Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
289844511
label
Proposals/Suggestions: [Folder 1]: [4]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
289844511
contentType
document
title
Proposals/Suggestions: [Folder 1]: [4]
citationUrl
collections
Records of the Office of National Service (Clinton Administration)
Jim Kreidler's Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
289844511
levelOfDescription
fileUnit
otherTitles
287311032-20130661F-Seg2-020-009-2023
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
584261c236cac029
ocrText
FOIA Number: 2013-0661-F (2)
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
National Service
Series/Staff Member:
Jim Kreidler
Subseries:
OA/ID Number:
1283
FolderID:
Folder Title:
Proposals/Suggestions: [Folder 1]: [4]
Stack:
Row:
Section:
Shelf:
Position:
S
66
2
4
3
International Liaison of Lay Volunteers in Mission
1993-1994 Membership
YES - I want to join ILLVIM for 1993-1994
Please check the appropriate box.
FULL MEMBER
Annual Fee - $350
1) Established program
2) Full Description in RESPONSE
3) Availability of all ILLVIM Services
4) ILLVIM Voting Privileges
POTENTIAL PROGRAM
Annual Fee - $250
1) Process of Establishing Program
2) At time of RESPONSE printing, this program is not ready to accept volunteers
3) Availability of ILLVIM Services-Excludes bi-weekly listing of potential volunteers
4) Listed in special section of RESPONSE
5) Attendance of formative workshop (Flyer enclosed) is strongly recommended
CONSULTANTS FOR VOLUNTEERS IN MISSION Annual Fee - $200
1) Organization/office in need of services to consult persons interested in volunteering
2) Distributor and promoter of RESPONSE
3) Listed with address, phone and contact person in special section of RESPONSE
4) Availability of ILLVIM Services
Program/Agency:
Address:
City:
State:
Zip+4:
-
Submitted by:
Date:
ILLVIM OFFICE USE ONLY
PLEASE RETURN BY APRIL 1, 1993
APPLICATION FOR MEMBERSHIP
Specific information from this application is extracted to outline your program in the
RESPONSE
(Add additional pages if necessary or enclose supporting documentation.)
Name of Organization:
Contact Personnel:
Director Name/Title:
Phone:
Other Name/Title:
Phone:
Mailing Address:
City:
State:
Zip+4:
-
Physical Address:
(For Shipping
Purposes)
City:
State:
Zip+4:
-
Affiliation:
Goal of Program:
Type(s) of Volunteer Placement:
Plans for handling medical problems:
Personal transportation: (Who pays for automobile insurance, maintenance, tag transfer fees,
gas, etc. Can volunteers bring their own car or is it provided?)
Work required transportation (Who pays for automobile insurance, maintenance, gas, public
transportation fare, etc.?)
Arrival/Departure transportation:
Interview travel:
Other support not mentioned above:
Describe Training provided (ie. skill training, cross-cultural, language, retreats, workshops, continuing
education, etc.):
Application Deadline:
3
Geographical Area(s) of Service:
Length of Service Agreements (summer, short-term, 1-year,etc):
Requirements of individuals seeking to join your volunteer program (ie female/male, age, marital status,
educational requirements, work experience, language requirements, etc):
Financial Living Arrangements (describe briefly the level of support provided to the volunteers in the
following categories, if no support is provided please so indicate)
Food:
Housing: (Describe living situtations. Do volunteers live alone, with others, with families, and/or
community? Who is responsible to arrange the housing?)
Utilities:
Insurance: (include comments about health, life, dental, workers compensation, unemployment
compensation, etc)
Stipend:
2
Do you
(Please check appropriate answer)
YES
NO
provide a questionnaire/application
screen candidates
inspect placement sites prior to volunteer placement
perform on-going evaluation of placement site
perform on-going evaluation of volunteer
provide the volunteer with a job description and
agency/placement descriptive literature
allow for vacation time
accept couples
accept couples/single parents with dependent children
provide insurance for pregnancy
place individuals over 55 yrs of age
place individuals 18 yrs of age and over
place individuals younger than 18 yrs of age
have a policy in the event of the death of a volunteer
have a policy in the event of the death of a volunteer's
family member
provide a written contract/agreement form
have a policy for early termination
provide preparation for readjustment at the end of service
Why are you seeking membership with ILLVIM?
How can the ILLVIM help your organization?
What services of ILLVIM are of most interest to you? (Service Sheet is enclosed in this packet)
4
If you do not currently have volunteers in the field or in your organization:
When do you expect to begin placement?
How many do you expect to place within next year?
If you already have volunteers in the field or in your organization:
How many are in service annually?
Full-time in USA
Part-time in USA
Full-time overseas
Part-time overseas
Do you expect this number to increase significantly within the next two years?
Describe the number of full-time and part-time salaried positions, and the position titles of staff at your
volunteer program office:
Are you aware of the other volunteer organizations placing volunteers in the same geographical area as you
are planning? Yes
No
.
Have you made contact with these organizations in order to minimize duplication of effort? Yes
No
.
Other Comments:
I certify that the foregoing information is correct to the best of my knowledge.
Signature:
Date:
Forward completed form and membership fee to:
ILLVIM
4121 HAREWOOD RD NE
WASHINGTON DC 20017-1593
ANY QUESTIONS ?
1-800-543-5046
(12/31/91)
5
P.O. Box 475
Severna Park, MD 21146
April 20, 1993
Mr. Eli Segal, Director
Office of National Service
Room 145
Old Execuitive Building
Wa shington, D.C. 20500
Dear Mr. Segal:
We recently submitted a proposal "A Work/Education Initiative for Young
Americans" to Sec. Reich, D.O.L. (copy enclosed), which was referred to
your office. Its several objectives, outlined in the submission, in-
cluded multiple exposure of Middle School and High School students to the
real world of work early enough to encourage them to remain in school,
(vs quitting when legally able to do so) to grant high school credit for
the time spent learning any of a variety of jobs; to provide them a means
of earning a modest stipend; and, to provide them with an opportunity to
perform badly needed services in their respective communities in exchange
for vouchers they may redeem to assist in paying for post-secondary edu-
cation or training.
