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Nerden, Josenh T.Vocational-Technical 7acilities for SecondarySchools: A Planning Guide.Council of Educational Facility Planners, Columbus,Ohio.Office of Education (DBEw), Washington, D.C.[70146n.Council of Educational Eacility Planners, 2° Westwoodruff Avenue, Columbus, Ohio 43210 (55.00)

EDRS Price M7-$0.25 HC-$2.40Architects, Building Design, Dropouts, *EducationalFacilities, Facility Requirements, *Guides, LaborMarket, School Shops, *Secondary Schools, SiteSelection, Technological Advancement, *VocationalEducation, *Vocational Nigh Schools

ABSTRACTData provided by national agencies indicate that

only 15 to 18 nercent of all young people who begin school continueon to earn the baccalaureate degree. The others exit from formaleducation on or before graduation from secondary schools to enter thelabor market. Public secondary schools, as well as lun4.or high andelementary schools, must provide at least E3 percent of the studentswith occupational training. Vocational education facility planningand construction have expanded chiefly through the provisions of theVocational Education Act of 1963 and the 1968 amendments. Every Stateis now involved in the planning and construction of modern vocationaleducation facilities. This guidebook on the conception, planning, andimplementation of vocational technical facilities contains principlesand recommendations to aid planners of such facilities. A

bibliography and survey forms are included. (Author)

7414

MCD.4. vocational-technical

facilities OF

secondary schools:

a mooing guide

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING 11. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

prepared byJOSEPH T. NERDEN, Ph.D.Professor of Industrial and Technical EducationNorth Carolina State UniversityRaleigh, North Carolina

published byCOUNCIL of EDUCATIONAL FACILITY PLANNERS29 West Woodruff AvenueColumbus, Ohio 43210

PRICE: $5.00

FOREWORDThis publication is the second of two such planning

documents developed by the Council of EducationalFacility Planners under contract with the Office of Educa-tion, U. S. Department of Health, Education, and Welfareunder the provisions of Public Law 89-10, as amended,which authorize educational research, research training, anddissemination of research findings.

As a result of the tremendous increase in manycommunities for new, well-planned junior college facilities,and with the vast expansion of the educational programs asa result of the Vocational Education Act of 1963 and the1968 Amendments, the Council of Educational FacilityPlanners proposed and received in 1967 a contract todevelop two expert guidebooks on the conception, planningand implementation of such facilities.

The first of the two documents, "A Guide forPlanning Community Junior College Facilities", was pub-lished by the Office of Education, U. S. Department ofHealth, Education, and Welfare in 1969 as document No.FS 5.257:57007, U. S. Government Printing Office,Superintendent of Documents.

This second document, "Vocational-TechnicalFacilities for Secondary Schools: A Planning Guide", isbeing published by the Council of Educational FacilityPlanners from the final project manuscript and illustrationswith the permission of the Research Utilization Branch ofthe Office of Education, which has placed the contents inpublic domain.

Authority for the Council to undertake the printingand dissemination of this Guide was given by the CEFPBoard of Directors because of the constantly increasingneed for such information in the field.

The Council would like to extend its appreciationand thanks to the many individuals whose participation addefforts made this publication possible. Particular credit isextended to the writer, Dr. Joseph T. Nerden; to Mr. JamesKlepser, CEFP staff, for final editing and graphic design; toMr. William E. Turner, for his illustrations; to Mr. RichardA. Elmendorf of the Bureau of Research who was thecontracting officer; and to the following members of the"PEP" Project Advisory CoMmittee: Dr. Kenneth R.

Widdall (Chairman), Dr. Donald Davis, Dr. Carroll W.McGuffey, Dr. William D. McClurkin, Mr. Leslie N. Boney,AIA, and Dr. William W. Chase, USOE Representative.

Dwayne E. GardnerExecutive SecretaryCouncil of Educational Facility Planners

PREFACE

The nature and content of this manual prepared bythe eminent vocational-technical educator, Dr. Joseph T.Nerden, is excellent evidence of the more recent substantialprogress being made in vocational education. To say thatsuch a publication is long overdue is an understatement.

Early efforts in establishing vocational educationfacilities often placed them in the school basement or in anabandoned elementary school. Too often the joining of twostandard classrooms for shop or laboratory use was consid-ered an ideal arrangement. A specially designed facility foroccupational training at the secondary level was a rarityamong architects and school building planners. Other earlyarchitectural efforts to design and build a modern voca-tional education facility in a new comprehensive highschool building placed the shops or labs in a wing or otherseparate section of the main building thus precluding anypossibility of expansion or change without destroying theoriginal design of the building. It was through this kind ofearly vocational education facility planning that vocationaleducation often got the label of a "dumping ground".

it is most heartening to educators, and vocationaleducators, in particular, to see the tremendous strides thatvocational education facility planning and construction hasmade in recent years chiefly through the provisions of theVocational Education Act of 1963 (P.L. 88-210), and the1968 Amendments. This Act, for the first time in Federalvocational education legislation over a period of 50 years,provided that Federal funds could be used on a 50-50project matching basis for the construction of areavocational-technical facilities. As a result, dramatic growthof Vocational Education programs has taken place in theadditiin of more than 200 new area schools of one type oranottvx each year since 1964. More than $100 million offederal, state and local funds are being expended each yearfor new construction, a vast and valuable investment inoccupational education for many youths and adults in theUnited States. Every state is now involved in the planningand construction of new modern vocational educationfacilities.

As the construction of vocational education facili-tie_ continues at a rapid pace, the application of the manyprinciples and recommendations contained in this publica-tion will do much to improve the image of vocational-technical education.

Walter M. Arnold, Ed.D.DirectorPennsylvania Vocational Study

2

contents

FOREWORD

PREFACE

1. THE CONCEPTS OF VOCATIONAL-TECHNICAL EDUCATION 5IntroductionThe Challenge for Vocational EducationEffects of Federal Legislation

2. GROUPS SERVED BY VOCATIONAL-TECHNICAL EDUCATION 8

3. PATTERNS OF VOCATIONAL-TECSNICAL EDUCATION 10Comprehensive High SchoolArea Vocational SchoolCooperative TrainingRegional Service CenterSeparate StructureCombination Secondary-Post Secondary InstitutionSummary

4. FACILITY PLANNING CONSIDERATIONS 13Vocational-Technical SurveySite SelectionCommunity AttitudeTypes and Levels of CurriculumsOccupational AnalysisPlanning ChronologyPotential Economies

5. FACTORS AFFECTING DESIGN AND USEFULNESS 18AdaptabilityInstructional LevelsGeneral Education ComponentCourse Chronologyinstructional MethodologyPractice Exercises vs. Customer WorkThe Selection of EquipmentEquipment QualityMethods of Effecting Equipment SavingsLaboratory Design

6. FACILITY SUPPORT FACTORS 22Library FacilitiesFood Service FacilitiesPhysical Education FacilitiesFaculty Offices

7. VOCATIONAL-TECHNICAL SHOPS AND LABORATORIES 25LocationTypesSizesTheory Instruction ProvisionsThe Service StripLighting for Classrooms, Laboratories and ShopsLaboratory CharacteristicsNumber of LaboratoriesClassrooms Needed for Vocational-Technical EducationAdministrative Units

APPENDIX 33

BIBLIOGRAPHY 44

3

C#EFP

The Council of Educational Facil-ity Planners, founded in 1921, is anon-profit, international associa-tion of individuals, institutionsand firms whose activities includeresponsibility for planning, de-signing, creating, equipping andmaintaining the physical environ-ment of education.

Through its membership, theAssociation's basic purpose is toimprove education in general byenhancing the quality of con-ception, design, construction andmaintenance of educational facilities.

The Council engages in a varietyof activities designed to achievethis purpose:

- by reviewing, exchanging andpublishing current and emer-ging practices and ideas;

- by identifying, undertakingand disseminating the resultsof its research;

- by assisting in the develop-ment of professional educa-tional planning specialists;by promoting and cooperatingin long-range educational plan-ning by governmental and pri-vate agencies.

- by serving as a clearinghousefor new and innovative prac-tices; and

- by working to increase publicunderstanding of the role ofthe educational facility plan-ner.

The results of those activities aredemonstrated by the continuingimprovements being made in thephysical environment of educa-tion throughout the world.OFFICERS

Donald J. Leu, PresidentRobert Guild, President-electJames M. Thrasher, Past-president

BOARD OF DIRECTORSDonald F. Burr, AIAHarold L. CramerM. Ted DixonJohn DunworthCarroll W. McGulfeyJohn F. McLeod, FAIA

EXECUTIVE SECRETARYDwayne E. Gardner

PRINTED IN U.S.A.

4

i. me commis of yocaomailechnical education

INTRODUCTIONDuring the previous two decades so many great

technological advances have been made on so many frontsthat it would be trite to further discuss the impact of thesechanges on life in every city and community of the UnitedStates. Federal legislation, military efforts, reports emanat-ing regularly from the United States Department of Labor,concerns of the National Association of Manufacturers andmany other national, state and local agencies, pour outinformation regularly concerning the needs for personshaving both manipulative skills and technical knowledge forthe world of work. Many high school students areimpressed with information coming to them daily throughthe newspapers, radio, television and other means ofcommunication, and are themselves concerned as neverbefore with the potentials for them in the years ahead.

Probably no agency has had greater effect on theneed for choosing occupations by high school students, incooperation with their teachers and parents, than theCongress of the United States. Through current legislation,which enables the U.S. Department of Health, Educationand Welfare to administer billions of dollars for programs ofvocational education in its various forms, through activitiesin manpower administration, the Job Corps, and by means

of work-study programs, it has been clearly evident that thestudent, teachers, and parents recognize the need to acquirenot only a good background of general education subjectsin the secondary school, but also such preparation as maybe needed to function efficiently in industry. In this regard,such training is construed to include not only the necessarymanipulative skills, but also the associated auxiliary knowl-edge, technical information and related instruction requiredof the youthful craftsman in his early employment andsubsequent advancement.

THE CHALLENGE FOR VOCATIONAL EDUCATIONVocational education is part of total education,

with appropriate emphasis on those elements of the broadprogram of education that prepares individuals for theworld of work. Other elements of education are also part ofthe overall needs of the individual enabling him to becomea fully functioning citizen in an industrial and technicalsociety.

The secondary school student will need to acquirenot only manipulative skills, technical and associatedknowledges, but also a broad background in the fields ofEnglish, social sciences, physical education, and health. Hewill also need to engage in other co-curricular activities aswell. In the true meaning of vocational education, the

5

graduate of the secondary school program should beprepared for an occupation and also equipped to dischargethe duties of effective citizenship on local, state andnational levels.

It is a responsibility of the secondary school toprovide for (1) wide areas of vocational-technical educationin response to student interests, and (2) a high degree ofarticulation and integration between the segments ofvocational and general education. One statistic relating tothe urgency of this responsibility is that in June of 1968,apprximately three million high school students weregraduated from secondary school programs of the nationand became available either for the general labor market orfor higher education. To be employable, between 50 and 70percent of the youth were required to have some compet-encies and skills. Throughout the publications of the U.S.Department of Labor, and other bulletins which emanatefrom the United States Office of Education, facts concern-ing youth skill requirements have been repeatedlyemphasided. Yet, and to some extent because of factorsbeyond the control of the public school, other dataprovided by national agencies indicate that only 15 to 18percent of all young people who begin school in the firstgrade continue on to earn the baccalaureate degree. Thisone fact places a real burden on the secondary schoolresponsible for providing not only for those who pursuehigher education but also for those who exit from formaleducation upon graduation (or before) from the secondaryschool to enter the labor market. It is clearly evident thatpublic secondary schools (as well as the junior high schoolsand elementary schools) must supply the necessaryguidance, occupational information, survey of occupations,and other means of introducing 85 percent of the studentsto the world of work.

It is apparent that secondary schools face responsi-bilities of a magnitude seldom experienced in their earlierperiods. In 1965, Francis Keppel, then Commissioner ofEducation, estimated that in the succeeding ten years, sevenmillion young people would enter the work force withoutbenefit of high school graduation unless steps were taken toprovide programs designed to meet their needs, interestsand motivations. Meaningful education was his theme andhe urged public educators to provide equal consideration toacademic, general and vocational education on the second-ary school level.

Apparently, the urgency still remains. In the Fallissue, 1967, of the Kip linger publication Changing Times,the statement was made that "young people are pouringinto the labor force at a record rate of 50,000 per week,and they are unprepared for the thousands of availablegood paying jobs." The article reviewed the annual shortageof nearly 500,000 skilled craftsmen, including carpenters,bricklayers, plumbers, electricians, machinists, andmechanics of all kinds. It stressed the fact that (1) mostyoung people do not attend college, and (2) only one of tenindividuals who graduate or leave the public secondaryschool system has any occupational preparation. Those whodrop out of high school and do not later resume theireducation are not a special "below average" segment.Rather, they are fully representative of this age group inintelligence and productive potential. Thus, with the over-whelming proportion of secondary school students receiv-ing only severely limited training for the world of work,and with the awareness that good paying occupationalopportunities are available only to trained applicants, it isabsolutely imperative for the public schools to accept thechallenge ... and move to meet it.

11 ,Ir

CIVI I i

SKILLED

HELP

WANTED

6

EFFECTS OF FEDERAL LEGISLATIONThe Vocational Education Act of 1963 clearly

prescribed the steps that had to be taken to provide moreand better vocational education opportunities. The second-ary school program, as oar&of all public schooling, wasidentified as a key area for subsequent development. It wasmade quite clear that the need to provide vocationaleducation was not confined to specific age levels. A panelof educational consultants recommended measures, andCongress legislated them, on the basis of several basicprinciples. Two of these principles have special significanceto administrators and supervisors with responsibilities forplanning vocational-technical education facilities.

(1) Vocational education programs must beconstantly adjusted to the needs and specifications of thelabor market Secondary school vocational-technicalprograms must consistently reflect and accommodatenational labor requirements and technological changes.Programs, as well as facilities and equipment necessary toservice programs, must be readily adaptable to modifica-tion. Additions, deletions and changes in the curriculumswhich result in compensating changges in facilities andequipment are permanent characteristics of effectivevocational-technical edcation. This factor is broadlydescribed as "flexibility". It encourages and provides forchanges in the educational program due to evolving occu-pational information, advances in technical knowledge, andauxiliary knowledge, and new manipulative skills, all ofwhich will be needed for employment. To effect such"flexibility" active cooperation is required among publicemployement agencies, school guidance counselors, othersources of occupational information and exploration, theschools, plus regional labor and management organizations.

