great Yogi
Berra, who started a speech by thanking "all the people who made
this night necessary."
(5) (After mention of McMurtry)
Larry McMurtry is one of my favorites. He describes the
mythic Texas, a sense of place that I felt immediately when I
moved to Odessa in the late 1940s. I am awed by a man of letters
who can convincingly adopt the voice of cowboys -- men whose only
schooling was in dodging bullets, whose only lessons were in how
to rustle cattle.
excellent
(6) Everyone should have a high school education --
especially those with high school degrees.
#
#
#
STATE COLLEGE is
ST. PETERSBURG JUNIOR COLLEGE
OFFICE OF THE PRESIDENT
District Office
(813) 341-3241
June 1, 1989
Ms. Stephanie Blessey
Research Office, Room 111
Old Executive Office Building
The White House
Washington, DC 20500
Dear Stephanie:
Last week, I was at an institute at the University of Texas and a man from Canada,
who is one of the primary educators in that country, spoke before 1,300 of
America's best teachers and greatly praised President Bush's comments on the
community college system. He was referring to his remarks before the AACJC
Convention.
I hope that you will pass on to Mark and the other policy people at the White House
the incredibly good reviews that speech received. The gentleman from Canada who
spoke so glowingly was Charles Pascal, Chair for Ontario Council of Regents in
Toronto.
Outstanding speech!
Sincerely,
Rue Carl M. Kuttler, Jr.
CMKjr/kac
cc John Roueche
Charles Pascal
MAILING ADDRESS: Post Office Box 13489, St. Petersburg, FL 33733
DISTRICT OFFICE
CLEARWATER CAMPUS
ST. PETERSBURG CAMPUS
TARPON SPRINGS CENTER
HEALTH EDUCATION CENTER
8580 66th STREET, NORTH
2465 DREW STREET
6605 5th AVENUE NORTH
600 KLOSTERMAN ROAD
7200 66th STREET NORTH
PINELLAS PARK
CLEARWATER
ST. PETERSBURG
TARPON SPRINGS
PINELLAS PARK
(813) 341-3600
(813) 791-2400
(813) 341-3600
(813) 791-2400
(813) 341-3600
AN EQUAL ACCESS/EQUAL OPPORTUNITY INSTITUTION
from blue teach
vary The reproduction
about
in
your
American Association of
Community and Junior
Colleges
PARTNERSHIP
AWARDS
The eighth annual Partnership Awards recognize exemplary
and innovative partnership efforts between community col-
leges and business public employers industry/labor. These
competitive grants are supported by College Training
Resources. Inc.. Sears-Roebuck Foundation. Tennessee
Valley Authority. and The IBM Corporation.
State College/Economic Development Award
NORTH CAROLINA
SOUTH CAROLINA
1
Community College/Employer/Labor Partnership Awards
FRONT RANGE COMMUNITY
JOHNSON COUNTY COMMUNITY
COLLEGE/INTERNATIONAL
COLLEGE/BURLINGTON
9
BUSINESS MACHINES
NORTHERN RAILROAD
SOMERS. COMMUNITY COLLEGE/
TECUMSEH PRODUCTS COMPANY, INC./
8
INDUSTRIAL FOUNDATION
Honorable Mentions
9
CATTAURAGUS COUNTY CAMPUS,
WILLIAM RAINEY HARPER
JAMESTOWN COMMUNITY COLLEGE
COLLEGE/MOTOROLA, INC.
DRESSER RAND/UNITED STEEL
WORKERS
Education Excellence in Partnership Award U.S. Department of Education
SOMERSET COMMUNITY COLLEGE/
TECUMSEH PRODUCTS COMPANY, INC./
INDUSTRIAL FOUNDATION
The Partnership Awards Program and the Keeping America Working Project (KAW) led by a task force of distinguished
Americans. has been AACJC's response to the forces transforming the American economy The project has been devoted
to helping leaders of the nation's businesses. industries. labor unions. and governments understand that our 1.211 com-
munity. technical. and junior colleges and campuses are in place and ready to serve national. state. and local needs for
economic and human resource development AACJC welcomes opportunities to present the educational and training ser-
vices available through the community technical. and junior college system of the nation to employers. trade associations.
labor unions. state and local governments. high schools. and other interested agencies and institutions A key initiative
within this framework has been the Partnership Development Fund supported through a generous grant from the Sears-
Roebuck Foundation One of the key purposes of the Project. and the colleges It represents. is to produce the most effec-
live. productive. and competitive worktorce in the world
NORTH CAROLINA
highly successful activity has been expanded
to 50 colleges with J current budget of
SOUTH CAROLINA
$2,500,000 In short North Carolina takes
none of its economic future for granted
In an unusual departure. the Keeping
America Working Awards Committee selected
Equally dynamic 14 the special schools pro-
two states for the 1989 State College Economic
gram established h! South Carolina over 27
Development Award The State of North Caro
years ago as a premier toolot state economic
lina. James G Martin. Governor. and In.
development Through these schools. pre-
North Carolina Community College Sistem
employment training 1 managed on a statewide
Robert 11 Scon. State President an receivers
level in collaboration with the 16 technical
The Homorable James G Martin
The Homorable Carroll A
Governor State of North Carolina
Campbell. Jr
of this year's State Award Concurrera Inc
colleges
Governor State of South Camina
State of South Carolina. Carroli in Campach.
This management system guarantees train-
Jr.. Governor. and The South State
ing consistence acrossthe colleges for new and
These centers were established to bring "state-
Board for Technical and Comprehens Fdu-
expanding industries Since their inception the
of-the-art" resources of key state industries into
cation. James R. Morris
technical education system special schools con-
one technical institute setting. Such pooling of
tor. are also recognized .: winners of AY
nection has impacted in excess of 1.000 plants
critical resources ensures that all faculty and
State Award
and namees
employers find "cutting edge" beacons some-
In arriving at this decision. the 11:
The technical colleges and special schools
where within the confines of the state border.
Awards Committee look me consideramentre
coordinate closely with other economic
Such an elaborate collection of structures and
fact that bothot these state systems
development agencies and antities. Such col-
strategies have led both North and South Caro-
ed on a cornerstone of economic
laboration ensures that statewide economic
lina to be well recognized and respected by the
and that both systems created summer
development activities are adequately financed
economic community for their efforts to sup-
to develop and implement their state
and streethly integrated with other relevant
port the human resource needs of employers.
lege objectives Both states emerged from the
Male nome development initiatives. Such
Summing up the Mack Trucks. Inc. plant start-
second world war with significant levels of
partnerster efforts & far in explaining why
up experience. in South Carolina. Donald
economic stagnation and out migration prob
South Card no snared the number 3 ranking
Lingren. General Manager. Winnsboro
lems. Extensive studies by both states arrived
in a 145 plant site survey' conducted by
Assembly Division: "The proof of the effec-
at the same conclusion: A two year technical
Busine Hiss magazine
tiveness of this venture lies on the job perfor-
college system was imperative to the future
Complementing the special schools is it com-
mance of some 650 graduates who are now
economic development of North and Sou
panion effort 10 designate eight of the technical
employees. That performance has been ex-
Carolina. Thus was born two systems wh.
colleges as innovative training resource centers.
cellent and without reservation I can term our
primary objective was to supply a trained
entire experience with State Tech an un-
workforce for present and future employers of
qualified success."
their states
Ronald Page. Vice President. Card Opera-
Today North Carolina is in the midst of a
tions. American Express. was no less emphatic
year long Silver Anniversary celebration of its
when he assessed the successful North Carolina
community college system. In the academic
Community College Training Effort: "At the
year ending June. 1988. the 58 colleges in the
time of our decision to locate an operating
system enrolled more than 168.960 people in
center in North Carolina. a major factor was
occupational curriculum programs. and another
the service and support made available from
244.254 in occupational extension courses
the community colleges Over 2.000 em-
These statistics are testament to the fact that
ployees have now been hired and trained at our
the college employer partnership is quite robust
new facility. and we value the community col-
in North Carolina.
lege support to this enormous tash at over S3
However. it is three state funded initiatives
million.
that are targeted to particular categories of
businesses which give North Carolina a critical
Above. Scenti State Board for Technical and Comprehensive Education's Special Schools
edge in the constant battle to attract and retain
trainees boards for Hughes Aircraft. Orangeburge. S(
jobs The community college is the primary
Below. Community College in Haw River. NC. Nypro Carolina " manu
conduit for delivering customized training for
facture " moldings. has taken advantage of the NC Community College S sem
new or expanding companies. Since pioneer-
New and Expanding Industries program
ing this strategy in the late fifties. the state has
spent $45,000.000 with 2.300 companies for
the training of 200.000 employees The focused
industrial tramme centers based at 23 colleges
direct an equally impressive array of retrain-
ing programs at veteran industries and em-
playees Over 32.000 employees and 3.300
companies have benefited from this initiative
since its inception in 1981. Recognizing the
essential role of small employers in the state
economy. the North Carolina General Assem-
bly appropriated $400.000 for eight college.
based small business centers in 1984 This
2
1989 Partnership AWARD WINNERS
FRONT RANGE COMMUNITY
It was the good fortune of Boulder that IBM
employed on a full-time basis by FRCC to team
made a commitment 10 both 11 community and
teach the program at Boulder and at an IBM
COLLEGE/INTERNATIONAL
its employees IBM embarked on the journey
site in Vermont.
BUSINESS MACHINES
of its new mission with a strong investment in
Of the 2.000 employees affected. more than
a flexible retraining initiative. Based upon an
1.200 participated in these courses. Ninety-
Westminster, Colorado
acknowledged record in customized training
eight percent (98%) of those trained by these
Front Range Community College. Can A
for the local business community. IBM selected
efforts have been successfully transitioned to
Israel. President. 1. recognized its 11:.
FRCC to direct its retraining effort. The pro-
new positions at the Boulder plant. Such
three recipients of 111. Partnership
led. thus far. has encompassed a rich diver-
achievement has intensified the trust levels be-
for
the
exemplary
sity of educational content ranging from pre-
tween the two prime partners to the point that
the local worktors
training preparation to direct skills training.
future collaborations are envisioned. "The
tion. The first
Delivery forms have also varied and have in-
partnership with Front Range Community Col-
any community
cluded credit and non-credit instruction, in-state
lege was of primary importance in aiding the
infrastructure
and out-of-state delivery. credit for prior learn-
development of a positive attitude toward the
employers.
Equ.:
ing. and individual and team
professional environment. commented IBM
que employer. un.
approaches
manager. C.A. McClure.
external
force-
Two
unique
courses,
However. this success story is of equal im-
tional
effort
to
new
and
"Career
Transition
portance to the Boulder community in its quest
while
adapting
10
developed as a response the
$0 maintain economic stability. U.S. Con-
this confluence of that red 10. the
employee needs for
gressman David Skaggs (D-Colorado) captures
ordinary public previde partnership between
the addressed to strengthen their so
the importance of this project for all concerned:
Front Range Community College (FRCC) and
succeed at retraining. The preparedness
"This project is a good example of what in-
IBM in Boulder. Colorado
was quickly developed to enhance self-man-
dustry and education together can accomplish.
In April of 1986. the IBM Corporation di-
agement skills and self confidence. improve at-
In addition to assisting IBM employees who
rected its Boulder site to change its mission
titudes toward change. and finally. to raise
had to change jobs and careers. the project ad-
from manufacturing to software development
learning skill levels. A follow-up transition
dressed the community's need-as well as the
and systems support. Two thousand employ-
'raining course was developed and imple-
nation's-to create a more flexible workforce."
ees. or two-fifths of the workforce. were
nented for several hundred employees who
directly involved with this mission change that
were still working toward a complete job tran-
JOHNSON COUNTY
represented one of the largest workforce tran-
sition. This highly successful program helped
sitions ever attempted by IBM. This remission-
employees psychologically prepare for the
COMMUNITY COLLEGE/
ing by Boulder's largest employer can only be
significant career change facing them. Because
BURLINGTON NORTHERN
fully appreciated against the backdrop of the
of this curriculum work with IBM. FRCC has
other forces economic recession that
RAILROAD
been awarded a State grant to further identify
were also celoping in 1986. At least four
skills needed by workers and students to ef-
Overland Park, Kansas
other major area employers were forced to lay
fectively compete in an economy where organ-
off thousands of employees during this same
izational remissioning and retooling will oc-
Johnson County Community College.
period. Such reductions in force are usually at-
Charles J. Carlson. President. receives a 1989
cur rapidly and frequently Additionally. he-
companied by an equally negative impact on
Partnership Award in recognition of its mu-
cause of the success of the partnership. FRCC
the attendant supplier and service economy
1 also collaborating with IBM to instruct "pro-
tually beneficial relationship with Burlington
Therefore. the new changes at IBM fueled
Northern Railroad. The flowering of this rela-
gramming tundamentals. a program origi-
fears in a community already experiencing
nally developed and taught by IBM to teach
tionship took place through the dedication of
stress.
bask programming skills Instructors are
a new Industrial Training Center ITC on
April 22. 1988 This $2.4 million training
center represents a unique partnership between
Burlington Northern (BN). Johnson County
Community College (JCCC) and the city ...
Overland Park The ITC is also the culmin.
tion of creative and single-minded leaders C\-
tending the conceptual trontiers
public private collaboration
In late 1985. BN Training Director. Mike
Vockler. began scouting around for a sile for
a new railroad training center. During a casual
visit to Johnson County Community College
Vockler shared his initial thoughts with the
director of JCCC's Business and Industry In
stitute. The outcome was a cautious invitation
to explore the possibilities of building the center
on JCCC property thereby enhancing the value
of campus-bred high technology programs for
both the railroad and the college Positive reac-
From: Range Community Coliege instructor Lindu Sorrent
tions from high level decision
employees all IBM III Boulder. Colorado
organizations put the proposed air.'
last tract
SOMERSET COMMUNITY
COLLEGE/TECUMSEH
PRODUCTS COMPANY, INC./
INDUSTRIAL FOUNDATION
Somerset, Kentucky
Somerset Community College. Rollin Wat-
son. President. is recognized with a Partner-
ship Award for its leadership role in local
economic development. Somerset Community
College is the only public institution of higher
education in its service area. A service area
that was labeled the least educated population
in the United States by U.S. News and World
Report. This distinction was a key element
leading to a sluggish economy and a dim
future.
It is only within this grim background of
sconomic and educational stagnation that the
estalytic role of Somerset Community College
be fully appreciated. The success story of
The
culmination
11'
of
the
Industrial
Teaming
Somerset is really a story of many smaller steps
Center on the camp... ... Company
grew in scope and depth. In this case.
smaller steps refer to ``in-plant`` workshops
The key discussions and agreement centered
reck to live weeks processed approximately
and activities involving numerous employers.
on a complicated set of terms for placing a
ID 1454 during the first full year
managers. and business leaders. One step was
private sector facility on public property in con-
of operation
the "worksite strategy which was conceived
junction with critical Industrial Revenue Board
Clearly. the location of the BN training
as a primary instrument for crushing years of
(IRB) support. Most of this legal ground repre-
lactors on the Johnson County Community
traditional resistance to higher education.
sented a pioneering effort for all concerned.
Co 26 campus has enlightened self-interests
Gradually. resistance crumbled.
The city agreed to issue $2,920.000 worth of
for parties However. the city of Overland
tax free Industrial Revenue Bonds-a first. as
The "worksite strategy began in earnest
Pat. what secondary gains beyond the one
Overland Park had never issued IRB's to pro-
with the Kingsford Charcoal company. a sub-
time benefits of construction costs The 24
mote development within its city limits. The
sidiary of the Clorox Company. Kingsford had
member ITC staff " responsible for the initial
college. on the other hand. agreed to deed the
a worktorce of 140 employees. of which only
training and retraining of nearly 30.000 in.
development site to the cit_ which built the
40% were high school graduates. The college
dividuals This training runs the gamut from
entered Kingsford with a modest basic skills
building and leased the space to BN at an an-
entry-level instruction 10 the integration of
program The effort Has so fruitful that It
nual cost of $8.49 per square loot. Alternately.
emerging technologies The estimated con
BN subleased one-third of the space back to
stimulated the creation of a comprehensive
nome impact on Johnson County from the pas.
the college for the same rate The bonds will
Interacy program at Kingsford. The immediate
sage of the initial 2.000 trainees through the
be retired by the leasing arrangement in 1996
result was the completion of 28 GED cer-
ITC 1 $3,927,024 dodging $790.574. Found
and BN will retain the option to renew a no
tificates and increased college enrollment from
$133 NO miscellaneous $192.270 entertain-
cost lease not to exceed 15 years. This lowers
this same group of employees.
ment the 600 transportation $11,740. local
the annual square foot lease cost for the 25 year
Concurrently. the county government began
payrol \i 164 000, local purchases
period to $3.41. The complexity of this agree-
to seek strategies in which It could enhance
SI you. Tn. 1459 estimated impact 10
ment IS testament to the hard work and deter-
economic development prospects through an
pegged J' J 20% mercas. date the likes
mination that such a ground breaking partner-
improved local labor market. With this in
ship requires.
econom. evelopment gains have lat outstrip
mind. the county imposed a 1% employees in
ped th. : milinor 11. estmele
The object of all this effort is an operational
cupational tax with the intent that 309 of the
The "1." of the partnership prompted
32.000 square foot training center that contains
revenues be targeted toward industrial educa
Overland Park M.M. ilen recomment
four classrooms. seven classroom labs includ-
tion and training Taking advantage of this new
"The 1.. busin
ing a computer-based training room. a loco-
100% Somerset Community College leveraged
dustn .:' when company has attends n..
motive simulator area. audio-\ isual studio. ad-
at 8107 (000 County grant to play a critical ok
felt Alternatel. But
ministrative section. student lounge and patio
in the elevation of productivity levels for the
Moreover. the placement of the ITC adjacent
mgle pleasure 1. capture ID the
county largest employer Tecumsch Pr..
1111',
to the Ans and Technology Building integrates
President 101 Technology Fill
duck Company. Inc Tecumsch. with a WILK
gineral and Maintenance Donal Hender
the facility into the entire campus Community
force of 800. was experiencing low morale
college faculty and Stall can easily access the
son In. environment 0' this new technical
high employee turnover. wildear work shop
building and Burlington trainees have equal at.
training complex " important 111 the kind of
pages. and low productivity levels In shan
view ". "J" our employees 111 have about
cess to college programs and facilities The
Tecumsch 4dh competing in the global mar
maximum number of students serviced by the
their 11.00 Jh.' the To the new
ketplace with severe handicaps
facility. at any one time. will not exceed 125
you have telexpee the her Iron. yourself. and
Somerse Community College. working with
However. classes ranging in length from one
having th training 1. the foundation of the
a Cornel' niversity trainer and al member
expectation
4
college Business Managenic leam creater
year long labor management program the
dressed employee feedback. team-barlding
employee attitudes. and skill participation
a workplace structure The immediate
was J reduction in th. product quality
rate from. 11% percent :- person
Secondly there WAS "
800 10 25c'employees
seh donated 20,000 the
Management Resource
local industries
The State
Journal comment
R...., sentative of the Tecumsch plant during a training session held at Somerset Community College.
around: The Team 52% Products
plant 11.15 in serious troub, 10 mores
110: and construction of a $9.8 million Southern
retention and job growth with the following
Labor-Management
.1. Development Center. A true part-
endorsement:
Tear and na!. Proxi...
ne:s%; of community interests joined together
officers at corporate 1.
