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Digitized from Box 40 of the James M. Cannon Files at the Gerald R. Ford Presidential Library
THE WHITE HOUSE
WASHINGTON
June 17, 1975
File
MEMORANDUM FOR:
THE VICE PRESIDENT
work Educations
FROM:
ART QUERN
Throep
SUBJECT:
Summary of Discussions with Wilbur Cohen
and Deans from Michigan Schools of
Education
This is to provide you with a brief summary of the meeting
with Wilbur Cohen and the deans from Michigan Schools of
Education:
1.
FY 76 Education Appropriations
Congress is moving toward a FY 76 appropriations
bill for all major federal education programs which
at a minimum will be $1 billion over the President's
budget request of $6 billion.
Wilbur Cohen indicated that the education establishment
was strongly behind this move to increase the appro-
priation. He urged your recommending to the President
that when the bill comes to him, he sign it because:
A.
The Administration (Nixon-Ford was the way Cohen
put it) has a reputation of being against education.
A veto would serve to reinforce this image.
B.
If there is a veto, it will be overridden because
of the influence of the education establishment.
2.
Vocational Education - World of Work
The deans supported the President's initiative on
bringing classroom education into better relationship
with employment needs.
One specific suggestion the deans offered was to
organizationally combine vocational education together
GERALD FORD VIBRARY
-2-
with manpower programs in the U.S. Department of
Labor. This in turn might lead to a national
computerized job bank which could both identify
current fields needing trained workers and project
future needs. Vocational education programs and
manpower training grants could then be geared to
these needs.
3.
Federal Education Research Funding and Goals
In brief, the deans argued that much greater use of
the expertise present at Colleges of Education could
be used in setting goals and determining allocations
of federal funds for research in the field of education.
They specifically suggested that Deans of Colleges of
Education be named to HEW advisory groups.
4.
Grant Consolidation
The point here was that the deans believed that any
effort to consolidate education categorical grants
must be additive and in effect not replace any
existing programs.
They did suggest that organizational consolidations
were possible and specifically mentioned the possi-
bility of one single federal research agency which
combined the National Institute of Education with
the National Center for Education Statistics and
some other federal operations which do research in
the field of education.
CC: Jim Cannon
or
GERALD FORD LIBRARY
THE WHITE HOUSE
WASHINGTON
June 21, 1975
ADMINISTRATIVELY CONFIDENTIAL
MEMORANDUM FOR:
JIM CANNON
FROM:
JIM CONNOR JE le
SUBJECT:
WORK AND EDUCATION
The President has reviewed your memorandum of June 16th
on the above subject and indicated the following:
Option I Withhold approval and sci-up a
meeting with Secretaries Weinberger, Dunlop and Morton.
Please follow-up with appropriate action.
cc: Don Rumsfeld
GERALD R FORD LIBRARY
THE WHITE HOUSE
WASHINGTON
June 30, 1975
MEMORANDUM FOR:
JIM CANNON
FROM:
ART QUERN Floot
SUBJECT:
Work and Education Meeting
Attached is the briefing memorandum for Wednesday's meeting
with the President.
In essence, I believe that Paul O'Neill's assessment (Tab B
in the attached briefing paper) that we are not likely to
get any better product from these three agencies is correct.
Therefore, I believe the goal of this meeting should be:
1.
To let the Secretaries know that their proposals
were viewed as vague and lacking in specifics
on how they would be implemented without new
funds.
2.
To give general presidential endorsement to
the eight areas but require a specific action
plan be developed and submitted for approval
to OMB and the Domestic Council. Ongoing
review would also be required.
3.
To resist the establishment of any new entity
such as a Council on Work and Education or a
Cabinet subcommittee.
Attachment
GERALD FORD LIBRARY
THE WHITE HOUSE
WASHINGTON
June 30, 1975
DISCUSSION OF WORK AND EDUCATION PROPOSALS
Wednesday, July 2, 1975
2:30 p.m. (30 minutes)
The Oval Office
From: Jim Cannon June
I.
PURPOSE
To seek a clearer and more specific basis for decisions
in regard to the recent "work and education" proposals
(Tab A) from HEW, Labor, and Commerce to determine:
---
Whether the proposals offer any specific new
potential for progress in bringing world of
education and needs of employment closer
together.
--
If approved, what resources would be used to
implement them.
II.
BACKGROUND, PARTICIPANTS, PRESS PLAN
A.
Background: After your Ohio State speech in
August 1974, HEW, Labor, and Commerce were asked
to develop proposals for better relating the
education received in school with the needs of
the world of work. Earlier proposals have either
been too costly or have lacked innovation.
The most recent proposals were submitted in a
memorandum which described the concepts in vague
fashion. The description provided only a limited
basis for judging if these proposals offered any
new potential for progress toward the work and
education goal and, if they did, how the proposals
might be implemented. You have withheld approval
of the proposals and this meeting is to seek a
clearer basis for judging whether or not the
proposals should be approved.
FORD i 07V839 LIBRARY
-2-
Should the discussion provide a more detailed
basis for approving the eight steps the Secretaries
suggested, you could in accordance with OMB's
recommendation (Tab B), approve these proposals
in principle and ask that a specific action plan
for implementing each of the eight items be
submitted to Jim Lynn and me within four weeks.
I would recommend against considering the estab-
lishment of any new entity such as a Cabinet
Subcommittee or a Council on Work and Education
at this time.
B.
Participants: Secretaries Weinberger, Morton,
and Dunlop, James Lynn, Robert Goldwin, and
Jim Cannon.
C.
Press Plan: White House Photographer.
III.
TALKING POINTS
1.
I am as you know, concerned that current
education programs are not giving our youth
the best possible preparation for a transition
to employment. Most of the items you propose
are part of currently operating programs so
I am interested in learning just what changes
you are proposing.
2.
I know that a tremendous amount of effort has
gone into the development of your "work and
education" proposals but before approving these
proposals I wanted to talk with you to get a
better sense of how these would be implemented
if approved.
GERALD LISARY FORD
May 29, 1975
MEMORANDUM FOR:
THE PRESIDENT
SUBJECT:
EDUCATION AND WORK INITIATIVE
Your Ohio State speech on education and work generated
a favorable response. The problems you identified are
of great concern to many people. Your speech inspired
anticipation and support for a closer relationship
between education and the world of work.
Our extensive review of the evidence, of relevant studies,
and of ongoing activities and programs, as well as con-
sultation with many people in and outside of Government,
confirms the conclusion that many problems result from
the relative isolation of schools and colleges from work,
the community and even the family. The thrust of this
initiative should be bringing together these institutions.
In educational institutions and communities around the
country, there is a readiness to deal with the problems
you discussed, and the beginning of a consensus on how
it can be done. However, current efforts are highly
uneven in quality. This initiative should encourage
and build on these efforts.
Our strategy will be to energize local action. We want
to encourage rededicated effort from the many educators,
businessmen, workers and community leaders who are al-
ready striving to bridge the gap between schools and the
world outside. We hope that a range of activities can
be developed in some of these communities so as to demon-
strate the effectiveness of bridging that gap. And we
hope to stimulate the interest and involvement of many
people and communities which have yet to begin such ac-
tivities.
In addition to motivating local efforts, we can facilitate
and enhance them. We can redirect existing Federal pro-
grams and coordinate them in support of the initiative.
We can reduce barriers and increase flexibility to meet
individual and local needs. We can support research and
GERALD FORD LIBRARY
2
provide information about what seems effective and what
other communities are doing. In sum, we propose to focus
on influencing the huge expenditures which are already
being made for education and training, rather than adding
another shiny new program.
LEADERSHIP
To energize local action, we think three levels of Federal
leadership will be necessary.
1. Personal Leadership: Your leadership raised this
problem to national attention. Your continued involvement
is necessary to keep that attention and to encourage
action. We recommend that you continue personal leader-
ship of this initiative, include appeals for institutional
change in speeches to education and business groups, and
make the linking of education and work an important part
of Administration policy.
Approve
Disapprove
2. Cabinet Committee: You asked us to report to you on
ways to implement the initiative as this memorandum does.
We would like your approval to continue working to put
these proposals into practice. Each of us would partici-
pate in providing leadership and would assign a number of
senior staff to form a core group to be responsible for
implementation, and to redirect and coordinate Federal
activities in support of the initiative. We would like
to ask the Secretaries of Agriculture and Defense and the
Director of ACTION to participate with us.
Approve
Disapprove
3. Council on Education and Work: Stimulation of local
action will require a sense of participation by the various
interest groups involved. Prominent educators and young
people, businessmen and workers, community and organiza-
tional leaders should be called to share responsibility
for making the initiative a success. Represented on the
Council would be groups with wide responsibility and
influence in education such as the Chief State School
Officers and the National Education Association, as well
GERALD FORD
3
as organizations with networks of local chapters such as
the U. S. Chamber of Commerce, the AFL-CIO, the Boy Scouts
and the 4-H Clubs. These organizations will serve as
"extension agents" to encourage local action and demonstra-
tions and to provide communities with information from a
clearinghouse of "how to" information which would be staffed
by our Departments.