(2) Secondary schools must provide vocationaleducation opportunities for a wide range of studentcapabilities and potentialities. Many students lacking thecapability for higher levels of occupations must be providedwith less demanding occupational training opportunities.Secondary school vocational education must include a fullspectrum of opportunities if it is to effectively meet theneeds of many levels of intelligence and aptitude. It mustseriously consider the provision of training and educationfor those who are intellectually less able to acquirevocational training, as well as for those at the very highestlevel of ability. Between these two extremes lies the bulk ofmany occupations, requiring preparation ranging fromshort-term training to several years of mastering skills andacquiring technical knowledge. Since an increasing numberof young people will be required to have a secondary schooldiploma for initial employment, the secondary school mustprovide academic education in conjunction withvocational-technical education for each student. Thisrequirement may result in a dramatic departure fromtraditional education patterns in most public secondaryschools. Also, it will continue to require increased emphasisupon innovation and creativity in the design, planning andequipping of educational facilities.

SECONDARYSCHOOL

STUDENTSHIGH SCHOOL

DROP-OUTS

EMPLOYEDYOUTH

AND ADULTSINDUSTRIAL

APPRENTICESMIDDLE

MANAGEMENT

2. groups served oy vocationvechnical education

Many groups and individuals, in-school and out-of-school, can be served by the vocational-technical facilitiesof a secondary school but they must be considered in theearliest planning stages of the project. Secondary schoolstudents, high school drop-outs, employed youth andadults, industrial apprentices and middle managementgroups are but a few categories of individuals who may (andwill expect to) be served by any proposed vocational -technical facility.

In order to obtain maximum utilization of facilities,it is essential that those to be served be carefully identifiedin relation to their specific needs. One of the primary areasof concern is to provide important and essential instructionto prepare young secondary school youth for the world ofwork, This is an important group and these are the youngpeople who presumably have had some guidance andexploration through programs of introduction to vocations,industrial arts and homemaking. They should have acquiredsome background of occupational information to providethem with the basis for making valid vocational choices.

Some educators, however, maintain that secondaryschool youth, by virture of their age, have little basis onwhich to make valid occupational choice. They urge thatthe vocational-technical phases of education be delayed

8

until the post-se andary years. This may be an unrealisticpoint of view since students in vocational-technicalprograms have in the past (and probably will in theforeseeable future) come from the lower socio-economicstrata of the population. As such, they are often requiredby family commitments to leave school and enter the worldof work at the earliest possible age, generally around 16 or17. If such individuals are to receive occupational prepara-tion, secondary school vocational-technical education mustbe provided. To ignore their needs would permit largenumbers of youth to enter the world of work withoutsaleable skills and grossly deficient in technical knowledgecommensurate with the needs of the society.

Where vocational-technical education cannot beprovided by the regular secondary school program, sucheducational needs will exist after the youth have gone outand discovered that entering, remaining and advancing in anoccupation can be severely limited by a lack of such skillsand technical knowledge. Ultimately, facilities must bedesigned to provide vocational-technical education for thislate afternoon and early evening group of part-timestudents who have been exposed to the realities of work.

Adults, as another group, represent a major elementto be considered in planning facilities. A few states conductmost adult instruction in junior colleges, technical institutesand comprehensive community colleges. However, estab-lished adult education practices in many areas place theresponsibility on the secondary school to make its facilitiesavailable to adults throughout the day and evening.

The adult group consists of those who, by virtue oftechnological advances, find it necessary to obtain updatedinstruction. Thus an individual who observes many of hisfellow craftsmen and operators being replaced byautomated equipment will seek instruction in the nearestinstitution that will enable him to hold and progress in hisjob. For example, the need to update skills is increasinglyimportant in the machine tool industry.

With other adults who are "under-employed", theprocess of upgrading will require extensive use of educa-tional facilities. Among the under-employed are individualswho, by virtue of the need to enter the labor market at anearly age, have not been able to fully develop theiremployment potential. As a result, they are employed atoccupations which challenge neither their intelligence northeir aptitudes. Adults such as these often return to thevocational-technical school to increase their compentanceand ability for higher level employment.

Other adult groups, drawn largely from the fields ofapprenticeship and supervisory development training, maymake rather extensive use of secondary vocational-technicalfacilities. In several parts of the nation, the apprenticeshipprograms are well developed. Regularly apprenticedindividuals are routed to the nearest vocational-technicalschool to obtain instruction related to job-learnedmanipulative skills. Indentured apprentices, as well asfactory apprentices, take advantage of this educationalopportunity to move rapidly toward journeyman status. Asa general rule, apprentices attend the late afternoon andevening classes for periods of approximately four hours perweek. Since their prime purpose in attending is acquisitionof technical knowledge, and on occasion some additionalmanipulative skills, their use of the shop facilities is quitelimited. Classrooms and small meeting rooms for groups ofapproximately 15 or 20 apprentices are sufficient, and thesame facilities may be used by different apprentice groupsthroughout the week.

Another adult group is comprised of industrialforemen, plant superintendents, manufacturing supervisorsand other similarly employed individuals. Many requirehelp in job instruction training, job methods training, jobrelations training, and in principles of supervision. Often,these are individuals who have been selected from journey-

man and craftsman ranks for supervisory positions. As maybe expected, they lack many supervisory skills. Supervisorydevelopment training for this special adult group is oftenprovided by the vocational-technical school in cooperationwith an industry where the middle management group,foremen, and others of similar classifications are employed.Such instruction does not always occur :n the secondaryfacility. On occasion, it is provided on company time incompany facilities. However, where supervisory develop-ment training for this special group of employed adultsoccurs within the secondary school, early planning of thetotal facility must include necessary accommodations forsuch training.

For every two full-time students there may be seven put -tinur students

By virtue of the great diversity of groups to beserved by the vocational-technical facility, it is imperativethat the planners keep in mind the need to provide facilitiesand equipment which may be adapted with minimum effortand expense to frequently changing educational needs.While planners do not usually anticipate extensive use ofthe facility beyond the regular day school, it is widelyknown that adults served by vocational-technical facilitiesoften number 3 to 4 times those served as full-time daystudents. Thus, the need to anticipate rapid change andplan for immediate modification is of great importance.Moreover, it will become even more imperative if, inaddition to the previously considered groups, opportunitiesfor occupational education are to be provided for theservice occupations and manpower areas. These includemany of the short-term (up to one year) training programsassociated with the Manpower Development and TrainingAct, and such public service training areas as truck drivertraining, custodial training, fireman training, police officertraining, and others.

9

3. Pa ilerilS of vocational-technical education

Secondary level vocational-technical education is

currently being conducted in a wide variety of facilities.Much discussion, and some argument, has ensued concern-ing the "best" type of facility for such a program ofeducation. The following sections will attempt to describebriefly various current approaches primarily to demonstratethe variety and flexibility of potential solutions.

COMPREHENSIVE HIGH SCHOOLThe concept of "comprehensiveness" in the

education of a young person being prepared for the worldof work has been defended and given considerable emphasisin many secondary schools. The comprehensive high schoolclaims to have the potential to provide more young peoplewith a fuller understanding of the world of work, inassociation with pre-vocational exploratory opportunitiesrelated to a wide variety of vocational possibilities. Thus,the objectives of general education and the vocationaleducation of the condary school may be achieved.Furthermore, it is believed that comprehensively educatedstudents will understand the concepts of general educationfar better when they see them applied to occupationaleducation. The task of providing both general educationand vocational education for millions of young people isobviously enormous and numerous school organization

10

patterns have been suggested to achieve it.

AREA VOCATIONAL SCHOOLIn many states, other educators feel that the long

and successful history of vocational education has shownthe separate or area vocational school to be the "best"possible means to meet the challenge of the future.

Where vocational-technical education is conductedin "separate" or area institutions, a complete secondaryschool program leading to a diploma is offered along withan organized program of skills and technical knowledgerequired of individuals who will enter industry upongraduation. General education requirements include Englishand social studies which, when added to the appliedmathematics and science, provide each student with a full,secondary school program. Some students, upon comple-tion of such a program, are immediately employed andcontinue their education on a "learn-while-you-earn" basis.Graduate follow-up studies show them enrolled in eveningtechnical institutes, community colleges, and in seniorcollege programs directly after entering employment.

COOPERATIVE TRAININGA third approach represents a more comprehensive

approach by providing vocational-technical education on acooperative training basis. No equipment is required in this

approach, for students accepted into the industrial coopera-tive training program acquire their occupational skills andmuch of the associated theory directly on the job.

Coordinators of such programs must be highlyskilled teachers with considerable work experience. Theyhave the responsibility of placing students in suitable localwork-study employment thus enabling them to acquirespecific skills and technical knowledge on a daily work-study basis. Students receive hourly pay for their part-timework. Their remaining time in school is devoted to acquir-ing applied subjects and general education. The averagestudent-coordinator ratio is 25 to 1. The only spacerequirement in the schor is a reasonably large classroomfor the supervised study of applied or related subjects.Work tables, storage facilities and provisions for projectedvisuals constitute the 'Jasic classroom requirements.

For years, many states have successfully conductedtheir vocational - technical education programs as industrialcooperative training programs within comprehensive highschools.

REGIONAL SERVICE CENTERThe service center, often called the "skill center", is

a facility which, as the result of cooperation betweenseveral towns, several cities or even several counties, hasbecome the focal point for all vocational-technical educa-tion. It is jointly used and supported by all of theparticipating educational agencies. Thus, where, a compre-hensive high school would tend to require somewhat inexcess of three thousand full-time day students in order toprovide a reasonable selection of occupational programs forboth male and female students, the service center, serving agroup of participating smaller school may concentrate theexpensive equipment under a share-cost plan serving a muchlarger enrollment.

Situated so as to serve the cooperating high schools,groups of students enrolled in vocational - technical training

programs are bussed to the service center for a full morningof vocational instruction. The students are returned to theirrespective schools by noon. A second group of studentsreplaces them at the service center in the afternoon. Jointresponsibility for the selection of site, facility design andconstruction, selection and purchase of equipment, andongoing annual recurrent expenses are shared proportion-ally by the participating schools.

The regional service center has found much favor inthe secondary school organizational pattern since relativelyfew secondary schools in the nation currently achieveenrollments of three thousand or more full-time students.Relatively small schools find that they must limitvocational education opportunities if they are to staywithin the limits of the typical annual operating budget.

SEPARATE STRUCTUREStill another type of structure which tends to bridge

the gap between the "philosophically" oriented comprehen-sive high school and the "practically" oriented separatevocational school is the separate structure or building. Inthis plan, a building is placed on the same campus withother secondary school facilities, but it maintains itsspecific purpose and identity for the students while remain-ing an integrated part of the overall planning and operationof a comprehensive high school complex.

COMBINATION SECONDARY -POSTSECONDARY INSTITUTION

An effective arrangement which has made an impacton educational facility planners in this field is the structurewhich provides occupational preparation for grades 10 or11 through 14. This concept represents the philosophy ofvocational education as a single area of emphasis,unfettered by artificial grade-level distinctions and consider-ations.

According to the Vocational-Technical Report for

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COMPARISON CHART

Area Vocational Schools (Secondary Level)Vocational Usually grade 9 or 10 through 12.High Offers full program of skills, relatedSchool instruction and general education.

Student attend full-time.Students graduate and obtain secondaryschool diploma.Usually located in a well populated area orcity.

Skill orServiceCenter

Usually serves a region or an area.STudent bussing is required.Students maintain membership at their homeSchools.Students come from many schools withinlarger area.Students receive diploma from home school.Two complete groups served on half-daybasis.

Related instruction is usually offered at thehome school, although it can be offered atthe skill center.

Area Vocational Programs (Secondary Level)Comprehensive Students are regular secondaryHigh school enrollees.School Instruction of a vocational nature is usually

provided in grades 10 through 12, 11 and 12,or even 9 through 12.Students graduate with secondary schooldiploma.Related subject instruction is either providedby the shop instructors or by speciallydesignated instructors.Students receive specialized vocationalinstruction plus the broad general educationprogram given other students,

Programs of instruction that are conducted in are:2vocational schools are usually classified as "area vocationaleducation programs". In addition, however, area vocationalprograms for the secondary schools include those that areoffered in the comprehensive high schools, providing theymeet the conditions and definitions used by the U. S.Office of Education for purposes of federal reimbursement.In general, an area vocational education program mustinclude no less than five occupational offerings, each drawnfrom a different broad cluster of offerings.

fiscal 1966 of the U.S. Office of Education, 186 of thesenew institutions type have been constructed, and many newones will soon be under construction; recent projects are inQuincy, Massachusetts, Boulder, Colorado, and Milan,Ohio. Since others are being planned, educational facilityplanners should give very careful consideration to this kindof facility as a potential solution to the problem ofproviding adequate vocational-technical education for aspecific population area. Very obvious capital savings maybe realized by multiple and/or continuous use of expensiveequipment in shops and laboratories under a singleadministrative/supervisory staff. Other advantages, whichon a cost-benefit basis may take several years of operationto substantiate, include benefits occurring to a region'seconomy by making more attractive to adults post-secondary educational opportunities to update and upgradetheir skills and increase their technical knowledge.

12

SUMMARYAs secondary school planners attempt to provide

for the future, it should be apparent that there is no "best"procedure for providing secondary school age youth withthe skills, technical knowledge and general education tofinding their most productive niches in the burgeoningnational economy.

Secondary schools, whether comprehensive highschools or separate vocational schools, must be concernedwith no less than all of the non-college bound students.Vocational education opportunities must be provided forthe average student, the exceptionally bright student, andfor the educationally handicapped student. Thus, separatevocational high schools, comprehensive high schoolprograms, separate area vocational service centers, or otherorganizational patterns should be thoroughly consideredwhen planning vocational-technical educational programs.

I. NCR pingo° considerations

VOCATIONAL-TECHNICAL SURVEYInitial determinations related to needed facilities

should be based on the resu:ts of a comprehensive, area-wide study which reveals (1) the kinds of occupationsneeded in the area, and, of greater importance. (2) theinterests and inclinations of students to prepare for certainkinds of occupations. Such a study is the focal pointaround which the program of vocational offerings must bebuilt.

If facility planners accept the indicated needs ofstudents as a factor of prime importance, and the needs ofthe employers in the region as a factor of secondaryimportance, facility planning will follow one particularphilosophy. However, where the needs of employers forspecifically trained employees takes precedence over otherfactors, the planning may ultimately produce facilities quitdifferent from those based on the preceding basis.