1.
federal.
state.
and
local
funding
"On a broader scale and perhaps even
Michigan were considering crosing
source support J facility dedicated to short-
more important for the future of the area
putting 800 people ou: of with But 1.
term. engo see training and retaining
is that less definable atmosphere of sud-
plant IS winning quality awards Grievancester
111. capsion of this whirlwind of economic
den new interest in a community on the
down by two-thirds. The plant 1 selling "
procent activity 11.11 the successful recruit-
part of other prospective industries
pressors in "Significant numbers' In Japan Ii..
mer ... the Asah Wheel Corporation. J joint
which results when a major company
change was fostered by a blend of contribe
Japanes, Minerican corporate venture The Ev-
announces its intention to locate there.
tions that may be unique.
ecutive Director " the Somerser-Pulaski Coun-
With all this in mind. I can't stress
Somerset Community College played J
!! Industrial Foundation Hugh Haydon. best
enough my appreciation for Somerset
pivotal role in the synergy that led to the crea-
captured the essettia receipt the college in job
Community College and its programs."
Honorable Mention
CATTARAUGUS COUNTY CAMPUS OF
WILLIAM RAINEY HARPER COLLEGE/
JAMESTOWN COMMUNITY COLLEGE/DRESSER
MOTOROLA, INC.
RAND/UNITED STEEL WORKERS
Palatine Illinois
Olean, New York
Withar. Rainey Harper College. Paul N Thompson President.
receives honorable mention in the 1989 Partnership Awards program
The Cattaraugus County Campus of Jamestown community College
for their exemplary collaboration with Motorola. Inc to ,1 result 0: :
acc. James Ross. President. was selected for honorable mention To
Motoroia corporate decis. in 10 stan production of new cellular mobes
recognition of its solid education and training partnership with Dresse
of teleph If Arlington Heights. Illinois. It was determined that the
Rand and United Steel Workers Both Dresser Rath and site
company would endeavor 111 build al competitively priced hig' qua.
Workers had been in partnership with JCC previous: 111,
product using American workers in a restructured factory environment
mer of 1987 provided for a partnership like no
Words: Ramey Harper 4dl there to provide the needed training and
Dresser Rand. the largest employer in Olean \, '.:' ......
education 1.11 these workers to remain in this changing work ...
with many difficulties. not the least of which were depress a glora
Ted Weymouth Chairman of the Golden Corridor Cound describes
oil market. old machinery. and an outmoded ". Draws 11.11
this process This partnership has involved 1.500 Motorola employees
considering dosing 11. Olean division
and i 100 X hour days The critical skills and Interacy programs have
While the New York State Department of Development
dramatically increased the productivity of the employees enabling
intervened by offering J $500.000 grant for emporter training 11 jh
Motorola 10 remain competitive in the world economy This loss: P"
incentive for the company to remain in Olean It would have taken J
gram has evolved over the last two years and attests to the greater "
minimum of three months to receive approval for the your state grant
son of Motorola for the basic skills retraining of 12.500 en process
In the meantime. JCC contacted other funding with and secured
nationwide
$540 (XX) in state and regional grants. During this period attention us
This effort 111 initiate a program involving Interacy and product
focused to training and developing trainers many of when. u..
for Monor "a employees has resulted in J comprehensive program
members of the United Steel Worker's Association
viding "::" :- "ID hours of on-site Incracy instruction in reading
This program's success has been two-told Employment rose Iron.
nuthernance and nonnative language skills In some cases M of .....
its present level of 1.600 at the Olean plant and three divisions
employee- have improved their reading skills by 141. grade R
of presser Rand have remained in southwestern 114 your
eight 3nd have mastered basi. anthmetic skills , cight
: remployees Secondly, this program. has NT realed the
yet nstrution This has had J dramatic alled in
service delivery in. P..
n. drashe example the production 11:1a for ......
AACJC Partnership Initiative
NATIONAL TASK FORCE
A Partnership Development Project of the
American Association of Community and Junior Colleges
Business/Industry
Labor
Small Business
Public Employer
High School/College
Partnerships
Gordon T. Stulberg
Do:
David H Ponitz
Devid , Grady
Task Force Chairman
Task Force
rman
President
President Association of
President
Sinclair Community College
Community Callege Trustees
PelyGram Corporation
Tr.
Chair. AACJC Board of
Directors
Hor Terry L Bruce
P2' Cheate
Denaid J Devis
Bwight E Davis
Neien M Ellison
US House of
Director Fouc, Analysis
Assistant
Director
Vice President
President
Representatives
TRW
GM
Department
Wausau Insurance
Cuyshoga Community Callage
Illinois
United Auto
Companies
District
EL
M. Date Ensign
Nino F Falcone
James H Richardson Gonzales
Samuel L Gravely Jr
Philip K Hammond
Executive Vice President
Trustee
Director
Vice Admiral
President
Sinciair Oil Company
Hudson County Community
Minority Business
U.S. Navy-Retired
Dynamic Sciences Inc
College
Development
Agency
GD
Gerald C Hayward
Harland H Kirchne
Sheila M Korhamme:
R Jan LeCroy
Reagan H Legg
Ronatic R Lingle
Director
District Board President
Trustee Emerita
President
ACCT Past President
President
Sacramento Center for Policy
Fox Valley Technical Institute
Northamptor Count,
Datias Citizens Council
Denville Area Community
Analysis for California
Community College
College
Education
Kenneth E McCourt
M.E Nichols
Pattie T Powe:
Edward Senders
Esther F Scheeffer
Robert W Scor
Director Product Service
Executive Vice President
Trustee
Manager Government
Vice President Policy
State President
Training
Communication Workers
Dallas County Communit,
Relations & Training
National Alliance of Business
North Carolina
General Metors
of America
College District
Whiripool Cerporation
Department of
Community Colleges
David Viar
Da. Pame
James F McKsnney
Executive Director
AACJO
Project Director
Association of Community
Presider one Care'
Executive Secretary
College Trustues
Executive 0*:-
KAW Tax Force
MAR 28 '89 10:02 FROM 1ST LADY STAFF OFC
PAGE. 002
03/27/1989 18:29 FROM AACJC
TO
3954198 P.02
Photo Copy Preservation
American Association of
Community and Junior Colleges
EXAMPLES OF COMMUNITY, TECHNICAL, AND JUNIOR COLLEGE INVOLVEMENT IN
ADULT LITERACY EDUCATUION
Over 70 percent of the nation's community, technical, and junior
colleges provide adult literacy education, ranging from basic reading
and writing to high school completion programs. The following cites
just a few examples:
North Carolina Community Colleges
The North Carolina Community College System's Adult Literacy Program
involves all 58 community colleges in a combined effort to provide
basic literacy education and high school equivalency programs. This
effort has been backed by a statewide literacy awareness initiative
launched by the Department of Community Colleges in 1984. As part of
the initiative, regional workshops were held to develop literacy
plans for each of the state's 58 community college service areas.
San Juan College, Farmington, NM
San Juan College's Project READ helps train volunteer literacy tutors
to work in the local community. Among the tutors trained are honor
students at Farmington High School.
William Rainey Harper College, Palatine, IL
In a collaborative effort with Motorola, Inc., William Rainey Harper
College has provided over 47,700 hours of on-site literacy
instruction in reading, mathematics, and nonhative language skills.
In some cases, Motorola employees have improved their reading skills
by two grade levels, thus improving the company's productivity.
St. Louis Community College, MO
St. Louis Community College operates a Workplace Literacy Resource
Center. The center helps local industries assess and improve
employees' basic reading, writing, and math skills.
Florida Community College at Jacksonville, FL
The Adult Developmental Studies Department of Florida Community
College at Jacksonville has developed "Reading, 'Rithmetic, and
Recipes" as a means of combining instruction in both literacy and
nutrition. The program serves the needs of primarily low income
adults.
National Center for Higher Education. One Dupont Circle N.W., Suite 410, Washington, D.C. 20036 (202)293-7050
MAR 28 '89 10:02 FROM 1ST LADY STAFF OFC
PAGE. 001
Mark Davis --
To continue: Julie Cooke thinks the remarks are right on target
(and so do I, which I neglected to make clear before). The
emphasis on helping the workforce to be more competitive, and on
the accessibility of the education community colleges provide,
are terribly important points to make, and they're very well made
here.
I am also sending along a fact sheet about exemplary community
college literacy efforts for your information. If you decide to
use any of this stuff, could you let me know? I'm working on
Mrs. Bush's comments right now.
Thanks for the opportunity to share.
Susan Green x7905
Photo Copy Preservation
MAR 28 '89 9:44 FROM 1ST LADY STAFF OFC
PAGE. 001
Photo Copy Preservation
Mark Davis --
As per our conversation last night, here are a few comments on
remarks for President Bush's address to AACJC:
1. I especially liked the metaphor at the end, which I thought
very inspiring.
2. My major concern would be to try to avoid the implication of
"those poor illiterates." Less than 5% of the adult population
really can't read or write at all, but an estimated 20% have
problems that limit their functioning. With the exception of
prisoners and the unemployed, most people with limited basic
skills have learned to cope in some pretty amazing ways.
Community and jr. colleges are one of two primary public systems
for delivery of literacy (or basic skills). instruction -- the
other being public school systems.
So -- pp. 1 and 2 - I'd change the phrase "remedial literacy
training" to "literacy instruction for adults," and the sentence
"The costs of illiteracy can be calculated to "the costs of
poor literacy [or functional illiteracy] can be calculated in a
host of ways
in labor and productivity lost
And
"we
cannot calculate the loss of human happiness caused by
illiteracy" to "we cannot calculate the loss of human fulfillment
[and just leave out 'caused by illiteracy'"]
Finally, you might change "Barbara and I are deeply moved by the
plight of the illiterate " to "Barbara and I are deeply moved
by the struggles of those who lack the skills so many of us take
for granted, and we are concerned about their impact on our
national well-being. Rest assured, we will continue to work with
you to promote greater literacy -- which means better education
for all."
3. On p. 3, 3rd paragraph, you might want to add "or high school
drop-outs who want to get their GED's."
4. On p. 5, I am curious: where did you get the 25% statistic
for HS graduates who can't function at the eighth grade level
Really not challenging it, just interested in knowing your
source. (The Wells quote is wonderful.)
5. On p. 6, top of page, you might want to end sentence with
"and too high a proportion of that incredible number may not have
the basic skills that permit retraining."
That's it for me. Julie Cooke, Director of Projects, who is
acting for Chief of Staff Susan Porter Rose in her absence, is
looking at the remarks now and may have further comments.
Susan Green
1
Davis/Blessey
March 28, 1989
6 p.m.
Draft 3
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF COMMUNITY & JR. COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1:40 p.m.
Thank you. Dale (Parnell), Jim (Brady), Governors Martin
and Campbell.
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
...
And to think,
all this time I thought she was cheating at Scrabble
...))
( (As you know, Barbara has taken the lead in promoting
literacy for eight years now, traveling to schools across
America. One day she came back from Boston and told me that she
saw a gentleman sitting in the corner of a school room,
surrounded by children who were enraptured by his story-telling
and good-natured kidding. Every now and then, this man would ask
a child to spell a word by tracing the letters in the palm of his
hand, and he would tell them whether they got it right or not.
Barbara thought this was strange, and wondered if this was some
new kind of teaching technique. "No," the superintendent told
her, "he has to teach this way. You see, he's blind."
2
Think of it. This man was retired. He could have found a
thousand excuses to retreat into his own world of darkness. And
yet he ventured out into the light, to teach children to read
books that he would never again see. It is moments like these
that make Bar's effort against illiteracy so rewarding.) )
You have bestowed on her an honor that will be treasured by
Barbara and the whole Bush family for years to come. Still, Bar
and I can't get over the feeling that we should be giving you an
award. After all, you provide adult basic education on a scale
that is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain, or for that matter Larry
McMurtry; who will never know that a book can be a true friend in
the still hours of the night.
3
Barbara and I are deeply moved by the plight of those who
lack the skills most of us take for granted. Rest assured, we
will continue to work with you to promote literacy skills
This nation grew into greatness because early Americans met
the challenge of building an educational system second to none.
With the dawn of a new century only eleven years away, we are
faced with a new challenge -- to revitalize and restore that
system our forebears bequeathed to us; to ensure that an American
education is once again the best in the world. In this crusade,
we can look to leadership from an American innovation in
education -- our nation's community colleges, more than a
thousand strong.
You best represent the American philosophy of education, for
all, for life. Americans believe that education is not a phase
to be successfully completed. We believe that education is a
lifelong endeavor. What scholars call the "life of the mind" is
as essential to the complete man or woman as water and air.
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
NOTE:
U.S. Department of
Transportation
Kate,
Office of the Secretary
of Transportation
Thought you would enjoy seeing
some good press on our President!
Carl
mark
4/24/89
I am passing
along to you This
OFFICE OF THE
coverage of you
PRESIDENT
JUNIOR COLLEGN
ST.
speech
Hope all is well ! Life is
good here at DOT Kate
m.
AUTHOR AND STUDENT, JOHN CLARKE
CLEARWATER STUDENT, DAVID CUDAR,
ADDRESSES WRITERS CLUB
EYES FUTURE N THE ARTS
Page
Page 13
The Wooden Horse
Serving St. Petersburg Junior College Since 1929
Friday, April 21, 1989
Vol. 60, No. 4
Pinellas County Florida
B ush meets AACJC in DC
'We are faced with a new challenge-to revitalize and restore
that system our forebearers bequeathed to us; to ensure that
an American education is once again the best in the world.'
Association
got a serious social imbalance, an education gap. Let's bridge
By Robert J. Nies, Jr.
that gap," said Bush.
Staff Writer
"Community colleges provide such a bridge to higher
ANNUAL
education, a ready resource for vocational training and adult
remedial education," he said.
The featured speaker at the American Association of
"Think, then, of our educational system in this way, as a
Community and Junior Colleges (AACJC) was President
vast and beautiful inheritance, which must be lovingly re-
George Bush, who exhorted the attending members to con-
stored: notonce, but every generation. In this effort, make no
tinue their leadership role in education in the local commu-
little plans. Think big. Aim high in hope and work. Continue
nity.
to work together, as a community, to help your students, to lift
"We are deeply moved by the plight of those who lack the
their vision and lengthen their horizon," concluded the Presi-
skills most of us take for granted," said Bush. "Whole
dent.
communities are enriched and enlightened by the cultural
Prior to the President's speech, First Lady Barbara Bush
resources you provide, from vast libraries, to night schools, to
received the Harry S. Truman Distinguished Service Award,
stages for local theatrical productions. This attitude toward
education - as something more than a requirement of an
Please see AACJC, Page 2
industrial society, as an embellishment of life - is uniquely
American,' he stated.
Bush called on all to pitchi America's
tional system to its former prominence and importance in
society. "Business must get involved and work with our
schools to ensure American competitivenes Students must
understand the value of a solid education and personal
sponsibility in today's job market," he said.
"Excellence in education is our most basic shared prin-
ciple. We share the conviction that there is no such thing as
an expendable student. We will never accept the notion that
vast numbers of illiterate and undereducated Americans can
be offset by a well-educated elite. That's not the American
way," said Bush.
Staff photos by Robert J. Nies, Jr.
The President said, "For years, rescuing underachieving
President Bush addresses the 69th Annual
students has been a quest of the heart. Today, it is also a test
First Lady Barbara Bush and Jess H. Parrish,
AACJC Convention, at the Washington Hilton
of national will, a test critical to the very future of America."
chairman, Presidents Academy, and president
"For those workers who lack skills and basic education
Hotel, on March 30, attended by over 4,000
today, a comfortable middle-class existence will be harder
of Midland College, Texas, listen intently to
presidents, administrators and faculty from
and harder to come by. When some high school graduates
President Bush's speech during the Presidents
across the nation.
can't find jobs in a market begging for workers, then we've
Academy Luncheon.
Prout tops among Florida students
What's
Psi Beta, the Social and Behavioral Science
By Nancy Harbour
honor society. She represents SPJC as a
Inside
Staff. Writer
student ambassador at schools and commu-
nity events while working part-time as night
LORIDA'S
monitor in SPJC's Alternate Instruction
CAMPUS NEWS 11 14
When SPJC student Laura Prout sent in
her application for Florida College Student of
FOP
Center. "I give information about the labs,
COLLEGEWIDE 3
the hours of the labs and answer questions,"
COMMENTARY 4
the Year, she thought she might make the
TUDENTS
said Prout.
FEATURE 9
Honorable Mention list. At a press confer-
Some of the community organizations
FOCUS 20
ence in Tallahassee recently, Prout was
Prout has worked for as a volunteer include
awarded the title.
the Suncoast Children's Dream Fund, the
LIFESTYLES 16-17
Chosen by a panel of judges which in-
Special Olympics, Pinellas Association of
NEWS 5
cluded Florida Commissioner of Education
Retarded Children, the Muscular Dystrophy
PERSPECTIVE 6-7
Betty Castor Bell and former United States
Association Telethon and the Ronald
SECOND FRONT 2
cabinet members William Simon and Terrel
McDonald House.
Bell, Prout was singled out for the honor in
Staff photo by Nancy Harbour
SPORTS 18 19
"You just need to keep an eye on your
statewide competition.
Florida College Student of the
time," said Prout, explaining how she juggles
TARPON 15
The contest recognizes students for their
Year, Laura Prout.
12 to 15 credit hours, a work schedule and
UP COMIN' 2
"intelligence, hard work, integrity and activ-
extracurricular activities. "I have lists going
ism," said W.H. "Butch" Oxendine Jr., pub-
said President Carl Kuttler on Prout's selec-
all over the place of where I'm suppposed to
SPECIAL ALUMNI
lisher of Florida Leader magazine, sponsor
tion, adding, Laura is an excellent example
be and when. It's hard, but it's worth it."
FEATURE 10
of the event. "We received more than 150
of a community college student who has done
The sophomore public relations major
applications from qualified students at more
well and made the most of her opportunities."
credits her parents for influencing her to work
than 40 different colleges."
Prout's resume includes a 3.8 grade point
hard. "Things weren't just handed to me. I
"SL Petersburg Junior College-its staff,
average, chapter president of the honor fra-
always held a job and learned that I had to
board and president are very proud of her,"
ternity Phi Theta Kappa and membership in
Please see SPJC student, Page 2
Photo Copy Preservation
2 Second Front
Friday, April 21, 1989 The Wooden Horse
Up 'n comin'
President speaks to AACJC convention
Continued from Page 1
Dance Theatre performs
SPJC's Dance Repertory class
and Motion Dance Theatre
will present a free Spring dance
concert at Lynch Auditorium
April 19 at 1 p.m. and April 21
and 22 at 8 p.m. The
performance will feature jazz
and modern dance works by
both faculty and students
Team challenge bowling
Ten Pins Bowling lanes is
The Presidential Seal is
having its 1st Annual Team
displayed whenever the
Barbara Bush accepts the Harry S.