Approve
Disapprove
DIRECTIONS
Eight areas have been identified in which we should encour-
age improvement -- and in some cases expansion -- of ongoing
local activities. The areas were selected after a careful
review of the possibilities because they lent themselves
to collaboration between schools and other organizations,
because they offered particularly good opportunities for
constructive activity, and because they were mutually com-
plementary. In each area, we have identified specific
ways in which the Federal Government can encourage the
desired improvements. We will encourage such activities
everywhere there is a readiness to undertake them, but
we will be especially interested in supporting the efforts
of communities which are engaged in an array of such acti-
vities so as to demonstrate the effectiveness of such a
concentration of effort.
1. Work Experience: We should encourage communities to
make available to young people work experience of better
quality and more variety than is now offered and to relate
such work experience to secondary and postsecondary school-
ing. Most young people do get some work experience while
still in school, but they tend to be relegated to "youth
jobs" --- a narrow range of positions that require little
training and experience. Cooperative education programs,
in which students divide their time between the job and
the classroom, are the best-known examples of integrated
work-and-schooling. Although federally supported coopera-
tive education is primarily for vocational students, some
schools are now experimenting with planned work experience
for students in academic and general courses.
2. Competency-based Education: We should support research
to identify and to assess the capabilities actually used for
work and other adult activities. These competences should
be among those which form the basis for teaching, testing,
FORD
GERALD
4
credentialing and accrediting in schools and colleges.
Schools now stress particular means by which a competence
might be acquired rather than attainment of competency,
however acquired. Important steps toward emphasizing
competency are being made under the concept of competency-
based education, in which interest has greatly increased
in the past two years. Many people believe that this con-
cept has significant potential. However, its potential
will not be realized without a substantial amount of care-
fully planned research and development. The need for this
R&D is most evident in the area of competency-based teacher
licensing (now mandated by law in 17 States and under con-
sideration in 15 more) and competency-based elementary and
secondary education (toward which several States are moving).
In other instances -- for example, occupational licensing
or dertifying special skills of young people --- assessment
capability may already be sound enough to implement com-
petency-based credentials.
3. Career Education: We should encourage development of
career education, placing high priority on bringing workers
and businessmen into schools to assist teachers and guid-
ance counselors, helping students to assess their interests
and abilities, including the family in working/learning with
students, and providing work exploration programs at the
junior high school level. The essence of the career educa-
tion concept is collaboration by schools with the world of
work, other community organizations and the family. Thus,
it is a precursor of this initiative. The concept stresses
including career awareness, exploration, planning and train-
ing as part of every person's education. It encompasses
vocational, academic and general courses, and seeks to
eliminate rigid tracking by these categories. Career educa-
tion also encourages life-long career development, including
continuing education.
4. Economic Education: We should encourage economic educa-
tion. Toward this objective, we recommend that you endorse
the efforts of the Joint Council on Economic Education to
improve the teaching of economics at elementary and secondary
levels and that we provide financial assistance for im-
proving economic education. Such education provides a
better understanding of the American economic system, but
is offered in only 39% of American high schools, and taken
by only one out of six students.
5. Television: We should develop techniques to use tele-
vision as another tool to bring together schooling with
BERRLD FORD
5
the world outside, particularly the world of work. Children
spend more hours watching TV prior to graduation from high
school than they do in class. TV is uniquely suited to pro-
vide youngsters with vicarious experience in a wide variety
of careers, and to reach most everyone at low cost. Young
people can then examine in depth careers which seem inter-
esting by field trips, work experience and research into
occupational information. TV may also be used to increase
awareness of learning resources in the community and to
encourage family activities.
6. Occupational Information: We should develop a variety
of strategies for the effective use of occupational in-
formation by young people in making educational and career
plans. In ten States, grants to develop a variety of ap-
proaches to the delivery of occupational information are
now being supported by the Department of Labor. To the
extent possible without new funding, DoL, DoC and DHEW will
provide technical assistance to additional States and to
local organizations to help them improve the delivery of
occupational and educational information. In DHEW, a num-
ber of innovation-oriented programs are seeking to create
and evaluate more effective ways to help young people make
informed career choices.
7. Placement Services: We should make placement services
readily available to students and to those making the
transition to work. This could be done by encouraging
direct linkages between schools and the Employment Service
or between schools and CETA Councils or other appropriate
community or youth organizations.
8. The Adult Period: Prior recommendations centered mainly
on young people in the secondary and postsecondary years
because the most acute need is there. But the isolation
between education and work also hurts adults. Mature women
entering or reentering the labor force, veterans, employees
affected by technological or market changes, and people
whose abilities are developing or whose interests are chang-
ing, would benefit from increased flexibility in and dove-
tailing of school and work. We recommend that our three
Departments study and report to you on ways to assist adults
with the problems resulting from the isolation of work and
education. The study would include continuing education,
nontraditional education and improvements in the environment
of the workplace.
These eight recommendations are mutually supportive. They
would make easier the movement from school to work and back
FORD
ALD
6
again. But even more important, the quality of our education
and our work would be raised. More of our learning in the
early years would come from experience, in recognition of
the fact that education is diminished when it is confined
to schooling. And more of our work in the middle years
would provide for learning, even to the point of further
schooling, in recognition of the fact that we need to change
and want to grow during these years. Study and practice
would be encompassed by a new community of learning.
Approve
Disapprove
BUDGET PRIORITIES
Given current economic circumstances, we plan to begin this
initiative with existing funds. The Departments participating
have substantial research and program funds, some of which
will be redirected toward implementation of this initiative
and coordinated with similar funds from other agencies. More-
over, in the FY 1976 budget, some agencies' requests and
OMB decisions were made with the initiative in mind.
We identified some critical limitations in our ability to
shift existing funds. We also feel that some additional
funding would take advantage of the receptiveness we found
throughout the country. to get a good start toward our goals.
In future years, therefore, we may request additional funds
in support of this initiative.
Draz Secretary CAN of Commerce John Secretary of Labor /Education Secretary and of Health Welfare
GERALD FORD
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF MANAGEMENT AND BUDGET
WASHINGTON, D.C. 20503
June 13, 1975
MEMORANDUM FOR THE PRESIDENT
FROM:
Paul H. O'Neill
Ohein
SUBJECT: Work and Education
I agree with Jim Cannon's observations about the vagueness
and lack of specifics in the paper submitted by the
Secretaries. However, I doubt that asking them for more
information will result in a significantly better product.
Therefore, I recommend that you:
1) Approve their recommendation to continue your
personal leadership through speeches, etc.
2) Disapprove their recommendation to establish a
Cabinet Committee but agree to add the Secretaries
of Agriculture and Defense and the Director of
Action to their working group; constituted as a
sub-committee of the Domestic Council.
3) Defer their recommendation to create a Council on
Education and Work until they supply more specifics.
4) Approve their recommendations for directions.
5) Instruct the Secretaries to give you a specific
action plan within four weeks for each of the
areas you have approved.
6) Instruct the Secretaries to provide you with reports
every six weeks indicating the progress they are
making against the objectives established in their
action plans.
GERALD FORD LIBRARY
A
FORD & ERALD LIBR, R,
May 29, 1975
MEMORANDUM FOR:
THE PRESIDENT
SUBJECT:
EDUCATION AND WORK INITIATIVE
Your Ohio State speech on education and work generated
a favorable response. The problems you identified are
of great concern to many people. Your speech inspired
anticipation and support for a closer relationship
between education and the world of work.
Our extensive review of the evidence, of relevant studies,
and of ongoing activities and programs, as well as con-
sultation with many people in and outside of Government,
confirms the conclusion that many problems result from
the relative isolation of schools and colleges from work,
the community and even the family. The thrust of this
initiative should be bringing together these institutions.
In educational institutions and communities around the
country, there is a readiness to deal with the problems
you discussed, and the beginning of a consensus on how
it can be done. However, current efforts are highly
uneven in quality. This initiative should encourage
and build on these efforts.
Our strategy will be to energize local action. We want
to encourage rededicated effort from the many educators,
businessmen, workers and community leaders who are al-
ready striving to bridge the gap between schools and the
world outside. We hope that a range of activities can
be developed in some of these communities so as to demon-
strate the effectiveness of bridging that gap. And we
hope to stimulate the interest and involvement of many
people and communities which have yet to begin such ac-
tivities.
In addition to motivating local efforts, we can facilitate
and enhance them. We can redirect existing Federal pro-
grams and coordinate them in support of the initiative.
We can reduce barriers and increase flexibility to meet
individual and local needs. We can support research and
GERALD FORD
2
provide information about what seems effective and what
other communities are doing. In sum, we propose to focus
on influencing the huge expenditures which are already
being made for education and training, rather than adding
another shiny new program.
LEADERSHIP
To energize local action, we think three levels of Federal
leadership will be necessary.
1. Personal Leadership: Your leadership raised this
problem to national attention. Your continued involvement
is necessary to keep that attention and to encourage
action. We recommend that you continue personal leader-
ship of this initiative, include appeals for institutional
change in speeches to education and business groups, and
make the linking of education and work an important part
of Administration policy.
Approve
Disapprove
2. Cabinet Committee: You asked us to report to you on
ways to implement the initiative as this memorandum does.
We would like your approval to continue working to put
these proposals into practice. Each of us would partici-
pate in providing leadership and would assign a number of
senior staff to form a core group to be responsible for
implementation, and to redirect and coordinate Federal
activities in support of the initiative. We would like
to ask the Secretaries of Agriculture and Defense and the
Director of ACTION to participate with us.