This approach, including a number of refinements, was worked out some years
ago, but in the absence of a National policy and Federal government's com-
mitment, it has not yet been adopted except in a few communities.
The Clinton Administration represents the first realistic opportunity to do
something of substance on a National scale to curb the appalling loss of
young adults dropping out of schools and work places. These youth cannot
see themselves in constructive roles in the future and resort to crime,
illicit sex, drugs, gang behavior, run-aways, and generally become lost
resources.
We applaud President Clinton's plan to grant tuition for college or other
post-secondary education in exchange for up to 2 years of National service.
As you and your colleagues must realize, this will do little to help stem
the loss of our youth, many, if not a majority of whom do not even survive
high school. And, of those who do, only a few are likely to avail them-
selves of President Clinton's offer.
The National Service plan is sound, but is too late for most young Americans.
What we propose is feasible and will have a major demonstrable impact within
2 years, we firmly believe, and is a means of insuring that President
Clinton's National Service plan will in fact impact a significant number of
young adults. We respectfully request an opportunity to meet with you to
discuss this Initiative at our early mutual convenience.
Page 2 - Mr. Eli Segal
We have reason to believe that the governor s of 2 states may be willing to
support a demonstration/pilot effort as proposed, if your office is interested.
We postponed our meeting with Senator Barbara Mikulski until we discuss this
with you.
Sincerely,
Smothy J Anyder
Joseph L. Hendrick, Ed.D.
Dorothy T. Snyder, Associate
CC: Honorable Barbara Mikulski, Senator
Enclosures
Hendrick & Associates
P.O. Box 475
Severna Park, MD 21146
Joseph L. Hendrick, Ed.D. 410/544-1453
I
Dorothy T. Snyder 410/437-2623
COPY
4 Ridout Road
Severna Park, MD 21146
March 3, 1993
Dr. Robert Reich, Secretary
U.S. Department of Labor
200 Constitution Avenue, N.W.
Suite 2018
Washington, D.C. 20210
Dear Secretary Reich:
It was with great interest that we were privileged to hear your recent
testimony before the Senate's Labor and Human Resources Committee. Not
since Vice President Hubert H. Humphrey's championing the cause of youth
have we heard such "visionary and pragmatic" proposals advocating bringing
youth into the real world of work with respectable benefits for all.
We have enormous respect for your grasp of the significance of these pro-
posals to assist young Americans to bridge the gap between school and the
real world of work and to provide solid assistance toward post secondary or
college education.
The job training and school reform linkage will encounter many obstacles and
will depend for its success on the efforts of all relevant sectors of our
nation. But, it is crucial to our economic survival. Unfortunately, except
by lip service, we have always shortchanged our children and young adults en-
route to maturity, as they have had no real power base. Public and private
education alone, as presently structured, cannot hope to cope with the full
transition needs of youth - even for those college bound - as their high school
educational springboard is often narrow, in deference to slow-to-update college
and university requirements. And fierce competition for college admission and
staggering costs are the remaining obstacles. President Clinton has ignited
and excited this country in the belief "we can do better" and has called upon
each of us to "contribute". We take his challenge seriously.
If one reviews the proposal which was submitted through the many levels of
government to Vice President Hubert H. Humphrey* - National Youth Services Act
of 1975 - (enclosed), one must conclude we've lost a great deal of time in
addressing the needs of youth - (almost two decades) While some of its statis-
tics and references may need updating, we believe you will see from this docu-
ment that the needs of young Americans were recognized even then and system
solutions strikingly similar to those now being considered were proposed, to
no avail.
*Mr. Humphrey succumbed to cancer during this time and could not carry this
forward.
Page 2 - Sec. Robert Reich
Our backgound in public education and government, and our experience with
the business-industry and volunteer sectors have made us even more acutely
aware of the gap between education and work. We have not come forward to
help since retiring from federal service as there were few champions of youth
in the federal government at levels high enough to effect needed policy and
legislative change.
We offer our services in this effort in response to President Clinton's challenge
and in the strong belief we are needed and can be of significant help in jump-
starting this initiative which may become the pre-cursor to the President's plan
to financially assist college students with a community service pay back option.
Specifically, we propose to develop and direct an action project in either
Baltimore, Annapolis, or Anne Arundel County, Maryland, to demonstrate the
feasibility of implementing a collaborative effort linking career development
and community service for middle and high school students, vouchering the bene-
fits for both students and business.
The development of National Goals and Standards for occupations and education
would be facilitated if all middle and high school students were offered a hands-
on community based service option within the school day for school credit. And,
this would discourage dropping out and broaden their "Opportunity to Learn".
We would plan and staff the project so as to serve as a pilot for other cities
and communities to pattern, and to have it in place - at least for selected
grades - by September 1993. Initially it is envisioned as a 2-year effort. Its
success is assured, we believe, because:
New enlightened federal leadership supports it;
It satisfies partly need of business-industry to restructure for a
global economy;
It satisfies hunger of youth for a "piece of the action" and a place
in the future;
Educational establishment should support it. (Motivated students will
remain in school vs dropping aut);
Will answer burning questions by parents, as to how to get and pay for
job training/post-secondary education for their children;
It will produce better trained youth needed for economic growth;
Costs and benefits will be shared by government, business, private
sector, educators, parents and youth;
It is expedient politically to support; and,
It is long overdue and right.