Challenge Bowling Match April
President holds a press
Truman Distinguished Service
25 at 3:45 p.m. SPJC employees
conference.
Award, which is given annually by
are invited to participate in
AACJC, for her involvement in
teams of four. The tournament
James S. Brady, former White
adult literacy efforts.
will provide competition for
House Press Secretary, is the new
members of the Pinellas County
vice chairman of the National
School System and SPJC. Entry
Organization on Disability.
fee is $5 per person. For further
info call 381-1010 or 381 1520.
Graduation ceremonies
Graduation ceremonies are
scheduled for the evening of
May 8. Persons not attending
graduation are expected to
attend classes as normal on that
Staff photos by Robert J. Nies, Jr.
day Questions regarding
Jim Brady (center), who rose to the top of his profession, is
graduation shoulb be directed to
quoted by Washington Press Corps (left). Zilda DePaula
Shirley-Crane, Ext. 3241.
(center) of Central Piedmont Community College, awaitsar
Alumni Golf Tournament
autograph, while Mrs. Sarah Brady (right) looks on. Brady
A relaxed George Bush listens
was surrounded by many well-wishers and autograph
SPJC's Alumni Association golf
to his wife, prior to his speech.
seekers long after the Presidential address was completed.
tournament is scheduled for
which is given annually lo an individual who
May 13 at East Bay Golf and
National Organization on Disability, a pri-
discouraging it is for the disabled to get
has demonstrated great commitment to edu-
vate, Washington-based organization pro-
around until my accident," said Brady.
Country Club. Tee off time is
cational opportunity for all American citi-
moting the acceptance of the nation's 37
"He reached the pinnacle of success in his
12:30 p.m. Entry fee is $45 and
zens.
million citizens with disabilities.
field and his unselfish sacrifice to protect the
includes green fees, cart, box
In accepting the award Mrs. Bush humor-
Brady, who was shot by Jon Hinckley in
President will never be forgotten," said an
ously thanked the AACJC for the honor
lunch and a chance at great
an attempt on the life of then President
admirer waiting for an autograph.
named after a great American president,
Ronald Reagan, is permanently disabled and
prizes. Funds raised are
He was constantly surrounded by photo-
"who unfortunately belonged to the wrong
confined to a wheelchair.
graphers, the press and conventioneers dur-
allocated to the SPJC Alumni
party."
"When I go to meetings and find that a
ing the lunchcon.
Association's Scholarship Fund.
James S. Brady, former Assistant to the
building has no ramp or escalators to assist
Long after the meeting was over Mr.
For further information call
President and White House Press Secretary
the handicapped, I personally find the owners
Brady was still patiently shaking hands with
under Ronald Reagan, spoke on behalf of the
Mary Jo Harvey, Ext. 3274.
and discuss it with them. Inever realized how
many well-wishers and admiring attendees.
Training will be offered
SPJC student
Budget cuts
the required G.P A will be raised from
for The Wooden Horse
3.30 to 3.50. The Black Incentive Award
requirements will be the same but the
wins top honors
Non-credit training for students
strike SPJC
monies offered will be cut in half from
wishing to participate in
$1200 to $600 and will have to be used for
Continued from Page 1
production of The Wooden
both semesters I and II.
In 1987 Florida law restricted and
work for whatever I wanted. Now I work
Horse this fall, will be offered
By Rob Conahan
capped state funding for the school at
hard in my classes and make pretty good
during the summer at The
Staff Writer
$125,000, but with the new cut there had
grades. I'm happy with it, but know they 're
Wooden Horse production
to be a change in the criteria.
just not given to me."
building, 7028 66th Street N.
Said Pranske, "With the budget, it's
"She's hard working, dedicated and one
Detailed instruction in news
Due to general across-the-board
give and take. When all is said and done
of the main reasons that we had the success
budget cuts at the state level, plans for the
there's nothing to do but wait and see what
that we did," acknowledged PTK advisor
reporting text flow, PageMaker
new SPJC volleyball team have been
Congress is going to do.
Steve Meier. The chapter recently won
software, layout and design of
cancelled. Several athletic teams,
As far as the volleyball players who
awards at the state and national levels at their
the newspaper and layout and
including golf and swimming, will have
had already signed scholarships prior to
convention in Atlanta.
design of advertising will be
the number of scholarships reduced by
all of this, Chuck Dillon, attorney for
After graduating from SPJC, Prout plans
one-half of their current number.
SPJC said, "The school will honor all
offered. The objective of the
to attend the University of Florida where her
The budget cut affects academic
scholarships for a one year period and we
prizes from her selection as Florida College
training will be to produce an
scholarships such as the President' award
have offered players assistance in playing
Student of the Year will come in handy. They
edition of the newspaper to be
and the Trustees awards. The Black
at other schools.
include a $1250 cash scholarship, an Apple
delivered on the first day of
Incentive Award will also change this year
Dillon was really surprised about the
computer and a Honda scooter.
class, Session I, in August. For
to accomodate the needs of the budget.
budget cut which, he said, "came out of
Ray Prankse, director of financial aid
further information, call The
nowhere." Added Prankske, body
said, this will have some effect but not a
was really upset about how this came
Wooden Horse at 341-3756 or
Front page photo of Laura Prout
devastating effect." Pranske added that
about. Last year we went over a million
578-4929.
the cut offers more competition for those
dollars for strictly academic scholarships.
provided by The Wooden Horse
students academically talented.
The emphasis of the legislature was
photographer Nancy Harbour,
The President's award will be $800 but
obviously not academics.
appeared on the cover of Florida
Leader magazine.
Photo Copy Preservation
!R! CASS 2; EXIT;
1
Finnl for Press
Davis/Blessey
March 29, 1989
8:45-
Draft 5
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF COMMUNITY & JR. COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1:45 p.m.
Thank you. Dale (Parnell), Jim (Brady), Governors Martin
and Campbell, Jess Parrish. Jim Tatum, good to see you again.
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
...
And to think,
all this time I thought she was cheating at Scrabble ...))
((As you know, Barbara has taken the lead in promoting
literacy for more than eight years now, traveling to schools
across America. One day she came back from Boston and told me
that she saw a gentleman sitting in the corner of a school room,
surrounded by children who were enraptured by his story-telling
and good-natured kidding. Every now and then, this man would ask
a child to spell a word by tracing the letters in the palm of his
hand, and he would tell them whether they got it right or not.
Barbara thought this was strange, and wondered if this was some
new kind of teaching technique. "No," the superintendent told
her, "he has to teach this way. You see, he's blind."
2
Think of it. This man was retired. He could have found a
thousand excuses to retreat into his own world of darkness. And
yet he ventured out into the light, to teach children to read
books that he would never again see. It is moments like these
that make Barbara's effort on behalf of literacy so rewarding.)
We are deeply moved by the plight of those who lack the
skills most of us take for granted. Rest assured, we will
continue to work with you to promote literacy skills
You have bestowed on her an honor that will be treasured by
all in our family for years to come. still, Barbara and I can't
get over the feeling that we should be giving you an award.
After all, you provide adult basic education on a scale that is
nothing short of heroic.
This nation grew into greatness because early Americans met
the challenge of building an educational system second to none.
With the dawn of a new century only eleven years away, we are
faced with a new challenge -- to revitalize and restore that
system our forebears bequeathed to us; to ensure that an American
education is once again the best in the world. In this crusade,
we can look to leadership from an American innovation in
education -- our nation's community colleges, more than a
thousand strong.
3
Whole communities are enriched and enlightened by the
cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
I believe secondary and even elementary schools can learn a
lot from your success, starting with your policy of flexibility.
By this I mean the way in which you tap local talent and draw on
the knowledge of experts from the private sector. When a Ph. D.
on sabbatical cannot volunteer as a teacher in many school
districts, something is very wrong. That is why I have proposed
Alternative Teacher Certification, to open classrooms to every
qualified person with the talent, the knowledge and the desire to
teach.
We must all pitch in to restore our educational system.
Business must get involved and work with our schools, to ensure
American competitiveness. Students must understand the value of
a solid education and personal responsibility in today's job
market. And education at all levels must follow the example set
by community colleges, which are directly accountable to the
needs of students, communities and businesses. This principle of
acc intabi
d be universally applied to all ed
in: itutio
You a
a particular need with the disadva
the disab
iding opportunity and choice for 0
citizens,
orities, and the handicapped.
But E
in education is our most basic sha
pr: ciple
:
the conviction that there is no S
as expe
dent. We will never accept the no
vas numb
terate and undereducated Americans
offset by
cated elite That's not the Ameri
For }
uing underachieving students has b
of :e he:
, it is also a test of national wi
cri _cal 1
future of America. This may sour
OVE tate:
ica, after all, is still a world 1
it mes -
g Nobel Prize winners in physics,
and litera
what is the advantage for a natio
Nobal Pri.
novelists, if their books cannot b
27 .llior
1 illiterates in their own country
I am
to increased investment in basic r
But merio
inue to lead the world in theoreti
sci ce, a
ose the race in the application of
H.G. Wells
t "human history becomes more and
1.1
5
between education and catastrophe." Catastrophe may not be
around the corner, but what had a ring of truth in the 1920s,
sounds ominously true in the 1980s, with our highly competitive
international market. Let me share a few stark facts with you.
In Japan, levels of functional literacy and student
achievement are extremely high, while the Japanese drop-out rate
remains very low. In America, however, functional literacy is
much lower. About one in five American high school students drop
out. And of those Americans who do graduate from high school,
almost one in five cannot read or write at the intermediate
level.
While many Americans become less educated, the standards of
the work place are becoming ever more rigorous. And the balmy
days of the baby boom are passing us by. Between now and the
year 2000, we will face a "baby bust," a shrinkage of the labor
pool. According to Business Week, we will have to train or
retrain as many as 50 million workers in the next dozen years
alone. Think of it -- 50 million!
There is more opportunity today than ever before -- but only
for those who are prepared to take advantage of it. For those
workers who lack skills and basic education today, a comfortable
middle-class existence will be harder and harder to come by.
When some high school graduates can't find jobs in a market
begging for workers, then we
social imbalance,
an education gap. Let's brid
t's bridge it as
fast as possible.
Community colleges provi
to higher
education, a ready resource f
ining and adult
remedial education. You prov
ecisely the very
people who are being summoned
coming labor
shortage. Your programs spel
the most
disadvantaged members of the
they also spell
opportunity for business. Th
and business are
coming together in hundreds 0
Colorado, to Kansas,
to Kentucky, called employer-
ips. This friendly
merger of business and academ
force for social
improvement. Everyone must W
America is to remain
prosperous and competitive in
Let me conclude by parap
is of advice,
offered at the turn-of-the ce
opriate for our
modern quest for excellence in
"Make no little plans: ti
to stir men's
blood and probably in themsel
Balized. Make big
plans; aim high in hope and Wa
hat a noble (idea)
once recorded will never die,
00
are gone will be
a living thing."
7
These are the words of Daniel Burnham, who was the architect
of such a big plan -- Washington's Union Station, which stands
out as a visual delight in a city already crowded with great
monuments and statuary. Burnham's legacy is a truly living
monument, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not. once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together, as a community, to help your students, to lift their
vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, God bless you, and God Bless America.
#
#
#
MASTERI
Document No. 020358
WHITE HOUSE STAFFING MEMORANDUM
DATE: 03/24/89
ACTION/CONCURRENCE/COMMENT DUE BY:
C.O.B. Monday 03/27
SUBJECT: PRESIDENTIAL REMARKS: AMERICAN ASSOCIATION OF JUNIOR AND
COMMUNITY COLLEGES
(03/23 6 p.m. draft)
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE no comments
SUNUNU
NEWMAN no comments
R
SCOWCROFT
PORTER
Tuesam
DARMAN
STUDDERT
BATES no Comments
UNTERMEYER
BREEDEN
PINKERTON
CARD
ROGERS
Tues
CICCONI
PORTER-ROSE
am
DEMAREST talked to Davis
WINSTON
FITZWATER
GRAY no comments
HAGIN
REMARKS:
Please provide any comments/recommendations directly to Chriss
Winston (Rm. 122, x2930) by close of business on Monday, 03/27,
with an info copy to my office. Thanks.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
Davis/Blessey
March 23, 1989
6.,
p.m.
Draft 20182
Title: Junior
5
PRESIDENTIAL REMARKS: AMER. ASSOC. OF JR. & COMMUNITY COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1 p.m.
Thank you. Dale, Jim (Brady), Governors Martin and
Jess
Iss Pans
Campbell, (Further acknowledgements.)
( (Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
...
And to think,
all this time I thought she was cheating at Scrabble . ))
In all sincerity, this honor will be treasured by Barbara
and the whole Bush family for years to come. Still, Bar and I
can't get over the feeling that we should be giving you an award.
adult basic education
After all, you provide remedial literacy training on a scale that
is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
2
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain or (Sorthalmather) Larry McMurtry; who will
(Pink)
never know that a book can be a true friend in the still hours of
the night.
Barbara and I are deeply moved by the plight of the
illiterate. And rest assured, we will continue to work with you
to promote literacy skills
This nation grew into greatness because early Americans met
the challenge of building an educational system second to none.
With the dawn of a new century only eleven years away, we are
faced with a new challenge -- to revitalize and restore that
system our forebears bequeathed to us; to ensure than an American
education is once again the best in the world. In this crusade,
we can look to leadership from a^recent American innovation in
education -- our nation's community colleges, more than a
thousand strong.
work
You best represent the American philosophy of education,
pt.2
pt.
based on accessibility for all, for life. Americans believe that
education is not a phase to be successfully completed. We
believe that education is a lifelong endeavor. What scholars
call the "life of the mind" is as essential to the complete man
or woman as water and air.
3
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
Inspired by your success, I am going to challenge our
educational system at every level to adopt a few creative
practices pioneered by the community colleges of America.
Community colleges provide ten million Americans with
educational choice. A wide range of students benefit from your
institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
stone to a four-year program; to those who seek a 2-year degree;
to mature students who are returning to school to round out their
education. This is what we need more of up and down the line --
choice.
Secondary and even elementary schools can learn a lot from
the way in which you tap local talent, drawing on the knowledge
of experts from the private sector. With this in mind, I have
proposed extending this same practice, often called Alternative
Teacher Certification, right down to the first grade.
4
and private
Perhaps accountability is the key to your success. State
universities, which accept your students, count on you to instill
a precise curriculum. The businesses of your city count on you
to match skills to the demands of the job market. And most of
all, students count on you to provide a ladder of opportunity.
And opportunity is our most basic shared principle. We
share the conviction that there is no such thing as an expendable
student. We will never accept the notion that vast numbers of
illiterate and undereducated Americans can be offset by a well-
educated elite. That's not the American way.
We will not rest until we have found a way to school every
not
young American in the romance of our history and literature, and
like
the wonders of science. Until we can accomplish this, millions
Pres.
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
Language not URe Fash - awk.
awb.
too
For years, redeeming these underachieving students has been
a quest of the heart Today, it is also a test of national will,
a test critical to the very future of America. This may sound
like an overstatement. America, after all, is still a world
leader when it comes to producing Nobel Prize winners in physics,
economics and literature. But what is the advantage for a nation
their
(Pinic)
with Nobel Prize-winning novelist if his books are largely
5
unread in his own country? What is the advantage for a nation
that can invent fiber optic cable, if the art of splicing these
delicate strands is beyond the skills of our work force?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
Catastrophe maymor we around
between education and catastrophe." What had a ring of truth in
the
next
couner
the 1920s is ominous in the 1980s, with its our highly competitive
unt
internationalized market. Let me share a few stark facts with
you.
In Japan, febela of student functional literacy and Hudent
achievement are extreme lef , mga while its dropout rate remams every low.
Last ýear, Japan's functional literacy rate was better than
hower, (Sunctional literscry
95 percent
In America it down to about 80 percent. The
28
national drop-out rate is XX percent. And of those Americans who
and don't so to college,
do graduate from high school as many as 25 percent cannot read
or write at the eighth-grade level. As many Americans become
less educated, the standards of the work place are becoming ever
more rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by.
of shrinkage of the lobs pool.
Between now and the year 2000, we will face a "baby bust."
According to Business Week, this shrinkage of the labor pool will
make it necessary to train Juding or retrain as many Ste as 50 million
will
6
workers in the next dozen years alone.
Think of it -- 50
million!
Back in the Eisenhower years, high-school drop-outs, if they
worked hard, could still enjoy a comfortable middle-class life.
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
a comfortable middle-class existence will be harder and harder to
come by. When a high school graduate can't get a job in a market
begging for workers, then we've got a serious social imbalance,
an education gap. Let's bridge that gap. Let's bridge it as
fast possible.
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive.
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial adult
education
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
are being summoned to alleviate the coming labor shortage. Your
programs spell opportunity for the most disadvantaged members of
the work force. But they also spell opportunity for business.
The disadvantaged and business are coming together in hundreds of
7
programs from Connecticut to California called employer-college
partnerships.
This friendly merger of business and academia is a sweeping
force for social improvement. Look at Dallas, where more than
(almost 200
one thousand businesses have "adopted" the city's 200 secondary
schools. Just look at North Carolina and South Carolina, where
state governments have brought businesses and community colleges
together to foster customized training and technical education.
You have shown that by working together, as communities, as
partners in progress, we can match people to jobs, bring hope to
the despairing, and build a world-class work force. I challenge
every state, every college, every business, to follow your
example.
Let me conclude by paraphrasing a few words of advice,
written at the turn-of-the century, but so appropriate for our
modern quest for excellence in education:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble (idea)
once recorded will never die, but long after we are gone will be
a living thing."
8
The man who wrote these words, Daniel Burnham, was the
architect of such a big plan -- Washington's Union Station, which
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
monument, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together, as a community, to help your students, to lift their
vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
28
Davis/Blessey
March 1989
6 p.m
Draft
2
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF COMMUNITY & JR. COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1:40 p.m.
Thank you. Dale (Parnell), Jim (Brady), Governors Martin
and Campbell.
Bearsi)
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
And to think,
all this time I thought she was cheating at Scrabble
...))
((As you know, Barbara has taken the lead in promoting
literacy for eight years now, traveling to schools across
America. One day she came back from Boston and told me that she
saw a gentleman sitting in the corner of a school room,
surrounded by children who were enraptured by his story-telling
and good-natured kidding. Every now and then, this man would ask
a child to spell a word by tracing the letters in the palm of his
hand, and he would tell them whether they got it right or not.
Barbara thought this was strange, and wondered if this was some
new kind of teaching technique. "No," the superintendent told
her, "he has to teach this way. You see, he's blind."
