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P O R T RESUMESED 020 048 RC 002 475UTILIZATION OF MOBILE FACILITIES FOR DEVELOPMENT OF ENTRYWORK SKILLS FOR ARKANSAS' RURAL UNEMPLOYED AND LOW INCOMEEARNERS, A FEASIBILITY STUDY.NEVADA UNIV., RENO, SCHOOL PLANNING LAB
PUB DATE JUL 67
EDRS PRICE MF-$0.25 HC-$1.92 46P.
DESCRIPTORS- BASIC SKILLS, DISADVANTAGED ENVIRONMENT, ECONOMIC. DEVELOPMENT, *ECONOMICALLY DISADVANTAGED, FARM LABOR
PROBLEMS, *JOB SKILLS, JOB, TRAINING, *MOBILE LABORATORIES,MOBILE EDUCATIONAL SERVICES, MINIMUM WAGE, PHYSICAL DESIGNNEEDS, RURAL ECONOMICS, RURAL RESETTLEMENT, *RURAL EXTENSION,RURAL YOUTH,*VOCATIONAL DEVELOPMENT, FORD FOUNDATION,ARKANSAS STATE DEPARTMENT OF EDUCATION,
THE FEASIBILITY AND METHODS OF USING MOBILE FACILITIESIN UPGRADING THE WORK SKILLS OF RURAL LOW INCOME WAGE EARNERSARE EXPLORED. SUCH MOBILE FACILITIES WOULD BE DIRECTED TOWARD3 SPECIFIC GROUPS'OF PEOPLE- -SMALL ACREAGE FARMERS WHOPRODUCED ONLY A MINIMAL INCOME, THE RURAL LOW-INCOME NEGROPOPULATION, AND YOUNG RURAL SCHOOL DROPOUTS WITH LITTLE OR NOEDUCATION AND AN ABSENCE-OF SALEABLE WORK SKILLS. THE STUDYRECOMMENDED THAT A ONE-YEAR PILOT STUDY BE CONDUCTED TO FIELDTEST. 2 MOBILE UNITS. ONE UNIT WOULD SERVE PRIMARILY AS ANEXPLORATORY UNIT DESIGNED TO INTRODUCE A NUMBER OF TRAININGPOSSIBILITIES FOR ENTRY WORK SKILLS, AND WOULD SERVE AS A"RECRUITER" UNIT FOR THE MOBILE TRAINING UNIT WHICH WOULDFOLLOW. THE SECOND UNIT WOULD BE THE ACTUAL TRAINING UNIT,DESIGNED TO HOUSE 2 SPECIFIC TRAINING MODULES WHERE THEACTUAL TRAINING FOR SPECIFIC SKILL CLUSTERS WOULD BEUNDERTAKEN. SKILL CLUSTERS WERE DEFINED AS THOSE IN DEMAND BYINDUSTRY AND OTHER CATEGORIES OF EMPLOYMENT, I.E., SMALLAPPLIANCE.REPAIR, GARMENT AND CRYCLEANING, GENERALMANUFACTURING, SMALL ENGINE REPAIR, ETC.. THE PROJECT WOULD BEADMINISTERED BY THE VOCATIONAL DIVISION OF THEDEPARTMENT OFEDUCATION, AND THEIR 10 AREA VOCATIONAL-TECHNICAL SCHOOLSWOULD SERVE AS OPERATIONS AND MAINTENANCE BASES FOR THESATELLITE MOBILE FACILITIES. A PROPOSED BUDGET FOR THE PILOTSTUDY IS INCLUDED. 1DK)
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A FEASIBILITY STUDY
UTILIZATION OF MOBILE FACILITIES FOR DEVELOPMENT
OF
ENTRY WORK SKILLS FOR ARKANSAS' RURAL UNEMPLOYED
AND LOW INCOME EARNERS
JULY 1967
L
A FEASIBILITY STUDY
UTILIZATION OF MOBILE FACILITIES FOR DEVELOPMENT OF
ENTRY WORK SKILLS FOR ARKANSAS' RURAL UNEMPLOYED AND LOW INCOME EARNERS
Prepared by
Nevada School Planning Laboratory
University of Nevada, Reno, Nevada
Dr. J. Clark Davis
-Director of Laboratory
Dr. Thomas T. Tucker, Jr.