And, it will be managed by a dedicated professional team with unique qualifications
of training and experiences. (See enclosed summary)
Page 3 - Sec. Robert Reich
We request an early meeting with you and others to further define the
mission, scope, timetable, location, budget, evaluation, etc., and are eager
to commit ourselves to this effort. We are also seeking an early meeting
with Senator Barbara Mikulski, to gain her valuable input and support, as she
has been one of a very few great leaders since the eighties seeking ways to
Keep the American Dream Alive through education, job training, citizenship,
community service and related legislative efforts.
Sincerely,
J.
Joseph L. Hendrick, EdJD.
Dorothy T. Snyder, Associate
CC: Pres. Bill Clinton, Nat'l. Service
Barbara Mikulski, U.S. Senator
Enclosures
U.S. Department of Labor
Employment and Training Administration
200 Constitution Avenue, N.W.
UNIVERSITY OF LABOR OF LABOR
Washington, D.C. 20210
UNITED STATES OF
MAR 30 1993
capy
Use P.O- Box 475
Joseph L. Hendrick, Ed.D.
484 C Ritchie Highway
Averna Park, ma 21146
Severna Park, Maryland 21146
Dear Mr. Hendrick:
Thank you for your and your colleague's letter to Secretary Reich
on national service. I appreciate your interest in the national
youth service proposal and your concern about the high dropout
rate in the public schools.
The Department of Labor does have a number of initiatives
designed to encourage youth to stay in school or acquire a high
school GED. For example, youth programs under the Job Training
Partnership Act target dropouts and the Summer Youth Employment
and Training Program will have an educational enrichment
component added to it in the summer of 1993, that is expected to
reverse the learning losses that many disadvantaged youth
experience over the summer months.
I have taken the liberty of sharing your proposal with the Office
of National Service. If you wish to discuss your proposal
further, or obtain information on the Administration's plans for
national service, I suggest that you contact Eli Segal, Director,
Office of National Service, Room 145, Old Executive Building,
Washington, D.C. 20500.
Again, thank you for your letter and the packet of information.
Please let me know if I can be of further assistance.
Sincerely,
RAYMOND Reynondabld J. UHALDE
Administrator
Office of Strategic Planning
and Policy Development
SUMMARY
Joseph L. Hendrick, Ed.D.
Dorothy T. Snyder, Assoc.
The credentials and experiences outlined below, some of which have been shared
between us*, represent exposures and activities which uniquely qualify us to
assist in launching a work-education initiative:
O
Represented HEW, Office of the Secretary, on 9-months Vice Presidential
TASK FORCE ON YOUTH OP PORTUNITY (Hubert H. Humphrey).
Teacher, Education Administrator, Superintendent of Schools, and U.S.
Commissioner of Education; (Region II--Northeastern United States; given
top secret security clearance for HEW Post).
Served on HEW Task Force on Career Education.
Served on an Inter-departmental Working Task Force and Steering Committee
representing the Drug and Alcohol Institutes (Work/Education Initiative).
Federal Civil Service in Prevention, National Institutes on Drug Abuse and
Alcohol Abuse and Alcoholism.
Planned and launched a National Search for constructive alternatives to
drugs and alcohol abuse for young Americans. Concentration on jobs which
youth can perform in their communities. Established 450 local, student-
run programs in constructive alternatives in the 50 states, funded 10 as
exemplary, and showcased them before the U.S. Congress. (NIDA-HEW)
Authored publication on constructive alternatives to drug and alcohol abuse
for young Americans; catalogue described 400-500 such programs. (NIDA-HEW)
Co-authored policy paper regarding MASS MEDIA PREVENTION CAMPAIGN. (NIAAA-HHS)
Planned and conducted the nation's first live interactive National Con-
ference via satellite (2 satellites and ground uplinks provided at no cost to
project, courtesy of Lister Hill Bio-Medical Unit of National Institute of
Health.) Brought together children and young Americans from many sites around
the nation to discuss their education and employment needs with top Federal
officials (U.S. Nurses Surgeon General, Director of NIDA, and others.)
Personal references furnished on request.
*
We've worked as a team in a variety of positions, task forces, conferences,
and initiatives in Federal government and in the private sector.
U.S. DEPARTMENT OF
O'BRIEN, 264-4602
HEALTH, EDUCATION, AND WELFARE
42 BROADWAY
FOR IMMEDIATE
NEW YORK, NEW YORK 10004
RELEASE
Dr. Joseph L. Hendrick has been appointed Regional Assistant Com-
missioner of the U.S. Office of Education, it was announced today by
Mrs. Bernice L. Bernstein at the Regional headquarters of the Depart-
ment of Health, Education, and Welfare in New York City. The Region
comprises the States of Delaware, New Jersey, New York and Pennsyl-
vania. Dr. Hendrick is the fourth of nine Assistant Commissioners who
will serve in each of the HEW regions throughout the U.S.
The office of Regional Assistant Commissioner was recently estab-
lished as part of the decentralization of federally supported programs of
the U.S. Office of Education. The decentralization is designed to pro-
mote the responsiveness of those programs to regional, state and local
needs as well as to improve their administration.
Additional staff will be assigned to the Regional Office to carry out
the decentralization.
Dr. Hendrick will represent the U.S. Commissioner of Education in
(M O R E)
the Region. His duties and responsibilities include the supervision of the
following Office of Education programs:
Elementary & Secondary Education
Adult & Vocational Education
Higher Education
Program to Aid the Disadvantaged & Handicapped
Equal Educational Opportunity Programs
Education Research
Contracts & Construction of Academic Facilities
Educational Information & Statistics
The appointment was simultaneously announced in Washington by
Dr. James A. Turman, Associate Commissioner for Field Services of
the U.S. Office of Education.
The new Assistant Commissioner is a native of Virginia, where he
lived until shortly after his release from the U.S. Army following World
War II overseas duty. Since April, he has served in Washington as the
U.S. DHEW's staff representative and consultant to the Vice-President's
Task Force on Youth Opportunity. This was a part of the administration's
efforts to maximize use of Federal resources, in combating the major pro-
blems of housing, health, education and employment in the great cities.