Think of it. This man was retired. He could have found a
thousand excuses to retreat into his own world of darkness. And
yet he ventured out into the light, to teach children to read
books that he would never again see. It is moments like these
that make Bar's effort against illiteracy so rewarding
You have bestowed on her an honor that will be treasured by
Barbara and the whole Bush family for years to come. Still, Bar
and I can't get over the feeling that we should be giving you an
award. After all, you provide adult basic education on a scale
that is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Twain, or for that matter Larry
McMurtry; who will never know that a book can be a true friend in
the still hours of the night.
Barbara and I are deeply moved by the plight of those who
lack the skills most of us take for granted. Rest assured, we
will continue to work with you to promote literacy skills
3
This nation grew into greatness because early Americans met
the challenge of building an educational system second to none.
With the dawn of a new century only eleven years away, we are
faced with a new challenge -- to revitalize and restore that
system our forebears bequeathed to us; to ensure that an American
education is once again the best in the world. In this crusade,
we can look to leadership from an American innovation in
education -- our nation's community colleges, more than a
thousand strong.
You best represent the American philosophy of education, for
all, for life. Americans believe that education is not a phase
to be successfully completed. We believe that education is a
lifelong endeavor. What scholars call the "life of the mind" is
as essential to the complete man or woman as water and air.
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
4
Inspired by your success, I am going to challenge our
educational system at every level to adopt a few creative
practices pioneered by the community colleges of America.
Community colleges provide ten million Americans with
educational choice. A wide range of students benefit from your
institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
stone to a four-year program; to those who seek a 2-year degree;
to mature students who are returning to school to round out their
education. This is what we need more of up and down the line --
choice.
Secondary and even elementary schools can learn a lot from
the way in which you tap local talent, drawing on the knowledge
of experts from the private sector. When I lived in Odessa,
Texas, I wanted to share my knowledge as a teacher in the local
public school system. But I didn't have a teaching certificate,
and I was rejected. That seemed wrong to me then, and it
seems
wrong to me now. We should open our classroom to everyone with
... just AS that Bostonschool that DiD
for
the talent, the knowledge and the desire to teach. With this in
blind
mind, I have proposed extending this same practice, often called
senttime
Alternative Teacher Certification, right down to the first grade.
Accountability is the key to your success. State and
private universities (which accept your students) count on you to
5
instill a precise curriculum. The businesses of your city count
on you to match skills to the demands of the job market. And
most of all, students count on you to provide a ladder of
opportunity.
Opportunity is our most basic shared principle. Everyone
should have a high school education; especially those with high
school degrees. We share the conviction that there is no such
thing as an expendable student. We will never accept the notion
that vast numbers of illiterate and undereducated Americans can
be offset by a well-educated elite. That's not the American way.
t
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
For years, rescuing these underachieving students has been a
quest of the heart. Today, it is also a test of national will, a
test critical to the very future of America. This may sound like
an overstatement. America, after all, is still a world leader
when it comes to producing Nobel Prize winners in physics,
economics and literature. But what is the advantage for a nation
with Nobel Prize-winning novelists, if their books are largely
6
unread in their own country? What is the advantage for a nation
that can invent the computer chip, if it doesn't have a skilled
work force that can use computers?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
between education and catastrophe." Catastrophe may not be
around the corner, but what had a ring of truth in the 1920s,
sounds ominously true in the 1980s, with our highly competitive
international market. Let me share a few stark facts with
you.
In Japan, levels of functional literacy and student
the Supprum
achievement are extremely high, while w drop-out rate remains
very low. In America, however, functional literacy is down to
FROUND
about 80 percent. The national drop-out rate is 27 percent. And
of those Americans who do graduate from high school and don't
graduate from college, as many as 27 percent cannot read or write
at the intermediate level. As many Americans become less
educated, the standards of the work place are becoming ever more
rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by.
7
Between now and the year 2000, we will face a "baby bust," or a
shrinkage of the labor pool. According to Business Week, we will
have to train or retrain as many as 50 million workers in the
next dozen years alone. Think of it -- 50 million!
There is more opportunity today than ever before -- but only
for those who are prepared to take advantage of it. For those
workers who lack skills and basic education today, a comfortable
middle-class existence will be harder and harder to come by.
When some high school graduates can't find jobs in a market
begging for workers, then we've got a serious social imbalance,
an education gap. Let's bridge that gap. Let's bridge it as
fast as possible.
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive.
This
to
Community colleges are the starting gate for higher
education, a ready resource for vocational training and adult
remedial education. You provide access for older citizens,
women, minorities, and the handicapped -- precisely the very
people who are being summoned to alleviate the coming labor
shortage. Your programs spell opportunity for the most
disadvantaged members of the work force. But they also spell
opportunity for business. The disadvantaged and business are
8
coming together in hundreds of programs from Connecticut to
California called employer-college partnerships.
STET
This friendly merger of business and academia is a sweeping
force for social improvement. businesses and
community colleges are working across America, from Colorado to
Kansas to Kentucky. Just look at North Carolina and South
Carolina, where state governments have brought businesses and
community colleges together to foster customized training and
technical education. You have shown that by working together, as
communities, as partners in progress, we can match people to
jobs, bring hope to the despairing, and build a world-class work
force. I challenge every state, every college, every business,
to follow your example.
Let me conclude by paraphrasing a few words of advice,
offered
written at the turn-of-the century, but so appropriate for our
modern quest for excellence in education:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble (idea)
once recorded will never die, but long after we are gone will be
a living thing."
There authe 9 of
who
The man who wrote these words 1 Daniel Burnham, was the
architect of such a big plan -- Washington's Union Station, which
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
monument, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together, as a community, to help your students, to lift their
vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
4
Community colleges provide ten million Americans with
educational choice. A wide range of students benefit from your
institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
stone to a four-year program; to those who seek a 2-year degree;
to mature students who are returning to school to round out their
education. This is what we need more of up and down the line --
choice.
Secondary and even elementary schools can learn a lot from
the way in which you tap local talent, drawing on the knowledge
of experts from the private sector. When I lived in Odessa,
Texas, I wanted to share my knowledge as a teacher in the local
public school system. But I didn't have a teaching certificate,
and I was rejected. That seemed wrong to me then, and it seems
wrong to me now. We should open our classroom to every qualified
person with the talent, the knowledge and the desire to teach --
.0
( (just as that Boston school did for that blind gentleman. ))
With this in mind, I have proposed extending this same practice,
often called Alternative Teacher Certification, right down to the
first grade.
Accountability is the key to your success. State and
Colleges
X
-private universities (which accept your students) count on you to
instill a precise curriculum. The businesses of your city count
6
between education and catastrophe." Catastrophe may not be
around the corner, but what had a ring of truth in the 1920s,
sounds ominously true in the 1980s, with our highly competitive
international market. Let me share a few stark facts with you.
In Japan, levels of functional literacy and student
achievement are extremely high, while the Japanese drop-out rate
remains very low. In America, however, functional literacy is
around 80 percent. The national drop-out rate is 28 percent.
And of those Americans who do graduate from high school and don't
graduate from college, as many as 27 percent cannot read or write
at the intermediate level. As many Americans become less
educated, the standards of the work place are becoming ever more
rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by.
Between now and the year 2000, we will face a "baby bust," or a
shrinkage of the labor pool. According to Business Week, we will
have to train or retrain as many as 50 million workers in the
next dozen years alone. Think of it -- 50 million!
There is more opportunity today than ever before -- but only
for those who are prepared to take advantage of it. For those
workers who lack skills and basic education today, a comfortable
middle-class existence will be harder and harder to come by.
7
When some high school graduates can't find jobs in a market
begging for workers, then we've got a serious social imbalance,
an education gap. Let's bridge that gap. Let's bridge it as
fast as possible.
Community colleges provide such a bridge to higher
education, a ready resource for vocational training and adult
remedial education. You provide access for older citizens,
women, minorities, and the handicapped -- precisely the very
people who are being summoned to alleviate the coming labor
shortage. Your programs spell opportunity for the most
disadvantaged members of the work force. But they also spell
opportunity for business. The disadvantaged and business are
coming together in hundreds of programs from Colorado, to Kansas,
to Kentucky, called employer-college partnerships. This friendly
merger of business and academia is a sweeping force for social
improvement.
Let me conclude by paraphrasing a few words of advice,
offered at the turn-of-the century, but so appropriate for our
modern quest for excellence in education:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble (idea)
8
once recorded will never die, but long after we are gone will be
a living thing."
These are the words of Daniel Burnham, who was the architect
of such a big plan -- Washington's Union Station, which stands
out as a visual delight in a city already crowded with great
monuments and statuary. Burnham's legacy is a truly living
monument, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together, as a community, to help your students, to lift their
vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
5
on you to match skills to the demands of the job market. And
most of all, students count on you to provide a ladder of
opportunity.
Opportunity is our most basic shared principle. Everyone
should have a high school education; especially those with high
school degrees. We share the conviction that there is no such
SP
thing as an expendable student. We will never accept the notion
that vast numbers of illiterate and undereducated Americans can
be offset by a well-educated elite. That's not the American way.
For years, rescuing underachieving students has been a quest
of the heart. Today, it is also a test of national will, a test
critical to the very future of America. This may sound like an
overstatement. America, after all, is still a world leader when
it comes to producing Nobel Prize winners in physics, economics
and literature. But what is the advantage for a nation with
Nobel Prize-winning novelists, if their books are largely unread
in their own country? What is the advantage for a nation that
can invent the computer chip, if it doesn't have a skilled work
force that can use computers?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
TAKE
STAFFED DRAFT
illiterite," outrate" but
W/AUTO DECCOMMENDATIONS
Davis/Blessey
March 23, 1989
6 p.m.
395-4198
Draft 2
Title: Junior
PRESIDENTIAL REMARKS: AMER. ASSOC. OF JR. & COMMUNITY COLLEGES
WASHINGTON HILTON
MARCH 30, 1989/ 1 p.m.
Thank you. Dale, Jim (Brady), Governors Martin and
Campbell. (Further acknowledgements.)
((Bar, I am delighted that this distinguished group has
recognized your efforts to promote literacy
And to think,
all this time I thought she was cheating at Scrabble
))
In all sincerity, this honor will be treasured by Barbara
and the whole Bush family for years to come. Still, Bar and I
can't get over the feeling that we should be giving you an award.
After all, you provide remedial literacy training on a scale that
is nothing short of heroic.
Benjamin Franklin was once asked what was the most pitiful
thing that could befall a human being. After a moment's
reflection, he replied: "A lonesome man on a rainy day who does
not know how to read." The costs of illiteracy can be calculated
in labor lost, and education dollars wasted. But we cannot
2
calculate the loss of human happiness caused by illiteracy -- all
the men and women across this country who will never hear the
narrative voice of Dickens, Bronte Twain or Larry McMurtry; who will
never know that a book can be a true friend in the still hours of
the night.
Barbara and I are deeply moved by the plight of the
illiterate. And rest assured, we will continue to work with you
to promote literacy skills
This nation grew into greatness because early Americans met
the challenge of building an educational system second to none.
With the dawn of a new century only eleven years away, we are
faced with a new challenge -- to revitalize and restore that
system our forebears bequeathed to us; to ensure than an American
education is once again the best in the world. In this crusade,
we can look to leadership from a recent American innovation in
education -- our nation's community colleges, more than a
thousand strong.
You best represent the American philosophy of education,
based on accessibility for all, for life. Americans believe that
education is not a phase to be successfully completed. We
believe that education is a lifelong endeavor. What scholars
call the "life of the mind" is as essential to the complete man
or woman as water and air.
3
In fact, whole communities are enriched and enlightened by
the cultural resources you provide, from vast libraries, to night
schools, to stages for local theatrical productions. This
attitude toward education -- as something more than a requirement
of an industrial society, as an embellishment of life -- is
uniquely American.
Inspired by your success, I am going to challenge our
educational system at every level to adopt a few creative
practices pioneered by the community colleges of America.
Community colleges provide ten million Americans with
educational choice. A wide range of students benefit from your
institutions, from those in high school who are looking for
advanced courses; to low-income students who need a stepping
stone to a four-year program; to those who seek a 2-year degree;
to mature students who are returning to school to round out their
education. This is what we need more of up and down the line --
choice.
Secondary and even elementary schools can learn a lot from
the way in which you tap local talent, drawing on the knowledge
of experts from the private sector. With this in mind, I have
proposed extending this same practice, often called Alternative
Teacher Certification, right down to the first grade.
4
(
Perhaps accountability is the key to your success. State
universities, which accept your students, count on you to instill
a precise curriculum. The businesses of your city count on you
to match skills to the demands of the job market. And most of
all, students count on you to provide a ladder of opportunity.
PERhAps
And opportunity is our most basic shared principle. We
share the conviction that there is no such thing as an expendable
student. We will never accept the notion that vast numbers of
illiterate and undereducated Americans can be offset by a well-
educated elite. That's not the American way.
We will not rest until we have found a way to school every
young American in the romance of our history and literature, and
the wonders of science. Until we can accomplish this, millions
of our countrymen will be unable to fully participate in, or even
understand, the civic life of their homeland.
Toostrong?
For years, redeeming these underachieving students has been
a quest of the heart. Today, it is also a test of national will,
a test critical to the very future of America. This may sound
like an overstatement. America, after all, is still a world
leader when it comes to producing Nobel Prize winners in physics,
economics and literature. But what is the advantage for a nation
with a Nobel Prize-winning novelist, if his books are largely
5
unread in his own country? What is the advantage for a nation
that can invent fiber optic cable, if the art of splicing these
delicate strands is beyond the skills of our work force?
I am committed to increased investment in basic research.
But America can continue to lead the world in theoretical
science, and still lose the race in the application of knowledge.
H.G. Wells wrote that "human history becomes more and more a race
between education and catastrophe." What had a ring of truth in
ytrue
the 1920s is ominous in the 1980s, with its highly competitive
internationalized market. Let me share a few stark facts with
you.
Last year, Japan's functional literacy rate was better than
95 percent In America, it's down to about ten 80 percent. less The
national drop-out rate is 27 XX percent. And of those Americans who
do graduate from high school, as many as 25 percent cannot read
inTERMEDiATE
or write at the ighth grade level. As many Americans become
less educated, the standards of the work place are becoming ever
more rigorous.
In the past, business could simply ignore the unlettered
few. But the balmy days of the baby boom are passing us by.
Between now and the year 2000, we will face a "baby bust."
According to Business Week, this shrinkage of the labor pool will
make it necessary to train or retrain as many as 50 million
6
Mone opp than even hefore you're
workers in the next dozen years alone. Think of it -- 50
million!
for it. M.C. life remains
Back in the Eisenhower years, high-school drop-outs, if they
worked hard, could still enjoy a comfortable middle-class life.
A large suburban home, a new car in the driveway, and tuition
money -- this was a very attainable dream, the American dream.
But for those workers who lack skills and basic education today,
CHRISS:
a comfortable middle-class existence will be harder and harder to
come by. When a high school graduate can't get a job in a market
begging for workers, then we've got a serious social imbalance,
THOUSANDS an education gap. Let's bridge that gap. Let's bridge it as REDEEM
fast
possible.
the
future
of Y.A.'S
Excellence in education is critical at all levels. But at a
minimum, we need to assure that the work force has the basic
skills needed to keep America competitive.
7 BETTER link
Community colleges are the starting gate for higher
education, a ready resource for vocational training and remedial
schooling. You provide access for older citizens, women,
minorities, and the handicapped -- precisely the very people who
are being summoned to alleviate the coming labor shortage. Your
programs spell opportunity for the most disadvantaged members of
the work force. But they also spell opportunity for business.
The disadvantaged and business are coming together in hundreds of
7
programs from Connecticut to California called employer-college
partnerships.
30thers
This friendly merger of business and academia is a sweeping
force for social improvement. ( Look at Dallas, where more than
one thousand businesses have "adopted" the city's 200 secondary'
schools
Just look at North Carolina and South Carolina, where
LABOR unions
PBLE CHK
state governments have brought businesses and community colleges
together to foster customized training and technical education.
You have shown that by working together, as communities, as
partners in progress, we can match people to jobs, bring hope to
the despairing, and build a world-class work force. I challenge
every state, every college, every business, to follow your
example.
offeeed
Let me conclude by paraphrasing a few words of advice,
written at the turn-of-the century, but so appropriate for our
modern quest for excellence in education:
"Make no little plans: they have no magic to stir men's
blood and probably in themselves will not be realized. Make big
plans; aim high in hope and work, remembering that a noble (idea)
once recorded will never die, but long after we are gone will be
a living thing."
8
The man who wrote these words Daniel Burnham, who was the
anther
architect of such a big plan -- Washington's Union Station, which
stands out as a visual delight in a city already crowded with
great monuments and statuary. Burnham's legacy is a truly living
monument, with its vaulted ceilings and gilded geometry above
bustling crowds of shoppers and commuters. But it would be
nothing but a wreck, an eyesore, if it had not been lovingly
restored. As important as it is to reclaim our civic capital of
burnished brass and polished marble, how much more important it
is to reclaim our human capital.
Think, then, of our educational system in this way, as a
vast and beautiful inheritance, which must be lovingly restored;
not once, but every generation. In this effort, make no little
plans. Think big. Aim high in hope and work. Continue to work
together, as a community, to help your students, to lift their
vision and lengthen their horizon.
For this, and all you do, you are earning the gratitude of a
nation. Thank you, and God Bless America.
#
#
#
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36 HOUSE OF
Photo
FOR
AACJC
American Association of
Community and Junior Colleges
Apply Building `` 1989 For A New Century
Date: 3/29/89
D
Fax Transmittal Form
Please deliver this transmittal form and the following page (s) to the
person identified below. The total number of pages (including the
transmittal form) is 13 (
).
Name:
Stephanie Blessey
Organization:
Department/Office:
Fax Number:
456-6218
Document was sent by:
Name:
Connie Odems
Organization:
AACUC
Department/Office:
Phone Number: ( 202 ) 293-7050
Extension
Fax Number: (202) 833 2467
Message:
Please call (202) 293-7050, Extension 329, if you do not receive all
of the pages indicated.
11/1/88
jrm
National Center for Higher Education. One Dupont Circle N.W., Suite 410. Washington, D.C. 20036 (202)293-7050 Fax Number: (202)833-24
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1. Introductory Comments
lurner
Since 1982, the program for our convention awards banquet has focused on the
recognition of selected individuals for their outstanding contributions to
community, technical; and junior colleges. I am pleased to announce that for
1989, the Award categories approved by the AACJC Board of Directors are:
Harry S. Truman Distinguished Service Award
Trustee Leadership Award
Alumnus of the Year Award
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AACJC Leadership Award
The Harry S. Truman Distinguished Service Award was presented yesterday to
First Lady Barbara Bush. Tonight we will pay tribute to three (3) more
individuals for their accomplishments and outstanding contributions. Our first
tribute is in the Trustee Leadership Award Category.