-Consultant
Dr. Robert McQueen
-Consultant
Mr. Albert Seeliger
-Consultant
Dr. Albert Riendeau
-Consultant
Mr. Warren McNamee
-Architectural Consultant
July 1967
ACKNOWLEDGEMENTS
This study is the result of a deep
and abiding interest in the welfare
of the people
of the State of Arkansas manifested
by Governor Winthrop Rockefeller
who gained the
cooperation of Mr. Harold Gores, President of
the Educational Facilities Laboratory
of
the Ford Foundation.
For their interest and contributions
the people of Arkansas
should be grateful.
In preparing this report the
consultants wish to acknowledge both Mrs. MaryMcLeod and
Dr. John Peterson of the Governor's
office for their significant contributions to the
study.
Without the cooperation, assistance and information
provided by Mr. A.
W. Ford, Com-
missioner of Education for the State of Arkansas, and Mr. J.
Marion Adams, Associate
Commissioner of Education for the State of Arkansas,
this study would have been most
difficult, if not impossible, to develop.
These men are to be strongly commended for
their efforts over many years to increase the educational opportunities, both
academic
and vocational, for the children, youth and adults of the State ofArkansas.
To them
the consultants are most grateful.
A number of other people provided information and assistance to the consultants and
each is due a sincere expression of appreciation.
Their names are to be found else-
where in this report.
L.
PAR
' I
A P
RO
FIL
E O
F A
RK
AN
SAS'
RU
RA
L U
NE
MPL
OY
ED
AN
D L
OW
IN
CO
ME
EA
RN
ER
S
L
INTRODUCTION
For most of its history a significant proportion of Arkansas' population
has been
relegated to a subsistence level income with little more than a marginal education.
This combination of factors has had the twin unfortunate effects of causing Arkansas,
on the one hand, to expend large sums of money forwelfare programs and
on the other,
to Zose great amounts of revenue which would have been realized through taxation had
these people been earning incomes commensurate with their true abilities to do so.
If
the heavy burden of low income families continues to rest on Arkansas it will stifle
the state's struggle to gain economic parity.
It therefore seems imperative that a
concerted effort be launched by the State of Arkansas to identify a positive direction
by which low income families may break through the bonds which for so Zong have tied
them to economic impoverishment.
In January 1967, Governor Rockefeller discussed with Dr. Harold Gores, President of
the Ford Foundation's Educational Facility Laboratory, the possibility of funding a
feasibility study of the use of mobile facilities to upgrade work skills of rural Zow
income wage earners.
A sum of $10,000 was provided by the Educational Facilities Lab-
oratory to undertake the Mobile Facility Study.
The responsibility for this study was
assigned to the Arkansas State Department of Education.
Commissioner A.
W. Ford, in
February 1967, brought together the persons listed below:
Mrs. Mary McLeod
Dr. John Peterson, representing Governor Rockefeller
Mr. J. Marion Adams, Assistant Commissioner for
Vocational Education
Mr. J. Ruppert, Director, Trade and Industrial
Education
Dr. J. Clark Davis, Nevada School Planning Laboratory
They discussed the development of a plan of action leading to
the implementation of
the feasibility study.
It was agreed by the above group that the specific
problem to
investigate was the feasibility of providing some type of mobile facilitywith equip-
ment and skilled teacher-technicians for the mobile unit.
It was proposed that this
unit move into rural areas of Arkansas enabling people to learn marketable
skills to
which they quite possibly might not be introduced through more traditional educational
media.
The mobile facility concept was to be directed toward three groups of people.
1.
Marginal farmers dwelling and working on very small acreages providing minimal in-
comes.
2.
The Negro low income rural population.
3.
Young people who are school dropouts and live in the rural areas with little hope
of securing a worthwhile job due to Zack of education and the absence of any saZe-
able work skill.
With the foregoing as a frame of reference, the Arkansas State Department of Education
entered into an agreement with Dr. J.
Clark Davis of the Nevada
School Planning Labor-
atory to direct the
feasibility inquiry and to present
the results of the study,
with
recommendations, to Arkansas Commissioner
of Education A.
W. Ford.
The purpose of the pages
that follow will be to assess the
problems of the rural Zow
income families as weZZ as
the unemployed and to offer a possible
solution through the
development of skills aimed at
increasing their economic weZZ being.
At the same time,
this would result in contributing to
the general development of small towns
and cities.
throughout the State of Arkansas.
PROBLEM
The consultants were asked to determine
the feasibility of utilizing some type of mo-
bile education facility with which to offer
instruction to adult unemployables and
those who are underemployed in the rural areas
of Arkansas.