Before joining the Federal government, he held various classroom and
administrative positions in the public schools of Richmond, Virginia,
St. Petersburg, Florida, and Westchester County, New York. Since 1963,
he served as the general superintendent of schools in Hammond, Indiana for
(M O R E)
a broad program of general elementary and secondary education; educa-
tion of the mentally retarded and the handicapped; adult, vocational, and
technical education; and initiated a multi-million dollar school building
program. As superintendent, he was instrumental in broadening State,
Federal and private foundation fiscal support for Hammond's schools. He
introduced a number of innovations in program design, citizen involvement,
staffing patterns, building designs, and a number of experimental pro-
grams for the disadvantaged.
He was educated in Virginia's public schools and completed both bac-
calaurete and graduate programs in business and education at the College
of William & Mary and the University of Richmond, respectively. He
earned his doctorate from Harvard University, while studying there in
1959-1961 under a Kellogg Foundation Fellowship.
His wife Ruth, their daughter Renee, and their sons Joel and Shaun
will make their home in Greenwich, Connecticut.
PROPOSAL
OUTLINE
See next page
NATIONAL YOUTH SERVICES ACT OF 1975
(An Incentive-based Five-Year-Plan for Young Americans)
PART I
TIMELINESS
A NEW WHITE HOUSE INITIATIVE
A "G.I." BILL OF RIGHTS FOR YOUNG AMERICANS
PUBLIC SERVICE IN AMERICA
Benefits
Human
For Young People
Environmental
For Communities
Cultural/Educational
For Colleges, Schools, and Nation's Economy
Part II
CAREER DEVELOPMENT & JOB PERFORMANCE
Benefits
What it would do.
For Communities & Nation's Economy
How it would work-vouchering
For Young Adults
the benefits
For Business and Industry
Strategies
For the Schools & Colleges
Other Products
Part III
EVALUATION - A COLLABORATIVE EFFORT BETWEEN LOCAL-STATE-FEDERAL GOVERNMENTS AND
LABOR, BUSINESS & THE PRIVATE SECTOR
DOCUMENTING THE SUPPORT BASE
AUTHOR: Joseph L. Hendrick, Ed.D., Harvard
Teacher/Administration/Supt. of City Schools
Federal Government Regional Commissioner of Education (1966-1973)
Education Advisor; Department of HEW; National Institute on Drug Abuse,
and National Institute on Alcohol Abuse and Alcoholism--Focus: Prevention
(1974-1986)
This proposal was drafted by the author and outside of his responsibilities within
government. He alone accepts responsibility for its concept and contents. *
Not for replication without written consent of the author.
* NOTE: Prepared with the encouragement and advice of Justine Rodriguez, Spec.
Asst. to the Secretary for Interagency Affairs, HEW.
cortain years strituties (see below), it is y addresses 1.
Some 799, except for reporting extrent
Although this proposal was prepared
stotement TIMELINESS of the PART problems I it
It is the view of many that June it is timely the U. S. Government
to address the problems associated with today's youth in some new,
more comprehensive, and long term manner. urther, that a broad
national program of employment and community service for young
adults and children would go far toward meeting their needs and
those of selected population and economic groups.
It has been learned by the Department of HEW that:
*Close to one million young Americans run away from home each
year. Many become victimized by unhealthy and criminal elements.
*Increasing numbers of young Americans experiment with drugs,
alcohol and engage in other self-destructive activities. As a
result, they often suffer serious and damaging physical psychological
and social effects.
*The suicide rate among youth has skyrocketed during recent years.
For young males between ten and nineteen, it has tripled in the last
ten years. For females in the same age range it has increased 200
fold!
*Accelerating social and cultural changes coupled with geographical
and social mobility contribute to alienation of young Americans from
society and established institutions.
*Youth are exposed to instant knowledge via TV, radio, magazines,
movies, etc., and witness daily the disparity between our American
2.
value system (the work ethic, Protestant ethic, etc.) and our real
life styles. In their repudiation of those elements of our value
system to which we give only lip service, they often reach for
self-destructive answers to their frustrations, having at their
stage of development vague or poorly developed values of their
own on which to rely. Drugs, alcohol, truancy, illicit sex, school
drop-outs, and militancy are all too handy options. And, these are
likely to receive peer group approval or acceptance. Constructive
alternatives are in much shorter supply.
*Lacking real world of work experience, training or skills, more
often than not they are locked out of jobs. This becomes another
major alienating influence.
*With current national unemployment rates and the resulting
competition for jobs, alienation of young adults from others will
deepen. Domestic community service opportunities would ease these
problems, lighten the competition for regular work force
slots, provide badly needed local services, and would give valuable
exposure to youth of the real world of work.
A NEW WHITE HOUSE INITIATIVE
(A Five-Year-Plan for Young Americans)
It is therefore proposed that there be enacted into law a
NATIONAL YOUTH SERVICES ACT OF 1975 with key provisions for meeting
the needs of young Americans through offering them constructive
alternatives to self-destructive behavior patterns through public
service and real work experience. As a new White House Initiative
it exemplifies the best of the "new federalism," linking local
3.
State and Federal governments in a joint planning, funding, and
management effort. Their respective agencies in collaboration with
one another, would establish a means of evaluating its impact
upon young adults, the schools, and the State and National economy.
A GI BILL OF RIGHTS FOR YOUNG AMERICANS
In a national effort to compensate young adults and others for
serving faithfully their country in war time, the GI Bill for
Servicemen was developed. The fruits of that noble effort and the
resulting increment to the life and economic well being of America and
its citizens proved its rightness. (The author is a product of this effort.)
Another noble venture is required to compensate young adults for
service to their communities while launching them on careers to the
future.