In any case, a survey of the numbers of students aspotential enrollees is an important consideration. Samplesof suggested student and employer survey forms areprovided in the appendix section of this publication.

The survay should reflect pertinent regionaldemographic factors and appropriately weighed socio-economic aspects of vocational-technical education for thesurvey area. The survey should identify:

(1) Characteristics of youth and adults to be served,(2) Existing regional employment opportunities,(3) Interests of young people regarding vocational

education possibilities, and(4) Curriculums necessary to provide the widest range

of opportunities for the largest number of students.

From employers in the region, efforts should bemade during the survey to determine the extent of trainingand education currently needed, and projected needs forthe next decade. Particular attention should be

given the primary and secondary sources of information forall programs. For example, if specific occupational informa-tion comes from but one level of administration, undue ,emphasis may be placed on areas of study inappropriateand ill-suited to the general needs of the area. Personneldirectors or employment managers may emphasize "abroad, general education". On the other hand, foremen,master mechanics or manufacturing superintendents mayemphasize skills associated with mathematics, blueprintreading, the sciences, mechanical drawing and design. Anyprojected survey should sample broad sources of informa-tion as a preface to decision making. The sample surveyforms (see Appendix) are suggested as guides to thecategories of essential planning; however, they should be

13

carefully modified to reflect regional differences.

SITE SELECTIONThe selection of an appropriate site for a

vocational-technical education facility must initially reflectconcern for existing secondary school facilities. If, forexample, the area program consists of five or more occupa-tions to be added to an existing secondary school program,an addition to the existing facility will probably be all thatis necessary. Thus constructed, the essentials of thecomprehensive high school program may be approached.Care should be taken, however, not to detach or "set apart"vocational facilities from all other educational facilities. Todo so may very well serve to perpetuate the separatenessthe dichotomy which has too long plagued academic andvocational education.

If separate facilities are to be constructed, a site ofsufficient size must be selected to provide for initialconstruction plus anticipated expansion. A simple rule-of-thumb guide for such a minimum site is: 10 acres plus 1acre for each 100 students.

This rr.,:1^ must be flexible, however, since real estatecosts greatly of fect the final acreage. For example:(1) If the adult evening program is to be extensive, with

3 to 4 times as many evening students as daystudents, the parking acreage must be large enoughto accommodate the larger evening enrollmentbased on approximately 140 cars per acre.

(2) If the day school population continues to be drawnfrom the lower socio-economic stratas, the schoolshould be located near the student population tominimize travel expense. In such a situation, it maybe impossible to acquire adequate acreage and amove to high-rise facilities may be imperative. Suchfacilities might then be designed on a minimum siteof two to three acres with three to five below-gradeparking levels.

(3) Other considerations, which help to determine sitelocations and size, include (a) availability of electricservice, (b) sewage disposal, (c) water and gas, (d)highway system, and (e) public transportation. Forexample, many vocational-technical curriculumsrequire heavy electric service, and the cost ofbringing this power to remote site can be quiteexpensive.

(4) Another factor in site selection often overlooked isthat of "visibility". Vocational-technical facilitiesoften need to be seen by the populace served.Youth and adults need to know of availableopportunities. Vocational education and itsprogram of public information, may be greatlyenhanced by locating the institution at an obviousfocal point. Remote and hidden locations are notrecommended where planners give high priority tothe "visibility" factor.

COMMUNITY ATTITUDEAnother important factor to be considered concerns

the philosophy of vocational education permeating theregion. An attitude of provincialism would restrict the

14

curriculum offerings in a given region and make itimpossible to provide for most of the reported interests ofsecondary school youth, especially if immediate jobopportunities in the area were very limited. Conversely, anattitude of concern for the interests of young people, withthe possibility that employment would be on a muchbroader geographic basis, would result in much differentvocational-technical facilities. Sensing this attitude is amajor responsibility of the interpreter of the surveyinstrument. Inasmuch as subsequent decisions affectingregional planning will reflect community attitudes, it is

necessary to conduct samplings representative of thecitizenry to obtain information that:(1) reveals the limits of citizen concern about the

preparation of secondary school students forentrance into the labor market, and

(2) indicates taxpayer reactions to the possibility,indeed the probability, that graduates may migrateto other areas for employment.

Such considerations have considerable significance to tax-payers since the investment in facilities, staff and programsmay be considerable without observable dollar returns.

In the area of community influence alone that of"provincialism" versus "training for employment on abroad geographic basis" the interpreters of survey datamay face difficult and perplexing decisions. Unwisedecisions may result in facilities which are either inadequateto meet the needs or too large to win taxpayer approval.With the full knowledge of work force mobility, and thefact that a readily available skilled work force attracts newand expanded industry to the area, there is some advantageto considering both points of view before planning aprogram of vocational-technical education that is a blend ofboth.

TYPES AND LEVELS OF CURRICULUMSPlanning vocational-technical education facilities

also requires careful consideration of the following broadquestions:(1) For whom are the curriculums organized?(2) What kinds of qualified teachers will be required?(3) Of what elements will the curriculums consist?

Emphasis should be placed on curriculum and thosewho will be involved in the teaching-learning process, withthe implications that subsequent facility planning will berelated to specific curriculums. Expressed in another way,"the building should serve the program". The facilityshould not be planned until the groups to be served and thecurriculums to be provided are finalized. There is littlewisdom in approximating the square footage, studentcapacity and equipment budget until these basic questionshave been answered.

Judgments must be made early to identify (1)students primarily suited to "operator" type jobs, (2) thosequalified for "craftsman" training, and (3) those withaptitudes suggestive of successful employment as"industrial technicians". These three broad levels ofemployment, and the several intermediate levels, must beunderstood by facility planners. They must know the

THREE BROAD LEVELS OF POTENTIAL VOCATIONAL-TECHNICAL EMPLOYMENT

EQUIPMENT OPERATOR OCCUPATIONAL CRAFTSMAN

employment opportunities associated with each in orderthat the curriculums offered and facilities provided arespecifically designed for each group. Obviously, curriculumdecisions have design, space, and equipment implicationsfor shops, laboratories and classrooms.

OCCUPATIONAL ANALYSISWith the results of area surveys, and with some

preliminary decisions about occupations and their levels ofpreparation, it is now essential to secure occupationalanalyses. Many valid analyses have already been producedfor most standard trade, technical and industrial areas ofemployment. These are available from such agencies as statelabor departments, division of employment security andstate divisions of vocational education. Completeoccupational analyses show the extent and detail of neededmanipulative skills and also indicate in detail the amountsof technical knowledge, auxiliary information and theoryto be taught concurrent with these skills. If they have beenexpertly produced, they will include the emphasis placedon related shop mathematics, related shop sciences,

mechnical drawing, free-hand sketching, blueprint reading,layout and design.

Communication skills, such as written English,

technical report writing, spoken English, economics andother elements of the so-called "general educational" phaseof the curriculum, must be carefully identified andweighed. Out of such considerations will come the ultimatedeterminations as to staff, faculty, number of laboratories,classrooms, and equipment.

Where occupational analyses are available fromagencies, much time may be saved. There is the possibility,however, that analyses produced in one region may not betransferable to another. They may be seriously out-of-datebecause of rapidly changing manufacturing and techno-logical advancements. The use of a craft, advisory orconsulting committee, drawn largely from employers in the

INDUSTRIAL TECHNICIAN

area, could be exceedingly valuable. Such a committeewould update the occupational analyses and reflect modernindustrial practices. Planning efforts should provide for"currency" of curriculum and equipment by obtainingfrom qualified personnel information on new processes,new products, and on new materials anticipated in theimmediate future. This information should provide therequired "lead time" so vitally necessary in the earlyplanning stages. Often, as many as five years elapse betweenthe original planning and graduation of the first group ofstudents. Therefore, efforts should be made to probedeeply into the knowledge and information held by themembers of the craft, advisory and consulting committeesso that vocational-technical education may be planned thatwill be current when students graduate into the labor force.Detailed information about many respective occupationsshould be examined and, as much as possible, "clustered"tc, prepare students for broad categories of employment.With the Dictionary of Occupational Titles (DOT) describ-ing many thousands of occupations, it is clearly evidentthat vocational-technical education cannot possibly provideinstruction for each specific occupation.

The procedure of "clustering" tends to group,within a single shop facility, those closely related occupa-

ELECTRICAL OCCUPATIONS CLUSTER

ElectricalMotors

Electronics

IndustrialElectronics

BASICSHOP

FACILITY

Television

Radio

ElectricalPower Wiring

15

tional areas of a vocational-technical program. Studentstraining for occupations such as machine operator,machinist, toolmaker, diemaker, diesinker and automaticscrew machine operator would receive their education in asingle large shop or cluster facility. Clustering has theadditional advantages of (1) course organization aroundcommon core areas of study, (2) transfer within the clusterfrom one job objective to another without undue loss oftime, and (3) more rapid adjustment in the labor field fromone job in a cluster to another. This last item is bothvaluable and necessary in a rapidly changing technologicalsociety where occupations disappear annually and arealmost immediately replaced by others which are eithernew or resemble occupations which have disappeared.

Clustering of occupations makes it possible for agraduate who has acquired basic skills, technical knowledgeand communication skills to make a rapid transfer ortransition among clustered occupations when changesoccur. Craft advisory and consulting committees may beextremely helpful in designating occupational clustering.From this assistance may come the designation of a feasiblestudy area worthy of consideration by the secondary schooladministrator.

PLANNING CHRONOLOGYThe following is a chronological sequence of

suggested steps for planning a secondary level vocational-technical education facility. This applies to both day, andlate afternoon and/or evening student programming.

..=111. DETERMINE THE EXTENT OF AREA INTEREST

The planning group should sample the extent ofinterest on the part of industry, lay groups, area leaders andothers. This is not a depth study but merely an initialsurvey to determine the initial interests being expressedanywhere (or everywhere) in the area of potential service.

2. ASSEMBLE A CONSULTING ORADVISORY COMMITTEE

This group of 8 to 12 individuals from the regionshould include people from management, labor, the massmedia, trade or craft groups, citizen groups, taxpayerassociations, employment security agencies, education,business, and other regional interests. No attempt should bemade to equalize influences on the committee. Rather, thebest intelligence in the region should be sought and invitedto serve.

3. EMPLOY A SURVEY DIRECTORAND CONDUCT A SURVEY

The survey should reveal:(a) Interests of young people in vocational-technical

education.(b) Needs of adults in the same region for up-dating and

up-grading instruction.(c) Jobs currently available in the region, by category

and number.(d) Job projections over the next 5 to 10 years.(e) Appropriate sites for the school, if provided.

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(f) Other public and/or private educational agencies inthe region that are offering (or plan to offer) similarvocational-technical education.

(g) Curriculums of highest interest to presecondaryschool students.

(h) Number of students indicating interest in specificcurriculums.

(i) Clusters of curriculums which might indicate theneed for programs in: metal trades, graphic arts,construction trades, etc.The dollar differential that will he paid by regionalemployers for trained high school graduates versusuntrained graduates and others.

4. PRESUMING THE NECESSITY,EMPLOY AN ADMINISTRATOR

This person should be work-oriented, and one whosatisfies all of the requirements for local director ofvocational-technical education as detailed in the State Planfor Vocational Education. This plan is available in eachstate at the Office of the State Director of VocationalEducation.

5. EMPLOY AN ARCHITECTThe architect, who will eventually be responsible

for designing the facilities, should become a part of thefacility planning team as early as possible. His specializedknowledge of programming and planning should be usedduring the early stages by making him a part of, andconsultant to, the planning committees. After thecommittees have developed sufficient planning, he will startpreliminary design sketches which will demonstrate how hevisualizes the physical solutions to the proposed programsof instructions.

6. SUB-DIVIDE THE CONSULTING COMMITTEEThe responsibilities of committees are many, but

generally they fall into three classifications:(a) Site(b) Program(c) Facilities and Equipment

Additional personnel and consultants (such as the architect)may be added to the consulting committee at this point, asex-officio or temporary personnel. The responsibilities ofthe sub-committees are outlined below:

The site sub-committee may wish to augment itselfwith local or regional relators that would know thelocations and values of available sites. Also, the site sub-committee would have to be concerned with the leastnumber of student-travel miles as a firm justification for asite.

The program sub-committee would be concernedwith the actual programs of instruction in shop skills,theory, related shop mathematics and science, drawing,general education, etc. For this responsibility, severaldifferent kinds of curriculum consultants may be needed toaugment the membership of the sub-committee.

The facilities and equipment sub-committee willneed to draw upon the advice of many practitioners in the

industrial field for advice related to square-footage needed,types of equipment and tools required, etc. Facilities andequipment required must reflect the curricular content.Hence, this sub-committee must await the decisions of thesub-committee on programs.

7. IDENTIFY, ANALYZE AND OPTION THE SITEThe planning committee, working with the

architect, should determine the availability of transporta-tion to the site, water, sewage, power, telephone, etc. Ifsatisfactory, test-borings at the site should be arranged bythe architect. If satisfactory, the site should be purchased.

8. REVIEW THE PRELIMINARY LAYOUTSThe cons,iing committee, working with the

administrator, has the responsibility at this point to analyzeeach part of the layout and to suggest to the architect suchmodifications considered necessary.

9. HAVE THE ARCHITECTPREPARE BASIC DRAWINGS.

These drawings should be reviewed in detail (1)with regard to the instructional program and (2) withregard to the eventual cost of the entire project. At thispoint, the available resources for purchase of site, construc-tion, equipment and the conduct of the educationalprogram must receive detailed study.

10. HAVE THE ARCHITECT PREPARE FINAL PLANSThese should be given a final review and, presuming

that resources for construction and operation are available,made ready for bidding by contractors.

11. ADVERTISE FINAL PLANS FOR BID

12. OPEN BIDS AND AWARD CONTRACTThis presumes that the contract price submitted by

the bidder is within the prescribed budget. Otherwise, thearchitect working with the consulting committee may makemodifications in the final plans and, in some cases, re-advertise for bids.

13. EMPLOY A STUDENT PERSONNEL DIRECTORHis task will be to begin negotiations with the

schools from which the vocational-technical students willcome. He should provide information, test students,determine which students may be accepted, counsel, etc.

14. PURCHASE EQUIPMENT AND TOOLSDepending on such factors as labor, construction

complications, the section of the country, and weatherconditions, construction of the building may require from12 to 20 months. It may be longer if the building orbuildings are usually large or complex. Equipment must beordered sufficiently in advance to be ready for installationwhen the architect indicates the facility is ready to receiveit15. CONDUCT A FULL PROGRAM

OF PUBLIC INFORMATIONThroughout the entire preparatory activity, a

constant effort should be made to keep the community

advised of problems, decisions and progress. This is particu-larly important, especially if the adult programs are toreceive the appropriate emphasis and support which theydeserve.