The facility would seek
to impart marketable skills to
both groups.
Data pertinent to the study were gatheredvia personal interviews with many people and
at numerous institutions.
Interview questions were developed to elicit information
necessary to make
decisions concerning the feasibility of the mobile training concept.
The following sample items reflect the type of questions
asked of informants:
1.
What are the major characteristics of the rural unemployed,
i.e. their sex, age,
race, education
level, and work history?
2.
What are the employment
opportunities open to persons with
minimal work skills?
3.
What training programs have the
rural unemployed been exposed to
in the past one
or two yedrs?
4.
What are five or six basic work skills
that would provide wide entry to
the Arkan-
sas labor force?
5.
What might be the usefulness of a mobile
skill development unit?
6.
What would be the best approach for introducing
the mobile concept for the train-
ing of the rural unemployed or marginal employed, i.e.
the use of exploratory
units; the involvement of the Employment Security Department,
State Department of
Education - Vocational Division, Vista workers, the local
school superintendent or
;.:
high school principal, the Arkansas Industrial Development
Commission, or combina-
tions of the above, or others?
7.
Should mobile instruction trainees be paid?
8.
How critical is it for a job to be available as soon as
the mobile training is
completed?
9.
Nhat percent of people trained in a marketable skill would move to another area of
the state if a
worthwhile job were
guaranteed there?
10.
What vocational
training resources are
available for the hard core
rural unemploy-
ed, i.e. vocational-tech
schools, federal work programs,
teaching staff, etc.?
The above basic
questions Zed to many
excellent discussions
with people who were
in-
terested in helping to
solve the problem of the
rural unemployed and the
marginally
employed.
Those contacted included
the following people:
State Department of
Education Commissioner A.
W. Ford
Associate Commissioner J.
Marion Adams
Mrs. Mary McLeod,
representing Governor
Rockefeller
Dr. John Peterson
from Governor Rockefeller's
office
Mr. J.
C. Ruppert, Director
of Trade and Industries,
State Department of
Education
Mr. Fred D. McKinney,
Administrator, Arkansas Employment
Security Department
Mr. Loron Bolon,
Director of Field Services,
Arkansas Employment
Security
Department
Mrs. Margaret Carson,
Chief of Reports and Analysis
for the Arkansas
Employment
Security Division
Mr. John E. Brunzo,
Employment Security Division,
Little Rock office
Mr. Harry Blood, Little
Rock Office of the Employment
Security Division
Mr. George Baskin, Manager,
Forrest City Employment
Security Division
Mr. William P. Gardner,
Manager, Russelville
Employment Security Division
Mr. Harry K. McLemore,
Director of Industrial Development,
Little Rock Chamber
of Commerce
Mr. James A. Dildy,
Director Industrial and Area
Development Arkansas Power and
Light Company
Mr. Everett Tucker, Jr.,
Industrial Development Company,
Little Rock, Arkansas
Superintendent Bill Irving, Forrest
City
Mr. J. T. Harlo, Manager, Lerner-Slone Clothing Corporation
Mr, Ed Henderson,
Director, Concerted Services in Training
and Education,
Forrest City
Mr. Conway Wilson, Director,
Crowley's Ridge
Vocational-Technical School
Superintendent Frank W. Smith,
Menifee, Conway County
Dr. J.
W. Hull, President,
Arkansas Polytechnic College
Mr. Haynie, ARVAC,
DardaneZZe
Mr. Leon Coker,
Pine Bluff Vocational School
Mr. Thurston Kirk,
Petit Jean Vocational-Technical
Colonel Carl C. Hinkle,
Arkansas Industrial Development
Commission
Mr. Ray Taylor,
Arkansas Industrial Development
Commission
Dr. Barton WesterZund
of the Industrial Research
and Extension Center of
the
University of Arkansas
Mr. Frank Cantrell,
State Chamber of Commerce
Also interviewed were a
number of rural unemployed.
GENERAL SUMMARY OF INTERVIEWSAND RELATED REPORTS
Profile of Rural Low Income
Family
Interviews, discussions, and the
distillation of many reports and
studies provided
data concerning the Arkansas
rural unemployed and marginally
employed.
In general, it
appears that
there are literally tens of thousands
of persons who could directly
bene-
fit from training aimed at
imparting a wide range of entry work
skills.
Significant
data about Zow income families are
shown in Tables I and II, page
8.