In an era of relative peace, and while America is not under imminent
threat and pressure of war, all young Americans both male and female,
should be given the opportunity to enlist in the domestic services of their
country by performing certain vital public services in their respective
communities, which will upgrade the quality of life for all and
which are presently absent or inadequate.
For many other young people, a real world of work experience should be
offered leading to the development of a career in business, industry or
self-employment.
4.
PUBLIC SERVICE IN AMERICA
The public service opportunity should be offered at an optimum
time in a young adult's life so as to serve as a building block between
the close of secondary education and the onset of post-secondary
education, university study, or employment and as a real life
experience of value in career development. Increasingly, youth
decide upon post-secondary experiences other than formal education,
for which many are not yet ready or do not see as relevant to
their lives. A period of community service during late adolescence
would sensitize young adults to the realities of community structure
and needs and help them bridge the awkward gap between formal
secondary school education and the real world of work. These
young adults would earn subsistence pay and certain important
rights and benefits commensurate with the term and nature of their
service performance.
During this period of transition in the young person's life,
I
an opportunity for public service would offer a range of constructive
alternatives to enforced leisure, uncertainty about college-university
study, experimentation with drugs and other self-destructive activities.
The community service opportunity need falls into three basic
categories: Human, Environmental, and Cultural 1.
Human
/
Assistance with child development activities--assistance to the
elderly and handicapped.
5.
Delivery of health services.
Day care center services.
Tutoring elementary school children.
Peer group counseling in schools, halfway houses, community
colleges, etc.
Environmental
Environmental beautification, protection of the community and
natural environment, restoration of dilapidated or abandoned
structures, etc.
Cultural
Creation and dissemination of artistic, cultural, and intellectual
works, and service in institutions of learning such as libraries,
museums, schools, etc.
Benefits
For Young People
In tangible return for community level services, young adults
would earn tuition vouchers to attend the community college,
university, or other post-secondary experience of their
choice for a period of up to two (2) years, based upon the
number of months they have served.
For those whose academic high school performances left
something to be desired or whose credits for a high school
diploma and graduation are inadequate, this period of
service in addition to the tuition voucher, may be the
6.
vehicle for earning sufficient credits towards either
the standard high school diploma or the GED (General
Equivalency Diploma).
Certain of the community level services, for example,
creation of cultural and intellectual works could, if
performed in conjunction with the course requirements
of a two-year degree program, render substantial college, or
community college
1
level credits which could be applied to degree or
certificate programs within that sphere. A new or modified
degree which could be offered, as an example, would be
the Associate Degree in Community Service.
Benefits
For Communities
Many communities are unable to provide any of the services
to be performed by young adults under this act. Few
communities can provide all of these services. No thoughtful
community would decline any such services. Most communities
could muster some support as their fair share, given the
opportunity of helping their own youth.
In the area of human services, the following types of
benefits would accrue: (Examples only).
7.
Educational
Most public and private school systems have discovered
that mid-to-late adolescent youth have exceptional success
in assisting young children with learning disorders and
as peer counselors. As schools generally are crowded,
understaffed, often under financed, a cadre of youth
from within the community would be a valuable adjunct
to the schools and could free teachers and others to
expand and extend professional activities which would
benefit youth, schools and
citizens
Use of such young adults
could help to humanize the schools for young children
and remove or alleviate the factory-like environment
characteristic of many.
Day care centers, well-baby clinics, and other child
development activities are the most recent services on
the community scene in many states, although they are
thought to be among some of the most effective as they
contain strong preventive and educational thrusts. Most
are poorly funded, if at all, many can offer services only
to those able to pay. Many who need such services are
unable to pay for them. Youth have been found to be effective
with children and infants when appropriately trained (usually
short term).
8.
Environmental (An example)
Few communities have solved their garbage and trash problems
to everyone's satisfaction. Often, for want of manpower,
cities and rural areas become laden with the /accretion of
civilization's waste products and throw-aways. Such clutter
detracts from the beauty of surroundings, and often harbors
health hazards, especially for the young, and not infrequently
has great value if restored or recycled. Youth, working
in tandem with existing public health services could
be assigned regular duties within their respective communities.
When coordinated with schools and other agencies, small,
self-supporting businesses could be developed, owned
and operated by young adults.
Cultural
National and local priorities are such that cultural,
artistic, and/intellectual works are frequently the
last line in budgets. For example, libraries and art
museums have had particularly lean existences following
World War II. Hard pressed, many have closed; others
have altered and streamlined their services providing
mobile collections, adding youth centers, music centers,
early childhood instruction in reading, etc. Manpower
is usually short; lean budgets are unable to handle the
9.
full cost of competent help. Young adults could fill
adequately with very limited training a plethora of jobs
and functions within the framework of contemporary public
and school libraries, museums, and similar institutions.
Benefits
For the Nation
The above cited are only a few examples of needed services
which are either absent or inadequate, in which young adults
have proven to be effective and interested. In most cases,
limited local funds can be provided or are being provided
in such service areas but are inadequate in and of themselves
to induce young adults to enter such services. Many
communities lack the know how to plan for them. A national
plan offering some assistance, coupled with some assistance
from the State and local level, and offering a range of
benefits to youth render the following products, among others:
Young adults would have constructive alternatives to
drugs, alcohol, and other self-destructive activities. Turning
to these would result in a reduction of hundreds of millions
of dollars presently required to deal with the known young
addicts, abusers, and their acts against themselves "and
society and to attempt to rehabilitate them into constructive
lives.
10.
Some of the great loss of human resources associated
with school drop outs would be stemmed through the tutoring
and counseling activities. In many large cities, upwards
of one-third of all who enter high school drop out before
completion. In some, with heavy concentrations of poor,
black, or ethnically different, it is one-half!
Colleges and Vocational Schools
Careers in human, environmental, and cultural activities
would develop and expand resulting in a deeper search for
education by youths leading to increased enrollments in
post-secondary schools and colleges of all variety and
in vocational preparation programs as a result of the
/
exposures and experiences of youth, facilitated by
the tuition vouchers earned.