POTENTIAL ECONOMIESSeveral avenues are open to the school planner to

affect economies in building and equipping a school whichmaximumly extend the purchasing power of every availabledollar.

For example, the site for the facility will haveimmediately evident characteristics, including transporta-tion, availability, topography, surface drainage, groundcover, electric service, sewage, water and other utilities.However, the sub-surface site conditions are other factorsthat must be explored before the actual selection is made.Careful test borings are essential to be certain a sub-surfaceledge or a concentration of rock or concealed fill does notmake the use of the site exceedingly expensive. The relativeeconomy in conducting an adequate pattern of test boringsof the entire surface of the site cannot be over emphasized.In other words, educator/planners should not be guilty ofbeing "penny wise pound foolish". Planners should seekthe best possible advice from realtors, architects, and thesite selection committees.

Change orders made after construction has startedoften represent dollars spent that produce no additionaleducational advantages. Curriculums, planned and consider-ably detailed, need to be analyzed before the buildingundergoes initial design study and development. Everypossible effort should be made to obtain "lead time"information so that unnecessary curriculums will not beoffered while other valid curriculums are overlooked.Effective use of advisory committees is essential, and adviceshould be sought by planners from manufacturers, businesspersonnel, hospitals, and other major areas of employment.

Arrangement of buildings on a site may also providesome economies. Reliance upon professional architecturaladvice is essential to obtain the most suitable structure forthe specific site. In sections of the country where heating isrequired, compactness of a building and the possibility ofcentral heating facilities should receive careful consider-ation. In other sections of the country, where heating is notof major consideration, the "campus" or widely dispersedbuilding arrangement may be just as economical, aestheti-cally pleasing and more efficient.

In densely populated areas, where land is at apremium, high-rise facilities are almost mandatory. In lessdensely populated ares, land costs and constructioneconomies must be carefully weighed in the light ofprogram needs.

Planners who are faced with site and budget limita-tions should not overlook the possibilities that exist inrennovation and remodeling of a useful structure thatalready exists. In many cities there are excellent examplesof structures such as warehouses, factories, office buildingsand other non-educational buildings being creativelyplanned and converted for school accupancy.

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5. factors alleging design and usefulness

ADAPTABILITYIt was pointed out earlier that in planning programs,

two important concepts need to be considered: (1) thetypes of occupations for which training should be provided,and (2) the instructional levels that should be provided tomeet the occasional training needs of the greatest numberof individuals.

With the breadth of the vocational-technical offer-ings determined, the next step in planning must be the easewith which the facilities adapt to one, several or all of theproposed occupational types and/or levels of instruction.This is further complicated by the need to "cluster" theappropriate occupations, utilizing common facilities for theteaching of similar skills.

Vocational-technical education facilities must be soadaptable that, as occupational changes occur compensat-ing changes may be made with minimum expenditurewithin the curriculums, in shop and laboratory facilities,and to equipment.

Adaptability must also be concerned with theurgent need for multiple and even "around-the-clock" useof facilities. There are youth who need instruction of aspecial nature in the hours between the closing of dayschool in the early afternoon and the opening of the

18

evening school for the adult and extension activities. Also,as suggested earlier, training needs of the adult workingpopulation should be estimated early, since the adultenrollment often is three to four times the day schoolenrollment. The needs of these employed individuals oftenextend into more highly technical and manipulative areas ofinstruction. Adaptable arrangements for both space andequipment in the shops, laboratories and related sciencelaboratories for adult "up-grading" instruction will markthe program as one which provides training opportunitiesfor both area-wide youth and adults.

If easy adaptability of the facilities is to be one ofthe planner's considerations, it should receive earlydiscussion with the architect. His advice concerning the useof non load-bearing walls, overhead electrical power busducts, and other similar characteristics will result in afacility capable of accommodating occupational shifts andchanges in the shortest possible time.

Another factor to be considered is that the squarefootage for any given shop or laboratory must accommo-date the largest group to be served by the facility. Norule-of-thumb concerning square feet per student is

advanced here since occupational offerings require differentamounts of work area per student. For example, the

number of square feet needed per student in gas welding isconsiderably less than the work space needed for eachstudent in the automotive trade shop.

The architect's advice must be coupled with thefactors of intended use of the facility: (1) the instructionalneeds (which may involve equipment determinations) ofthe different groups, (2) the respective numbers in thegroups that could be effectively instructed at any giventime, (3) instructional methodologies to be used, and (4)the materials, supplies and equipment appropriate to theprogram.

INSTRUCTIONAL LEVELSA great difference exists between a shop or

laboratory designed to provide the simplest essentials ofcraft training and those facilities which provide in-depthtrade training. Depending on whether the shop instructionwill be offered during the eleventh and twelfth years of asecondary school program or during the tenth, eleventh andtwelfth grades, it is evident that the quality and quantity ofequipment will be affected. Design of the shops andassociated laboratories cannot be effectively undertakenuntil the levels of instruction have been clearly identified.The extent to which technical subjects and generaleducation will be proportioned in the overall curriculumalso will be a factor for consideration.

GENERAL EDUCATION COMPONENTThe extent and concentration of subjects within the

high school program, as well as the extent to which relatedshop mathematics, shop science, mechanical drawing, lay-out and design, free-hand sketching and blueprint reading,and other similar topics are offered, must be considered byprogram planners. Facilities, therefore, must reflect theemphasis given to these areas.

For example, if tt.e general education program iskept to a bare minimum and merely meets the lowestpossible level of communication skills needed for gradua-tion, then institutional classroom needs will be much lessthan those of facility offering a full complement of generaleducation instruction along with shop and laboratoryinstruction.

COURSE CHRONOLOGYThe chronological order of curriculum subject areas

may affect the provision of facilities within the institution.For example, if physics is offered during the sophomoreyear and chemistry during the junior year, it may well bethat sheer numbers will require providing multiple physicslaboratories. The same situation would prevail forchemistry or other subjects. On the other hand, wherephysics is offered for some of the curriculums during thesophomore year and for other curriculums during the junioror senior year, less physics laboratory space and fewerchemistry laboratories will be needed. In some instances,where one chemistry and two physics laboratories aredesirable because of the organizational pattern, carefulreorganization of the chronological pattern may reduce therequirement to a single p:wsics and a single chemistrylaboratory.

This in itself will result in considerable savingswithout affecting the quality of the instructional program.In fact, as a side benefit, it may result in more efficientlaboratory utilization throughout the school day. Althoughabout 80 percent school d:ly utilization is consideredfeasible for a school laboratory, careful chronologicalscheduling of groups into the facility may produce a levelof efficiency surpassing that target.

INSTRUCTIONAL METHODOLGYShould an early decision determine that individual-

ized instruction is to be the major approach to theteaching-learning situation, equipment selected andpurchased should reflect that decision. Individualizedinstruction, and its underlying philosophy, may be found inmany publications in the field. Since the early days ofvocational education it has been considered "mandatory"that each student be maximally assisted and encouraged toachieve the highest level of competence in terms of hisindividual aptitudes and capabilities. Today, in manyschools throughout the nation, individualized instructionhas increased in most study areas through automatedteaching devices, decreased teacher-student ratios and otherprocedures. Facility planners should anticipate the use ofsuch methodology, equipment and facilities to capitalize onthe potentials of individualized instruction.

At the same time, facility planners should considerthe value of small group instruction from time to time or,on occasion, large group instruction. Some relatively smalltheory rooms may have to be provided for each of theshops and laboratories where small groups of six to tenstudents gather for technical discussions. Also, tieredlecture rooms should be considered for the assembly ofmulti-class groups. These rooms seat approximately seventystudents, yet the floor space requirements approximatethose of a typical 30 student classroom.

Because of rapid advancements in new andimportant multi-media instruction, such as closed circuittelevision, automated devices, computer managed andcomputer assisted instruction, some attention must be givento the space in which students work and study. Space forboth small and large group closed circuit television viewingis an example. Such viewing is often confined to the roomin which the demonstration occurs. Used this way, theprocedure is known as "electronic magnification" since itprovides comprehensiveness and viewing not ordinarilyachieved by the instructor's usual front-of-the-classroomdemonstration.

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PRACTICE EXERCISES VERSUS CUSTOMER WORKAnother important aspect of facility design is the

consideration of where to conduct skill type instruction. Inmany established secondary schools, the practice has beento establish and equip complete shops and laboratories tomeet the needs of both day and evening instruction. Inother parts of the country, notably the south and thesouthwest, emphasis has been on cooperative trade andindustrial instruction. In this approach, the skill aspect ofinstruction is conducted in actual industrial establishmentswhile she classroom instruction is conducted in the school.Field training on customer-owned equipment after basicpreparation has been provided is a technique used by manyvocational-technical schools.

When skill instruction is planned for the secondaryschool shop, another factor should be considered. Thisinvolves the use of in-school facilities for skill training,making use of "customer or outside work" as a majordevice for developing skills and associated technical knowl-edge.

To cite an example, students of carpentry can betaught specific skills on scaled down projects, small models,or by building a miniature house on a concrete slabprovided on the school grounds. Space requirements forthis type of skill teaching will differ considerably fromthose situations where the skills are taught largely on"customer" provided job sites. In the latter, students aretransported by school vehicle to the customer site where ahouse is actually being constructed. In this way, skills andthe associated technical knowledge are provided away fromthe school, yet are under full supervision and control of aqualified instructor employed by the school. Use ofcustomer sites result in a considerably lowered spacerequirement for the instructional facility.

Other occupational training programs could besimilarly affected but in varying degrees. For example, acooperative program would make very little difference inspace requirements for mechanical drafting, architecturaldrafting, sheet-metal shops and a few other shops. However,such outside training for occupations such as electricalconstruction wiring, plumbing, bricklaying and masonrywould result in a considerably lowered square-foot require-ment for school shop space.

THE SELECTION OF EQUIPMENTBecause facilities must be planned to give consider-

ation to multiple and even "around-the-clock" use,

equipment must meet not only the needs of the day schoolstudents but also the needs of the employed adult students.

Because of the different groups served, equipmentprovided in technical laboratories and shops should be ofthe type normally utilized in the industries which willultimately employ the graduates. Acquaintance with

current industrial equipment is essential and carefulconsideration should be given to providing equipment thatwill best do the job in employment riented types ofinstruction. To restate, the type of equipment used toprepare young people for employment may greatly affectthe ultimate placement of graduates. Employers, many of

20

whom hold membership in craft and advisory committees,will examine the kinds and quality of equipment used inthe training programs and will form conclusions concerningthe validity and efficiency of the training program. Plannersof the proposed structure should carefully consider theadvice of many and varied sources. Once equipmentdecisions are made, further progress relating to shop andlaboratory space requirements can be made.

EQUIPMENT QUALITYIndustrial advisory committees have always been

extremely useful in helping planners make the rightdecision about equipment offered by local or area industry.Planners should carefully consider equipment requirementsfor the vocational-technical facility and arrive at basicdecisions before going too far and too rapidly into thematter of space. Laboratory and shop equipment for avocational-technical program represents a considerableexpenditure. In large installations, it may be as much asone-third the total cost of the facility.

For example, the most expensive shop to equip is amachine shop. The expenditure for machine tools neededto conduct a broad program of training may easily amountto $200,000, especially if new and high quality equipmentis purchased. Some savings may result through the purchaseof reconditioned equipment, much of which may serve thetraining purposes very well. Other occupational trainingshops whore equipment costs tend to be quite high includeautomatic screw machine, automotive and diesel, andindustrial electronics. By comparison, equipment forcarpentry shops, mechanical drafting and plumbing wouldrequire a much more modest expenditure. In general,however, where facilities are to provide a wide selection ofoccupational offerings, the "one-third of total cost" is areasonable rule-of-thumb.

High quality equipment frequently is moreeconomical than many of the substitutes. The cost and timeof maintenance to keep substitute equipment in goodworking order, plus the factor of obsolescence, is a majorconsideration. Much of today's manufacturing efficiencydepends on high speed, precision equipment capable ofdemonstrating fundamental operations under actualindustrial manufacturing conditions. These factors shouldbe of primary concern to the facility planners. Plannerswould do well to avoid inferior equipment.

The cost of shop and laboratory equipment often isso high that it is impossible to provide multiple units of thesame model. This condition directly affects the instruc-tional methods which will, in turn, affect buildingspecifications. For example, instead of having four or fivesmall and inexpensive lathes in a maching shop, it might beadvisable to purchase a single lathe with all of the modernintricate controls, along with supplemental devices anditems of auxiliary equipment. Such a piece of equipmentmight cost more than the half-dozen inexpensive substitutelathes yet provide a quality of instruction impossible toachieve with anything less. The use of one modernproduction model precision machine may very well requiremore dependence on individualized instruction than ongroup or class type instruction in that shop.

METHODS OF EFFECTING EQUIPMENT SAVINGS(1) Surplus Properties Considering that the initial

cost of new equipment of commercial size and type may beconsiderable, other sources for obtaining equipment shouldbe explored. One such source of valuable equipment forschools is the Surplus Properties Administration of theUnited States government. Through "surplus", schools havebeen able to purchase, at relatively low cost, excellent itemsof equipment which adequately serve instructional needs.However, great care should be exercised in the selection ofsuch surplus properties. A piece of equipment should notbe purchased and placed in a vocational-technical facilitychiefly because it is inexpensive or a "good buy".Educational values are related directly to the quality ofequipment, and equipment should be able to provide thestudent appropriate speed and accuracy in the acquisitionof skills. This will be even more critical if employed-studentuse is made of the equipment. Employed apprentices andworkers will expect equipment to be sufficiently accurateand "fast" if they are to acquire additional skills andtechnical competence.

(2) The National Industrial Equipment ReserveAnother valuable source of equipment is the NationalIndustrial Equipment Reserve (N.I.E.R.). As a responsibil-ity of the Department of Defense, machine tool depotshave been established in a number of places in the UnitedStates and are used to store metal-working and productionequipment needed for a war effort, if such becomesnecessary. Since the stockpiled equipment must be keptup-to-date, as a mandate of the law that created N.I.E.R.,there is a constant effort to release training equipment topublic educational facilities. Thus, applications made byvocational-technical schools and programs to the NationalIndustrial Equipment Reserve may result in obtainingquantities of machine tools and other types of metal-working equipment needed to equip an area vocationalschool facility or for a metal working laboratory in acomprehensive high school. These items cannot be

purchased since ownership must be retained by the U. S.Department of Defense. The only costs involved inprocuring the equipment for public schools are those oftransportation and insurance for the equipment while intransit between the depot and the training institution.