Approve
Disapprove
3. Council on Education and Work: Stimulation of local
action will require a sense of participation by the various
interest groups involved. Prominent educators and young
people, businessmen and workers, community and organiza-
tional leaders should be called to share responsibility
for making the initiative a success. Represented on the
Council would be groups with wide responsibility and
influence in education such as the Chief State School
Officers and the National Education Association, as well
LIGHTS GERALD FORD
3
as organizations with networks of local chapters such as
the U. S. Chamber of Commerce, the AFL-CIO, the Boy Scouts
and the 4-H Clubs. These organizations will serve as
"extension agents" to encourage local action and demonstra-
tions and to provide communities with information from a
clearinghouse of "how to" information which would be staffed
by our Departments.
Approve
Disapprove
DIRECTIONS
Eight areas have been identified in which we should encour-
age improvement --- and in some cases expansion -- of ongoing
local activities. The areas were selected after a careful
review of the possibilities because they lent themselves
to collaboration between schools and other organizations,
because they offered particularly good opportunities for
constructive activity, and because they were mutually com-
plementary. In each area, we have identified specific
ways in which the Federal Government can encourage the
desired improvements. We will encourage such activities
everywhere there is a readiness to undertake them, but
we will be especially interested in supporting the efforts
of communities which are engaged in an array of such acti-
vities so as to demonstrate the effectiveness of such a
concentration of effort.
1. Work Experience: We should encourage communities to
make available to young people work experience of better
quality and more variety than is now offered and to relate
such work experience to secondary and postsecondary school-
ing. Most young people do get some work experience while
still in school, but they tend to be relegated to "youth
jobs" -- a narrow range of positions that require little
training and experience. Cooperative education programs,
in which students divide their time between the job and
the classroom, are the best-known examples of integrated
work-and-schooling. Although federally supported coopera-
tive education is primarily for vocational students, some
schools are now experimenting with planned work experience
for students in academic ànd general courses.
2. Competency-based Education: We should support research
to identify and to assess the capabilities actually used for
work and other adult activities. These competences should
be among those which form the basis for teaching, testing,
FORD
GERALD
4
credentialing and accrediting in schools and colleges.
Schools now stress particular means by which a competence
might be acquired rather than attainment of competency,
however acquired. Important steps toward emphasizing
competency are being made under the concept of competency-
based education, in which interest has greatly increased
in the past two years. Many people believe that this con-
cept has significant potential. However, its potential
will not be realized without a substantial amount of care-
fully planned research and development. The need for this
R&D is most evident in the area of competency-based teacher
licensing (now mandated by law in 17 States and under con-
sideration in 15 more) and competency-based elementary and
secondary education (toward which several States are moving).
In other instances -- for example, occupational licensing
or dertifying special skills of young people -- assessment
capability may already be sound enough to implement com-
petency-based credentials.
3. Career Education: We should encourage development of
career education, placing high priority on bringing workers
and businessmen into schools to assist teachers and guid-
ance counselors, helping students to assess their interests
and abilities, including the family in working/learning with
students, and providing work exploration programs at the
junior high school level. The essence of the career educa-
tion concept is collaboration by schools with the world of
work, other community organizations and the family. Thus,
it is a precursor of this initiative. The concept stresses
including career awareness, exploration, planning and train-
ing as part of every person's education. It encompasses
vocational, academic and general courses, and seeks to
eliminate rigid tracking by these categories. Career educa-
tion also encourages life-long career development, including
continuing education.
4. Economic Education: We should encourage economic educa-
tion. Toward this objective, we recommend that you endorse
the efforts of the Joint Council on Economic Education to
improve the teaching of economics at elementary and secondary
levels and that we provide financial assistance for im-
proving economic education. Such education provides a
better understanding of the American economic system, but
is offered in only 39% of American high schools, and taken
by only one out of six students.
5. Television: We should develóp techniques to use tele-
vision as another tool to bring together schooling with
BERMLD FORD
5
the world outside, particularly the world of work. Children
spend more hours watching TV prior to graduation from high
school than they do in class. TV is uniquely suited to pro-
vide youngsters with vicarious experience in a wide variety
of careers, and to reach most everyone at low cost. Young
people can then examine in depth careers which seem inter-
esting by field trips, work experience and research into
occupational information. TV may also be used to increase
awareness of learning resources in the community and to
encourage family activities.
6. Occupational Information: We should develop a variety
of strategies for the effective use of occupational in-
formation by young people in making educational and career
plans. In ten States, grants to develop a variety of ap-
proaches to the delivery of occupational information are
now being supported by the Department of Labor. To the
extent possible without new funding, DOL, DoC and DHEW will
provide technical assistance to additional States and to
local organizations to help them improve the delivery of
occupational and educational information. In DHEW, a num-
ber of innovation-oriented programs are seeking to create
and evaluate more effective ways to help young people make
informed career choices.
7. Placement Services: We should make placement services
readily available to students and to those making the
transition to work. This could be done by encouraging
direct linkages between schools and the Employment Service
or between schools and CETA Councils or other appropriate
community or youth organizations.
8. The Adult Period: Prior recommendations centered mainly
on young people in the secondary and postsecondary years
because the most acute need is there. But the isolation
between education and work also hurts adults. Nature women
entering or reentering the labor force, veterans, employees
affected by technological or market changes, and people
whose abilities are developing or whose interests are chang-
ing, would benefit from increased flexibility in and dove-
tailing of school and work. We recommend that our three
Departments study and report to you on ways to assist adults
with the problems resulting from the isolation of work and
education. The study would include continuing education,
nontraditional education and improvements in the environment
of the workplace.
These eight recommendations are mutually supportive. They
would make easier the movement from school to work and back
FORD
RALD
6
again. But even more important, the quality of our education
and our work would be raised. More of our learning in the
early years would come from experience, in recognition of
the fact that education is diminished when it is confined
to schooling. And more of our work in the middle years
would provide for learning, even to the point of further
schooling, in recognition of the fact that we need to change
and want to grow during these years. Study and practice
would be encompassed by a new community of learning.
Approve
Disapprove
BUDGET PRIORITIES
Given current economic circumstances, we plan to begin this
initiative with existing funds. The Departments participating
have substantial research and program funds, some of which
will be redirected toward implementation of this initiative
and coordinated with similar funds from other agencies. More-
over, in the FY 1976 budget, some agencies' requests and
OMB decisions were made with the initiative in mind.
We identified some critical limitations in our ability to
shift existing funds. We also feel that some additional
funding would take advantage of the receptiveness we found
throughout the country. to get a good start toward our goals.
In future years, therefore, we may request additional funds
in support of this initiative.
Bire Secretary of Commerce Secretary of Labor /Education Secretary and of Health Welfare
GERALD FORD
B
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF MANAGEMENT AND BUDGET
WASHINGTON, D.C. 20503
June 13, 1975
MEMORANDUM FOR THE PRESIDENT
FROM:
Paul H. O'Neill
Ohain
SUBJECT: Work and Education
I agree with Jim Cannon's observations about the vagueness
and lack of specifics in the paper submitted by the
Secretaries. However, I doubt that asking them for more
information will result in a significantly better product.
Therefore, I recommend that you:
1) Approve their recommendation to continue your
personal leadership through speeches, etc.
2) Disapprove their recommendation to establísh a
Cabinet Committee but agree to add the Secretaries
of Agriculture and Defense and the Director of
Action to their working group; constituted as a
sub-committee of the Domestic Council.
3) Defer their recommendation to create a Council on
Education and Work until they supply more specifics.
4) Approve their recommendations for directions.
5) Instruct the Secretaries to give you a specific
action plan within four weeks for each of the
areas you have approved.
6) Instruct the Secretaries to provide you with reports
every six weeks indicating the progress they are
making against the objectives established in their
action plans.
FORD
GERALD
Allen: Lissy Memo?
U.S. DEPARTMENT OF LABOR
OFFICE OF THE UNDER SECRETARY
WASHINGTON, D.C. 20210
SEP 18 1976
MEMORANDUM FOR:
JAMES M. CANNON
FROM:
MICHAEL H. MOSKOW mim
SUBJECT:
Progress Report on Work and Education
Initiatives
On August 30, 1974, the President directed the Secretaries
of Labor, Health, Education and Welfare and Commerce to
identify and demonstrate new ways in which local insti-
tutions of education, business, labor and government could
collaborate to ease the transition for young people between
school and work. This is the progress report you recently
requested from us.
DOL Activities
The Department of Labor's efforts in support of this initia-
tive have centered on the four major objectives described
below and listed in Appendix A.
I. Bring together work and education through direct
improvement of institutional linkages
The most important activity is an $890,000 project with the
National Manpower Institute to establish a consortium of a
minimum of 15 communities which will serve as models of
local work and education collaboration, and to establish an
information network to serve all communities interested in
generating similar efforts. The project began in February,
1976, and should be completed in Fedruary, 1978. The Employ-
ment and Training Administration also added 400 counselors
in local employment service offices to help find jobs for
youth this summer ($800,000) and is currently supporting a
special counseling service for youth with the Wisconsin Job
Service ($249,000). In addition, the National Alliance of
Businessmen operated a Vocational Exploration Program
($225,000) for the DOL last summer, underwriting wages for
up to 30 youth in each of 10 cities while they explored
various occupations.