Young adults would develop greater pride in their communities
as they would become working functionaries within them.
The pride and self-confidence derived from constructive
and satisfying roles would lead to greater community and
family appreciation, strengthening the nuclear as well
as the traditional family structures.
11.
Other Benefits
Other benefits would accrue such as increased earning power
for young Americans over time, heightened interest in
recurrent education, diversification of education and
training institutions resulting from the freedom of youth
to choose through the voucher plan, more respectable
credentials for real world of work, and greater pride in
self, community and Nation.
Part II
CAREER DEVELOPMENT AND JOB PERFORMANCE
America's schools and colleges have been stirred again. First
Sputnik, now
....
In recent years, the schools have been the
battleground for those seeking racial equality, equal educational
opportunity, and community control. Their support base has eroded
in the major cities in tandem with radical population inversions
and flight of the middle class whites to suburbia. The legacy of
this phenomenon has been an overburden, financially and professionally
upon the schools, as the poor and isolated present numerous learning,
health, and associated problems for the schools. Now the bubble of
"The Schools Can Do No Wrong" has burst. Treatises such as the
historic Supreme Court decision of 1954 declaring racially separate
schools are inherently unequal, the Coleman Report, Education and
Ecstasy, and Future Shock among many others document the reasons.
12.
A part of the alienation of the young reflects their dismay
over irrelevancy and the unreality of many school programs, their
virtual isolation from the real world of work, and their failure to
treat preparation for careers as a respectable mission for the
schools.
Out of this troubled arena, marked in recent years by widespread
unrest and militancy and now deep and pervasive use of soft, poly
drugs, barbiturates, alcohol and deadly combinations by the youth
sub-culture and shocking drop-out rates, has struggled the concept
of Career Education. Thoughtful educators and planners of public
policy recognize the need to link the schools and their influence
upon young lives with the real world of work into which most
productive lives will eventually settle.
Unfortunately, the birth of this idea of Career Education has
been painful, and the offspring unremarkable, thus far, for it
suffers several congenital defects: First, through want of a clearly
defined thrust, it must survive the threat of guilt by association
with vocational education, long the whipping boy of the public
schools--a place to go only if you can't perform in academia, has
been the theme in far too many communities. The poor, racially,
ethnically, and culturally different have traditionally been dumped
into Vocational Schools.
Vocational Education's cousin, Cooperative Education, has suffered
similar treatment, compounded often by several troublesome dimensions.
13.
Often under-supported at the State level, it is frequently staffed
by teachers not of the business world, and it pays a child to learn.
It is therefore incompatible with other educational models and is
less than attractive to those who believe their rights may be threatened
or jeopardized by it--labor and business-industrial management.
It would be impossible to obtain a concensus among educators,
vocational educators, State Departments and boards of education as to
the meaning, purpose, or the place of Career Education in the schools just now.
An experimental program of job placement by the high schools is beginning
to come to grips with this problem in a number of areas of the nation. One
such effort enjoying some success is ongoing in the Richmond, VA. public
schools. At George Wythe High School, the federally funded job placement
officer is working with youth in harmony, alongside counselors and the
professional staff. This is an Exemplary Program under Title III., ESEA.
But job placement is only part of the answer to Career Education.
Work-study and on-the-job training needs at least to be treated as any
other educational experience. Some, including the author, would call for it
being assigned a priority among the many goals of public education.
However, as stated earlier, Career Education must be described,
defined, and legitimatized so that all can understand and support it. The
Federal Government's role looms large in this undertaking and it could best
be carried out with incentives and an overall National plan. The ultimate
employment of many, if not most young Americans in income producing roles in
industry, business, and through self-efforts should serve as the justification
base for offering Career Education in the middle and secondary schools of the
nation.
14.
Payments and Grants to Industry
Payments and grants will be made to business and industry in
order to provide the necessary incentive to take on significant
parts of the education and training of young adults. For work-study
and on-the-job training programs, payments will be made through
certificates or a voucher system. Beyond the initial training
period, the vouchers will vary in value based upon the class of
training and a productivity differential standardized on occupational
skills and understandings associated with the job as listed in the
Catalogue of Occupational Titles. For example, in certain highly
skilled manual operations, productivity is null or negative during
a three-months basic training period for the work-study trainee,
after which the following three months, with normal trainees,
reflects an increase of up to 50 percent output; the second three
months normally reflects a 75 percent output, and at nine months from
the completion of training, for example, an average trainee will be
considered fully productive.
The base period of training in this case would be three months,
during which the voucher would cover full cost to industry of
processing the trainee, providing training, instruction, etc. The
voucher covering the first ninety-day period thereafter would be
worth less in proportion to the 50 percent productive level reached;
the voucher covering the second ninety-day period following training
would be worth still less in relation to the 75 percent productive
level reached, and the close of the third ninety-day period, one
year from onset of training would mark the end of the subsidization
15.
of the training period. If, at the close of his work-study program,
he is continued in the job, the trainee would then be paid as a
trained, fully productive worker. In the event a trainee shifts to
another job or another business during the basic training period,
the moneyed voucher would follow him.
For youth enrolled in any secondary or post-secondary school,
any added costs to the student of the work-study, job training, and
skills development programs will be paid from public funds by
supplemental payments. Most such costs would be minimal and related
primarily to transportation. Such ADA entitlement as would normally
accrue to the high school from State sources would be prorated
between industry and the schools based on the percent of the
student's time devoted to each, beyond certain basic costs
associated with high school enrollment. Similar arrangements could
be agreed upon on a State-wide or regional basis for community
colleges, colleges and universities both public and privately
supported.
While the young adult is in high school or is age 17 and below,
no subsistence would be paid other than as noted above.