A number of restrictions have been placed on the useof this equipment but these restrictions are generallyobserved by public educational agencies as a matter ofcourse. Such restrictions are: (1) no charge may be madefor the use of the equipment, (2) the facilities where theequipment is to be located must be open on an equal basisto all members of society, and (3) the equipment may notbe moved to another school without prior permission fromthe Department of Defense. Many schools have alreadyobtained such metal working equipment and some haveactually equipped complete machine shops, tool and die-making departments, automatic screw machine departmentsand/or metal working laboratories. N.I.E.R. equipment maymean a savings of nearly $150,000 in budgets for each ofthese types of facilities.

(3) Equipment From Industries Since localindustries are the ultimate receivers of most of theindividuals trained by vocational-technical programs,responsibility is sometimes the valid motivation for a loanor gift of equipment valuable for teaching skills andtechnical information. Care in accepting such equipmentgifts must be exercised here also since some industries thatare in the process of updating their own facilitie, may beinclined to ship obsolete and out-dated equipment to thenearest training facility.

Facility planners must make and defend funda-mental decisions on whether teaching values are possiblethrough the use of equipment approaching obsolescence, orwhether money spent for the purchase of new equij_illent isjustified at any price. When in doubt, facility plannersshould work closely with the craft, advisory or consultingcommittees to be sure that the curriculums reflect currentpractices in teaching methods and techniques, as well as inequipment and facilities.

LABORATORY DESIGNConventional laboratory design which provides

furniture and individual work stations placed at regularintervals across the breadth of the laboratory fails to meetthe frequent requirement in vocational-technical educationfor individualized instruction and for occasional groupdemonstration. Instead, a design which more appropriatelymeets the needs places furniture along the walls of thelaboratory, leaving a wide expanse of open floor in themiddle to use for large scale demonstrations.

The cleared center area will also provide excellentopportunity for group discussions and conferences and forthe display of large pieces of equipment.

The central or island type of installation eliminatesthe possibility of transporting new and improved items ofshop equipment directly from the trade and industrialeducation shops to the science laboratories for study. Forexample, in the applied or "related" science laboratory, theteaching requirement includes not only basic concepts butalso the application of the concepts to work situations interms of occupational preparation. On one occasion theopen middle section of the science laboratory may hold thecomplete front section of an automobile for intensive studyof anything from the laws of levers to steering mechanismsand linkages. On another occasion, the center section mighthold a cut-away section of a "retiree submarine periscopefor the study of the principles and concepts of optics. Thus,laboratory instruction of a "related" or applied type maybe more easily conducted with a perimeter arrangement offurniture.

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O. facility SUPPOri factors

LIBRARY FACILITIESSometimes, factors bearing on a student's decision

to attend a given school or take a particular curriculum mayhave little relevance to curriculum content or subsequentemployment potential. Facilities for student social life,athletics, and activities which potential students normallyassociate with school, often greatly influence his decision.

Planners of vocational-technical education facilitiesshould carefully consider the space and facilities required tohouse technical publications, books and other resourcematerials such as films, tapes and recordings in the usualinstructional resource center, and often in other strategiclocations. The instructional resource center ( cr library)which serves vocational education students must include onits shelves not only books and other materials relating tothe "applied" occupational instruction in the school, butalso materials relevant to the general education interests ofvocational students.

Actually, so much instructional material today is inthe non-print media (films and filmstrip, tapes, recordings)that any library must be thought of as an instructionalresource center. Adequate space for both "wet" and "dry"study carrels, viewing screens, television (both ETV andclosed-circuit) and listening stations, plus the provision of

22

adequate electronic/electrical services for these devices, is avital consideration for any resource center to meet bothpresent requirements and to accommodate future needs.

In the area vocational service center, it will benecessary to provide a technical and trade resource centerfor reference purposes, while maintaining the generaleducation materials of the "home" school. Obviously,where complete area facilities are provided, a completesecondary school resource center must be provided. Inplanning resource center space, formulas used by theAmerican Library Association concerning numbers ofbooks per student, as well as study space and seating,should be especially useful. However, due to the nature ofthe reference work conducted by vocational-technicalstudents and the frequency o their use of the resourcecenter, maximums rather than minimums in the formulasshould be used.

FOOD SERVICE FACILITIESIt is understandable that unless the vocational-

technical education facility has efficient and satisfactoryfood service facilities, at least similar to those enjoyed byacademic students, student morale and eventually enroll-ments may be adversly affected, regardless of the programs

offered. Food service design assistance should be sought,particular! j for area vocational schools (service centers orcomplete vocational schools). Whether to construct, equip,staff and operate a school cafeteria, or to conduct the foodservice facility on a self-service, coin-operated basis, woulddepend on such advice. Obviously, the latter choice wouldmake unnecessary a kitchen, its equipment and staff.Somewhere between these two alternatives is the use of oneor more snack-bar facilities which may or may not offer hotfood of several kinds.

To repeat, unless the equipment and facilities forstudy, social activities, ph rsical education, athletics andfood service are equal those of the schools from whichpotential students come, it is do,:btful that potentialenrollees will give serious consideration to enrolling invocational-technical education programs.

PHYSICAL EDUCATION FACILITIESThe competition for quality students in academic

programs and in vocational programs has become quitekeen. Right or wrong, students often make choices basedon "extracurricular" factors. In the comprehensivesecondary school, and in the area vocational service center,the physical education needs are usually met in the homeschool. In the separate area vocational high school, specialattention must be given to providing these special facilities.Planners must recognize and provide for the needs ofstudents attending vocational programs, particularly wherethese physical health programs are not part of a compre-hensive high school, to satisfy the physical health activitiesrequired of all secondary school students.

Sometimes the possibility exists to combine agymnasium and an auditorium into a single facility. Such a"gymnatorium" might function well in meeting the needsof the students in the physical education and gymnasiumactivities programs and also meet most of needs of theinstitution for auditorium activities. Some obviousdifficulties may arise when extensive use of both functions

planned within the same facility such as the time lostfor conversion and the damage to gymnasium floors.However, the factor of construction dollars saved wouldhave to be considered and balanced against the difficulties.The ultimate use may be the best rational for making adecision.

Combination type facilities usually nevercompletely satisfy the requirements of any single activity.It is strongly recommended that before a decision is made

to use a combination type facility, such as a gymnatorium,an exhaustive study be made by the facility planners todetermine the priority of needs and the best solutionsavailable. The planners should attempt to satisfy as manyneeds as are permitted by the budget.

Some consideration should be given to projectedenrollments since that factor may control the extent offacility usage. Ina large institution, the auditorium shouldbe planned for many educational experiences and diversi-fied community activities. In a smaller institution, ratherlimited use might preclude building and equipping acomplete auditorium.

Factors beyonc the school, such as communityactivities, and the values inherent to bringing thecommunity into the vocational facility for public functions,should receive thoughtful consideration. Hence, separatefacilities, or the combining of facilities, are questions thatmust be resolved by facility planners.

FACULTY OFFICESWhile some recently constructed vocational-

..-chnical facilities provide for faculty offices, others aredevoid of such accommodations. It has been observed thatwhere architects have been the planners, faculty quartersgenerally have been provided; where vocational people havebeen the planners, the elimination of such facilities hasbeen quite common. Any planner of vocational facilitiesshould give careful consideration not only to the need forfaculty offices, but also to the Inal implications whereshop teachers are concerned.

In general, teachers prefer to have a small cubicle orfaculty office reserved for their reference materials, filecabinet, desk and chair. When not teaching, instructorsprefer faculty offices to the usual laboratory or classroomdesk and chair. The need for time and some privacy toprepare class lectures, demonstrations and othereducational activities, is needed and demanded by manyinstructors.

Where the decision is made to provide facultyoffices, consideration should be given to either groupingfaculty offices in one or two large facilities, or separatingfaculty offices into several smaller facilities. The plan mostfavored by instructors is that in which two to fourinstructors share a large space equipped with individualdesks, chairs, filing cabinets, and with a telephone availableto all. Separate cubicles within the larger area are favoredover the large, undivided room. Most instructors stronglyobject to large facilities which provide for 10, 12 or morecubicles. The interruptions, the inter-visitations, thecommon use of the single telephone extensions and othersimilar disturbances, make such facilities objectionable. Theresult may be inefficient non-use of the facilities arrangedin such a manner. Where this happens, teachers may befound in libraries, at home, and working at demonstrationtables in laboratories. To compensate for these objections,planners should group not more than two or four facultyoffices in any location. Faculty offices at either end of afloor, in either end of a wing, or stragetically locatedthroughout a building complex have been found more

23

acceptable and more likely to satisfy the conscientiousfaculty member who desires reasonable quiet, use of atelephone, and a professional atmosphere.

A definite decision must be made concerning theprovision of faculty offices for shop (and some laboratory)teachers, inasmuch as provision of these facilities hasspecific legal implications. Even though the required stepsare taken to minimize shop and laboratory accidents,accidents are possible. Therefore, it is essential thatconstant supervision by the teacher be maintained. It mayactually be inadvisable for an instructor to have an officeimmediately adjacent to or even enclosed within thelaboratory or shop. Should an accident occur while theinstructor is otherwise engaged in an adjacent office, it maybe successfully argued that the student was not under directsupervision; hence the instructor could be deemed liable.The provision of instructor insurance, or school insurance,is not the most important consideration. Rather, it is thequality of the instructional program and the necessity forconstant supervision by the instructor. This legalimplication should be taken into account in early planningof appropriate facilities.

This might require that the faculty office for such ateacher be completely eliminated and that a large desk,filing cabinet, telephone and other equipment, be placeddirectly in the laboratory or shop. The instructor can thenteach and conduct associated activities from a centralinstructional-supervisory location.

Further, separate faculty offices for shop orlaboratory instructors may have implications concerningthe quality of the instructional program. In shops particu-larly, where the program tends to be continuous over athree or four-hour period during the day, a separate oradjacent office might mean the withdrawal of the instructorfrom the teaching situation while he attends to otherresponsibilities. The elimination of the separate officewould permit the instructor to be present in the shop orlaboratory on a full time basis, In a sense, this proceduremight appear restrictive, but it will legally protect theteacher and contribute to quality of instruction.

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7. vocational-technical shops and laboratories

LOCATIONLocating shops within the organizational pattern of

a facility is as important as the identification of the youthand adults it is intended to serve. Whether as part of acomprehensive high school program or as a campus typeorganization, some educators would prefer to have thevocational shops located some distance from all otherschool activities. Usually they justify this in terms of thenoise level associated with activities such as the sheet metalshop, the machine shop and the automotive shop. Facilityplanners should carefully consider this matter, however,since to separate the academic from the vocational elementsof a program physically tends to separate them philosoph-ically. In a commitment to comprehensive education, thisseparation may be quite undesirable.

Soundproofing and suitable design of the facilitiesmay make it very practical to include such shops andlaboratories within the structure of the total educationalfacility. At the same time, multiple use of the samefacilities with the academic program may be possible. Forexample, study in the areas of general science, socialstudies, and guidance to the industrial world, may be mademore meaningful having vocational-technical shops inproximity to academic classrooms.

The location of shops may occasionally require thatthey be apart from the other educational facilities. Forexample, the factor of shop height may be a majordeterminant. Some shop facilities in older vocational-technical programs required considerable height to providefor overhead equipment and shafting. However, muchmodern equipment no longer needs the overhead comple-mentary equipment thus resulting on greatly diminishedshop height requirements.

The desirability of "proximity location" for theshops is not easily facilitated without some compromises.Either the classrooms must be slightly higher than necessarywhile the shops are slightly lower than desired or the shopswill have to be located in nearby wings. The need for extraheight in carpentry, masonry, plumbing and other buildingtrade shops may dictate the planner's decisions. Thus, whileit may be philosophically sound to keep shops, laboratoriesand other vocational-technical facilities close to theacademic program, from a practical standpoint, architec-tural design and subsequent costs might preclude thisprocedure. Facility planners should work closely with thearchitects to effect the greatest efficiency with the fewestcompromises.

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TYPESThere are many different kinds of shop and

laboratory facilities that may be provided in a secondarylevel vocational-technical facility. Procedures for determin-ing which shops and laboratories shall be provided havealready been described in detail. To a great extent,decisions concerning the curriculums to be offered in theschool will reflect employment possibilities either in theimmediate region or state. Thus, it is likely that the usualemployment opportunities, plus provisions for some of thenewer emerging areas of employment, will be reflected firstin student-interest questionnaires inventories, and later, inproposed construction. Also, because of the nationwidepredominance of certain types of jobs, occupationalclusters may be found in many secondary schools. Anexample of curriculum occupational clustering is shown inthe illustration below.

It should be obvious that identification of generalclusters and specific shops is limited; however, the actualnumber and types may be quite extensive. No furtherexplanation appears to be necessary in order to emphasizethat the final choice of shops and laboratories associatedwith the curriculums to be offered should be the result ofconsiderations identified and discussed earlier.

BUILDING TRADESCLUSTER

CarpentryPlumbingSteam FittingWeldingConstruction ElectricityCommunications

ElectricityArchitectural Drafting

GRAPHIC ARTSCLUSTER

Job PrintingLithographySilk ScreeningProduct DesignMechanical DraftingOthers

ELECTRICALCLUSTER

Electrical Power WiringMotor WorkElectronicsIndustrial ElectronicsRadioTelevisionOthers

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SIZESThe size determination of the various laboratories

and shops is governed by the use planned for the facilitythroughout the day and evening. Since it is relativelyexpensive to design, equip and operate shops and labora-tories which will receive only limited use for a major part ofthe school day, the scheduling of these facilities should besuch that they will serve as many different groups aspossible.

As the institution implements its commitment tothe operating policy of "wearing out the total facility in theinterest of serving youth End adults", those to be servedwould include:

(1) full-time vocational - technical educationenrollees,

(2) part-time (out of school) enrollees, and(3) adults.

This cc..ild mean the facility would be in use from earlymorning until 10 or 11 p.m. Ina sense, this would producea utilization of equipment and facilities far greater thannormally expected. Equipment in such a high-use programmay be worn out in possibly one-half to one-third ofnormal life expectancy. This factor should be kept in mindwhen planning budget, equipment replacement, and repairs.