GERALD FORD LIBRARY
- 2 -
II. Review Federal Regulations and Policy to (a) reduce
barriers to youth employment, and (b) improve program
services to youth
The Employment Standards Administration is making special
efforts to disseminate information to employers on laws and
regulations affecting youth employment. In addition, the
Employment and Training Administration is reviewing and
plans to republish its regulations for the summer job
program in time to encourage CETA prime sponsors to improve
youth work experience next summer.
III. Improve the dissemination and use of occupational
and career guidance information
DOL will continue to support the National Occupational
Information Service in eight pilot states and provide as-
sistance to other states to develop their own systems to aid
those making career choices. New efforts are also being
made to develop means of making existing Bureau of Labor
Statistics data on youth employment useful to local needs.
IV. Research and Demonstration
The research will be directed predominantly toward demon-
stration activities, the largest of which, "Project 70,001",
involves placement of youth in sales and distribution
positions in 10 communities. DOL is also carrying out a
project to synthesize the findings of ten years of opera-
tional research in the problems of youth in the workplace.
Problems
There have been major problems in defining the scope of work
and agency roles in support of the initiative. In part,
this has been brought about by the fact that during the last
two years each of the three Departments has been directed by
three different Secretaries. To give the DOL effort em-
phasis and continuity, Secretary Usery has now formally
established the DOL project staff by issuing a Secretarial
Order and has suggested similar action to Secretaries
Richardson and Mathews.
During much of the early work of the Project, line agency
staff in all departments did not perceive a clear mandate to
commit themselves, their Departments or their resources to
the initiative. At the request of Secretary Usery,
-3-
the steering committee now consists of the three personal
representatives of the Secretaries. It is important that
these secretarial representatives continue to receive the
full support of all elements of their departments.
A third area of concern has been staff assigned to the
Project. Since December, DOL has had 2 1/2 full-time
employees working on the Project. In June 1976 DOL
allocated seven positions to staff the initiative. During
this period, staff support from other Departments has been
minimal.
Should you wish, I am ready to provide you further infor-
mation on the results of this effort.
APPENDIX A
WORK AND EDUCATION INITIATIVE
DOL ACTIVITIES
Activities
$ Committed
or Estimated
Schedule
Objective I Bringing Together
Work and Education
Activities Ongoing or Completed
National Manpower Institute -
15 Work and Education
Councils and Information
2/15/76 -
Exchange
$ 890,754
2/28/78
American Association of Com-
munity and Junior Colleges
(AACJC) Labor/Community
College Service Center
to Promote Cooperation and
and Innovation
79,000
National Alliance of Business-
men (NAB) in Conjunction with
HRDI-- Vocational Exploration
Program Pilot Summer Program
for Disadvantaged in-School
6/11/76 -
Youth (300 slots)
225,000
9/1/76
Employment Service
1.
Summer Employment of Job
Counselors (400 positions) 800,000
6/76 - 9/76
2.
Wisconsin Job Service
5/1/76 -
Team Approach
249,416
4/31/77
Total
2,244,170
Activities Under Negotiation
AACJC
Work and Education
Council (s)
75,000
9/30/76
NAB
Work and Education
Council (s)
300,000
9/30/76
$ Committed
or Estimated Schedule
NAIEC
National Association for
Industry Education Coop-
eration -- Promotional
Film
$ 75,000
10/30/76
FICE
Federal Interagency Com-
mittee on Education Devel-
opment of Pamphlet on In-
novative Funding of Work
Contractor in
Experience Programs
5,000
process of
(DOL Share)
being selected
Total
$ 455,000
Total Objective I - $2,699,170
Objective II - Review of Federal Regulations and Policy
Activities On-going or Completed
USES Program Letter Issued
Promoting Cooperative ES -
High School Program
NA
In-House Analysis of Employer
Liability Problems Associated
with Work - Experience
Programs
NA
Total Objective II - NA
Objective III - Occupational Information
Activities On-going or Completed
National Occupation Information
Service (8 States)
3,000,000
On-going since
1974
American Personnel and Guidance
Association Workshops in Con-
2/10/76 -
junction with OIS
21,438
5/15/77
Feasibility Study and Design of
Curricula Development on
Occupational Information
9,900
9/76 - 12/76
Total Objective III $3,031,338
$ Committed
or Estimated Schedule
Objective IV - Research and Demonstration
Activities On-going or Completed
Project 70,001, Ltd.
Placement and Support
Programs in Sales
2/15/76
and Distribution
$628,000
2/14/77
George Washington University
Linked Classroom and Exper-
iental Learning in
4/1/76 -
Allied Health Field.
480,000
3/30/77
Epilepsy Foundation Place-
ment Program
544,789 Funded 8/76
Pennsylvania State University
Study on Estimating Proba-
bility of Youth
9/11/76
Transition
24,000
9/1/77
ASPER In-House Project on
Probability of Youth
Transition
10,000 8/76 8/77
BLS Study on Factors In-
fluencing Success in the
Labor Market
55,000
Council for Opportunity in
Graduate Management Educa-
tion (COGME) to Encourage
10/1/75 -
Minority Study in Management 300,000
9/30/78
ETA R&D Pull-Together of
7/1/76 -
Youth Programs
14,650
11/1/77
Total
2,056,439
Activities Under Negotiation
Agreement with Interagency Panel
on Adolescence for Support
to Initiative
NA
American Council on Education
Feasibility Study on Awarding
Educational Credit for BAT Registered
Apprenticeship Programs
Total Objective IV - $ 2,056,439
Total DOL
$ 7,786,947
Related Activities Carried Out by Other Agencies
Department of Commerce
1. The Department of Commerce is holding a National
Conference of 100 private sector representatives on
October 7, to ratify a 10-point plan for allocation
of private sector resources for youth careers which
Secretary Richardson will advocate publicly.
2.
Commerce has published the transcripts and its
summary analysis of testimony taken in local public
hearings held in five cities around the country.
Department Health, Education and Welfare
1. The Department of Health, Education and Welfare
has established a policy level task force to pull
together a tight set of activities to contribute to the
Education and Work objective. This now awaits Sec-
retary Mathews's decision. If approved it will serve
as the basis for an integrated HEW-DOL-DOC
objective/activity set.
2. The National Institute of Education sponsored
a major conference on School to Work in February 1976 in
Washington, D. C.
3. The National Institute of Education has commissioned
three papers on Community Councils as part of the Work
and Education Initiative Planning Effort. An inter-
agency meeting to discuss these papers is planned for
winter 1976.
4. The U. S. Office of Education is sponsoring the
Commissioner's National Conference on Career Education
in Houston, Texas, November 7-10, 1976. The Depart-
ment of Labor is playing a direct role.
National Commission on Manpower Policy
1. The Manpower Commission sponsored a meeting on
School to Work transition in February 1976. Eleven
policy papers were commissioned for that meeting. These
have now been published by the Commission in one volume
entitled: From School to Work: Improving the Transition
2. A September 22-24, 1976 Regional meeting of the
National Commission in Atlanta, Georgia will focus on
youth issues related to manpower policy.