For youth out of high school or 18 years of age and older, a
basic subsistence wage would be paid throughout the training period
comparable to that paid for community service. In the example cited
earlier, that would be for one year.
If the student trainee is enrolled in a secondary school, he
would earn appropriate high school credits toward a respectable
credential designed expressly for work-study, OJT, and similar real
16.
work careers. For example, up to one half of high school graduation
requirements might be earned in such a fashion by a student. His
diploma would signify completion of the requirements for a General
Education and Career Development Program. Should he have high school
deficiencies, he could earn credits toward fulfilling them or
fulfilling the requirements for the G.E.D.
If the trainee is enrolled in a Community College, his work
experience could have been planned as a key segment of his associate
degree program and would, if satisfactorily completed, fulfill
significant credit requirements toward the two-year degree which
might be called "Associate Degree in Business Performance."
Strategies
Work-Study Opportunities
This effort calls for a revamping of so-called
"Cooperative Education" curriculums by:
*Expanding through incentives the range of work-study
situations available in business and industry.
*Dropping or minimizing the current Cooperative
Education model of full payment for work performed and
treating work-study programs as other educational
experiences; for instance, as a lab-learning experience.
*Lower the age to 14 for early work-study arrangements
and for qualifying for high school equivalency tests.
*Provide expanded credit options at the high school,
technical school, and college levels.
*Expand or establish Career Planning and Placement Services.
17.
*Assign to the Career Placement Officer in the High School
responsibility for coordinating and following through on work
study and OJT programs.
*Pilot the above revamping of Cooperative Education and Work-Study,
OJT curriculums first in the ten experimental centers throughout the
ten regions of the Nation.
*And of course, as noted earlier, a respectable credential must be
offered to young adults in conjunction with work-study and OJT
Programs as with Community Services, so as to lay a firm foundation for
acceptance by subsequent schools, university admission offices, and
business-industry. And, to offer a credential reflecting the new and
realistic concern that education be related to the real world of work.
CREDENTIALING
Leadership for the development of a "Respectable Credential" for
secondary school students and college students in a Career Development/OJT/
Community Service program would be shared between the USOE, NIE, Depts.of
Labor and Commerce, and professional associations such as the College
Entrance Exam Board, and regional college and secondary school
accrediting associations. The incentive to such groups and the schools
and colleges whom they serve, to modify their curriculum, admissions criteria,
traditions, and views would derive from basic grants to the Pilot Centers to
establish and manage such programs and State grants for establishing high
school pilots for Career Planning and Placement Officers.
18.
CHRRENT
USE REFERENCES
A task force under the leadership of the prestigious CEEB
and its President, former U.S. Commissioner of Education,
Dr. Sidney Marland is now working on the problem of an
appropriate credential for work-study programs.
Career Planning and Placement Officer - A New Role
A new role will be piloted in one or more key high schools
in each State willing to cooperate in this endeavor. Grants
to State Departments of Education will capitalize on selecting
the optimum school situation in the State for initiating a
Career Planning and Placement Officer function. Industry-
related, specialized training, professional background, and
performance standards for the new role will be developed
jointly by local, State and Federal youth coordinating
councils in cooperation with the State and local Vocational-
Education Advisory Councils and representatives from business
and industry. Curriculum guidelines will emerge under basic
grant requirements and the credentialing and voucher plans
adopted by each school district will be selected from a series
of models patterned after successful trials by OEO, school
divisions, Title III Exemplary Projects, DOL, and others.
(Such models will be described elsewhere.)
Ten Regional Pilot Centers
The Regional Pilot Centers for trial of the total concept
embodied in the National Youth Services Act of 1975 will be
selected on the basis of the variety of total educational
facilities extant in the area (Elementary, Secondary,
19.
Tech-Vocational, Community College and University), the
existence of cooperative arrangements between business/
industry and the schools, the history of willingness on the
part of the schools and other institutions to cooperate in
innovative efforts, and the diversity of children and youth
along racial, ethnic, and socio-economic lines.
Youth Coordinating Councils
In order that a program of Career Development and
Community Service succeed, cognizant groups must be deeply
involved in the design and local developments. Few would
question this premise with respect to adults. However, young
adults themselves are often left out of the planning and
subsequently cut themselves out of the action phase of
various efforts. Young adults will be heavily involved at
all three planning levels, local, State, and national. Their
ideas and assistance will be interpreted through membership
on the States' Advisory Council on Vocational Education and
its local counterpart, if any. (While the Vocational
Education Act mandates only the State level advisory groups,
many localities have established active voc-ed advisory
councils. If none exists, youth advisory groups are to be
formed to assist in this effort.)
Benefits
As with the Community Services component young adults in Work-
Study and OJT programs would earn certain tangible and intangible
benefits. Basic subsistence pay would be earned by 18-year-olds
20.
out of high school who are in job training programs. They
could simultaneously be earning college credit toward two-
year-degree programs. In lieu of subsistence payments, they
would earn tuition vouchers for up to two years of post-
secondary education or training of their choice.
Those in high school under age 18 would earn substantial
high school credit toward graduation requirements while
earning up to two years of tuition vouchers for additional
post-secondary education or training of their choice.
Both groups would be entitled to services from the Career
Planning and Placement Officer in the high school or community
college in their area.
The role of business and industry would assume greater
and more appropriate significance in the education of the
young; they would find it more attractive to open their doors
to them for training, would increase their investment in
development and expansion. Having a more responsive, trained
and year round flow of talent would be a powerful incentive to
do SO. More jobs would thereby be created, easing unemploy-
ment and underemployment rates.
For many high schools, the support of the accrediting
association governing high school standards in their region
would be sufficient to stimulate their commitment to the
youth service programs. For many schools whose guidance and
counseling services are hard pressed, the addition of a paid
professional working in tandem with staff and administration,
21.
with expertise in career planning and job placement, would
constitute an added incentive to participate.