METAL WORKINGCLUSTER

Machinist TrainingToolmakingDie-makingAutomatic Screw Machine

TrainingWeldingSheet Metal Training

Others

VocationalTechnicalProgram

POWER CLUSTERAuto Mechanics TrainingDiesel Mechanics TrainingSmall Motor Mechanics

TrainingOthers

GIRL'SOCCUPATIONS

CLUSTERCosmetologyTextile DesignDressmaking and Costume

DesignHealth Industry

Occupeons TrainingOthers

OCCUPATIONALCURRICULUMCLUSTERS

FOOD TRADESCLUSTER

Quantity Food PreparationChef TrainingCook TrainingTable Service TrainingOthers

From a positive standpoint, however, "round-the-clock" use of vocational-technical facilities which may wearout equipment in the interest of many individuals andoccupational groups will provide greater returns for thetaxpayer's investment. The greater the number of individ-uals prepared, upgraded and/or updated in their skills,ultimately improving the workforce of the nation, thegreater will be the dividends to the national economy andto society in general.

When a facility is being planned, the size of thevarious groups that will use the facility must be kept inmind. If small day-school groups and large adult andevening enrollments are anticipated, then planners mustconsider the optimum shop and laboratory sizes to meetthe requirements for training all of the groups. This couldmean not only "lock-step" scheduling of the facilities toachieve ultimate utilization, but also considerations aboutconcurrent uses of the same shop or laboratory by twodifferent groups of students. For example, it is quitefeasible to provide supplementary instruction covering newskills needed by machine shop industrial (employed)apprentices during the same period, and in the same shop,where regular machine shop instruction is being providedfor secondary school students.

THEORY INSTRUCTION PROVISIONSAttention must also focus on planning for

supplemental facilities within shops. These include tool andproduct storage, provisions for teaching shop theory, thetool room, oil storage, laboratory and washroom facilities,lockers, and other similar items.

In providing facilities for theory instruction, caremust be exercised to differentiate between "theoryinstruction" and "related subjects" instruction, since wheretheory instruction is conducted is of great importance.Theory instruction is that instruction closely associatedwith the teaching of the occupation, and it includes shopprocesses, shop procedures, and technical informationassociated with products, processes, tools and materials.Related subject instruction, on the other hand, is thatinstruction emphasizing the concepts of mathematics,science, lay-out and design, blueprint reading, etc., throughcarefully selected applications.

Theory instruction must be provided by a shopinstructor either in or adjacent to shop facilities. Relatedsubject instruction may be provided within a shop but canbe effectively taught outside the facility. Instructors ofrelated subjects need to have knowledge and workexperience in the occupations, but are not generallyrequired to be craftsmen. Hence, whether the plannedvocational-technical facility is to be within the comprehen-sive high school organizational pattern or of the areavocational school or service center category, provisions fortheory instruction preferably should be within the shop orimmediately adjacent.

With the growth in technology, the requirementthat the mechanic, apprentice, technician and othersprepared in public vocational-technical programs beequipped vrIth far more technical information than in the

past has become a certainty. In earlier days, the emphasiswas on the acquisition of manipulative skills, almost to theexclusion of technical information. Some of this informa-tion was provided in the course of the skill instruction bythe teacher. Usually it applied only to the task at hand. Thecraftsman, mechanic and technician of today, however,must have skills plus technical knowledge.

Since theory instruction of a direct applicationnature should be provided by the shop instructor, facilitiesshould be adjacent or included within the shop or labora-tory. Often these are provided within a broad "servicestrip" in the shop and enable the instructor to take a groupfrom the shop to the theory room at will. Such theoryrooms should be able to seat 12 to 15 students.

The installation of a demonstration table, wiring forthe use of audio-visual equipment, a drop projector screen,and room darkening facilities are necessary if the adjacenttheory room is to provide meaningful instruction viavisuals, auditory devices, demonstrations, lectures or severalcombinations of these techniques.

The theory rooms may have additional use for lateafternoon and evening groups, particularly for skill trainingof employed adults. Apprentices and other employedindividuals, concerned with supplementary technicalinstruction, may use the shop theory area during theevening hours without interrupting skill instruction.

In the case of apprenticeship training, where youngemployed apprentices receive on-the-job skill training andtheory in the vocational institution, shop theory roomsserve an admirable purpose. Closely identified with shopactivities, and sufficiently close to make theory instructionmeaningful, apprentice classes may adjourn to observe thepractical application of theory.

Further, where enrollment requires the use of morethan one instructor, the theory room is very important. Itmay be used alternately or rotationally by instructorsextensively or even continuously through the school dayand evening.

Where enrollments in the various curriculums aresmall, joint use of theory rooms may be arranged betweenadjacent shop departments. Thus, a teacher of carpentryand a teacher of sheet metal mechanics in adjoining shopsmay schedule use of a common theory room. Theory roomsshould provide for storage and installation of requireddemonstration facilities, for audio-visual equipment, andfor utility outlets, such as sewage, air, gas and electricity, tomeet the requirements of both departments.

THE SERVICE STRIPThe "service strip" has been a highly successful

shop arrangement and the illustration on page 28 indicateshow various facilities might be included within the shop.

Some shop activities require more extensiveprovisions than others and this program requirement shouldbe anticipated. For example, a machine shop requiresextensive storage facilities for oil, cyanide pellets for thecyanide hardening equipment, room for hardening andtempering activities, steel storage, and small tool storage. A

27

LOCKERS A ND WASH ROOMI

LAVATORY AND SHOWERS I THEORY ROOMI

HALLWAY

ENTRANCE MATERIALS AND PROJECTS

e.0

carpentry shop, by comparison, requires far less storagethan the machine shop but its service strip would have toprovide more storage for bulky materials i.e., lumber,plywood sheets, wallboard, and projects under construc-tion. Inasmuch as facility and space requirements vary withshops, care should be taken in planning to anticipate minoror major changes as the respective programs change to meetthe needs of the world of work.

In general, the service strip should provide for a toolroom, storage of flamables and other materials, a theoryroom, and storage facilities for jobs in progress, specialmaterials, and for equipment. Other facilities which shouldbe given consideration include washroom facilities, shoplockers, and lavatory facilities.

Students are generally required to wear special shopclothing related to safety, cleanliness and orderliness. Oftenthey change from street clothes to a shop overall, coverallor other type of clothing. Where this is practiced, itbecomes necessary to provide appropriate service facilities.In schools where a common dressing room and a largelocker room is provided, students are required to make longtrips during a three-hour shop period. Having this facilitywithin the shop area reduces the number of outsidecorridor trips, and eliminates much of the in-transit super-visory activity.

Furthermore, washroom facilities closely associatedwith the locker room have other distinct advantages.Circular wash fountains, lavatories and locker rooms,provided within the same area, enable students to arrive in a

28

shop area, dress and move to the instructional area situationin minimum time. When leaving, the same efficiency iseffected. The constant movement of students to and fromlocker rooms, washrooms and shops is almost totallyeliminated.

Consideration should also be given to a specializedinstructional resource center for learning materials withinthe "service strip". Students make considerable use ofreference materials, handbooks, recent shop journals andsimilar publicatiors, related to their ordinary learningexperiences; these materials should be readily available. Anautomotive shop student, for example, adjusting someintricate parts of an automatic transmission, may need toobtain information which can be found only in a specificmanufacturer's publication. To require him to go to thecentral resource center or, in all probability, go to acentralized washroom to cleanup before going to thecenter, would be discouraging and an inefficient use oftime. Thus, providing such adequate resource materials,files, bookcases, and display cabinets within the shop isimperative.

LIGHTING FOR CLASSROOMS,LABORATORIES AND SHOPS

The lighting requirements for each shop must becarefully studied. Lighting requirements in one kind ofshop activity may be quite different from another; individ-ual dropcords to a bench in one case, or broad overheadcontinuous fluorescent lighting in another.

The detail and intricacy of the work may requirequite different kinds and levels of lighting. For example,where instruction in watch, clock and instrument manufac-turing is being conducted, concentrated local illumination isnot only a necessity but an extremely effective procedure.On the other hand, because of the broad areas of utiliza-tion, carpentry, plumbing, and building finish operationsrequire less illumination and therefore a different type ofillumination.

The same type of consideration must be given toother types of shop activity. In activities such as mechanicaldrafting, architectural drafting, and in art and design lay-out, the elimination of shadows is a factor whichdetermines the type of lighting. On the other hand, whereshadows are less critical, such as in an automobile shop,general lighting may be adequate.

Some consideration may also be given by plannersto the complete elimination of fenestration in the building.The object would be to provide appropriate lighting in eachspecialized study or shop area without reference to exteriorlight. Some vocational facilities have been constructedalong these lines and report reasonably good results. Theelimination of windows in classrooms, laboratories andshops has had both positive and negative reaction byteachers and students using the facility, and result in noclearcut decision either way. Of interest is the generalobservation that classrooms equipped with windows requirevenetian blinds or other devices to control the light in theroom. Unless such blinds or devices eliminate about 75% ofthe entering light, it would be almost impossible to usecertain kinds of projected visuals. This calls for a specialkind of venetian blind, usually of the interlocking slot type.

No attempt has been made here to recommend oneprocedure over another. The planner should work closelywith the architect to identify the illumination needs byareas and where the natural light may be utilized or mayneed to be controlled.

The control of natural light involves shops andlaboratories with windows facing the south, east and west.Light is, of course, essential in most shop activities, and anabundance of it is generally good. However, large uncon-trolled amounts of sunlight can be extremely detrimental.It may be necessary to consider the use of heat absorbing,glare reducing and tinted glass where direct sunlight entersthe shop or laboratory area. These are problems for thearchitect to solve.

Since changes made after construction has started

are costly, the planner should identify the illuminationneeds early so the architect can incorporate them into theoriginal plans. As discussed earlier, planners should considerwhether natural light is necessary at all. With late afternoonand evening classes, natural light is virtually nonexistantand high-level, artificial illumination is the only possibleconsideration.

LABORATORY CHARACTERISTICSInstruction in the sciences which includes physics,

chemistry, metallurgy, testing materials and other similarsubject matter areas, bears a strong relationship to therelated shop instruction. Since laboratory science

instruction is identified under most federal vocationaleducation reimbursement programs as "shop relatedscience", planning should anticipate keeping the scienceinstruction as nearly related and applied as humanlypossible. This implies extensive communication betweenthe shop and related departments, fostering regular (evenconstant) student visitations between departments with theinstruction so closely associated physically that the"relatedness" of the shop related science instruction isapparent to the student.

In the related science laboratories, adequatefacilities for the movement of equipment in and out of thelaboratory should be planned. This means that large over-head I-beams and chain hoists may be necessary, along withthe ready availability of a fork-lift truck. Thus, some of thelarge motor or engine assemblies, for example, may betransported into the science laboratory where instructionmay be made meaningful to the student. Also, the transferof a piece of electrical hardening equipment into thescience laboratory would enable students in the metaltrades to study the principles of hardening and tempering.

Attention should also be given in the planningstages to doorways, both for height and width. Doubledoors of sufficient height should be provided on thecorridor side of the laboratory and some thought may needto be given similar doors and loading docks on the exteriorside of the laboratories. Frequently, the opportunity torelate instruction is facilitated by the lending of modemequipment by a manufacturer, a business corporation or amachine tool distributor in the area.

Laboratories for vocational-technical programsrequire extensive provisions for water, air, gas, andelectricity. Considerable emphasis is placed on individualtypes of experiments, as well as instructor demonstrations.Frequently, small scale control panel boards are provided

29

within the laboratory for distribution of electrical inputs tothe individual student station and to the instructor'sdemonstration table. The need for an electrical distributionpanel is apparent when one considers the wide variety ofelectrical experiments anticipated. These include experi-ments running from low-amperage plating to high-amperagemetallurgy. For experiments in heat-treating and metall-urgy, high wattage is required and 220-volt service is

essential.

The constantly changing nature of instruction in thesciences demands maximum flexibility as to type andlocation of equipment within the science laboratory. Tofacilitate this, overhead electrical power bus ducts haveproved to be most useful. They are evident in the planningand construction of most new vocational-technicalprograms. These bus ducts contain all of the necessarypower outlets and facilities for making rapid connections tonew equipment installations or to temporary installation ofhollowed or rented equipment.

In comprehensive high schools, the need for severalkinds of science instruction must be planned so that boththe science instruction for the college-oriented youth andthe applied or "related science" of the vocational studentreceives appropriate emphasis. Laboratory facility plannersshould study carefully the possibilities of providing forboth groups in common facilities, especially where enroll-ments indicate this to be feasible.

Entering into the planning factors would be (1)anticipated growth of enrollment in the vocational-technical programs, (2) use of laboratory facilities by adultgroups, and (3) the possibility of extensive daytime use oflaboritories for up-dating and up-grading. Should thedecision be made to combine the science laboratoryinstruction in a common facility, care must be exercised toinsure that the characteristics of instructional efficiency aremaintained.

Storage for laboratories is generally a problem, butefforts should be made in planning new facilities to provideat least one adequately sized storage facility between eachpair of laboratories. A chemistry laboratory and a physicslaboratory may easily share a common storage facility.These need not be extensive in size, but should contain thenecessary metal and wooden racks and standing shelving, .which will provide for storage of glassware, experimentalequipment, and essential supplies.

Science laboratories are often the center of motiva-tion for the student. A well-equipped laboratory is more

30

likely to motivate than an ill-equipped one. Planners ofvocational facilities should take into account the physicaldimensions of equipment used, since the square-footrequirement of each laboratory will depend on whether ornot standard size commercially used equipment is installedat the time of construction or later, or whether smallmodels of the same type of equipment are used.

Modern and commercial full-sized equipment forscience laboratories may be quite expensive but qualityequipment always provides a more effective and efficientbasis for the instructional program, and it really may bemore economical than "bargain" or surplus equipment.Government surplus equipment, or other kinds of "reason-ably priced" equipment, can be considerably expensive in anumber of ways:

(1) it may be quite costly to maintain in goodcondition,

(2) costly to replace worn parts, and(3) difficult to explain principles which cannot

be demonstrated on an inadequate model.

All this wastes the valuable time of both student andinstructor. Further, modern commercial equipmentprovides an instruction level of accuracy and speed thatcannot be achieved by inexpensive equipment. Sincestudents are being prepared for the world of work, it isessential that they learn the principles and note the degreeof accuracy achieved with commercial equipment.Adequate space must therefore be provided to house thisequipment and additional floor space should be carefullyconsidered in the original planning.