2. Possible Introduction for James B. Tatum
Jim Tatum, a trustee of Crowder College in Missouri, has been selected as our
AACJC Trustee of the Year. There is no person in America who has done more to
upgrade the work of college trustees than Jim Tatum. He is the
walking talking embodiment of a servant-leader. However, he has moved well
beyond the Trustee circle of influence. He has made an impact on the lives of
all of us across the community college movement. Jim Tatum we thank you for
your insight and your friendly smile but more than that, we want to honor you
for your leadership "writ- large" across the community college movement.
Please meet Jim Tatum, our 1989 AACJC Trustee of the Year, and his wife
Kay
as both of them join us on the podium.
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1989 Award Winners
Leadership Award
Ernest Boyer, President of the Carnegie
Foundation for the Advancement of
Teaching. is the Chair of the AACJC
Commission on the Future of Community
Colleges. Boyer. a prolific education
writer. also serves as a Woodrow Wilson
Fellow at Princeton University and is ed-
ucation columnist for The London Times.
In 1970 Boyer became the Chancellor of
the State University of New York (SUNY).
a post he held for seven years. Following
his work with SUNY Boyer was named
U.S. Commissioner of Higher Education.
He is a past professor and academic dean
beenmamed by three former U.S. Presidents to national the commis- leading
at California colleges. In He 1983 has Boyer was selected by his peers in a national survey education. as Boyer
Photo Copy Preservation
sions on education. in the nation. In 1987 his peers named him man of the year his in M.A. higher and Ph.D. from the
educator Greenville College in Illinois and colleges and
received University his of A.B. Southern degree California. from He holds 92 honorary degrees from U.S.
universities.
Trustee Leadership Award
James B. Tatum is Chair of the Crowder
College (Missouri) Board of Trustees and
President of Tatum Motor Company in
Anderson. Missouri. Tatum's involve-
ment in community colleges came when
he and several other school board mem-
bera drafted the original concept that led
to legislation creating community college
districts in Missouri. After the concept
became law, Crowder College in Neosho
and other community colleges were estab-
lished in Missouri. Tatum was elected to
Crowder's hoard in 1963 and has served
ever since. He is a past member of the
Community College Trustees. and served as its president Board of from Directors, 1979 to
board of the Association Tatum of is the only trustee ever to be elected to the AACJC the University of
1980. In addition, Tatum attended Wentworth Junior College. Academy at West
where Arkansas he served at Fayetteville, for three and years. received a B.S. degree from the U.S. Military
Point.
1205 Pendleton St.
Columbia, SC 29201
Photo Copy Preserva
FIRST CLASS
Ms. Kate Moore
Office of Policy Development
227 Old Executive Office Bldg.
White House, NW
Washington, D. C. 20500
Jim Godwin
RECD
RECEIVED
Springs
DEC X 9 1988
REFERRED TO Miley
ISWERED
NRN
Springs Industries, Inc.
P.O. Drawer 10232
Rock Hill, S.C. 29731
December 6, 1988
Honorable Carroll A. Campbell, Jr.
Governor
State of South Carolina
P. 0. Box 11369
Columbia, SC 29211
Dear Governor Campbell:
I am pleased to report Springs Industries has been successful with our
first efforts under your Initiative for Work Force Excellence Program.
We now have seven (7) manufacturing facilities with active programs
and plan to have programs in all of our South Carolina facilities by
the first quarter of next year.
Our active programs involve three (3) Technical Education Colleges,
Adult Education and Literacy Councils in York, Chester, Lancaster,
Richland and Anderson counties.
We have received excellent assistance from each of these organizations
and in particular the Work Force Specialists have been of eminent
help.
Each of these Specialists have given us many hours of support with
planning, designing and implementing our programs.
The programs have been well received by our people and enrollments
of over 600 continue to prove the sound idea of educational/skill
growth at the job site, where everyone wins.
Springs supports this effort and will continue to promote it as a
benefit to our people.
Sincerely,
Roy & Gree
Roy L. Lee
Manager People Programs
State of South Carolina
Office of the (Sobernor
POST OFFICE Box 11369
CARROLL A. CAMPBELL. JR.
COLUMBIA 29211
GOVERNOR
December 29, 1988
Mr. Roy L. Lee
Manager People Programs
Springs Industries, Inc.
Post Office Drawer 10232
Rock Hill, S.C. 29731
Dear Mr. Lee:
I am delighted to receive such enthusiastic praise from Springs
Industries for the Initiative for Work Force Excellence. I am
certain that your commitment to using the approach this program
advocates is a major factor in the statewide successes we have
achieved to date. We continually point to Springs and the York
area as our first achievement and best example of a truly
integrated approach to simultaneous offerings of all levels of
adult education.
I am grateful to hear that you are experiencing similar results
throughout the state.
As 1988 draws to a close, I look forward to building the momentum
Springs initiated as we expand the Initiative for Work Force
Excellence to all employers in the state. I thank you for your
support and wish Springs Industries and its employees continued
productivity, excellence and prosperity.
Sincerely,
Carroll A. Campbell, Jr.
Governor
CACjr/wfi
CC: Mr. Carols Evans, RT Chairman, Richland
Mr. Larry Miller, RT Chairman, Anderson
Ms. Cynthia Banks, RT Chairman, Chester
Mr. Robert Greco, RT Chairman, York
PROPOSED REMARKS/WALTER Y. ELISHA
CHAIRMAN AND CEO, SPRINGS INDUSTRIES
YORK TECH LITERACY PROGRAM PRESS CONFERENCE
MAY 17, 1988
SOME MONTHS AGO, OUR MANAGEMENT TEAM HAD BECOME
INCREASINGLY CONCERNED WITH THE PROBLEM OF ADULT LITERACY--AS IT
AFFECTED THOSE OF OUR PEOPLE COPING WITH NEW, COMPLEX TECHNOLOGY-
-AS IT AFFECTED THEIR FAMILIES AND THE COMMUNITIES WHERE WE HAVE
PLANTS AND OFFICES--AND AS IT AFFECTED THE BOOTSTRAP EFFORTS OF
OUR STATE TO STRENGTHEN OUR EDUCATIONAL EFFORTS AND TO DEVELOP
ECONOMICALLY.
WE HAD ALREADY UNDERTAKEN SOME SPOT PROJECTS, WORKING WITH
YORK TECH AND WITH LOCAL ADULT EDUCATION PEOPLE, TO MEET SOME
IMMEDIATE PROBLEMS INVOLVING NEW EQUIPMENT.
BUT WE WERE ALSO GIVING CONSIDERABLE THOUGHT TO WAYS OUR
COMPANY COULD BE INVOLVED IN A BROAD WAY--TO LEND OUR PRESENCE
AND OUR RESOURCES TO PROGRAMS TO HELP ADULTS IMPROVE THEIR BASIC
SKILLS.
BY JANUARY OF THIS YEAR, WE HAD CONCLUDED THAT WE SHOULD
LAUNCH A COMPANY-WIDE EFFORT IN THIS AREA--THIS WOULD INVOLVE
MORE THAN 20 LOCATIONS IN SOUTH CAROLINA ALONE, PLANTS AND
OFFICES IN CHESTER, LANCASTER, YORK, CHEROKEE, SPARTANBURG,
ANDERSON AND RICHLAND COUNTIES, WHERE WE EMPLOY MORE THAN 17,000
PEOPLE. Obviously, SUCH A PROGRAM WOULD BE SIZEABLE IN ITS
IMPACT, DIFFICULT TO SET UP AND ADMINISTER AND INVOLVE A BROAD
RANGE OF STATE AND LOCAL ORGANIZATIONS.
WE DECIDED TO START WITH A PILOT PROJECT TO GET A FEEL FOR
SUCH A PROGRAM. WE WANTED TO LEARN HOW OUR PEOPLE WOULD REACT,
HOW BEST TO RECRUIT THEM AND HOW THOSE PEOPLE WOULD BE TAUGHT.
WYE/YORK TECH LITERACY PROGRAM
PAGE 2
WE ESTABLISHED A FEW GROUND RULES: OUR PEOPLE HAD TO FEEL
COMFORTABLE WITH THE PROGRAM, NOT EMBARRASSED ; THE APPROACH HAD
TO BE RELATED TO THE JOB, NOT THE GENERAL SHORTCOMINGS OF ANY
INDIVIDUAL; WE PREFERRED A JOB-SITE LOCATION FOR THE LITERACY
TRAINING, TO MAKE IT EASIER FOR THE PARTICIPANTS; AND WE
INSISTED THAT THE AGENCIES WE WOULD DEAL WITH--THE TECHNICAL
COLLEGE, THE SCHOOL DISTRICT ADULT EDUCATION DEPARTMENTS AND THE
VOLUNTEER COUNCILS--HAD TO WORK TOGETHER, IN A COOPERATIVE
FASHION, IF THEY WANTED TO WORK WITH US IN THIS EFFORT.
As WE WERE EXPLORING THIS APPROACH, A MARVELOUS THING
HAPPENED. GOVERNOR CAMPBELL ANNOUNCED HIS NEW PROGRAM TO
IMPROVE ADULT LITERACY IN SOUTH CAROLINA, WITH THE PRIMARY FOCUS
ON THE WORKPLACE. As A MAJOR COMPONENT OF THIS NEW PROGRAM, THE
TECHNICAL COLLEGES WERE ASSIGNED THE ROLE OF COORDINATING LOCAL
EFFORTS WITH THE ADULT EDUCATION AND VOLUNTEER ORGANIZATIONS.
AND THE GOVERNOR CREATED A COORDINATING STAFF IN HIS OFFICE TO
GIVE CENTRAL ASSISTANCE TO THE PROCESS OF DEVELOPING PROGRAMS,
SEEKING GRANTS, BRINGING OFTEN-COMPETING GROUPS TO THE SAME
TABLE AND EXPLAINING THE TASK TO BUSINESS.
SPRINGS SIGNED UP PRACTICALLY ON THE SPOT TO BECOME A "TEST
CASE" FOR THIS NEW PROGRAM, BECAUSE IT NOT ONLY MET BUT WENT
BEYOND OUR REQUIREMENTS AND EXPECTATIONS.
I CAN TELL YOU TWO THINGS THIS MORNING:
FIRST, OUR PROGRAM AT LANCASTER IS IN ITS SECOND MONTH. IT
HAS MET WITH ENTHUSIASTIC RESPONSE AMONG OUR PEOPLE. WE HAVE
SOME 30 PARTICIPANTS ALTOGETHER, MANY MORE HAVE BEEN ASSESSED
AND THE POTENTIAL IS TRULY EXCITING. THE FIRST BLOSSOMS OF
possibility ARE SHOWING AMONG OUR "STUDENTS".
WYE/YORK TECH LITERACY PROGRAM
PAGE 3
SECOND, OUR PEOPLE MET LAST WEEK WITH THE AGENCIES INVOLVED
TO CHART THE FIRST EXPANSION OF THE PROGRAM--TO THE KATHERINE
AND EUREKA PLANTS IN CHESTER AND THE WHITE PLANT IN FORT MILL.
IT IS NOT COINCIDENTAL THAT THESE PLANTS ARE TARGETED FOR A
MAJOR EQUIPMENT CHANGEOVER SOON, AND WE HOPE YORK TECH WILL
PERFORM THE RETRAINING FOR US.
WE ARE EXCITED ABOUT THE PROMISE THIS NEW INITIATIVE IN
ADULT EDUCATION HOLDS FOR OUR PEOPLE. GOVERNOR CAMPBELL, WE
COMPLIMENT YOU AND YOUR STAFF FOR THE DIRECT AND AGGRESSIVE WAY
YOU HAVE CHOSEN TO TACKLE THIS INSIDIOUS PROBLEM--BY COMBINING
THE POWER OF THE STATE WITH THE INTERESTS OF THE PRIVATE SECTOR
AND LOCAL CITIZENS.
I CAN'T SAY ENOUGH, EITHER, ABOUT THE WAY THE LANCASTER
ADULT EDUCATION PEOPLE, THE LANCASTER LITERACY COUNCIL AND YORK
TECH HAVE WORKED WITH ONE ANOTHER AND WITH OUR OWN STAFF TO MAKE
THIS EFFORT WORK. IN THIS AREA OF THE STATE, I ASSURE YOU THAT
YOU DON'T HAVE TO WORRY ABOUT SPLINTERED EFFORTS. THESE PEOPLE,
AND SPRINGS, ARE TRULY FOCUSED AND I COMPLIMENT THEM AS WELL.
LET ME CLOSE BY SAYING THAT ADULT ILLITERACY IS A MAJOR
OBSTACLE FACING SOUTH CAROLINA TODAY. WHATEVER ITS CAUSES,
ILLITERACY EXISTS AT ALL LEVELS AND IT INHIBITS INVESTMENT IN
OUR REGION. IN THE CASE OF TEXTILES, WHICH HAS BEEN MODERNIZING
AND INSTALLING ADVANCED TECHNOLOGY AT A RECORD PACE, IT IS A
SIZEABLE PROBLEM--MANY OF OUR PEPOLE WHO HAVE BEEN THE MOST
LOYAL AND PRODUCTIVE OVER DECADES SUDDENLY FIND THEY LACK THE
SKILLS TO COPE WITH ELECTRONIC CONTROLS AND COMPUTER READOUTS.
FOR THEIR SAKE, AS WELL AS OURS, THIS LITERACY INITIATIVE IS A
GODSEND AND IT DESERVES YOUR SUPPORT AND PARTICIPATION.
WYE/YORK TECH LITERACY PROGRAM
PAGE 4
FURTHER, THE POTENTIAL IMPACT ON OUR COMMUNITIES OF AN
ASSAULT ON ILLITERACY IS INCALCULABLE. WHILE THIS PROGRAM
INITIALLY FOCUSES SHARPLY ON VOCABULARY SKILLS NEEDED TO PERFORM
SPECIFIC JOBS, IT ALSO PROVIDES MECHANISMS TO CARRY OUR PEOPLE
AS FAR UP THE LADDER AS THEY CHOOSE. I WILL BE QUITE SURPRISED
IF MANY OF OUR OWN PEOPLE, ONCE EXPOSED TO THE PRIDE AND SELF-
ENRICHMENT INHERENT IN THE BASIC PROGRAM, DO NOT CHOOSE TO
EXPAND THEIR HORIZONS WITH FURTHER STUDY. THINK WHAT THAT MAY
MEAN FOR THEIR FAMILIES, THEIR FRIENDS, AND THE QUALITY OF LIFE
IN THE COMMUNITIES WHERE THEY LIVE.
THINK WHAT THAT MIGHT MEAN AS A STIMULUS TO LEARNING IN THE
COMING GENERATION OF YOUNG PEOPLE.
AND THINK WHAT THAT MIGHT MEAN TO A STATE SEEKING CAPITAL,
INVESTMENT AND NEW AND BETTER JOBS IN ALL OUR COMMUNITIES FOR
SOUTH CAROLINIANS.
SPRINGS IS PROUD TO HELP LAUNCH THIS PROGRAM, AND HELP IT
GROW. WE HOPE MANY OTHER BUSINESSES, LARGE AND SMALL, WILL JOIN
US IN THIS FIGHT FOR HUMAN DIGNITY AND OPPORTUNITY.
Fale
FEB - 3 RECD
MILLIKEN
February 1, 1989
Mr. Jim Godwin
Governor's Office Work Force Initiative
1205 Pendleton Street
Columbia, South Carolina 29201
Dear Mr. Godwin:
On behalf of our company, we would like to express our appreciation for
your participation in the January 26 Personnel/Education Manager's
meeting. Milliken & Company is committed to providing educational
opportunities throughout our company for skills upgrading.
We look forward to the partnership between the Initiative for Work Force
Excellence and Milliken & Company.
Sincerely,
Patsy R. Xammett
Patsy R. Hammett, Manager
Corporate Education
PRH/spp
CC: Mr. T. R. Hodge
Mr. G. E. Crafts
Paid CRAFTED
Milliken & Company, P.O. Box 1926, Spartanburg, South Carolina 29304, Tel. (803) 573-2020
MILLIKEN
February 1, 1989
Ms. Jean Brannon
Industry and Business Training
Spartanburg Technical College
P. 0. Drawer 386
Spartanburg, SC 29305
Dear Jean:
Thank you for participating in our January 26 Personnel/Education
Manager's meeting. The information you presented will be of tremendous
benefit to our locations as each develops their process for upgrading
skills. There have been many positive remarks made by our Personnel
Managers in Spartanburg, Union, and Cherokee Counties concerning your
knowledge, enthusiasm, and total commitment to the challenge at hand.
Again, Milliken & Company appreciates your efforts as you work with our
locations in the development of this process.
Sincerely,
Patsy R. Hammett
Patsy R. Hammett, Manager
Corporate Education
PRH/spp
CC: Mr. T. R. Hodge
Mr. G. E. Crafts
Mr. Jim Godwin
CRAFTED
OF
WITH
Milliken & Company, P.O. Box 1926, Spartanburg, South Carolina 29304, Tel. (803) 573-2020
INUSA
PIS
JIM GODWIN
3/7/2020
Kate
Kate-
We can 16ep talking
about the Initiative as
many times GS neassary-
Please don't hesitate-
Fim 808
734 - 0490
Mark - I'm not sure whether
there technical colleges" are
member of A A C+J e'
liate
SOUTH CAROLINA
STATE OF THE STATE
INITIATIVE FOR
WORK FORCE EXCELLENCE
BRIEFING MATERIAL
THE
SEAL * STATE OF SOUTH MELIOREM QUIS * OPIBUSQUE 1776 CAROLINA LAPSA * GOVERNOR LOCANT GOVER * PARATI *
Governor Carroll A. Campbell, Jr.
January 20, 1988
SPERO
SPES
State of South Carolina
Office of the Covernor
CARROLL A. CAMPBELL, JR.
POST OFFICE Box 11369
GOVERNOR
COLUMBIA 29211
January 20, 1988
Dear Legislator:
As Governor I have become increasingly concerned about illiteracy
in South Carolina and its impact on our work force and our
citizens. South Carolina's business and industry cannot continue
to compete effectively in today's marketplace unless employees
have the ability to read, write, calculate, solve problems and
process information. An estimated one out of every five adults
in South Carolina has not gone to school beyond the 8th grade.
While most of these individuals are working, their lack of basic
skills often keeps them in lower paying jobs.
Because of the urgency that I believe exists in addressing
illiteracy, I have prepared a plan to address literacy and work
force excellence. The Initiative will neither create new
bureaucracies nor disrupt the present delivery system; it will
augment and make accountable the efforts currently in place.
The two major points of this Initiative are to substantially
expand the number of programs at the work place, and to increase
private sector support and involvement through business round
tables to ensure programs offer services tailored to business
need An Executive Summary is attached for your information.
Initial funding for this Initiative I am proposing will be
provided by a JTPA grant awarded by the State Private Industry
Council to the Governor's Office.