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"ocrText": "The original documents are located in Box 40, folder \"Work and Education Initiative (2)\"\nof the James M. Cannon Files at the Gerald R. Ford Presidential Library.\nCopyright Notice\nThe copyright law of the United States (Title 17, United States Code) governs the making of\nphotocopies or other reproductions of copyrighted material. Gerald Ford donated to the United\nStates of America his copyrights in all of his unpublished writings in National Archives collections.\nWorks prepared by U.S. Government employees as part of their official duties are in the public\ndomain. The copyrights to materials written by other individuals or organizations are presumed to\nremain with them. If you think any of the information displayed in the PDF is subject to a valid\ncopyright claim, please contact the Gerald R. Ford Presidential Library.\nDigitized from Box 40 of the James M. Cannon Files at the Gerald R. Ford Presidential Library\nTHE WHITE HOUSE\nWASHINGTON\nJune 17, 1975\nFile\nMEMORANDUM FOR:\nTHE VICE PRESIDENT\nwork Educations\nFROM:\nART QUERN\nThroep\nSUBJECT:\nSummary of Discussions with Wilbur Cohen\nand Deans from Michigan Schools of\nEducation\nThis is to provide you with a brief summary of the meeting\nwith Wilbur Cohen and the deans from Michigan Schools of\nEducation:\n1.\nFY 76 Education Appropriations\nCongress is moving toward a FY 76 appropriations\nbill for all major federal education programs which\nat a minimum will be $1 billion over the President's\nbudget request of $6 billion.\nWilbur Cohen indicated that the education establishment\nwas strongly behind this move to increase the appro-\npriation. He urged your recommending to the President\nthat when the bill comes to him, he sign it because:\nA.\nThe Administration (Nixon-Ford was the way Cohen\nput it) has a reputation of being against education.\nA veto would serve to reinforce this image.\nB.\nIf there is a veto, it will be overridden because\nof the influence of the education establishment.\n2.\nVocational Education - World of Work\nThe deans supported the President's initiative on\nbringing classroom education into better relationship\nwith employment needs.\nOne specific suggestion the deans offered was to\norganizationally combine vocational education together\nGERALD FORD VIBRARY\n-2-\nwith manpower programs in the U.S. Department of\nLabor. This in turn might lead to a national\ncomputerized job bank which could both identify\ncurrent fields needing trained workers and project\nfuture needs. Vocational education programs and\nmanpower training grants could then be geared to\nthese needs.\n3.\nFederal Education Research Funding and Goals\nIn brief, the deans argued that much greater use of\nthe expertise present at Colleges of Education could\nbe used in setting goals and determining allocations\nof federal funds for research in the field of education.\nThey specifically suggested that Deans of Colleges of\nEducation be named to HEW advisory groups.\n4.\nGrant Consolidation\nThe point here was that the deans believed that any\neffort to consolidate education categorical grants\nmust be additive and in effect not replace any\nexisting programs.\nThey did suggest that organizational consolidations\nwere possible and specifically mentioned the possi-\nbility of one single federal research agency which\ncombined the National Institute of Education with\nthe National Center for Education Statistics and\nsome other federal operations which do research in\nthe field of education.\nCC: Jim Cannon\nor\nGERALD FORD LIBRARY\nTHE WHITE HOUSE\nWASHINGTON\nJune 21, 1975\nADMINISTRATIVELY CONFIDENTIAL\nMEMORANDUM FOR:\nJIM CANNON\nFROM:\nJIM CONNOR JE le\nSUBJECT:\nWORK AND EDUCATION\nThe President has reviewed your memorandum of June 16th\non the above subject and indicated the following:\nOption I Withhold approval and sci-up a\nmeeting with Secretaries Weinberger, Dunlop and Morton.\nPlease follow-up with appropriate action.\ncc: Don Rumsfeld\nGERALD R FORD LIBRARY\nTHE WHITE HOUSE\nWASHINGTON\nJune 30, 1975\nMEMORANDUM FOR:\nJIM CANNON\nFROM:\nART QUERN Floot\nSUBJECT:\nWork and Education Meeting\nAttached is the briefing memorandum for Wednesday's meeting\nwith the President.\nIn essence, I believe that Paul O'Neill's assessment (Tab B\nin the attached briefing paper) that we are not likely to\nget any better product from these three agencies is correct.\nTherefore, I believe the goal of this meeting should be:\n1.\nTo let the Secretaries know that their proposals\nwere viewed as vague and lacking in specifics\non how they would be implemented without new\nfunds.\n2.\nTo give general presidential endorsement to\nthe eight areas but require a specific action\nplan be developed and submitted for approval\nto OMB and the Domestic Council. Ongoing\nreview would also be required.\n3.\nTo resist the establishment of any new entity\nsuch as a Council on Work and Education or a\nCabinet subcommittee.\nAttachment\nGERALD FORD LIBRARY\nTHE WHITE HOUSE\nWASHINGTON\nJune 30, 1975\nDISCUSSION OF WORK AND EDUCATION PROPOSALS\nWednesday, July 2, 1975\n2:30 p.m. (30 minutes)\nThe Oval Office\nFrom: Jim Cannon June\nI.\nPURPOSE\nTo seek a clearer and more specific basis for decisions\nin regard to the recent \"work and education\" proposals\n(Tab A) from HEW, Labor, and Commerce to determine:\n---\nWhether the proposals offer any specific new\npotential for progress in bringing world of\neducation and needs of employment closer\ntogether.\n--\nIf approved, what resources would be used to\nimplement them.\nII.\nBACKGROUND, PARTICIPANTS, PRESS PLAN\nA.\nBackground: After your Ohio State speech in\nAugust 1974, HEW, Labor, and Commerce were asked\nto develop proposals for better relating the\neducation received in school with the needs of\nthe world of work. Earlier proposals have either\nbeen too costly or have lacked innovation.\nThe most recent proposals were submitted in a\nmemorandum which described the concepts in vague\nfashion. The description provided only a limited\nbasis for judging if these proposals offered any\nnew potential for progress toward the work and\neducation goal and, if they did, how the proposals\nmight be implemented. You have withheld approval\nof the proposals and this meeting is to seek a\nclearer basis for judging whether or not the\nproposals should be approved.\nFORD i 07V839 LIBRARY\n-2-\nShould the discussion provide a more detailed\nbasis for approving the eight steps the Secretaries\nsuggested, you could in accordance with OMB's\nrecommendation (Tab B), approve these proposals\nin principle and ask that a specific action plan\nfor implementing each of the eight items be\nsubmitted to Jim Lynn and me within four weeks.\nI would recommend against considering the estab-\nlishment of any new entity such as a Cabinet\nSubcommittee or a Council on Work and Education\nat this time.\nB.\nParticipants: Secretaries Weinberger, Morton,\nand Dunlop, James Lynn, Robert Goldwin, and\nJim Cannon.\nC.\nPress Plan: White House Photographer.\nIII.\nTALKING POINTS\n1.\nI am as you know, concerned that current\neducation programs are not giving our youth\nthe best possible preparation for a transition\nto employment. Most of the items you propose\nare part of currently operating programs so\nI am interested in learning just what changes\nyou are proposing.\n2.\nI know that a tremendous amount of effort has\ngone into the development of your \"work and\neducation\" proposals but before approving these\nproposals I wanted to talk with you to get a\nbetter sense of how these would be implemented\nif approved.\nGERALD LISARY FORD\nMay 29, 1975\nMEMORANDUM FOR:\nTHE PRESIDENT\nSUBJECT:\nEDUCATION AND WORK INITIATIVE\nYour Ohio State speech on education and work generated\na favorable response. The problems you identified are\nof great concern to many people. Your speech inspired\nanticipation and support for a closer relationship\nbetween education and the world of work.\nOur extensive review of the evidence, of relevant studies,\nand of ongoing activities and programs, as well as con-\nsultation with many people in and outside of Government,\nconfirms the conclusion that many problems result from\nthe relative isolation of schools and colleges from work,\nthe community and even the family. The thrust of this\ninitiative should be bringing together these institutions.\nIn educational institutions and communities around the\ncountry, there is a readiness to deal with the problems\nyou discussed, and the beginning of a consensus on how\nit can be done. However, current efforts are highly\nuneven in quality. This initiative should encourage\nand build on these efforts.\nOur strategy will be to energize local action. We want\nto encourage rededicated effort from the many educators,\nbusinessmen, workers and community leaders who are al-\nready striving to bridge the gap between schools and the\nworld outside. We hope that a range of activities can\nbe developed in some of these communities so as to demon-\nstrate the effectiveness of bridging that gap. And we\nhope to stimulate the interest and involvement of many\npeople and communities which have yet to begin such ac-\ntivities.\nIn addition to motivating local efforts, we can facilitate\nand enhance them. We can redirect existing Federal pro-\ngrams and coordinate them in support of the initiative.\nWe can reduce barriers and increase flexibility to meet\nindividual and local needs. We can support research and\nGERALD FORD LIBRARY\n2\nprovide information about what seems effective and what\nother communities are doing. In sum, we propose to focus\non influencing the huge expenditures which are already\nbeing made for education and training, rather than adding\nanother shiny new program.\nLEADERSHIP\nTo energize local action, we think three levels of Federal\nleadership will be necessary.\n1. Personal Leadership: Your leadership raised this\nproblem to national attention. Your continued involvement\nis necessary to keep that attention and to encourage\naction. We recommend that you continue personal leader-\nship of this initiative, include appeals for institutional\nchange in speeches to education and business groups, and\nmake the linking of education and work an important part\nof Administration policy.\nApprove\nDisapprove\n2. Cabinet Committee: You asked us to report to you on\nways to implement the initiative as this memorandum does.\nWe would like your approval to continue working to put\nthese proposals into practice. Each of us would partici-\npate in providing leadership and would assign a number of\nsenior staff to form a core group to be responsible for\nimplementation, and to redirect and coordinate Federal\nactivities in support of the initiative. We would like\nto ask the Secretaries of Agriculture and Defense and the\nDirector of ACTION to participate with us.