Also, because of the costs involved in the purchaseand maintenance of commercial models of laboratoryequipment, the teaching methodology within thelaboratory must be varied on occasion. A single piece ofTensile testing equipment with a 200,000 pound capacity isall that is generally needed for a metallurgy and testingmaterials laboratory. Thus, students who use the equipmentmay be organized into small groups, or to individuallyexperiment with tensile and compression testing. However,single pieces of commercial equipment is about all that asecondary school program can consider, so instruction inthe laboratory of necessity may be individualized ratherthan class or large group instruction.

By way of further emphasis, it should be noted thatscience laboratory facilities in a vocational-technical schoolwill be used by many different groups. During the lateafternoon and evening hours, apprentice groups andemployed adults will also need to use the sciencelaboratory. To use other than commercial types of equip-ment where these individuals are concerned would bequestionable. Many of the employed adults and apprenticeswould see and use similar items in their own places ofemployment. Early in the planning process, multiple use ofequipment should be given adequate consideration since thesizes of laboratories will be determined at the same time.

NUMBER OF LABORATORIESThe actual number of different laboratories will

depend partially on the enrollment in the total educationalprogram. On occasion, the combination of a physics andchemistry laboratory may be the wisest and mosteconomical arrangement. In schools with large enrollments,however, separate facilities with emphasis on a singlescientific discipline might be required.

One of the factors bearing on the need for multiplelaboratory facilities is the scheduling of students intoinstructional areas. The decision concerning when a subjectshall be studied is of great importance. Tradition oftenplays a greater role in that decision than the student'slearning capabilities. Careful student scheduling, varying thegrade level when students are assigned to a particular areaof study, may make it unnecessary to have more than oneof any kind of science laboratory. This, of course, wouldresult in considerable savings. Since about 25% of allstudent time generally is in one or the other of the sciencelaboratories, and since class sizes in the laboratory is

generally about 15 to 20 students, the planner should beable to make initial estimates concerning the number oflaboratories needed.

Occasionally, some danger is present when

laboratory experiments are being conducted. The chemistrylaboratory is one place that has a particular need for safetyprovisions. It is recommended that a high-pressure showerhead and shower ring, or the new type bubbler, be placed ina convenient, open location. Students who accidentally spill

acid on themselves, or get it in their eyes, may reducedamage to themselves or to their clothing by promptapplication of water. A floor drain and the necessarysewage piping is a part of the installation requirements.

An additional facet of laboratory construction forplanners to consider involves the glass partitioning of asmall, separate area of the laboratory. This area shouldinclude a demonstration table and space for about 15 to 20tablet armchairs. The instructor can then conduct ademonstration for a small group of students while at thesame time have visual supervision of individual experimen-tation by other students in the laboratory. This dividedfacility could also be used by late afternoon and eveningadult groups, making it possible to handle two entirelydifferent groups within the same laboratory. In addition toserving employed adult groups with a wide variety of needsthere is a growing demand for small meeting or demonstra-tion rooms.

CLASSROOMS NEEDED FORVOCATIONAL-TECHNICAL EDUCATION

If the vocational-technical program is planned aspart of a comprehensive high school unit, calculations forthe number of classrooms should anticipate use by:

(1) vocational-technical students,(2) college preparatory students, and(3) general education students.

Frequently, multiple use of classrooms by these threegroups may actually make it possible to schedule theclassrooms for 80% of the school day or more.

While efforts to achieve nearly 100% schedulingshould be made, the arbitrary 80% may be considered areasonable measure of utilization. Generally, students willspend approximately 50% of their school time in the tradeshop, 25% in the science laboratories, and 25% in theclassrooms. Thus, approximately one-quarter of the totalenrollment will need classroom space throughout the schoolday. To determine how many classrooms will be required,the planner must first consider the subject areas taught todetermine how large the classes may be. Vocational-technical education class sizes vary somewhat throughoutthe nation, but for planning purposes, the following may beconsidered average:

(1) General Education English and socialsciences: classes of 25 to 30.

(2) Related Subjects Mathematics, science,etc.: classes of 15 to 20.

Some consideration should also be given to the useof classrooms by others within the comprehensive highschool program. Planners may find it necessary to designclassrooms for the largest class using them. If planning for aseparate area vocational school, similar calculations can bemade; however, smaller classrooms would be satisfactory.

Another factor planners should be aware of is theuse which may be made of shop theory rooms. If smallclasses of 10 or 15 students are involved, considerationshould be given to making use of the several theoryclassrooms. Planning of this nature may actually reduce thenumbers of classrooms needed.

Much classroom instruction provided in vocational-technical programs requires extensive use of handbooks,reference books, slide rules and other items of equipment.The necessity for good student work space with opportu-nity to spread out the work often requires the use of tables,as in the related mathematics classrooms. Facility plannersshould consider the school requirements of vocationaleducation in the classrooms and make space calculationsaccordingly. Generally, the usual space allocations forclasses in English and the social sciences will be adequatebut it may be well to provide additional space for therealted subjects such as mathematics.

ADMINISTRATIVE UNITSBecause of the nature of vocational-technical

education, administrative and supervisory services notfound in the usual academic program must be provided,each requiring space for personnel and office equipment.These services, unique to vocational-technical education,

31

include extensive adult education activities as well asapprentice training. Graduate follow-up, as a requirementunder the law, is another area of activity which requiresspace in the administrative unit. In general, the program ofvocational-technical education will require all of the usualspace needed in conducting a regular high school adminis-trative function plus additional office space for:

(1) an apprenticeship coordinator,(2) an adult education supervisor,(3) a graduate follow-up coordinator, and(4) a di. ector of vocational-technical education.The administrative unit should be close to the

regular administrative functions if the vocational-technicalprogram is to be conducted within the comprehensive highschool as an operating unit. When feasible, some economiesmay result by combining all administrative functions intosingle offices. Enrollments in the various vocationaldepartments obviously are factors to be considered. For asmall enrollment situation, a common guidance-counselingoffice could be used to serve the needs of the entirecomprehensive high school.

Where the vocational-technical education program isconducted in a separate area vocational school, administra-tive facilities should follow traditional secondary schoolpatterns. Additional facilities are added as needed toconduct apprenticeship training, adult education andgraduate follow-up activities.

The administrator of the institution should have,immediately adjacent to his office, a generous conferenceroom equipped to comfortably seat approximately 20people. Such a conference room will handle the industryadvisory and consulting committees required under the law,and so critically needed as a source of current information.Use of such a conference room will be quite heavy;therefore, entrance to the outside corridors from theconference room should be incorporated in the planning.

Adjacent to the supervisory offices should be spacefor the student personnel officer, who is responsible forplacement of students, follow-up of graduates, and manage-ment of many aspects of the work-study program. Thestudent personnel officer represents one of the importantfocal points of vocational-technical operation. Adequatespace must be provided for those responsible for theseactivities, and for clerical and secretarial services associatedwith their services.

With regard to space for clerical and secretarialservices, a planner's rule-of-thumb might be: 2 persons plus

32

1 additional person for each 100 day school students. In aprogram with an enrollment of 600, the secretarial andclerical staff would be 2 + 6, or a total of 8. This mayappear to be a fairly large staff, but vocational-technicalprogram requirements are such that these personnel arenecessary. Also, additional clerical and secretarial personnelwill be needed to staff the adult, extension, apprenticeshipand other aspects of the total program.

Planners of facilities must take all of the foregoinginto account in the identification of the initial facilities.They must also give careful consideration to the location ofthe total administrative unit to the end that it will bepossible to provide additional space as the program grows.Competent architectural advice is essential throughout suchplanning, since competent architects will incorporateflexibility in their creative design of functional, economicand aesthetically pleasing facilities serving the objectivesand aspirations of vocational-technical education.

appendix

Exhibit A. Covering letter for student interest survey.

Exhihit B. Student interest survey.

Exhibit C. Parent interest survey.

Exhibit D. Covering letter for school guidance counselors.

Exhibit E. Guidance persannel survey.

Exhibit F. Covering letter to local employers.

Exhibit G. Survey of industries.

EXHIBIT A. Covering Letter for Student Interest Survey.

VOCATIONAL-TECHNICAL EDUCATION SURVEYPublic Schools

To the students in Grades 8 and 9:

,19_.

A study is being made in this area to determine how our public schools can help students who wish to prepare themselvesfor jobs in the fields of industry, business, hospital and nursing homes, selling, advertising and other kinds of work. You mayhave thought about this matter and have some ideas about what kind of vocational-technical training you might like to havein your high school years.

We would like you to answer the following questions as carefully as possible, and return the questionnaire to your teacher.Thank you for your help.

Sincerely,

1. Name

2. Home Address

3. School4. This questionnaire is being answered by:

VOCATIONAL-TECHNICAL EDUCATION SURVEY

Questionnaire to Junior High School Students (8th and 9th Grades)

Personal Data

Phone

8th Grader 9th Grader Male Female

5. Please check the appropriate statement below:

A I plan to attend high school and enroll in:

1 The college preparatory curriculum

2 The general business education curriculum

3 The general course

B. I would like to enroll in a vocational-technical school and learn a specific job skill.

C I have no specific plans for high school.

6. If you checked question A, indicate if the col!ege preparatory pi-Aram which you plan to enter should prepare you for:

a Engineering a Science

b Liberal Arts f Business

c Education g Medical

d Other (specify) h Uncertain at this time.

7. If you checked question B, please indicate the vocational-technical curriculum (s) you would like to enroll in:

Business and Office Occupations

a Selling and Salesmanship d Clerical Work

b. Bookkeeping and Accounting a Data processing

c. Secretarial Work f. Advertising, layout and design

g

Agriculture Occupations

a. General farming d Soil conservation

b. -Poultry raising e. Farm equipment repair

c. Dairy farming f Selling farm products

g

Health Occupations

a. Practical Nurse d X-ray technician helper

b Nurse's Aid, e. Dental Assistant

c. Diet kitchen worker

Trade and Industrial Occupations

a Appliance Repair i. Electrical Maintenance q Office Machine Repairb. Automotive Repair

_j. Architectural Drafting r Optical Mechanic

c Au tomc tive Mechanics Heating, Air Conditioning Painting and Decoratingd Carpentry Refrigeration_ Metal Pattern Maker

t Plumbing

e. Chef Baker u Radio and Television Repairf.

or

Cosmetology Sewing Machine Mechanic

9 - Sheet metal mechanicsh. Mechanical Drafting

Printingv Welding

Tool and DiemakingMachinist

x_

p Bricklaying and Masonry

8 If possible, I expect to continue my education beyond high school:

a

b

c.

d

e.

f9

h

at a 4 year college or university

ai a junior college

at a community college

at a school of nursing

at a private business school

at a private beauty culture school

in a technical program at a technical institute

in a trade program at a technical institute

9 _ At this time, I do not plan to attend any school immediately after I graduate from high school.10 _ I would like additional information concerning:

a Trade and industrial training

b Technical training programs

c Preparation for occupations in the health, hospital, nursing home field

d Training for occupations in the business field.

e Office occupations in the business field

f Programs to prepare me for agricultural occupations

g Other

11. In our school we learn about the world of work and the kinds of jobs that we can be trained for:

a From our guidance counselor

b. From our home room teachers.

c From films in school

d By visits made to industries or stores or farms in the area

From school television programs

From television program.. seen at home

g From the work in the home economics classes

h From the work in the industrial arts shops

By talking with fellow students

j. By talking with parents and relatives

k From books and magazines

I. From the visiting vocational school representative.

m (List any other)

EXHIBIT C Parent Interest Survey

PARENT INTEREST SURVEY

NAME ADDRESS

FATHERS OCCUPATION FIRM LOCATION

MOTHERS OCCUPATIO1 I FIRM LOCATION

SCHOOLS ATTENDED BY YOUR CHILDREN

NUMBER OF BOYS GRADES

NUMBER OF GIRLS GRADES

1. How much education do you plan for your children?

High School College Other

2. a. Would you like to have your children enroll in a vocational-technical course as a part of the regular high schoolprogram in order to prepare them for an occupation suited to their interests and abilities? Yes No

b. Would you prefer that your children receive this training after graduating from high school? Yes_ No

3. If adult members of your family would be interested in vocational classes, please check the general areas of interest:

a. Courses to complete high school graduation

b. Courses for general personal satisfaction

c. Courses to improve trade, industrial or technical skills and knowledge _d. Courses in homemaking

e. Courses in business occupations

f. Courses in agricultural occupations

4. List subjects in which these adults are especially interested

5. Please make your comments here:

EXHIBIT D Covering letter for school guidance counselors.

VOCATIONAL-TECHNICAL EDUCATION SURVEYPublic Schools

Dear School Counselor:

,19

A Vocational-Technical Survey has been authorized for the schools. The propose of the survey is positive in that it isseeking information which will form the basis for recommendations which should lead to the improvement of the vocationaleducation program of the area.

The enclosed questionnaire has been prepared by us to secure from guidance personnel in the schools information relatedto certain phases of the study. The questionnaire need not be signed but you will note that your copy is coded in the upperright-hand corner. This is done in order that our office may compile the returns by approprio`e categories and yet protectyour identity as a respondent as well as the identity of your school. Please be assured that Ju r replies will be treated in amost professional manner by our Survey Staff.

You will observe in completing the questionnaire that our attention is focused upon specific aspects of the guidanceprogram, particularly those services related to course selection and career planning. This is intentional due to the nature ofour survey. It in no way implies that we consider your guidance responsibilities to be so limited.

May we hope for your prompt assistance? The questionnaire is quickly and easily completed, and we are sending abusiness-reply envelope for your convenience. Thank you.

Very sincerely,

EXHIBIT E. Guidance personnel survey.

VOCATIONAL-TECHNICAL EDUCATION SURVEY

Questionnaire to Guidance Personnel

1. To what extent can students in your high school who are taking a college preparatory program fit into their schedule

courses such as typing, home economics, and industrial arts?

To a great extent

Code

To scale extent Not at all

2. To what extent do students in the college preparatory program take such courses as typing, home economics, and industri -

al arts?

Much Some Little

3. Courses such as industrial arts and home economics are sometimes held in less esteem than are the typica: collegepreparatory courses by both pupils and parents. Is this the case in your school?

Yes, to a great extent Only to some extent No, not at all

4. Does every pupil in your school participate in Group discussions of course selection and career planning? Yes_ No

If yes, in what grade (s) does this take place?

How is it accomplished? (e.g., regular homeroom program, part of guidance class, part of required course, etc.)

5. To what extent is provision made for individual counseling with pupils on problems of course selection and careerplanning?