I urge your support of this Initiative because it offers a unique
opportunity for business, industry and state human service
programs to join together to make adult education and literacy
training a key resource in maintaining a competitive economic
climate in South Carolina.
Sincerely,
Carroll A. Campbell, Jr.
Governor
SOUTH CAROLINA INITIATIVE ON WORK FORCE EXCELLENCE
The need for states to develop programs emphasizing adult basic skills training and
retraining is recognized nationally. Nowhere is the impact of illiteracy felt more
strongly than in the workplace. The Council of State Planning Agencies reports that
three-fourths of all jobs in the year 2000 will require workers to create and process
knowledge, but it is estimated that presently one-third of the nation's work force
with high school diplomas are functionally illiterate.
The National Alliance of Business provides additional evidence that states need to
adopt strategies to raise employee basic skills at the workplace. They found that
"the inability on the part of many individuals to work productively in today's
technological economy has resulted in higher unemployment, increased welfare
dependency, increased crime, drug dependency and other social disorders, a larger gap
between rich and poor, and between minorities and non-minorities."
South Carolina's business and industry cannot continue to compete effectively in
today's marketplace unless their employees possess the skills and abilities to cope
with demands placed on them by technological changes in the workplace. The level of
knowledge and adaptability required goes beyond simple reading and math skills to
problem solving and information processing. These "portable skills" noted by the
Councils of State Policy and Planning Agencies are easily adapted to change in job
demands.
The State Development Board asserts that the quality of the work force is one of the
most important locational factors for all categories of industry. Though the skill
levels vary by type of industry, even entry level jobs are requiring high school
level skills.
Scope of Illiteracy in South Carolina
It is difficult to measure the extent of illiteracy in our state, and even more
difficult to determine the number of employed people whose skills need upgrading.
However, those who have not been educated beyond the 8th grade represent a definable
population with which to begin. In South Carolina, one out of every five adults has
completed no more than 8 years of school. Table 1 shows a breakdown of South
Carolina's population 18 and over by years of schooling and race. The percentage of
the black population with 8 years or less of school is higher than whites, though a
greater number of whites have not attended school past the 8th grade. According to
research completed by groups like the Southern Growth Policies Board, the
demographics of South Carolina's literacy and basic skills problems are similar to
those of other southern states.
Table 1
POPULATION OVER 18 WITH 8 YEARS OR LESS OF SCHOOLING
PERCENTAGE OF TOTAL
TOTAL
POPULATION WITH 8
POPULATION
8 YRS OR LESS OF SCHOOL
YRS. OF SCHOOL OR LESS
White
Males
758,250
137,973
18%
Females
807,687
136,928
17%
Total White
1,565,937
274,901
18%
Black
Black Males
269,301
91,322
34%
Black Females
325,620
99,377
31%
Total Black
594,921
190,699
32%
Grand Total
2,160,858
465,600
22%
Source: 1980 Census
The geographical distribution of persons 18 years old and over with 8 years or less
of school education is displayed in Figure 1. This map shows that the concentration
of functional illiterates is in the most urban and industrialized counties of the
state.
The vast majority of the people who have completed 8 years or less of school are
-2-
Figure 1
PERSONS (18 yrs.+) WITH 0 TO 8 YEARS OF EDUCATION
PERSONS
40000
30000
25000
15000
10000
1500
SOURCE: 1980 CENSUS FILE - STF4
-3-
working. Discounting for retirees and those unemployed, it is estimated that about
16% of the work force has 8 years or less of school. This represents a group of at
least 307,000 people who could benefit from literacy training and adult education in
the workplace.
These data indicate the magnitude of how many people across the state are prevented
from qualifying for better job opportunities because they lack basic skills. Even if
workers have more than an 8th grade education, they may not have the skills necessary
to compete in a changing work force. For these and other individuals, it does not
matter whether they failed to complete high school, 8th grade, or whether they have a
high school diploma. This implies a much greater need for work force training than
the population identified above. A 1975 University of Texas study of the competency
levels of employed adults identified 20% of the adults tested as illiterate with an
additional 34% whose competencies were minimal.
Those workers who have completed the 8th grade of less and those who have completed
school but lack the necessary basic skills for today's jobs are the targeted
population for the Work Force Initiative.
These are in effect a group of "working poor" who, due to their lack of basic skills
are qualified for relatively low paying jobs. They will not be able to raise their
income and standard of living until they acquire basic skills needed to improve or
remain in their changing jobs. These persons are the ones who will most likely
desire to participate in specialized work force development initiatives.
The Adult Education and Literacy programs which presently offer basic skills
opportunities do not have the capacity to increase substantially the level of service
necessary to serve the needs of the underemployed work force and their employers. A
brief analysis of the services each program provides will illustrate the limitations
placed on our present system.
-4-
Current Efforts in Adult Education/Literacy
There are three major service providers in Adult Education/Literacy: Technical
College Developmental Education, Literacy Councils and Adult Education. The total
number of persons served in these three programs exceeds 70,000 people annually. The
range of services offered covers 0-12th grade levels. While each program is
distinctly separate, it is conceivable that a student could be completely educated by
moving incrementally from one program to the next.
Figure 2 shows the basic programs, their services, and the overlap that exists.
Figure 2
CHARACTERISTICS AND OVERLAP OF SERVICES IN THREE MAJOR ADULT LITERACY/EDUCATION PROGRAMS
Technical Colleges
Literacy Councils
Adult Education
Developmental Education
0 - 5
0 12
6 12
Laubach Method Tutoring
ABE,GED, Diploma
GED/feeds into Tech
curriculum
Overlap
Overlap
SOURCE: Division of Employment and Training Interviews
Program-overlap occurs with literacy councils in some areas where adult ed funds a literacy
coordinator when council already has a staff and program in place. Duplication also occurs in
the reporting of numbers from all programs. There is an overlap between Tech, developmental
and adult ed programs. Both institutions offer the same levels of instruction though approaches
are different.
-5-
The numbers of people served annually have not increased significantly in Adult
Education and Technical Colleges' Developmental Education, although the number of
enrollees in volunteer literacy programs has risen since 1980. Table 2 illustrates
enrollment levels for all 3 providers, and Figure 3 shows an increase in literacy
council enrollment.
Table 2
ADULT EDUCATION ENROLLMENT IN S.C.
FY 1979-86
FY
FY
FY
FY
FY
FY
1980-81
1981-82
1982-83
1983-84
1984-85
1985-86
Total Enrollment in State
Department of Education
Adult Education Programs
54,529
47,955
49,701
47,928
46,382
48,740
ADULT EDUCATION ENROLLMENT IN PROGRAMS WHO
RECEIVE FUNDS FROM SC DEPARTMENT OF EDUCATION
FISCAL YEAR
Categories
1979-80
1980-81
1981-82
1982-83
1983-84
1984-85
Technical Colleges
11,103
13,805
12,292
13,822
13,026
12,543
Literacy Councils*
2,096
4,021
4,417
5,147
6,767
7,557
Correctional Inst.
3,527
3,620
3,753
3,929
4,340
3,783
Voc Rehabilitation
3,764
3,321
4,004
4,881
4,288
4,561
TOTAL
20,490
24,767
24,466
27,779
28,421
26,300
SOURCE: Annual Reports and Rankings of the SC State Department of Education and the
*South Carolina Literacy Association.
-6-
Figure 3
STUDENTS TUTORED
BY SCLA--ASSOCIATED LITERACY COUNCILS
10
9
8834
8
7557
7
6767
NUMBER OF STUDENTS
6
(Thousands)
5147
5
4417
4021
4
3
2096
2
1
0
79-80 80-81 81-82 82-83 83-84
84-JAN 85
85-86
SOURCE: SCLA
There are five major issues of concern in present adult education and literacy
programs. The first issue for concern in the present delivery system is the overlap
and duplication in the programs. There is little sharing of program services and
students. There appears to be competition to provide services in many areas of the
state because funding is limited and is based on headcounts. The flow of funds from
state, local and federal sources is shown in the Figure 4. It should be noted that
not all literacy councils receive funds from state and federal sources.
-7-
Figure 4
Flow Chart - Public Sector Literacy Programs
LOCAL
STATE
FEDERAL
$
$
$
STATE DEPARTMENT
OF EDUCATION
LOCAL SCHOOL
TECHNICAL
DISTRICTS
COLLEGES
JTPA
LITERACY
ADULT
COUNCILS
EDUCATION
GED
0-5
5-12
EXAM
Source: Governor's Office, Adapted from the Tennessee 2000 report
Technical Colleges receive a state appropriation and tuition which supports their
developmental education classes, and colleges also receive a small amount of federal
funds from the State Department of Education. Literacy councils depend heavily on
the Department of Education for their share of federal literacy funds.
When Adult Education funds a council, it is with funds which have been appropriated
for literacy to local school superintendents who may or may not fully cooperate to
distribute those funds to a council.
Councils can request that Adult Ed reimburse them for each student (based on the
previous year total) but these funds are not appropriated on a formula basis. The
Employment Revitalization Act provides for literacy councils to be funded according
to a formula, but some councils have complained that Adult Ed's interpretation of the
law is not in line with the intent they perceive the law to make. Upon inspection of
the latest available funding levels, it is evident that the literacy councils
received less funds on a per-pupil basis than the formula allowed. It is also
important to note that only two literacy councils are receiving direct Adult
-8-
Education grants.
In many counties, Adult Education funding has completely integrated all literacy
council functions into the local Adult Education office. This has exacerbated
already sensitive turf issues between Adult Education and Literacy Councils.
The South Carolina Literacy Association recommends that all councils be allowed to
contract for services with school districts. In Minnesota, which is recognized as
having a model program, this method of funding insures fiscal the autonomy of
councils, thereby promoting local ownership and participation on the volunteer
councils.
A second issue which affects the quality of adult education/literacy services is the
priority placed on programs by the lead agencies involved. Technical Colleges are in
the business of educating adults for employment. The Department of Education,
although it has always offered the adult basic education, high school diploma and GED
preparatory programs, is mainly in the business of providing public school K-12
education. According to the Office of Adult Education's report, their programs
account for only 1% of the state's education budget. These Adult Education programs
are oriented toward the attainment of higher grade level achievements and high school
diplomas.
South Carolina's system is in keeping with most states who design their adult
education services to comply more with funding regulations rather than on the basis
of need. This trend has been recognized by the Education Commission on the States in
the Solutions In Progress report.
The third issue is that the Adult Education programs place emphasis on receiving high
school diplomas/certificates. However, this is not a motivating factor for those
needing immediate skills-upgrading for the retaining of or improving their
employment. Also, the high school diploma program particularly fails to provide the
immediate results required by employers because it follows the standards set by the
Education Improvement Act for hours spent in class and the graduation exit exam.
While this program may be useful for individuals lacking a few credits, it could take
from four to six years to complete.
-9-
Likewise, the GED preparation progam targets the passage of the GED exam as the
students' primary goal. While a GED is generally required by employers, the GED in
itself does not provide specific indicators of a person's readiness to adapt to the
needs of the workplace. In contrast, Developmental Education is offered to students
who have selected a specific course of study at Technical Colleges, but who have
failed to meet certain entrance requirements. Of the 5,014 persons enrolled in
developmental education classes in the Fall quarter of 1987, 3,346 students came for
one and two developmental courses and attended credit classes as well.
The fourth issue is that adult learners were once school children, and the school
system they attended for one reason or another failed to provide an opportunity for
their minimal achievement. Thus adults tend to avoid returning to the site or
structure of their earlier failures.
This analysis of current delivery systems would not be complete without addressing
the fifth issue, which is cooperation among service providers in local communities.
The level of service provided by each program varies considerably from school
district to district. In some areas the providers cooperate extremely well as in
Spartanburg and Greenwood. However, they are in the minority. Other communities
have no Technical College or literacy council, and only offer a part-time adult
education coordinator. These limited resources increase the need for each provider
to become interdependent on the other.
The Governor's Proposal
The goal and purpose of the Initiative on Work Force Excellence is to expand
substantially the number of training programs at the workplace. The Initiative is
based on present and projected needs of existing and expanding industries. These
industries need the employees whose basic skills, problem solving abilities and
communication skills are at a level where changes in the workplace and new
technologies can easily be applied. The current adult education/literacy programs
have a history of successfully educating limited numbers of adults. The demand for a
literate and trainable work force, however, exceeds the capacity of our present
programs.
-10-
The Initiative proposed here will neither create new bureaucracies nor disrupt the
present delivery system. It will augment the efforts of present providers toward
overall program expansion and direction, and link program delivery to work force
specific programs.
The key to the success of this Work Force Initiative will be significant private
sector involvement. Therefore, a partnership between service providers and
employers will be developed throughout the State. A state-level, employer roundtable
of industry executives will be asked by the Governor to recommend delineation of the
roles that Literacy Councils, Adult Education and Technical Colleges will serve for
the Initiative.
In addition, local employer roundtables will be appointed by the Governor. These
groups will be nominated by local chambers of commerce and development boards and
will be made up of leaders from various businesses and industries.
Because local employers look to the local technical colleges for trained or trainable
workers, technical. colleges will be asked to provide a work force specialist assigned
to local roundtables.
A small staff within the Economic Development Division of the Governor's Office will
be responsible for acting as a liaison between state and local efforts, and will
provide the technical assistance and support needed to build effective roundtables
and cooperation between local service providers.
The existing, well-established relationship between technical colleges and employers
offers the best opportunity for the rapid expansion of workplace training programs.
The role of the work force specialists will be to initiate contact between the three
service providers and the employers under the guidance of the local roundtable.
The process will work as a "one-stop" concept: From an employer's standpoint, one
contact with the roundtable will yield comprehensive information and specific
training strategies for solving their training and development needs. The rountable
work force specialist will be responsible for assembling a provider group that will
-11-
plan service delivery with each employer. Some employers will need the services of
all three providers; some will not. The local roundtables will act as advisors to
the service providers and will assist in the development of coordination from their
private sector perspective.
Initial funding for the state and local initiative activities will be provided by a
JTPA grant awarded by the State Private Industry Council to the Governor's Office.
It is not anticipated that the first phases of the Initiative will require additional
funding. This is based on the demonstrated experience of models such as the one that
exists in Spartanburg and Greenwood Counties.
Figure 5 describes first how the current service delivery system works and the
Initiative's effect on this process. The result will be a system that brings
employers into the forefront of the design and delivery of worksite-specific
training.
Figure 5
EMPLOYER ACCESS: SERVICE FOR UNDEREMPLOYED
PRESENT SITUATION
Employer is uncertain
limited outreach by one
that provider delivers
limited evaluation
who to call or
of the providers
program that may or may
and progress
is not calling anyone
not meet need
accountability
RECOMMENDED SITUATION
Employer calls roundtable
staff mobilizes the
provider team finalizes
program conducted
or TECH visits
provider team and
plan: employer
employer as a part of
schedules planning
approval
an outreach strategy
session with the
employer
Team reports ongoing
evaluation and final report
same results reported
activities to the
to the employer
to the roundtable.
roundtable
Source: Division of Employment and Training
-12-
How is this Initiative different from existing workplace programs offered by all
three service providers? How can the efforts outlined here improve on the quality of
services now offered?
Errata
All programs now offered, though successful to some degree, are not focused from a
private sector, employer viewpoint. It is crucial for a business or industry to have
the flexibility to determine the specific training and developmental programs they
need. By establishing business roundtables, the focus of this aspect of adult
education can be changed from an educational to an economic development viewpoint.
The result will be demonstrated performance and productivity improvements, improved
safety, and measurable gains in employee abilities to adapt to new job requirements.
Where each provider now approaches an employer individually, the Initiative will
offer a combination of services tailored to the needs of that business.
The Initiative will address the five issues raised earlier. The first issue of
duplication and turf protection in the present delivery system will be minimized
under the direction of the local roundtables as providers are called together to plan
workplace specific programs.
The second issue, program priorities for service providers, will be better identified
as the local roundtables focus resource utilization toward solving basic skills
problems for the working poor.
The third issue, present emphasis on grade level improvement and high school
diplomas, will be modified to include immediate training and skills. Under the
guidance of the roundtable, modification will result from shifting priorities to
include tailored training programs of the workplace.
The fourth issue, adult reluctance to enter a traditional school setting voluntarily,
will be overcome by the convenience and familiarity of the workplace. Also,
employers will be able to commit additional incentives in wage increases and
promotions upon completing the program.
The fifth issue in the service delivery system is cooperation among the three
providers in local communities. The State roundtable will recommend delineation of
roles and linkages to be formed at the level. Local roundtables will be advised of
the overall policy recommendations. These roundtables will counsel with local
providers to encourage cooperation and monitor the progress.
-13-
Summary
The Initiative will create an increased demand for all kinds of literacy/adult
education services. Linkages that will be forged through the roundtables will create
opportunities for pairing and sharing of resources to service the increased demand.
For example, in Spartanburg and Greenwood this kind of effort has led to expansion of
services without need for additional staff or increased funds. New support for adult
basic skills programs will be found through the roundtable's involvement which will
enhance each program's ability to expand. The existence of a roundtable to
centralize this Initiative's efforts will provide more immediate and faster access
for program start up. The emphasis that will be placed on job-specific training will
result in more rapid development of skills by employees.
The roundtable will be the guiding organization to assist providers in setting
priorities for more effective use of resources. Currently each kind of program sets
priorities more according to state and federal funding requirements than community
need. Roundtables will provide the balance needed to focus services between
effective attainment of goals by providers, employers and the "working poor".
The Governor's Initiative for Work Force Excellence offers a unique opportunity for
business, industry and state human service programs to join together to make adult
education and literacy training a key resource in maintaining a competitive economic
climate in South Carolina. The current programs will be the solid base from which to
build a more adaptable and skilled work force. Our efforts will only be as
successful as the cooperative spirit exhibited by service providers in linking their
resources toward employment opportunities and better quality of life for our
citizens.
-14-
Determined To Be an Administrative
Marking Per E.O. 12356 Sec. 1.1 (a)
CONFIDENTIAL
GOVERNOR'S INITIATIVE FOR WORK FORCE EXCELLENCE
STATE SUMMARY JANUARY, 1989 PROGRAMS
TECHNICAL
NO.
NO.
NO.
NO.
TOTAL
TRAINED
IN
COLLEGE
PGMS.
ACT.
PLND.
ANT.