\nApprove\nDisapprove\n3. Council on Education and Work: Stimulation of local\naction will require a sense of participation by the various\ninterest groups involved. Prominent educators and young\npeople, businessmen and workers, community and organiza-\ntional leaders should be called to share responsibility\nfor making the initiative a success. Represented on the\nCouncil would be groups with wide responsibility and\ninfluence in education such as the Chief State School\nOfficers and the National Education Association, as well\nGERALD FORD\n3\nas organizations with networks of local chapters such as\nthe U. S. Chamber of Commerce, the AFL-CIO, the Boy Scouts\nand the 4-H Clubs. These organizations will serve as\n\"extension agents\" to encourage local action and demonstra-\ntions and to provide communities with information from a\nclearinghouse of \"how to\" information which would be staffed\nby our Departments.\nApprove\nDisapprove\nDIRECTIONS\nEight areas have been identified in which we should encour-\nage improvement -- and in some cases expansion -- of ongoing\nlocal activities. The areas were selected after a careful\nreview of the possibilities because they lent themselves\nto collaboration between schools and other organizations,\nbecause they offered particularly good opportunities for\nconstructive activity, and because they were mutually com-\nplementary. In each area, we have identified specific\nways in which the Federal Government can encourage the\ndesired improvements. We will encourage such activities\neverywhere there is a readiness to undertake them, but\nwe will be especially interested in supporting the efforts\nof communities which are engaged in an array of such acti-\nvities so as to demonstrate the effectiveness of such a\nconcentration of effort.\n1. Work Experience: We should encourage communities to\nmake available to young people work experience of better\nquality and more variety than is now offered and to relate\nsuch work experience to secondary and postsecondary school-\ning. Most young people do get some work experience while\nstill in school, but they tend to be relegated to \"youth\njobs\" --- a narrow range of positions that require little\ntraining and experience. Cooperative education programs,\nin which students divide their time between the job and\nthe classroom, are the best-known examples of integrated\nwork-and-schooling. Although federally supported coopera-\ntive education is primarily for vocational students, some\nschools are now experimenting with planned work experience\nfor students in academic and general courses.\n2. Competency-based Education: We should support research\nto identify and to assess the capabilities actually used for\nwork and other adult activities. These competences should\nbe among those which form the basis for teaching, testing,\nFORD\nGERALD\n4\ncredentialing and accrediting in schools and colleges.\nSchools now stress particular means by which a competence\nmight be acquired rather than attainment of competency,\nhowever acquired. Important steps toward emphasizing\ncompetency are being made under the concept of competency-\nbased education, in which interest has greatly increased\nin the past two years. Many people believe that this con-\ncept has significant potential. However, its potential\nwill not be realized without a substantial amount of care-\nfully planned research and development. The need for this\nR&D is most evident in the area of competency-based teacher\nlicensing (now mandated by law in 17 States and under con-\nsideration in 15 more) and competency-based elementary and\nsecondary education (toward which several States are moving).\nIn other instances -- for example, occupational licensing\nor dertifying special skills of young people --- assessment\ncapability may already be sound enough to implement com-\npetency-based credentials.\n3. Career Education: We should encourage development of\ncareer education, placing high priority on bringing workers\nand businessmen into schools to assist teachers and guid-\nance counselors, helping students to assess their interests\nand abilities, including the family in working/learning with\nstudents, and providing work exploration programs at the\njunior high school level. The essence of the career educa-\ntion concept is collaboration by schools with the world of\nwork, other community organizations and the family. Thus,\nit is a precursor of this initiative. The concept stresses\nincluding career awareness, exploration, planning and train-\ning as part of every person's education. It encompasses\nvocational, academic and general courses, and seeks to\neliminate rigid tracking by these categories. Career educa-\ntion also encourages life-long career development, including\ncontinuing education.\n4. Economic Education: We should encourage economic educa-\ntion. Toward this objective, we recommend that you endorse\nthe efforts of the Joint Council on Economic Education to\nimprove the teaching of economics at elementary and secondary\nlevels and that we provide financial assistance for im-\nproving economic education. Such education provides a\nbetter understanding of the American economic system, but\nis offered in only 39% of American high schools, and taken\nby only one out of six students.\n5. Television: We should develop techniques to use tele-\nvision as another tool to bring together schooling with\nBERRLD FORD\n5\nthe world outside, particularly the world of work. Children\nspend more hours watching TV prior to graduation from high\nschool than they do in class. TV is uniquely suited to pro-\nvide youngsters with vicarious experience in a wide variety\nof careers, and to reach most everyone at low cost. Young\npeople can then examine in depth careers which seem inter-\nesting by field trips, work experience and research into\noccupational information. TV may also be used to increase\nawareness of learning resources in the community and to\nencourage family activities.\n6. Occupational Information: We should develop a variety\nof strategies for the effective use of occupational in-\nformation by young people in making educational and career\nplans. In ten States, grants to develop a variety of ap-\nproaches to the delivery of occupational information are\nnow being supported by the Department of Labor. To the\nextent possible without new funding, DoL, DoC and DHEW will\nprovide technical assistance to additional States and to\nlocal organizations to help them improve the delivery of\noccupational and educational information. In DHEW, a num-\nber of innovation-oriented programs are seeking to create\nand evaluate more effective ways to help young people make\ninformed career choices.\n7. Placement Services: We should make placement services\nreadily available to students and to those making the\ntransition to work. This could be done by encouraging\ndirect linkages between schools and the Employment Service\nor between schools and CETA Councils or other appropriate\ncommunity or youth organizations.\n8. The Adult Period: Prior recommendations centered mainly\non young people in the secondary and postsecondary years\nbecause the most acute need is there. But the isolation\nbetween education and work also hurts adults. Mature women\nentering or reentering the labor force, veterans, employees\naffected by technological or market changes, and people\nwhose abilities are developing or whose interests are chang-\ning, would benefit from increased flexibility in and dove-\ntailing of school and work. We recommend that our three\nDepartments study and report to you on ways to assist adults\nwith the problems resulting from the isolation of work and\neducation. The study would include continuing education,\nnontraditional education and improvements in the environment\nof the workplace.\nThese eight recommendations are mutually supportive. They\nwould make easier the movement from school to work and back\nFORD\nALD\n6\nagain. But even more important, the quality of our education\nand our work would be raised. More of our learning in the\nearly years would come from experience, in recognition of\nthe fact that education is diminished when it is confined\nto schooling. And more of our work in the middle years\nwould provide for learning, even to the point of further\nschooling, in recognition of the fact that we need to change\nand want to grow during these years. Study and practice\nwould be encompassed by a new community of learning.\nApprove\nDisapprove\nBUDGET PRIORITIES\nGiven current economic circumstances, we plan to begin this\ninitiative with existing funds. The Departments participating\nhave substantial research and program funds, some of which\nwill be redirected toward implementation of this initiative\nand coordinated with similar funds from other agencies. More-\nover, in the FY 1976 budget, some agencies' requests and\nOMB decisions were made with the initiative in mind.\nWe identified some critical limitations in our ability to\nshift existing funds. We also feel that some additional\nfunding would take advantage of the receptiveness we found\nthroughout the country. to get a good start toward our goals.\nIn future years, therefore, we may request additional funds\nin support of this initiative.\nDraz Secretary CAN of Commerce John Secretary of Labor /Education Secretary and of Health Welfare\nGERALD FORD\nEXECUTIVE OFFICE OF THE PRESIDENT\nOFFICE OF MANAGEMENT AND BUDGET\nWASHINGTON, D.C. 20503\nJune 13, 1975\nMEMORANDUM FOR THE PRESIDENT\nFROM:\nPaul H. O'Neill\nOhein\nSUBJECT: Work and Education\nI agree with Jim Cannon's observations about the vagueness\nand lack of specifics in the paper submitted by the\nSecretaries. However, I doubt that asking them for more\ninformation will result in a significantly better product.\nTherefore, I recommend that you:\n1) Approve their recommendation to continue your\npersonal leadership through speeches, etc.\n2) Disapprove their recommendation to establish a\nCabinet Committee but agree to add the Secretaries\nof Agriculture and Defense and the Director of\nAction to their working group; constituted as a\nsub-committee of the Domestic Council.\n3) Defer their recommendation to create a Council on\nEducation and Work until they supply more specifics.\n4) Approve their recommendations for directions.\n5) Instruct the Secretaries to give you a specific\naction plan within four weeks for each of the\nareas you have approved.\n6) Instruct the Secretaries to provide you with reports\nevery six weeks indicating the progress they are\nmaking against the objectives established in their\naction plans.\nGERALD FORD LIBRARY\nA\nFORD & ERALD LIBR, R,\nMay 29, 1975\nMEMORANDUM FOR:\nTHE PRESIDENT\nSUBJECT:\nEDUCATION AND WORK INITIATIVE\nYour Ohio State speech on education and work generated\na favorable response. The problems you identified are\nof great concern to many people. Your speech inspired\nanticipation and support for a closer relationship\nbetween education and the world of work.\nOur extensive review of the evidence, of relevant studies,\nand of ongoing activities and programs, as well as con-\nsultation with many people in and outside of Government,\nconfirms the conclusion that many problems result from\nthe relative isolation of schools and colleges from work,\nthe community and even the family. The thrust of this\ninitiative should be bringing together these institutions.\nIn educational institutions and communities around the\ncountry, there is a readiness to deal with the problems\nyou discussed, and the beginning of a consensus on how\nit can be done. However, current efforts are highly\nuneven in quality. This initiative should encourage\nand build on these efforts.