The information
is drawn from the study, "Statistical Data
Regarding Incidence of Poverty- for
the
L_
State of Arkansas," prepared by
the Arkansas Planning Commission in 1965.
These data
show that nearly half of Arkansas
families Zive on Zess than $3,000 per yearwith more
than one-fourth of those earning Zess
than $1,000 in a year.
A large percent of the Zow income
families are located in the rural areas.
What are
TABLE I
NUMBER OF FAMILIES WITH
INCOME LESS
THAN $1,000 IN ARKANSAS,
1960
TOTAL NUMBER
OF ARKANSAS
FAMILIES
NUMBER OF FAMILIES
WITH INCOME LESS
THAN $1,000
PERCENT WITH
INCOME LESS
THAN $1,000
452,474
64,041
14.1
TABLE II
NUMBER OF FAMILIES WITH
INCOME LESS
THAN $3,000 IN ARKANSAS,
1960
TOTAL NUMBER
OF ARKANSAS
FAMILIES
NUMBER OF FAMILIES
WITH INCOME LESS
THAN $3,000
PERCENT WITH
INCOME LESS
THAN $3,000
452,474
215,627
47.6
the basic characteristics of
these Zow income people?
While the characteristics may
vary from one area
to another, as well as from
famiZy to family, in
generaZ their edu-
cational attainment level is
well below the eighth grade.
The rural unemployed or
marginally employed have lived
in marginal poverty for many years.
They are compara-
tively isolated from the
mainstream of society.
Their value systems differ
in many
ways from those
found in other regions.
Their desire for education
is limited pri-
marily because schooling as
presently conceived bears little
relevance to their future.
Because of educational
limitations few have acquired vocational
skills permitting them
to compete for desirable
jobs.
Illiteracy, high dropout rates from
school, adherence
to outdated value systems, and
Zack of sophistication concerning
society at large have
trapped.the rural Zow income worker in a
sterile economic situation out of
which he
cannot hope to move without the
determined help of governmental agencies.
An added problem that further stifles
the Zow income wage earner is the
recent change
in the federal minimum wage Zaw extending
its provisions to farm labor.
Thousands of
already poor Negroes in the fertile delta area are, as a consequence,
being thrown out
of work.
Delta cotton planters insist they cannot afford to pay
the new $1.00 an hour
minimum wage to day Zaborers.
Most pZanters will repZace farm
hands by stepping up
the use of chemical weed controls and by
employing more machinery.
Calvin Beale, a
U. S. Department of Agriculture
researcher, states that at least 50,000 persons are
af-
fected in the delta counties of Arkansas, Mississippi,
Louisiana, and Missouri.
Farm
-9-
tractor drivers will be needed
and will .be least affected by the minimum wage
change.
For a ten hour day, they will now earn
$10.00.
The field hangs, however, will be
al-
most entirely replaced.
To add to the rural worker's plight some owners are
now
charging them rent and utilities for the
first time.
Tractor drivers, while less badly
stricken than ethers, will see their family
incomes dwindle because their wives and
children will no longer work in the fields.
The hardships caused by the minimum wage
upheaval are not always easy to document, partly
because the affected persons were al-
ready so very poor.
But it is certain that the hardships are real and
widespread.
Thus minimum wage, intended as it was to boost the
incomes of people at the bottom of
the American economic ladder, is actually sweeping
thousands of delta Negroes off even
the lowest step.
Specific Concepts and Opinions Regarding Mobile Programs
1.
There appears to be little doubt among the people with whom investigators
talked
that, unless a breakthrough is made with entry work sUll training for members of
the rural poor, Arkansas' day of full economic development will be immeasurably
delayed.
2.
Employment security personneZ, as well as others, consistently rated the Zow edu-
cation attainment level of this group as the major deterent to their job placement.
3.
Repeatedly during discussions and interviews, the statement was made that the only
way to reach
the rural low income earners was to
develop a method by which the
training could be taken directly to
them.
4.
The consultants interviewed rural
unemployed to gain their
impressions concerning
the use of mobile instruction units.
All reacted favorably and
indicated that the
units would be well received.
Out of this group of interviews
emerged two salient
conditions for the successful implementation
of mobile training units.
The first
was that the
units would need to be placed close to the living areas
of trainees.
The second condition verbalized by a large
proportion of the rural people inter-
viewed was that an opportunity to use
their new skill on a paying job immediately
following training would be absolutely necessary.
Without such an inducement
their interest would be small, their perseverence
little.
5.