To a great extent To some extent Not at all

In what grade (s) does such individual counseling take place?

6. To what extent does each of the following apply in your school with respect to individual counseling?

Much Some Little

a. Every pupil is scheduled for an individual conference

b. Individual problems are usually handled during group meetings.

c. Pupils with problems or conflicts may confer with a counselor or guidance person

d. Someone (counselor, homeroom teacher, principal, etc.) reviews course and program

choices and calls in pupils who seem to need assistance

e. Assigning pupils to classes is basically an administrative function; and only those pupils

who complain are seen

7. Is a serious attempt made to encourage parents to participate and help students in the program of course selection and

career planning? Yes. No

If yes, approximately how many of the parents usually become involved?

Most About half Very few

How is it accomplished? (e.g., require parents' signature on course choice form, hold organized group program for parents,

schedule conference with parents, etc.)

8. What techniques does your school employ to assist pupils in making wise educational and vocational plans? Indicate extent

of use by checking in the appropriate blank for each of the techniques and methods listed below.

Organized group guidance program

Individual counseling

Information about pupils:

Cumulative record data

Test data

Educational & Occupational information

Exploratory courses

Visits to:

High School vocational classes,

Business, industry, health

establishments

Vocational or technical schools

Colleges

Programs for parents:

Group sessions

Individual conferences

Other (specify)

SeldomRegularly Occasionally or never

9. Has your school established specific requirements for admissions to vocational courses? Yes No

10. What kinds of pupils are recommended for vocational courses? Rate each of the following as it operates in your school

Those of high academic ability, provided they have madea vocational choice.

Those who have difficulty with academic subjects.

Chronic trouble makers.

Those from low-income families.

Those who have specifi : interest in vocational courses.

Those who have demonstrated ability along vocational lines.

Other (specify)

Usually Sometimes Rarely

11.To what extent do you think the citizens of the commuoity feel that the school is meeting the vocational education needs

of the pupils?

To a great extent To some extent Not at all

12.To what extent to you think that your school is meeting the needs of the non-college bound pupils?

To a great extent To some extent Not at all

13. How good a job is your school doing in each of the following?

Educating young people for adult living

Providing a good foundation for students who wish to go tocollege

Preparing non-college bound students for the world of work

Good Average Poor

14.Should public education in the schools prepare youth, not planning to attend college, for entrance into jobs such as sales,

office, skilled crafts, health services, etc? Yes No

If yes, indicate the type of school (s) which should provide this education and indicate your preference by numberingyour first choice "1", second choice "2", etc.

a. Local comprehensive high schools

b. Local vocational and technical high schools --c. Area vocational and technical high schools

d. Area vocational and technical post-high schools

e. Junior or community colleges

f. Other (specify)

If answer to item 14 is no, please give reason (s)

15.Please add any opinions or comments that you believe will assist those responsible for conducting this survey ofvocational-technical education.

EXHIBIT F.. Covering letter to local employers.

Dear Sirs:

VOCATIONAL-TECHNICAL EDUCATION SURVEY

19

We have been authorized to conduct a study of vocational-technical education for the area. The purpose of the survey ispositive in that it is seeking information that will form the basis for recommendations which should lead to the improvementof the vocational educational programs in the area.

As an employer, or potential employer, of the young people of this area, your industry can he of value to the survey byproviding certain information and opinions related to the study. Enclosed is your copy of the questionnaire. We hope that itwill be answered by the person (s) in your organization best suited to respond.

You will note that your questionnaire is coded in the upper righthand corner. This is done to enable our office to compilethe returns by appropriate categories and still protect the identity of your industry. Your replies will be treated in a mostconfidential manner.

A business-reply envelope is enclosed for your convenience. We trust that your questionnaire form will be completedcarefully, frankly, and promptly. Thank you for your cooperation.

Very sincerely,

EXHIBIT G Survey of Industries

VOCATIONAL-TECHNICAL EDUCATION SURVEY

Questionnaire to Industries

DEFINITIONS AND EXPLANATIONS

Code

Graduate engineer A "graduate engineer" is an employee who has graduated from an accredited four or five year collegiate

program in engineering.

Graduate chemist A "graduate chemist" is an employee who has completed a minimum of a four-year.collegiate program in

chemistry.

Technician In general, a "technician" is an employee whose activities are directed chiefly toward the application and

operation of scientific equipment and processes. Some typical functions performed by the technicians are those dealing

with design, development, and testing, generally under the direction of a proLzionally prepared person such as agraduate engineer or chemist.

Technician A (industrial): Close to craftsman or tradesman; often has an abundance of hand skills. Usually has only a

high school diploma. Examples of Technician A occupations: mechanical draftsman, worker in communicationelectronics (including TV), industrial chemistry worker, chemistry technician, etc.

Technician B (engineering aide): High level of mathematics and sciences, close work with engineers; developsprototypes, carries out engineering plans. Usually has two years of study beyond high school. Examples of Technician B

occupations: assistant production engineer in a factory, electrical power plant operator, r.ales engineer, assistant to plant

metallurgist, quality control technicians, etc.

Skilled craftsman A "skilled craftsman" is an employee whose interests and activities are directed chiefly toward theinterpretation of specifications, the operation of a variety of tools and machines to change the shapes of materials, and

the fitting, assembling, inspection, and servicing of manufactured products.

Section A General Information

1. Number of persons now employed by your company:

a. Total number of employees

b. Secretarial & Clerical workers

c. Graduate engineers*

d. Graduate chemists*

*See definitions above.

2. In what fields are technicians used by your company?

e. Technician A*

f. Technician B*g. Skilled craftsman*

h. Operators of equipment(single skill)

3. From what source do you obtain your technicians now? (Please check all appropriate responses and provide any not

listed.)

a.

b.

c.

d.

e.

From outside the State _Train them ourselves

Employ individuals and sent them to school

Attract them from other employers

No problem at all to get the number we need

f. Extremely difficult to secure the type of technicians we need

g. Don't need any

h. Other (please specify)

4. What has been your experience with technicians you have employed directly from:

a. schools in the state:

b. schools out of state:

c. industries in the state:

d. industries out of state:

Good _Good

Good _Good _

Fair

Fair

Fair

Fair

Unsatisfactory

Unsatisfactory

Unsatisfactory _Unsatisfactory

5. To what extent does your company utilize as technicians engineering school dropouts (persons who do not complete the

baccalaurate program in engineering)?

Very much Some Very little _

6. To what extent does your company advance or employ skilled craftsman as technicians?

Often_ On occasion Never

7, How do you think technicians ought to be prepared for employment?

a. By on-the-job training by the industries employing them _b. By specie schools in industry

c. By public high schoolsd. By public post-high schools

e. By private schools

f. Other (specify)

8. What general edu:ation and what technical information should be emphasized in the preparation of technicians? Please

check in the list below and add any important ones not listed.

English (communications)

Report writing

Economics of "free enterprise"

Good grooming

Ability to get along with others

Mechanical drawing

Blue print reading

Simple mathematics

Trigonometry

Physics

Chemistry

Other

9. Which skills should be emphasized in the preparation of technicians?

Technician A Technician B

Technician A Technician B

10. How many additional technicians will be needed by your local industry? (will be considered by as highly confidential)

a. a year from now?

b. in two years?

c. in five years?

Replacement Expansion

Technician A Technician B Technician A Technician B

11.In terms of your own industry, in what fields do you expect that technicians will be needed in the future? (wilt be con-sidered as highly confidential)

12. How great a shortage of technically prepared personnel do you believe there is in the area?

Very great Average Very small

EXHIBIT G Con't

Section B The Vocational-Technical Programs of the Secondary Schools

1. How familiar are you with the:

a. trade, industrial, health services occupations and technical program of the area secondary schools?

Quite familiar Fairly familiar Unfamiliar

b. business and distributive education (commercial) programs of the high schools?

Quite familiar Fairly familiar ____ Unfamiliar

2. The instructional programs listed below are, or may be, offered in one or more of the schools of the area. What is yourreaction to each?

Program Reaction

Auto Body and Fender RepairAutomobile MechanicsBeauty CultureCarpentry and MillworkCommercial ArtCommercial Food ServiceData Processing and

Business Machine OperationElectrical ConstructionMachine ShopPlumbing and PipefittingPractical NursingPrintingRadio and TelevisionSecretarialTechnical Industrial ChemistryTechnical DraftingTechnical Electrical

Continue as is _ Expand _ Reduce _ AbolishContinue as is_ Expand _ Reduce __ AbolishContinue as is._ Expand _ Reduce _ AbolishContinue as is _ Expand_ Reduce _ AbolishContinue as is_ Expand Reduce _ AbolishContinue as is_ Expand _ Reduce _ Abolish

Continue as is Expand _ Reduce _ AbolishContinue as is Expand Reduce AbolishContinue as isExpand Reduce AbolishContinue as is Expand Reduce AbolishC. itinue as is Expand Reduce AbolishContinue as is Expand Reduce AbolishContinue as is Expand Reduce AbolishContinue as is Expand Reduce AbolishContinue as is Expand Reduce AbolishContinue as is Expand Reduce AbolishContinue as is Expand Reduce Abolish

3. Are there other curriculums that you think should be offered to help meet the industrial needs of the area? Yes NoIf yes, which curriculums?

4. To what extent are the local area vocational graduates a source of employees for your industry?

Very much _ Some -- Very little

Estimate the number of such individuals you have hired during each of the following periods.

The past year The past five years The past ten years

Is the number of such individuals your company employs:

increasing about stationary decreasing _Would you empty more of these local graduates if available? Yes No

If yes, in what lob classification (s)?

Section C Comments

Please give here any additional suggestions you have regarding the focal points of this questionnaire.

Association for Supervision and Curriculum Development,Individualizing Instruction. Washington, D. C.: NationalEducation Association, 1964.

A Guide for the Establishment of ComprehensiveCommunity Colleges in North Carolina. Raleigh: StateBoard of Education, Department of CommunityColleges, 1963.

American Association of School Administrators, Organizingfor Improved Instruction. Washington, D. C.: NationalEducation Association, 1963.

Blake, R. P., Industrial Safety. Englewood Cliffs, NewJersey, Prentice Hall, Inc. 1953.

Conant, J. B., Slums and Suburbs. New York: McGraw HillBook Company Inc., 1961., The American High School Today. McGraw Hill BookCompany Inc., 1961.

Emerson, L. A., Industrial Education in a ChangingDemocracy, Bulletin 33. Ithaca, N. Y., New York StateSchool of Industrial and Labor Relations, CornellUniversity, 1955, 94 pp.

"Guide for Planning Educational Facilities", 1969 Edition.Council of Educational Facility Planners, Columbus,Ohio, 204 pp.

Harris, Norman C., Technical Education in the JuniorCollege New Programs for New Jobs. Washington, D.C.: American Association of Junior Colleges, 1964, 100PP.

Keller, Franklin J., The Comprehensive High School, NewYork: Harper and Brothers, 1955.

McCarthy, John A., Vocational, Education: America'sGreatest Resource. Chicago: American TechnicalSociety, 1951.

McLure, W. P., et. al., Vocational and Technical Educationin Illinois: Tomorrow's Challenge. Urbana, Illinois:Bureau of Educational Research, College of Education,University of Illinois, 1960.

National Association of Secondary School Principals,Exploring Improved Teaching Patterns. Washington, D.C.: NASSP, 1959.

National Manpower Council, Improving the Work Skills ofthe Nation. New York, N.Y.: Columbia University Press,1955, 203 pp.

'Planning America's School Buildings", Report of AASASchool Building Commission, 1960, American Associa-tion of School Administrators, Washington, D. C. 229pp.

Roberts, Roy W., Vocational and Practical Arts Education,New York: Harper and Brothers Publishers, 1957.

"Schools for America", Report of AASA, School-BuildingCommission, 1967, American Association of SchoolAdministrators, Washington, D. C.

44

himiography

Swanson, J. Chester, Development of Federal Legislationfor Vocational Education. Chicago, Illinois: AmericanTechnical Society.

Technician Education Yearbook, 1967-68, Prakken Publica-tions, Ann Arbor, Michigan, 238 pp., 1964-65, 200 pp.

U. S. Department of Health, Education and Welfare, Officeof Education.Education for a Changing World of Work: Report of thePanel of Consultants on Vocational Education.Washington, D. C.: Superintendent of Documents, 1962.Contains the following publications:A. "Summary Report"B. "Report of the Panel of Consultants"C. "Appendix 1, Technical Training in the United

States"U. S. Department of Health, Education and Welfare, Office

of Education.The Operation of a Local Program of Trade aadIndustrial Education. Vocational Division Bulletin No.250.

Venn, Grant. Man, Education, and Work. Washington, D.C.: American Council on Education, 1964.

Weaver, Gilbert. Shop Organization and Management. NewYork: Pitman Publishing Company, 1959.

SOFT COVERSChase, Browne, Russo. Basic Planning Guide for Vocational

and Technical Education Facilities. U. S. Department ofHealth, Education and Welfare, 32 pp.

Fischer, John H. The School Park. U. S. Commission onCivil Rights. Washington, D. C., 22 pp.

Mario, Frank P. Guide for Planning Community CollegeFacilities, New Brunswick, N. J.: Rutgers, The StateUniversity, 40 pp.

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GUIDE FOR PLANNINGEDUCATIONAL FACILITIES

1969 Ed. Various authors.Completely rewritten to reflect currentpractices and expanded to cover finance andbuilding program administration. This newfourth edition is the most up-to-date, com-prehensive guide to facility planning for any-one responsible for planning, designing, con-structing, maintaining or equipping facilitiesfor education. An outstanding textbook foreducational facility planning courses, or forthe layman interested in obtaining betterfacilities for his community, the material isorganized to trace the creation of schoolsfrom concept through their evaluation anduse.

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FACILITY TECHNOLOGY:CATALYST FOR LEARNING

1968 Ed. Various authors.Presentations from the 45th Annual Con-ference (1968) of CE FP in Washington, D.C.Discussions from various workshops andsessions focusing on the new tools of educa-tion and how facility planners must in-corporate, stimulate and extract their ef-fectiveness as a part of technology's abilityto impart knowledge. Specific answers to theeducational challenges of the next severaldecades are examined.

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PLANNING COMMUNITY JUNIORCOLLEGE FACILITIES

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CEFP EDUCATIONAL FACILITIESABSTP ACT JOURNAL

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SELECTED REFERENCES FOR PLANNINGHIGHER EDUCATIONAL FACILITIES

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WHAT WENT WRONG?1968 Ed. Various authors.

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