\nOur strategy will be to energize local action. We want\nto encourage rededicated effort from the many educators,\nbusinessmen, workers and community leaders who are al-\nready striving to bridge the gap between schools and the\nworld outside. We hope that a range of activities can\nbe developed in some of these communities so as to demon-\nstrate the effectiveness of bridging that gap. And we\nhope to stimulate the interest and involvement of many\npeople and communities which have yet to begin such ac-\ntivities.\nIn addition to motivating local efforts, we can facilitate\nand enhance them. We can redirect existing Federal pro-\ngrams and coordinate them in support of the initiative.\nWe can reduce barriers and increase flexibility to meet\nindividual and local needs. We can support research and\nGERALD FORD\n2\nprovide information about what seems effective and what\nother communities are doing. In sum, we propose to focus\non influencing the huge expenditures which are already\nbeing made for education and training, rather than adding\nanother shiny new program.\nLEADERSHIP\nTo energize local action, we think three levels of Federal\nleadership will be necessary.\n1. Personal Leadership: Your leadership raised this\nproblem to national attention. Your continued involvement\nis necessary to keep that attention and to encourage\naction. We recommend that you continue personal leader-\nship of this initiative, include appeals for institutional\nchange in speeches to education and business groups, and\nmake the linking of education and work an important part\nof Administration policy.\nApprove\nDisapprove\n2. Cabinet Committee: You asked us to report to you on\nways to implement the initiative as this memorandum does.\nWe would like your approval to continue working to put\nthese proposals into practice. Each of us would partici-\npate in providing leadership and would assign a number of\nsenior staff to form a core group to be responsible for\nimplementation, and to redirect and coordinate Federal\nactivities in support of the initiative. We would like\nto ask the Secretaries of Agriculture and Defense and the\nDirector of ACTION to participate with us.\nApprove\nDisapprove\n3. Council on Education and Work: Stimulation of local\naction will require a sense of participation by the various\ninterest groups involved. Prominent educators and young\npeople, businessmen and workers, community and organiza-\ntional leaders should be called to share responsibility\nfor making the initiative a success. Represented on the\nCouncil would be groups with wide responsibility and\ninfluence in education such as the Chief State School\nOfficers and the National Education Association, as well\nLIGHTS GERALD FORD\n3\nas organizations with networks of local chapters such as\nthe U. S. Chamber of Commerce, the AFL-CIO, the Boy Scouts\nand the 4-H Clubs. These organizations will serve as\n\"extension agents\" to encourage local action and demonstra-\ntions and to provide communities with information from a\nclearinghouse of \"how to\" information which would be staffed\nby our Departments.\nApprove\nDisapprove\nDIRECTIONS\nEight areas have been identified in which we should encour-\nage improvement --- and in some cases expansion -- of ongoing\nlocal activities. The areas were selected after a careful\nreview of the possibilities because they lent themselves\nto collaboration between schools and other organizations,\nbecause they offered particularly good opportunities for\nconstructive activity, and because they were mutually com-\nplementary. In each area, we have identified specific\nways in which the Federal Government can encourage the\ndesired improvements. We will encourage such activities\neverywhere there is a readiness to undertake them, but\nwe will be especially interested in supporting the efforts\nof communities which are engaged in an array of such acti-\nvities so as to demonstrate the effectiveness of such a\nconcentration of effort.\n1. Work Experience: We should encourage communities to\nmake available to young people work experience of better\nquality and more variety than is now offered and to relate\nsuch work experience to secondary and postsecondary school-\ning. Most young people do get some work experience while\nstill in school, but they tend to be relegated to \"youth\njobs\" -- a narrow range of positions that require little\ntraining and experience. Cooperative education programs,\nin which students divide their time between the job and\nthe classroom, are the best-known examples of integrated\nwork-and-schooling. Although federally supported coopera-\ntive education is primarily for vocational students, some\nschools are now experimenting with planned work experience\nfor students in academic ànd general courses.\n2. Competency-based Education: We should support research\nto identify and to assess the capabilities actually used for\nwork and other adult activities. These competences should\nbe among those which form the basis for teaching, testing,\nFORD\nGERALD\n4\ncredentialing and accrediting in schools and colleges.\nSchools now stress particular means by which a competence\nmight be acquired rather than attainment of competency,\nhowever acquired. Important steps toward emphasizing\ncompetency are being made under the concept of competency-\nbased education, in which interest has greatly increased\nin the past two years. Many people believe that this con-\ncept has significant potential. However, its potential\nwill not be realized without a substantial amount of care-\nfully planned research and development. The need for this\nR&D is most evident in the area of competency-based teacher\nlicensing (now mandated by law in 17 States and under con-\nsideration in 15 more) and competency-based elementary and\nsecondary education (toward which several States are moving).\nIn other instances -- for example, occupational licensing\nor dertifying special skills of young people -- assessment\ncapability may already be sound enough to implement com-\npetency-based credentials.\n3. Career Education: We should encourage development of\ncareer education, placing high priority on bringing workers\nand businessmen into schools to assist teachers and guid-\nance counselors, helping students to assess their interests\nand abilities, including the family in working/learning with\nstudents, and providing work exploration programs at the\njunior high school level. The essence of the career educa-\ntion concept is collaboration by schools with the world of\nwork, other community organizations and the family. Thus,\nit is a precursor of this initiative. The concept stresses\nincluding career awareness, exploration, planning and train-\ning as part of every person's education. It encompasses\nvocational, academic and general courses, and seeks to\neliminate rigid tracking by these categories. Career educa-\ntion also encourages life-long career development, including\ncontinuing education.\n4. Economic Education: We should encourage economic educa-\ntion. Toward this objective, we recommend that you endorse\nthe efforts of the Joint Council on Economic Education to\nimprove the teaching of economics at elementary and secondary\nlevels and that we provide financial assistance for im-\nproving economic education. Such education provides a\nbetter understanding of the American economic system, but\nis offered in only 39% of American high schools, and taken\nby only one out of six students.\n5. Television: We should develóp techniques to use tele-\nvision as another tool to bring together schooling with\nBERMLD FORD\n5\nthe world outside, particularly the world of work. Children\nspend more hours watching TV prior to graduation from high\nschool than they do in class. TV is uniquely suited to pro-\nvide youngsters with vicarious experience in a wide variety\nof careers, and to reach most everyone at low cost. Young\npeople can then examine in depth careers which seem inter-\nesting by field trips, work experience and research into\noccupational information. TV may also be used to increase\nawareness of learning resources in the community and to\nencourage family activities.\n6. Occupational Information: We should develop a variety\nof strategies for the effective use of occupational in-\nformation by young people in making educational and career\nplans. In ten States, grants to develop a variety of ap-\nproaches to the delivery of occupational information are\nnow being supported by the Department of Labor. To the\nextent possible without new funding, DOL, DoC and DHEW will\nprovide technical assistance to additional States and to\nlocal organizations to help them improve the delivery of\noccupational and educational information. In DHEW, a num-\nber of innovation-oriented programs are seeking to create\nand evaluate more effective ways to help young people make\ninformed career choices.\n7. Placement Services: We should make placement services\nreadily available to students and to those making the\ntransition to work. This could be done by encouraging\ndirect linkages between schools and the Employment Service\nor between schools and CETA Councils or other appropriate\ncommunity or youth organizations.\n8. The Adult Period: Prior recommendations centered mainly\non young people in the secondary and postsecondary years\nbecause the most acute need is there. But the isolation\nbetween education and work also hurts adults. Nature women\nentering or reentering the labor force, veterans, employees\naffected by technological or market changes, and people\nwhose abilities are developing or whose interests are chang-\ning, would benefit from increased flexibility in and dove-\ntailing of school and work. We recommend that our three\nDepartments study and report to you on ways to assist adults\nwith the problems resulting from the isolation of work and\neducation. The study would include continuing education,\nnontraditional education and improvements in the environment\nof the workplace.\nThese eight recommendations are mutually supportive. They\nwould make easier the movement from school to work and back\nFORD\nRALD\n6\nagain. But even more important, the quality of our education\nand our work would be raised. More of our learning in the\nearly years would come from experience, in recognition of\nthe fact that education is diminished when it is confined\nto schooling. And more of our work in the middle years\nwould provide for learning, even to the point of further\nschooling, in recognition of the fact that we need to change\nand want to grow during these years. Study and practice\nwould be encompassed by a new community of learning.\nApprove\nDisapprove\nBUDGET PRIORITIES\nGiven current economic circumstances, we plan to begin this\ninitiative with existing funds. The Departments participating\nhave substantial research and program funds, some of which\nwill be redirected toward implementation of this initiative\nand coordinated with similar funds from other agencies. More-\nover, in the FY 1976 budget, some agencies' requests and\nOMB decisions were made with the initiative in mind.