A question asked of the unemployed 48 ple41 as the rest of the people contacted for
this study was -;.= should pay be granted for participating in the mobile vocational
training program?
The consultants were pleasantly surprised that there
was great
agreement that no pay should be granted because the opportunity to learn
an entry
work skill in a short period of time
was enough incentive to participants.
Trainees learning without
pay would give the added assurance that participants
were genuinely motivated to enter the work world and not simply interested in the
training stipend.
6.
There is a clear lack of consensus aoong
all persons interviewed, as
well as in
some published reports,
concerning the willingness of persons following training to
move to another part
of the state for a job.
Some reports indicated that
people
would make such a move.
A number of Employment Security personnel
thought that
persons would not move
far, if at aZZ.
Personal interviews with some unemployed
indicated that they would probably not move a great distance
for a job.
It is
possible, of course, that the introduction of mobile training
facilities could
give impetus to a new dimension of social mobility as
graduates seek jobs at which
to use their new skills.
7.
Many statements were offered concerning the kinds of entry
work skills that would
be most beneficial to the prospective trainees.
Those most frequently mentioned
were as follows; (1) power sewing machine operators,
(2) small appliance repair,
(3) motel service, (4) hospital service, (5) nursing home service, (6) industry
mechanics helper, (7) small gas engine repair, (8) service station attendant, (9)
farm machinery maintenance, and (10) steam clothes pressing operator.
Recent re-
ports from Employment Security Departments dealing with work opportunity statis-
tics sustain the above categories.
Will 'There Be Jobs for Those Trained Only in Basic Work Sic!lls?
As a result of much discussion and research it appears certain that there are work en-
-12-
try jobs available now
and in the future.
The number of such
opportunities will mark-
edly increase.
The basis for this assumption comespartly from data
emerging from a
study by i;he
Industrial Research and Extension
Center - University
of Arkansas.
In
that study indicators
pointed to as many as 254,000 new
jobs developing by 1980.
Ta-
ble III, page 133
summarizes this information by
broad occupational groups.
All
groups, it
will be seen, are expected to
increase in number, with
the one category of
agriculture excepted.
The latter industry will,
in fact, lose more than
24,000 work-
ers by 1980.
This fact alone is perhaps,
the most compelling reason
to focus now on
the training of the
rural unemployed and rural
marginally employed.
Table III indicates that
approximately 31,000 new
professional and technical
positions
will. become available
in Arkansas by 1980.
Yet all states and
regions will be com-
peting fiercely for persons
with advanced training and
there is little question
but
what Arkansas will be better
able to bargain for these people
if it improves its econ-
omic standing at all levels.
Many people in the present
labor force are underemployed
having no more than entry work
skills, but with additional
training, could readily fill
the many higher work skill jobs of
the future.
Arkansas will have to depend
largely
upon these
people to fill most of the approximately
31,000 new professional and
tech-
nical jobs as well as the 34,836
operative jobs and a great many
of the 51,489 new
clerical positions.
With these people upgrading theirwork skill potential and vacating
their present en-
TABLE III
ARKANSAS' PROJECTED. SKILL NEEDS-BY
OCCUPATIONAL GROUP - 1980
Occupational Group
Additional Work Stations
by 1980
Total
153,740
Professional and Technical
31,040
Managerial
11,170
Clerical
51,489
Sales Workers
13,591
Craftsmen
23,499
Operatives
34,836
Laborers
5,284
Service Workers
6,761
Farmers & Farm Workers
O-24,200
try work skiil lobs, it could well
be assumed that even more entry work skill
jobs
will be available than the number now projected from 1967
through the year 14980.
Still another group of data that strengthens the
assumption that a great groundswell
of entry level work positions will develop in the
future are indicated in both the
recent Area Skill Survey studies and the ManpowerResources Reports, by county, from
the Smaller Communities Program -- both prepared by the
Arkansas Employment Security
Division.
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The concept of a mobile approach to education is
annually gaining wider acceptance.
There are hundreds of mobile educational units in use
throughout the United States.
A
number of these mobile facilities are presently in use in the State
of Arkansas.
After contacting some of the companies which develop
and construct all types of mobile
facilities, the consultants discovered that, Zike all products, there are
various
types of mobile facilities, each available at a different cost.
They also learned
that there have been some unsuccessful ventures in the use of a mobile approach to
education.
It appears that certain guidelines must be followed to insure the success
of the mobile facility approach.