Secondary schools, long resistant to change, would find it
imperative and attractive to alter their credit and diploma
dispensing mechanisms and practices. Career line development
in the secondary schools would. reflect more nearly then the
real world of work and could lead to a renaissance in high
school programming in a true career education sense.
State and local youth advisory councils relating closely
to the Career Planning and Placement Services would seek to
expand high school job training opportunities.
Tech-voc. schools, Community Colleges, and Universities
struggling to maintain an adequate support base in light of
rising costs, often accompanied by falling enrollments, should
favor a tuition vouchers program as it would lead to increased
interest in early and recurrent post-secondary education by
the young and increased enrollments. This would be especially
true of the large, middle class who are increasingly less able
to handle the costs of post-secondary education, and are
usually unable to qualify for government supported student
financial aid.
The companion development of a more diversified range of
entreprenural education enterprises would expand the alterna-
tives available to youth and would give them a measure of
control they now lack in selecting educational experiences.
22.
Fly-by-night schools and proprietary institutions which
are certain to develop would be disqualified from participa-
tion by the U.S. Commissioner of Education whose granting
agreements would specify his authority to determine standards
and criteria necessary to qualify for inclusion in the
voucher plan.
In summary, for many youth at best public education has
been and continues to be a narrow, tunnel-like experience
repeating at successively higher levels from elementary
through university approximately the same knowledge dispensing
machinery model of a teacher-class-subject boxed curriculum
offering few choices to the learner, remote from real world
activities, seeking ever to encourage conformity with
arbitrary and unilateral academic standards, performance in
which biased and highly subjective measures of success are
applied. This is education at its best for many. At its
worst, the many who drop out or are squeezed out of the high
schools and colleges of the nation share a harsher fate.
Under the National Youth Services Act this tunnel becomes
an inverted funnel, broadening outward from mid-adolescence
by expanding the options available to young adults through a
range of Community Service/Work-Study/On-The-Job Training
opportunities. By thus linking the real world of community
life and business and industry to the schools, relevancy will
return, attitudes toward learning would improve, and the many
young Americans presently without a focus could more readily
23.
direct their lives into constructive and fulfilling careers
in either service to their fellow man or in technology, business,
or industry.
For those whose mission it is to educate youth, the family
and the State, a new launching pad will have been provided,
helping to develop, direct, and utilize the creative energies
and talents of our youth, closing the so-called communications
gap, and reducing to manageable levels the alienation which
now poses threats to established order and to youth themselves.
Young adults' self-image would improve with the realiza-
tion they have options and a legitimate and dignified way in
which to get a "piece of the action."
Other Products
In addition to the benefits outlined in Part I and above,
other predictable products would spin off from the National
Youth Service Act.
The entire national training effort would be boosted,
leading to new respect for job preparation and credibility in
education.
Those long critical of the public schools would have to
reassess their positions in light of new relevancy in
curriculums and job placement services of the high schools.
The school's support base, derived largely from State and
local taxes would become firmer. Chambers of Commerce, for
instance, would find Community Service and work preparation
24.
programs a popular rallying point around which to support
increased local and State expenditures for education.
Evaluation machinery, painfully slow in developing and
assessing public education, would emerge quickly as the
product of education gets redefined to include career
development and job preparation and placement. These are
much easier to catalogue and evaluate than the vague, yet
tremendously important goals and objectives of general
education and liberal arts education.
National I assessment efforts are cautiously ongoing and
are, in principle if not in spirit, supported by professional
education associations. Establishing national standards, on
the other hand, has been a threatening topic and is generally
beat down by the opponents of a national curriculum, who
argue with justification, perhaps, the threat of Federal
control. This argument makes bedfellows of State and local
boards of education, professional and unionized teacher
organizations, and professional associations, often natural
antagonists on other issues.
The development of standards of training and job
competency would not be viewed by educators as particularly
threatening and such a development would constitute a key
component of the National Youth Services Act.
WORK/EDUCATION INITIATIVE
WHO:
DEPARTMENTS OF LABOR, HEALTH, EDUCATION, WELFARE AND COMMERCE
WHAT:
To reduce or remove the isolation of schools from the real work place, reducing
or eliminating the feeling of alienation characteristic of many youth, reducing
or removing structural rigidities in education, business, and communities, and
the development of skills amongst youth while under the general jurisdiction of
the high school; and generally the revival of the work ethic for young Americans.
HOW:
By Forming and using a true working alliance between industry, labor, communities,
educators, parents, youth and local/state boards of education and the Federal
government for development, support, and coordination of the initiative.
By making use of community advisory councils based upon this alliance to work
closely with the high schools in developing the communities' unique and specific
response to the need for a work/education initiative.
MISSION:
To reduce barriers to high school students in obtaining diplomas, credentials,
credits, work experience, and employment, and to develop and establish new
high school and work arrangements for youth that will implement the mission,
and to establish a division of labor in the education and training of youth
between the schools, business, industry, labor and government.
ACCOMPLISHMENTS:
President Ford's Ohio State speech calling for such an alliance.
Assignment to the Secretarys of three respective departments as a collaborative
initiative.
Commitment from Department of Labor to fund 15 demonstrations around the nation
exemplifying the initiative.
Development of concept and working papers outlining and disseminating the concept.
Establishment of an inter-departmental working task force and steering committee.
Negotiation of a contract with National Manpower Institute to assist.
O.M.B. clearance.
PROBLEMS:
1. Difficulty of dealing with youth needs and high unemployment when national
unemployment rates are also high.
2.
Gaining consensus between the three departments of government as to the
level of specificity we seek in the demonstrations.
3.
Gaining consensus between the collaborators in government on the need,
nature, and type of evaluation of the initiative required.
NIDA REPRESENTATIVE:
Dr. Joseph L. Hendrick, Education Advisor