TO TRAIN
TO DATE
TRAINING
Aiken
12
2
7
3
1,066
46
18
Chest/Marl
11
1
0
10
426
0
22
29
9
6
14
237
0
136
Denmark
Flor/Darl
16
2
1
13
1,464
0
12
G'ville
22
5
14
3
720
81
77
H/G
10
1
3
6
333
0
0
Low Country
16
0
3
13
1,168
0
0
Midlands
25
7
9
9
2,996
6
168
Orang/Cal
7
5
1
1
518
39
108
Piedmont
22
5
9
8
2,713
0
294
Spartanburg
26
2
7
17
1,845
4
36
Sumter
13
2
4
7
1,110
0
89
Tri-County
16
4
6
6
3,592
0
135
Trident
33
5
2
26
2,830
0
98
Williamsburg
9
3
4
2
389
43
102
York
16
5
3
8
883
13
334
TOTALS
283
58
79
146
22,290
232
1,629
Completed Programs:
Inactive Programs:
Aiken
(1)
Greenville
(3)
Greenville
(1)
Orangeburg/Calhoun
(4)
Midlands
(1)
Williamsburg
(1)
Spartanburg
(1)
Williamsburg (1)
Determined To Be an Administrative
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
CONFIDENTIAL
MONTHLY PROGRAM REPORT
Marking Per E.O. 12356 Sec. 1.1 (a)
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
/
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
York
Springs-Eureka Plant
Chester
Batiste Poly. Cotton
2211 X
43
0
43
Plant
All
Basic/GED
ACT
York
Springs-Katherine Plant
Chester
Poly. Cotton Sheeting
2221 X
75
0
75
Plant
All
Basic/GED
ACT
York
Springs-White Plant
Fort Mill
Poly., Cotton
2211 X
29
0
29
Plant
All
Basic/GED
ACT
York
JTPA Learning Center
Lancaster
N
241
13
168
Other
AE
Basic/GED
ACT
York
Springs-Lancaster
Lancaster
Poly. Cotn. Broadcl.
2211 X
35
0
19
Plant
AE/LC
Basic/GED
ANT
York
GAF
Chester
Fiberglass
3231 X
20
0
0
Plant
T/AE
Etiq./GED
ANT
York
Springs-Grace Finishing
Lancaster
Fin. Sheet Fabric
2261 X
75
0
0
ANT
York
Springs-Grace Sewing
Lancaster
Sheets/Pillowcases
2211 X
50
0
0
ANT
York
Springs-RHP&F
Rock Hill
Printing/Finish
2262 X
65
0
0
ANT
York
Springs-Elliot
Chester
Polyester/Broadcloth
2221 X
50
0
0
ANT
York
Springs-Leroy
Chester
Batiste
2211 X
50
0
0
ANT
York
Springs-Frances
Chester
Polyester/Cot.Sheeting
2221 X
50
0
0
ANT
York
Springs-Riverlawn
Chester
Spreads/Linens
2392 X
50
0
0
PL
York
Borden
Chester
Cremora
2023 X
17
0
0
Plant
AE/LC
GED
PL
York
Flextronics
Great Falls
Circuit Boards
3672 X
15
0
0
Plant
AE
GED
PL
York
Sequa Corp.
Chester
Textile
2819 X
18
0
0
Plant
Tech
Writing
883
13
334
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
I
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Aiken
Phelon
Aiken
Alum.
3499 X
8
0
8
School
AE
GED
ACT
Aiken
Trailer Train
North Augusta
Rebuilt RR Cars
3743 X
10
0
10
Plant
AE
GED
ANT
Aiken
Airco
Aiken
Ind. Gas
2813 X
39
0
0
Plant
AE
Read
ANT
Aiken
City of Aiken
Aiken
Public Works
X
60
0
0
Plant
AE/LC
Read/GED
ANT
Aiken
Owens-Corning
Aiken
Glass Fiber
3229 X
420
0
0
Plant
AE/LC
Read/GED
PL
Aiken
Graniteville-Swint
Graniteville
Textile
2211 X
142
0
0
Plant
AE/LC
Read/GED
PL
Aiken
Beloit-Manhattan
Aiken
Coverings/Metal Repair
3069 X/E
10
0
0
Plant
AE
Read/GED
PL
Aiken
Aiken County
Aiken
Public Service
X
0
0
0
Plant
All
Read/GED
PL
Aiken
Gorham Bronze
Aiken
Bronze Markers
3364 X
22
0
0
Plant
AE/LC
Read/GED
PL
Aiken
Graniteville Company
Graniteville
Fabrics
2211 X
120
0
0
Plant
Tech
Sup.Skls
PL
Aiken
Automatic Switch
Aiken
Alum. Valve
3494 E
67
0
0
Plant
AE/LC
Basic/GED
PL/C
Aiken
J. M. Huber
Langley
Koalin Clay
3295 X
168
46
0
Tech
Tech
Math/Read
1066
46
18
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
#
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Chest/Marl
Dixiana Mill
Dillon
Carpet
2273 X
22
0
22
Plant
AE
Basic/Ged
ANT
Chest/Marl
Oakriver Mill
Bennettsville
Carpet Yarn
2281 X
25
0
0
Plant
AE
ANT
Chest/Marl
Hanes
Bennettsville
Ladies Hosiery
2251 X
20
0
0
Plant
AE
ANT
Chest/Marl
United Tech
Bennettsville
Auto Wiring
3496 X
29
0
0
Plant
Tech
ANT
Chest/Marl
Cheraw Yarn
Cheraw
Yarn
2281 X
75
0
0
Plant
AE/T
Basic/GED
ANT
Chest/Marl
Marley Elec.
Rennettsville
Heat Products
3634 X
20
0
0
Plant
AE
Basic/GED
ANT
Chest/Marl
Davids of Dillon
Dillon
Kitchen Assessories
2399 X
50
0
0
Plant
T/AE
Basic/GED
ANT
Chest/Marl
Ina Bearing Co.
Cheraw
Bearings/Rods
3562 X
100
0
0
Plant
AE
ANT
Chest/Marl
WIX Corp.
Dillon
Filters
3599 X
50
0
0
Plant
T/AE
ANT
Chest/Marl
ARA Services
Cheraw
Food
2099 X
25
0
0
Plant
AE
ANT
Chest/Marl
Stanton Quilting
Cheraw
Furn. Pads, Cot.Batt.
2392 X
10
0
0
Plant
AE
Basic/GED
426
0
22
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC #
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Denmark
Collum's
Allendale
Lumber
X
18
0
18
Other
AE
Reading
ACT
Denmark
Admiral
Williston
Freezers
X
11
0
11
Plant
AE
Reading
ACT
Denmark
Sandoz
Martin
Chemicals
X
6
0
6
Other
AE
Reading
ACT
Denmark
Scotsman
Fairfax
Ice Makers
X
30
0
30
Plant
AE
Read/Math
ACT
Denmark
Blackville, City
Blackville
N/A
X
6
0
6
Other
AE
Reading
ACT
Denmark
Fairfax, City
Fairfax
N/A
X
7
0
7
Other
AE
Reading
ACT
Denaark
Dayco
Williston
Industrial Belts
X
25
0
24
Plant
AE
Reading
ACT
Denmark
Elkay
Williston
Childrens Apparel
X
20
0
20
Plant
AE
Read/GED
ACT
Denmark
Phoenix
Bamberg
Washers/Gaskets
X
24
0
14
Other
AE/LC
Reading
ANT
Denmark
Chem Nuclear
Barnwell
Waste Mgmt
X
0
0
0
Plant
AE
Reading
ANT
Denmark
Brabham Oil
Bamberg
Convenient Stores
X
0
0
Other
AE
Reading
ANT
Denmark
USA Enterprise
Bamberg
Mens' & Boys' Slacks
X
0
0
Plant
AE
Reading
ANT
Denmark
Multitex
Ulmer
Carpet Yarn
X
0
0
Plant
AE
Reading
ANT
Denmark
Fairfax Dimension
Fairfax
Furniture Squares
X
0
0
Plant
AE
Reading
ANT
Denmark
BASF
Allendale
Carpet Yarn
X
0
0
Plant
AE
Reading
ANT
Denmark
Rite Way
Barnwell
Tool & Die
X
0
0
Plant
AE
Reading
ANT
Denmark
Burlington
Barnwell
Carpet Yarn
X
0
0
Plant
AE
Reading
ANT
Denmark
Carolina Metals
Barnwell
Metal
X
0
0
Plant
AE
Reading
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
#
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ANT
Denmark
Augusta Fiberglass Codings
Blackville
Fiberglass
X
0
0
0
Plant
AE/T
Read/Math
ANT
Denmark
Whitlock Combing Co.
Allendale
Wool
X
0
0
0
Plant
AE
Reading
ANT
Denmark
Kearse Manuf Company
Olar
Hardwood Veneers
X
0
0
0
Plant
AE/T
Reading
ANT
Denmark
Lifetime Doors, Inc.
Denmakr
Doors
X
0
0
0
Plant
Tech
Reading
ANT
Denmark
Rockland/Bamberg Ind. Inc.
Bamberg
Fabrics
X
0
0
0
Plant
AE/T
Reading
PL
Denmark
Infinite Creations
Bamberg
Sewing Rm
X
40
0
0
Plant
AE
Reading
PL
Denmark
Holland Hitch
Denmark
Trailor Hitch
X
10
0
0
Plant
Tech
Read/Math
PL
Denmark
Nibco
Denmark
Faucets
X
40
0
0
Plant
Tech
Reading
PL
Denmark
Milliken
Barnwell
Weaving & Finishing
X
0
0
Plant
AE
Reading
PL
Denmark
Ducane
Blackville
Furnaces/Grills
X
0
0
Plant
AE
Reading
PL
Denmark
Inter. Reinforced Plastics
Denmark
Plastics
X
0
0
0
Plant
Tech
Reading
237
0
136
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
#
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Flor/Darl
Nytronics
Darlington
Inductors
3677 E
12
0
12
Voc Center
AE
ACT
Flor/Darl
Marion Star
Marion
Newspapers
2711 E
18
0
0
Plant
AE
2262 E
1
0
0
Other
AE
ANT
Flor/Darl
Gayley & Lord
Society Hill
Dyeing/Finishing
Writing
ANT
Flor/Darl
Anvil Knitwear
Mullins
Knitted Tops
2321 E
550
0
0
Plant
AE
ANT
Flor/Darl
Raytex
Marion
Mattress Ticking
2211 E
18
0
0
Plant
Tech
ANT
Flor/Darl
Pepsi
Florence
Soft Drinks
2086 E
95
0
0
Plant
AE
Flor/Darl
Shaw-Walker
Florence
Filing Systems
2761
E
85
0
0
Plant
AE
ANT
ANT
Flor/Darl
L'eggs
Hartsville
Panty Hose
2251 E
310
0
0
Plant
T/AE
ANT
Flor/Darl
Roller Bearing
Hartsville
Bearings
3562 E
120
0
0
Plant
AE
ANT
Flor/Darl
Nexus Greenhouse
Darlington
Greenmollses
3448 X
5
0
0
Plant
Tech
Flor/Darl
Southland Med.
Darlington
X
15
0
0
Plant
AE/T
ANT
15
0
0
Plant
AE
ANT
Flor/Darl
Chesterfield Lusber
Darlington
Lumber
2411 X
ANT
Flor/Darl
Craig Industries
Lamar
Sportswear
2339 E
80
0
0
Plant
AE
ANT
Flor/Darl
Trend Set, Inc.
Johnsonville
2339
0
0
0
ANT
Flor/Darl
SC Central RR Co.
Hartsville
0
0
0
PL
Flor/Darl
Talley Metals
McBee
Stainless Steel Bars
3312 E
140
0
0
Plant
AE/T
1464
0
12
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
#
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
G'ville
Cryovac
Simpsonville
Plastic Bags
2392 X
0
62
1
Tech
Tech
Basic
ACT
G'ville
Ashmore Brothers
Greer
Paving
3531 X
0
0
19
Plant
AE/LC
Basic
ACT
G'ville
City of Greenville
Greenville
Service
X
0
0
20
Plant
AE
Basic
ACT
G'ville
Carolina Steel
Greenville
Steel Joists
3441 X
0
0
16
Plant
Tech
Basic
ACT
G'ville
Star Paper Tube
Taylors
Paper Tubes
2679 X
0
0
21
other
AE
Basic
ANT
G'ville
Kemet Electron
Greenville
Carbon Spec.
X
30
0
0
Plant
Tech
Basic
ANT
G'ville
Pre-Tech
Travelers Rest
Aerosol Spray Tops
3089 X
20
0
0
Plant
Tech
Basic
C/ANT
G'ville
Digital
Greenville
Wireboards
3679 X
50
19
0
Plant
Tech
Basic
INA
G'ville
Thermo-Kinetics
Greenville
Sheet Metal
3542 X
0
0
0
INA
G'ville
Southern Weaving
Greenville
Seat Belts
2399 X
0
0
0
INA
G'ville
Delta Woodside
Greer
Cloth Weaving
2211 X
0
0.
0
PL
G'ville
Hoechst/Celanese
Greer
Poly Film
2821 X
75
0
0
Plant
ALL
Basic
PL
G'ville
Dow Brands
Greenville
Cleaning Prodts.
2842 X
60
0
0
Plant
Tech
Basic
PL
G'ville
James River
Simpsonville
Non-Woven
2297 X
20
0
0
Plant
Tech
Basic
PL
G'ville
Proctor-Gamble
Greenville
Consumer Products
2844 X
75
0
0
Plant
Tech
Basic
PL
G'ville
G'ville Hospital
Greenville
Health Service
X
100
0
0
Plant
All
Basic
PL
G'ville
County of G'ville
Greenville
Service
X
50
0
0
Plant
All
Basic
PL
G'ville
JPS Textile
Greenville
Cloth Weaving
2211 X
15
0
0
Plant
LC
Basic
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
/
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
PL
G'ville
Pat-Chem
Greenville
Paint Pigment Hfg.
2065 X
5
0
0
Tech
Tech
Basic
PL
G'ville
Fabri-Kal
Piedmont
Plastic Mfg.
3089 X
30
0
0
Plant
AE/T
Basic
PL
G'ville
Milliken-Gayley
Marietta
Synth. Fabric
2211 X
60
0
0
Plant
All
Basic
PL
G'ville
Milliken-Judson
Greenville
Synth. Fabric
2211 X
60
0
0
Plant
All
Basic
PL
G'ville
Span-American
Greenville-
Foam Pads
3842 X
25
0
0
Plant
Tech
Basic
PL
G'ville
Industrial Metal Proc.
Greenville
Metals
3399 X
25
0
0
Plant
AE/LC
Basic
PL
G'ville
Milliken-Hilcrest/Sommer
Greenville
Synth. Fab.
2211 X
20
0
0
Plant
All
Basic
720
81
77
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC #
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Horry/Geor
The Waccanaw House
Pawley's Island
Lodging
X
20
0
0
School
AE
ANT
Horry/Geor
Oneita Industries
Andrews
Textiles
2253 X
75
0
0
Plant
ANT
Horry/Geor
Sun-News
Myrtle Beach
Newspaper
2711 X
20
0
0
Plant
Tech
ANT
Horry/Geor
Rappahanock Wire
Andrews
Wire Mfg.
3315 X
60
0
0
School
AE
ANT
Horry/Geor M & T Chemicals
Andrews
Chemicals
3295 X
10
0
0
School
AE
ANT
Horry/Geor
T.S. Ragsdale Co.
Conway
Charcoal Briquets
2861 N
25
0
0
Plant
AE
ANT
Horry/Geor
Tilley Plywood
Conway
Wood Products
2435 N
40
0
0
Other
AE
PL
Horry/Geor
The Raddison Hotel
N. Myrtle Beach
Lodging
X
8
0
0
Plant
AE
PL
Horry/Geor
International Paper
Georgetown
Paper Manufacturing
2411 X
45
0
0
Plant
AE
PL
Horry/Geor City of Georgetown
Georgetown
Government
X
30
0
0
School
AE
333
0
0
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
#
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ANT
Lowcountry
Westinghouse
Hampton
Elec. Dist. Equip.
3089 X
800
0
0
T/P/O
All
ANT
Lowcountry
General Carbide
Ridgeland
3544 X
10
0
0
Plant
AE/T
ANT
Lowcountry
Gretsch Enterprise
Ridgeland
Musical Instruments
3931 X
20
0
0
Flant
AE/T
ANT
Lowcountry
McCrary's, Inc.
Estill
Machine Shop
X
5
0
0
ANT
Lowcountry
Sealcraft Corp.
Walterboro
Gaskets
3053 X
5
0
0
ANT
Lowcountry
Wheelabrator
Walterboro
Foundry
3322 X
30
0
0
ANT
Lowcountry
Comfort Inn
Colleton
Hospitality
20
0
0
ANT
Lowcountry
ISI Dyna-Matic, Inc.
Walterboro
Machine Shop
3599 X
15
0
0
ANT
Lowcountry
JPS Industries
Colleton
Textiles
2221 X
100
0
0
ANT
Lowcountry
Westvaco
Colleton
Forestry Industry
2421 X
5
0
0
ANT
Lowcountry
NN Ball & Roller
Walterboro
Industry
3399 X
10
0
0
ANT
Lowcountry
Dayco Products
Walterboro
Automotive Belts
3052 X
100
0
0
ANT
Lowcountry
Bishop's Body Shop
Colleton
Collision Repairs
X
5
0
0
PL
Lowcountry
Levy-Limehouse
Hardeeville
Water Services
X
3
0
0
Plant
AE
PL
Lowcountry
Sherman Eng. Fiberglas
Estill
Utility Poles
3999 X
20
0.
0
Plant
AE/T
PL
Lowcountry Hampton Sch. Dist. 2
Estill
Human Serv
X
20
0
0
School
AE
1168
0
0
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
I
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Midlands
Springs-Olympia Mill
Columbia
Polyester Cotton Sheeting
2211 X
70
0
31
Plant
AE
Basic
ACT
Midlands
State Record Company
Columbia
Newspaper
2711 X
670
0
19
Plant
AE
Basic
ACT
Midlands
Springs-Gramby Mill
Columbia
Polyester Cotton Sheeting
2211
X
88
0
70
Plant
AE
Basic
ACT
Midlands
Reco of SC
W. Cola.
Steel Tanks, Boilers
3441
X
83
0
11
Plant
AE
Basic
ACT
Midlands
Rich. Cty. DSS
Columbia
Social Services
X
230
0
16
Plant
AE
Basic
ACT
Midlands
Martin Marietta
West Cola.
Granite
3295 X
27
0
12
School
AE
Basic
ACT
Midlands
St. Matthews DSS
Soc. Services
X
25
0
9
School
AE
Writing
ANT
Midlands
Westinghouse
Columbia
Nuclear
2819 X
0
0
0
Plant
AE
Basic
ANT
Midlands
City of Cayce
Cayce
City Service
X
100
0
0
Plant
AE
Basic
ANT
Midlands
Quality Inn
Columbia
Hotel/Motel
X
100
0
0
Plant
AE
Basic
ANT
Midlands
DHEC
Columbia
Public Health
X
230
0
0
Plant
AE
Basic
ANT
Midlands
Allen-Bradley
Columbia
Power Tools
3546 X
30
0
0
Plant
AE
Basic
ANT
Midlands
Kingston Metals
West Cola.
Metal Fab.
3444 X
30
0
0
Plant
AE
Basic
ANT
Midlands
Anchor Continental
Columbia
Tape/Stencils
3953 X
70
0
0
AE
Basic
ANT
Midlands
Pert
Columbia
Union Camp
2621
E
45
0
0
School
Tech
Job Skills
ANT
Midlands
Service Skls. Tr.