\nWe identified some critical limitations in our ability to\nshift existing funds. We also feel that some additional\nfunding would take advantage of the receptiveness we found\nthroughout the country. to get a good start toward our goals.\nIn future years, therefore, we may request additional funds\nin support of this initiative.\nBire Secretary of Commerce Secretary of Labor /Education Secretary and of Health Welfare\nGERALD FORD\nB\nEXECUTIVE OFFICE OF THE PRESIDENT\nOFFICE OF MANAGEMENT AND BUDGET\nWASHINGTON, D.C. 20503\nJune 13, 1975\nMEMORANDUM FOR THE PRESIDENT\nFROM:\nPaul H. O'Neill\nOhain\nSUBJECT: Work and Education\nI agree with Jim Cannon's observations about the vagueness\nand lack of specifics in the paper submitted by the\nSecretaries. However, I doubt that asking them for more\ninformation will result in a significantly better product.\nTherefore, I recommend that you:\n1) Approve their recommendation to continue your\npersonal leadership through speeches, etc.\n2) Disapprove their recommendation to establísh a\nCabinet Committee but agree to add the Secretaries\nof Agriculture and Defense and the Director of\nAction to their working group; constituted as a\nsub-committee of the Domestic Council.\n3) Defer their recommendation to create a Council on\nEducation and Work until they supply more specifics.\n4) Approve their recommendations for directions.\n5) Instruct the Secretaries to give you a specific\naction plan within four weeks for each of the\nareas you have approved.\n6) Instruct the Secretaries to provide you with reports\nevery six weeks indicating the progress they are\nmaking against the objectives established in their\naction plans.\nFORD\nGERALD\nAllen: Lissy Memo?\nU.S. DEPARTMENT OF LABOR\nOFFICE OF THE UNDER SECRETARY\nWASHINGTON, D.C. 20210\nSEP 18 1976\nMEMORANDUM FOR:\nJAMES M. CANNON\nFROM:\nMICHAEL H. MOSKOW mim\nSUBJECT:\nProgress Report on Work and Education\nInitiatives\nOn August 30, 1974, the President directed the Secretaries\nof Labor, Health, Education and Welfare and Commerce to\nidentify and demonstrate new ways in which local insti-\ntutions of education, business, labor and government could\ncollaborate to ease the transition for young people between\nschool and work. This is the progress report you recently\nrequested from us.\nDOL Activities\nThe Department of Labor's efforts in support of this initia-\ntive have centered on the four major objectives described\nbelow and listed in Appendix A.\nI. Bring together work and education through direct\nimprovement of institutional linkages\nThe most important activity is an $890,000 project with the\nNational Manpower Institute to establish a consortium of a\nminimum of 15 communities which will serve as models of\nlocal work and education collaboration, and to establish an\ninformation network to serve all communities interested in\ngenerating similar efforts. The project began in February,\n1976, and should be completed in Fedruary, 1978. The Employ-\nment and Training Administration also added 400 counselors\nin local employment service offices to help find jobs for\nyouth this summer ($800,000) and is currently supporting a\nspecial counseling service for youth with the Wisconsin Job\nService ($249,000). In addition, the National Alliance of\nBusinessmen operated a Vocational Exploration Program\n($225,000) for the DOL last summer, underwriting wages for\nup to 30 youth in each of 10 cities while they explored\nvarious occupations.\nGERALD FORD LIBRARY\n- 2 -\nII. Review Federal Regulations and Policy to (a) reduce\nbarriers to youth employment, and (b) improve program\nservices to youth\nThe Employment Standards Administration is making special\nefforts to disseminate information to employers on laws and\nregulations affecting youth employment. In addition, the\nEmployment and Training Administration is reviewing and\nplans to republish its regulations for the summer job\nprogram in time to encourage CETA prime sponsors to improve\nyouth work experience next summer.\nIII. Improve the dissemination and use of occupational\nand career guidance information\nDOL will continue to support the National Occupational\nInformation Service in eight pilot states and provide as-\nsistance to other states to develop their own systems to aid\nthose making career choices. New efforts are also being\nmade to develop means of making existing Bureau of Labor\nStatistics data on youth employment useful to local needs.\nIV. Research and Demonstration\nThe research will be directed predominantly toward demon-\nstration activities, the largest of which, \"Project 70,001\",\ninvolves placement of youth in sales and distribution\npositions in 10 communities. DOL is also carrying out a\nproject to synthesize the findings of ten years of opera-\ntional research in the problems of youth in the workplace.\nProblems\nThere have been major problems in defining the scope of work\nand agency roles in support of the initiative. In part,\nthis has been brought about by the fact that during the last\ntwo years each of the three Departments has been directed by\nthree different Secretaries. To give the DOL effort em-\nphasis and continuity, Secretary Usery has now formally\nestablished the DOL project staff by issuing a Secretarial\nOrder and has suggested similar action to Secretaries\nRichardson and Mathews.\nDuring much of the early work of the Project, line agency\nstaff in all departments did not perceive a clear mandate to\ncommit themselves, their Departments or their resources to\nthe initiative. At the request of Secretary Usery,\n-3-\nthe steering committee now consists of the three personal\nrepresentatives of the Secretaries. It is important that\nthese secretarial representatives continue to receive the\nfull support of all elements of their departments.\nA third area of concern has been staff assigned to the\nProject. Since December, DOL has had 2 1/2 full-time\nemployees working on the Project. In June 1976 DOL\nallocated seven positions to staff the initiative. During\nthis period, staff support from other Departments has been\nminimal.\nShould you wish, I am ready to provide you further infor-\nmation on the results of this effort.\nAPPENDIX A\nWORK AND EDUCATION INITIATIVE\nDOL ACTIVITIES\nActivities\n$ Committed\nor Estimated\nSchedule\nObjective I Bringing Together\nWork and Education\nActivities Ongoing or Completed\nNational Manpower Institute -\n15 Work and Education\nCouncils and Information\n2/15/76 -\nExchange\n$ 890,754\n2/28/78\nAmerican Association of Com-\nmunity and Junior Colleges\n(AACJC) Labor/Community\nCollege Service Center\nto Promote Cooperation and\nand Innovation\n79,000\nNational Alliance of Business-\nmen (NAB) in Conjunction with\nHRDI-- Vocational Exploration\nProgram Pilot Summer Program\nfor Disadvantaged in-School\n6/11/76 -\nYouth (300 slots)\n225,000\n9/1/76\nEmployment Service\n1.\nSummer Employment of Job\nCounselors (400 positions) 800,000\n6/76 - 9/76\n2.\nWisconsin Job Service\n5/1/76 -\nTeam Approach\n249,416\n4/31/77\nTotal\n2,244,170\nActivities Under Negotiation\nAACJC\nWork and Education\nCouncil (s)\n75,000\n9/30/76\nNAB\nWork and Education\nCouncil (s)\n300,000\n9/30/76\n$ Committed\nor Estimated Schedule\nNAIEC\nNational Association for\nIndustry Education Coop-\neration -- Promotional\nFilm\n$ 75,000\n10/30/76\nFICE\nFederal Interagency Com-\nmittee on Education Devel-\nopment of Pamphlet on In-\nnovative Funding of Work\nContractor in\nExperience Programs\n5,000\nprocess of\n(DOL Share)\nbeing selected\nTotal\n$ 455,000\nTotal Objective I - $2,699,170\nObjective II - Review of Federal Regulations and Policy\nActivities On-going or Completed\nUSES Program Letter Issued\nPromoting Cooperative ES -\nHigh School Program\nNA\nIn-House Analysis of Employer\nLiability Problems Associated\nwith Work - Experience\nPrograms\nNA\nTotal Objective II - NA\nObjective III - Occupational Information\nActivities On-going or Completed\nNational Occupation Information\nService (8 States)\n3,000,000\nOn-going since\n1974\nAmerican Personnel and Guidance\nAssociation Workshops in Con-\n2/10/76 -\njunction with OIS\n21,438\n5/15/77\nFeasibility Study and Design of\nCurricula Development on\nOccupational Information\n9,900\n9/76 - 12/76\nTotal Objective III $3,031,338\n$ Committed\nor Estimated Schedule\nObjective IV - Research and Demonstration\nActivities On-going or Completed\nProject 70,001, Ltd.\nPlacement and Support\nPrograms in Sales\n2/15/76\nand Distribution\n$628,000\n2/14/77\nGeorge Washington University\nLinked Classroom and Exper-\niental Learning in\n4/1/76 -\nAllied Health Field.\n480,000\n3/30/77\nEpilepsy Foundation Place-\nment Program\n544,789 Funded 8/76\nPennsylvania State University\nStudy on Estimating Proba-\nbility of Youth\n9/11/76\nTransition\n24,000\n9/1/77\nASPER In-House Project on\nProbability of Youth\nTransition\n10,000 8/76 8/77\nBLS Study on Factors In-\nfluencing Success in the\nLabor Market\n55,000\nCouncil for Opportunity in\nGraduate Management Educa-\ntion (COGME) to Encourage\n10/1/75 -\nMinority Study in Management 300,000\n9/30/78\nETA R&D Pull-Together of\n7/1/76 -\nYouth Programs\n14,650\n11/1/77\nTotal\n2,056,439\nActivities Under Negotiation\nAgreement with Interagency Panel\non Adolescence for Support\nto Initiative\nNA\nAmerican Council on Education\nFeasibility Study on Awarding\nEducational Credit for BAT Registered\nApprenticeship Programs\nTotal Objective IV - $ 2,056,439\nTotal DOL\n$ 7,786,947\nRelated Activities Carried Out by Other Agencies\nDepartment of Commerce\n1. The Department of Commerce is holding a National\nConference of 100 private sector representatives on\nOctober 7, to ratify a 10-point plan for allocation\nof private sector resources for youth careers which\nSecretary Richardson will advocate publicly.\n2.\nCommerce has published the transcripts and its\nsummary analysis of testimony taken in local public\nhearings held in five cities around the country.\nDepartment Health, Education and Welfare\n1. The Department of Health, Education and Welfare\nhas established a policy level task force to pull\ntogether a tight set of activities to contribute to the\nEducation and Work objective. This now awaits Sec-\nretary Mathews's decision. If approved it will serve\nas the basis for an integrated HEW-DOL-DOC\nobjective/activity set.\n2. The National Institute of Education sponsored\na major conference on School to Work in February 1976 in\nWashington, D. C.\n3. The National Institute of Education has commissioned\nthree papers on Community Councils as part of the Work\nand Education Initiative Planning Effort. An inter-\nagency meeting to discuss these papers is planned for\nwinter 1976.\n4. The U. S. Office of Education is sponsoring the\nCommissioner's National Conference on Career Education\nin Houston, Texas, November 7-10, 1976. The Depart-\nment of Labor is playing a direct role.\nNational Commission on Manpower Policy\n1. The Manpower Commission sponsored a meeting on\nSchool to Work transition in February 1976. Eleven\npolicy papers were commissioned for that meeting. These\nhave now been published by the Commission in one volume\nentitled: From School to Work: Improving the Transition\n2. A September 22-24, 1976 Regional meeting of the\nNational Commission in Atlanta, Georgia will focus on\nyouth issues related to manpower policy."
}