Columbia
Service Ind.
X
30
0
0
School
Tech
Ser. Skills
COM
Midlands
Carbide Alloys, Inc.
Columbia
Comented Carbides
3544
X
6
6
0
Plant
AE
Basic
PL
Midlands
Pontiac Foods
Pontiac
Coffee, Spice, Tea
2095 X
22
0
0
Plant
AE
Basic
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
#
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
Midlands
Rich. Cty. Pub. Wks.
Columbia
Public Works
X
125
0
0
Plant
AE
Basic
PL
PL
Midlands
SCE&G
Columbia
Gas & Elec.
X
100
0
0
Plant
AE
Basic
Midlands
AMBAC Int.
Columbia
Diesel Injec.
3714 X
350
0
0
Plant
AE
Basic
PL
0
0
Plant
AE
Basic
PL
Midlands
York Tape
Columbia
Tapes/Labels
2672 X
60
PL
Midlands
Ft. Jackson
Ft. Jackson
Army Service
X
190
0
0
Plant
AE
Basic
PL
Midlands
NCR
West Cola.
Elect. Mfg.
3571 X
150
0
0
Plant
AE
Basic
PL
Midlands
Colite
West Cola.
Signs
3993 X
100
0
0
Plant
AE
Basic
Midlands
Loxcreen
West Cola.
Aluminum Doors
3442 X
65
0
0
Plant
AE
Basic
PL
2996
6
168
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
I
N/E/X
TO TRAIN
10 DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Orang/Cal
Carpenter Tech
Orangeburg
Heater Wire
3496 X
24
0
14
Plant
Tech
Basic/GED
ACT
Orang/Cal
Mayer Wildman
Orangeburg
Knitting Mach.
3552 X
30
0
24
Tech
Tech
Basic/GED
ACT
Orang/Cal
Amer. Yard Prod.
Orangeburg
Tractors/Trailers
3524 X
100
4
22
Plant
Tech
Basic/GED
ACT
Orang/Cal
Triangle Tool
Orangeburg
Pliers, Sockets, Wrenches
3423 X
50
5
22
Plant
Tech
Basic/GED
ACT
Orang/Cal
Regional Med. Ctr.
Orangeburg
Medical Services
X
84
0
26
Plant
Tech
Basic/GED
ANT
Orang/Cal
City of Orangeburg
Orangeburg
Service
X
150
0
0
Other
All
Basic/GED
INA
Orang/Cal
Santee Community Mall
Santee
Retail
N
0
0
0
Other
AE
Basic Lit.
INA
Orang/Cal
Greenwood Mills
Orangeburg
Dyeing Cloth
2261 X
0
30
0
Tech
Tech
Basic/GED
INA
Orang/Cal
Teepak
Sandy Run
Meat Casing
2013 X
0
0
0
INA
Orang/Cal
J. F. Cleckley
PL
Orang/Cal
United Tech.
St. Matthews
Mfg. & Assem. Auto Parts
3599 X
80
0
0
School
Tech
Basic/GED
518
39
108
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC #
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Piedmont
Durst
Greenwood
Textiles
2211 X
227
0
133
P/T
AE/T
Lit/Basic
ACT
Piedmont
Bailey
Clinton
Textiles
2211 X
42
0
30
P/S
AE
Lit/Basic
ACT
Piedmont
Lydia
Clinton
Textiles
2211 X
41
0
56
P/S
AE
Lit/Basic
ACT
Piedmont
Clinton Mills 1&2
Clinton
Textiles
2211 X
125
0
70
P/S
AE
Lit/Basic
ACT
Piedmont
Torrington
Clinton
Roller Bearing
3562 X
30
0
5
Plant
AE
GED
ANT
Piedmont
Chick Medical
Greenwood
Surgical Products
3842 X
115
0
0
ANT
Piedmont
Milliken-Gilliland
Laurens
Knit Fabrics
2258 X
80
0
0
ANT
Piedmont
Am. Fiber & Fin.
Newberry
Cheesecloth
2211 X
200
0
0
ANT
Piedmont
Milliken-McCormick
McCormick
Woven Cloth
2221 X
75
0
0.
ANT
Piedmont
Milliken-Saluda
Saluda
Yarn
2282 X
200
0
0
ANT
Piedmont
Milliken-Johnston
Edgefield
Synth. Fabric
2221 X
123
0
0
ANT
Piedmont
F.L. Aerospace
Greenwood
Transp. Lighting
3648 X
200
0
0
ANT
Piedmont
Ascoe Felts
Clinton
Felts
2299 X
90
0
0
PL
Piedmont
Matthews (Gwd Mills)
Greenwood
Textiles
2211 X
400
0
(
PL
Predmont
Riegel-Johnston
Edgefield
Blankets
2392 X
100
0
0
PL
Piedmont
Riegel-McCormick
McCormick
Textiles
2211 X
75
0
0
PL
Piedmont
Abbeville-Milliken
Abbeville
Textiles
2211 X
100
0
0
FL
Piedmont
Sycamore-Milliken
Clinton
Trucking
X
25
0
0
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC #
II/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
FL
Piedmont
Capsugel
Greenwood
Capsules
2899 X
150
0
0
PL
Piedmont
Professional Medical
Greenwood
Surgical Products
3842 X
200
0
0
PL
Piedmont
Star Fibers
Edgefield
Manmade Fibers
2824 X
40
0
0
PL
Piedmont
Milliken-Sharon
Abbeville
Auto. Fabric
2396 X
75
0
0
2713
0
294
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
/
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Spartanbg
Southern Loom
Gaffney
Loom Reeds
3552 X
10
0
1
Other
LC
Read
ACT
Spartanbg
Inman Mills-Ramey
Enoree
Polyester
2221 X
120
0
35
Other
AE
GED
ANT
Spartanbg
Oneita Ind.
Fingerville
Textile
2254 X
90
0
0
Basic
ANT
Spartanbg
Hudson International
Inman
Wire
3315 X
200
0
0
Basic
ANT
Spartanbg
Structofab
Pacolet
Fiberglass/Plastic
3089 X
12
0
0
Basic
ANT
Spartanbg
Hoechst-Celanese
Spartanburg
Polyester Fibers
2824 X
500
0
0
Math/BluePrt
ANT
Spartanbg
Springs-Lyman
Lyman
Fabrics
2261 X
0
0
0
ANT
Spartanbg
Borden Snacks
Spartanburg
Snack Foods
2099 X
0
0
0
ANT
Spartanbg
Healthtex
Cowpens
Knitted Material
2253 X
0
0
0
GED
ANT
Spartanbg
Tietex
Spartanburg
Nonwoven Mat.
2297 X
0
0
0
GED
ANT
Spartanbg
Kusters
Spartanburg
Carpet Dyeing Equip.
3552 X
0
0
0
ANT
Spartanbg
Monsanto
Woodruff
X
300
0
0
ANT
Spartanbg
Hamrick Mills
Gaffney
Print Cloth
2211 E
25
0
0
Plant
ANT
Spartanbg
Milliken-Monarch
Union
Cot./Syn.Fabric
2211 E
50
0
0
Plant
ANT
Spartanbg
Milliken-Magnolia
Blacksburg
Dyeing/Finishing
2261
E
40
0
0
ANT
Spartanbg
Milliken-New Prospect
Spartanburg
Water Jet Weaving
2211 E
30
0
0
ANT
Spartanbg
Cone Mills
Carlisle
Finishing Fabric
2261 E
50
0
0
ANT
Spartanbg
Milliken-Gaffney
Gaffney
Polyester/Cot. Yarns
2281 E
20
0
0
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
1
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ANT
Spartanbg
Musgrove Mills
Gaffney
Sheetings/Print Cloth
2211 E
25
0
0
COM/PL
Spartanbg
Spartanburg Steel
Spartanburg
Autogrills
X
50
4
0
Tech
Tech
Math/Read
PL
Spartanbg
Plastic Injectors
Spartanburg
Medical Products
X
10
0
0
PL
Spartanbg
Springs-Lime.&Suanit
Gaffney
Fabric
2221 X
29
0
0
Basic
PL
Spartanbg
Inman Mills-Riverdale
Enoree
Textile
2221 X
135
0
0
PL
Spartanbg
Boiler Tube of Am.
Spartanburg
Boiler Repair
3443 X
28
0
0
Plant
Tech
Read/Math
PL
Spartanbg
Michelin
Spartanburg
Truck Tires
3011 X
0
0
0
Plant
AE
Basic/GED
PL
Spartanbg
Milliken-Lockhart
Lockhart
Yarn Circular Knit
2257 X
121
0
0
Plant
1845
4
36
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
#
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Sumter
Crescent Xcelite
Suater
Hand Tools
3423 X
120
0
54
Plant
T/AE
Basic
ACT
Sumter
Wateree Textiles
Canden
Textiles
2221 X
85
0
35
Plant
AE
Basic
ANT
Sumter
Color-Fi
Sumter
Textile Fibers
3339 X
75
0
0
Plant
Tech
Basic
ANT
Sumter
Cogsdill Tool
Canden
Machine Tools
3545 X
50
0
0
Voc. Ctr.
AE
Basic
ANT
Sumter
Veratec
Bethune
2261 N
300
0
0
School
AE
Basic
ANT
Sumter
DuPont
Camden
Orlon/Nylon
2824 X
100
0
0
Plant
AE
Basic
ANT
Sumter
Shaw AFB
Sumter
X
100
0
0
Plant
Lit/Basic
ANT
Sumter
Bendix/Kaydon
Sumter
Pre-Employment
3714 X
60
0
0
Tech
Tech
Lit/Basic
ANT
Sumter
Shaw AFB
Sumter
Dependents
X
20
0
0
National Dye
Lynchburg
Dyeing/Finishing
2261 X
30
0
0
Voc. Ctr.
T/AE
Basic
PL
Sumter
PL
Sumter
Reeves Brothers
Bishopville
Dyeing/Finishing
2261 X
37
0
0
Voc. Ctr.
T/AE
Basic
PL
Sumter
Burlington
Bishopville
Worsted Yarns
2299 X
8
0
0
Voc. Ctr.
T/AE
Basic
PL
Sumter
Wat/Herm/Ken
Carden
Pre-Employment
2221 X
125
0
0
Voc. Ctr.
AE/T
Lit/Basic
1110
0
89
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
I
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Tri-County
Milliken-Defore
Seneca
Tire Cord
2296 X
40
0
11
Plant
AE
Basic
ACT
Tri-County
Wamsutta-Springs
Anderson
Mens Apparel
2321 X
256
0
60
Plant
All
ACT
Tri-County
Chiquola-Springs
Anderson
Sheeting
2221 X
292
0
40
Plant
All
ACT
Tri-County
Greenwood Liberty
Pickens
Cotton Denim
2211 X
49
0
24
Plant
AE
ANT
Tri-County
Jacobs
Pickens
Drill Chuck
3541 X
475
0
0
T/VC/P
All
Basic
ANT
Tri-County
Westinghouse
Anderson
Laminates
3089 X
160
0
0
T/VC/P
All
Basic
ANT
Tri-County
Clark Schwebel-Springs
Anderson
Woven Fabric
2221 X
40
0
0
Plant
All
ANT
Tri-County
Orr, Lyons-Springs
Anderson
Shirting
2221 X
40
0
0
Plant
All
ANT
Tri-County
Joseph Lyons
Anderson
Unfin. Sheeting
2211 X
40
0
0
Plant
All
ANT
Tri-County
Central Textile
Central
Greige Goods
2211 X
265
0
0
Plant
All
PL
Tri-County
Milliken-Gerrish
Anderson
120
0
0
Plant
AE
Basic/GED
PL
Tri-County
Milliken-Pendleton
Anderson
Finishing
450
0
0
Plant
AE
Basic/GED
PL
Tri-County
Milliken-Honea Path
Anderson
120
0
0
Plant
AE
Basic/GED
PL
Tri-County
Milliken-Ryobi
Pickens
1050
0
0
Plant
AE
Basic/GED
PL
Tri-County
Ohio Gear
Pickens
75
0
0
Tech
Tech
Job-Spec.
PL
Tri-County
Peerless
Anderson
120
0
0
Plant
AE
Basic/GED
3592
0
135
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
/
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
Trident
Charlest. Pub. Works
Charleston
Public Services
X
30
0
12
Plant
AE/T
Read/Math
ACT
Trident
R.M. Engineered Prod.
No. Charleston
Rubber
3069 X
75
0
67
Plant
AE/T
Basic/R/M
50
0
1
Plant
AE
Laubach
ACT
Trident
Naval Base
Charleston
Nat. Defense
X
ACT
Trident
City Housing Auth
Charleston
Pub. Housing
X
6
0
6
Plant
Tech
Reading
ACT
Trident
Ht. Pleasant Pub. Wks.
Mt. Pleasant
Public Services
X
12
0
12
Other
AE
Laubach
ANT
Trident
PLUSA
Jamestown
Wool Textiles
2297 X
173
0
0
ANT
Trident
Amstar
Charleston
Paper, plastic pkg.
2673 X
12
0
0
0
0
ANT
Trident
Baker MH
Dorchester
Forklifts
3537 X
23
ANT
Trident
Briteline
Dorchester
Aluminum Extrusions
3354 X
49
0
0
ANT
Trident
Broyhill
Dorchester
Wooden Furniture
2426 X
54
0
0
ANT
Trident
CR Bard
Berkeley
Rubber Tubing
3841 X
303
0
0
ANT
Trident
Evening Post
Charleston
Newspaper
2711 X
150
0
0
Dorchester
Carpet backing packing at
2221
X
375
0
0
ANT
Trident
Exxon Chem.
ANT
Trident
Energy Prods.
Dorchester
X
160
0
0
ANT
Trident
Georgia Pacific
Berkeley
Particle Board
2493 X
100
0
0
ANT
Trident
Giant Cement
Dorchester
Cement
3241 X
81
0
0
ANT
Trident
Gifford Hill
Dorchester
Cement
3241 X
24
0
0
ANT
Trident
GS Roofing
Charleston
Roofing
3444 X
100
0
0
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC #
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ANT
Trident
ITT Conoflow
Dorchester
Regulators & Transducers
3494 X
5
0
0
ANT
Trident
Kores Nordic
Dorchester
Ofc. Machine Ribbons
3955 X
134
0
0
ANT
Trident
Mobay Chem.
Berkeley
Dye Stuffs, Chem.
2865 X
35
0
0
ANT
Trident
Santee Cooper
Berkeley
Public Works
X
151
0
0
ANT
Trident
Teepak, Inc.
Dorchester
X
60
0
0
ANT
Trident
Westvaco Dev.
Dorchester
Pine Lumber
2411 X
50
0
0
Francis Marion Hotel
Charleston
Hospitality
X
40
0
0
AE/T
Basic
ANT
Trident
ANT
Trident
Westvaco-Kraft
N. Charleston
Paper
X
200
0
0
ANT
Trident
Gates Rubber
Moncks Corner
X
25
0
0
ANT
Trident
Stoller Chem.
Ravenel
X
26
0
0
ANT
Trident
J W Aluminum
Berkeley
X
27
0
0
ANT
Trident
Albany Inter.
St. Stephen
X
35
0
0
ANT
Trident
Renken Boat
Charleston
X
140
0
0
PL
Trident
Naval Shipyd
Charleston
Ship Overhauling
2297 X
100
0
0
Plant
AE/T
Reading
PL
Trident
Radio Shack
N. Charleston
Distribution
X
25
0
0
AE/T
Basic
2830
0
98
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
I
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT/ACT
Wasburg
Colonial Rubber
Kingstree
Plastic Compounding
3089 X
62
0
59
S/T
AE/T
Read/Math
ANT
Wnsburg
Blk. River Hardwood
Kingstree
Hardwood Sqs.
2426 X
15
0
0
Tech
Tech
Basic
ANT
Wnsburg
Elastic Corp.
Hemingway
Elastic
2241 X
0
0
0
C/ACT
Wmsburg
IBIS
Kingstree
Enzymes
2869 X
86
43
43
Tech
Tech
Basic/Sci
INA
Wasburg
Highway Dept.
Kingstree/Hemingway
X
0
0
0
PL
Wasburg
Milliken
Kingstree
Synthetic Woven Fibers
2221 X
47
0
0
T/AE
Basic/GED
PL
Wasburg
Tupperware
Hemingway
Plastic Housewres.
3089 E
150
0
0
Plant
Tech
Basic Skills
PL
Wmsburg
Baxter Healthcare
Kingstree
Medical Devices
3842 X
17
0
0
Plant
I/LC
Basic Skills
PL
Wasburg
House of Raeford
Nesmith
Processed Poultry
E
12
0
0
Plant
Tech
Basic Math
389
43
102
SOUTH CAROLINA INITIATIVE FOR WORK FORCE EXCELLENCE
MONTHLY PROGRAM REPORT
JANUARY, 1989
TOTAL
TRAINED
IN
STATUS
TECH
COMPANY
LOCATION
PRODUCT
SIC
I
N/E/X
TO TRAIN
TO DATE
TRAINING
SITE
PROV
PROGRAM
ACT
York
Springs-Eureka Plant
Chester
Batiste Poly. Cotton
2211 X
43
0
43
Plant
All
Basic/GED
ACT
York
Springs-Katherine Plant
Chester
Poly. Cotton Sheeting
2221 X
75
0
75
Plant
All
Basic/GED
ACT
York
Springs-White Plant
Fort Mill
Poly., Cotton
2211 X
29
0
29
Plant
All
Basic/GED
ACT
York
JTPA Learning Center
Lancaster
N
241
13
168
Other
AE
Basic/GED
ACT
York
Springs-Lancaster
Lancaster
Poly. Cotn. Broadcl.
2211 X
35
0
19
Plant
AE/LC
Basic/GED
ANT
York
GAF
Chester
Fiberglass
3231 X
20
0
0
Plant
T/AE
Etiq./GED
ANT
York
Springs-Grace Finishing
Lancaster
Fin. Sheet Fabric
2261 X
75
0
0
ANT
York
Springs-Grace Sewing
Lancaster
Sheets/Pillowcases
2211 X
50
0
0
ANT
York
Springs-RHP&F
Rock Hill
Printing/Finish
2262 X
65
0
0
ANT
York
Springs-Elliot
Chester
Polyester/Broadcloth
2221 X
50
0
0
ANT
York
Springs-Leroy
Chester
Batiste
2211 X
50
0
0
ANT
York
Springs-Frances
Chester
Polyester/Cot.Sheeting
2221 X
50
0
0
ANT
York
Springs-Riverlawn
Chester
Spreads/Linens
2392 X
50
0
0
PL
York
Borden
Chester
Cremora
2023 X
17
0
0
Plant
AE/LC
GED
PL
York
Flextronics
Great Falls
Circuit Boards
3672 X
15
0
0
Plant
AE
GED
PL
York
Sequa Corp.
Chester
Textile
2819 X
18
0
0
Plant
Tech
Writing
883
13
334