Mr. Frank Carioti, a mobile facility consultant, at
recent meeting in West Virginia, warned mobile facility planners to beware of two
pitfalls:
(1) developing a mobile unit that would take so Zong to set up in the field
that it would not be practica;, and (2) the use of inexpensive "mobile home" type
trailers that are not constructed to withstand the stress of constant moving typically
associated with most mobile facility programs.
Wheeler's Study
The most complete study of the present nationwide status of mobile facilities was pub-
lished in December 1966, by the Architectural Engineering Department of the Pennsylvania
State University for the Appalachia Educational Laboratory, Inc., Charleston, West
Virginia.
The principal investigator, Dr. Herbert Wheeler, obtained information from
a search ofrelevant literature and a letter survey of some 185 sources,
including
project directors, equipment manufacturers, and educators at
the state and local
levels.
The following is a summary of his study.
1.
Broad Interest in Mobile Units - Published literature includes many
articles and
books over the last ten years dealing with the mobile concept.
2.
Used Nationally - Thirty-six states are using the mobile concept with
educational
projects of one sort or another.
3.
Fleets of Mobile Units - It is not uncommon for projects to utilize several
mobile
units, each carrying cn a separate mission within the plan of a single project.
4.
Broad Base for Mobile Unit Utilization - Mobile units are used in a multitude of
educational areas.
Wide use of mobile facilities has been achieved in the basic
education areas of reading, mathematics, speech, and language.
5.
Teacher Training - Several states have developed mobile units to provide teacher
training or the in-service training of instructors.
6.
Semi-educational Functions
-Units have also been used for cultural and commercial
exhibits as well as for medical clinics.
7.
Manufacturing Mobile
Unit Equipment - No fewer
than nineteen manufacturing
firms
are currently
producing various types of mobile units.
8.
Bookmobiles - A proven and especially successful use for
mobile equipment is the
bookmobile.
Over three hundred are being used throughout
the country.
9.
Medical mobile units . Several state and national health agencies use
different
types of mobile coaches and trailers formedical clinics, laboratories, and
hygiene units.
10.
Mcioile Military Units . The military has successfully utilized the mobile concept
for radar, communications, electronics, command posts and medical purposes.
11.
Relocatable Classrooms - In fast growing school districts, the mobile facility has
been used to provide learning areas while permanent facilities were being con-
structed.
These wheeled classrooms have also proven uniquely valuable in the
large school district with sparse population because they permit a special unit
to be rolled from site to site with ease and economy.
12.
Educational Experiments - Almost all of the mobile units appear to be parts of
experimental educational projects designed to improve the educational opportunities
for the students they serve.
13.
Rural Uses
- Not
surprisingly, mobile units are more extensively used in rural
areas than in densely populated ones.
Selected Examples el Operative
Mobile Units
Wheeler's Study also described seventy-seven
specific mobile projects throughout
the
U. S.
The following are selected examples of
mobile facilities that have character-
istics similar to the mobile facility
contemplated for use in Arkansas.
1.
PHOENIX, ARIZONA - Arizona Department of
Public Instruction
MOBILE INSTRUCTIONAL LABORATORIES
Two types of mobile units are being used
in a State-wide Adult Basic Education
program.
One unit is approximately thirty feet long and
eight feet wide and
seats eighteen students in carrel-type desks
running the length of each wall.
The desk positions are wired to an audio-active language
lab console located
near the front of the
vehicle.
Over-head projector, controlled reader, lan-
guage master,
controlled image projector, tape recorder and other items of
audio-visual equipment are used by the teacher and several technician aides
assigned to the unit.
The second unit is
a smaller four wheel drive vehicle
which can transport both equipment
and teacher over rough roads like "a
sub-
marine operates from
a submarine tender."
The language lab is
a vital educa-
tional tool because.... "Arizona
has a tremendous second language
problem with
students in the adult literacy
program.
In addition to Spanish, there
are
thirteen indigenous Indian languages."
2.
LITTLE ROCK, ARKANSAS - Arkansas Arts Center
ARTMOBILE
A trailer type "art- gallery -on- wheels" is pulled to
schools by a tractor
driven by its own curator or a professional driver.
To date, the artmobiZe
has visited 159 communities and attendance has soared over 400,000.
The
Artmobile requires a level site, at least thirty-five feet wide by seventy-
five feet long with electrical service connections.
Because it expands and
forms an exhibit area with a circulation pattern, it needs a twenty-five
foot vertical clearance.
It has been one of the best received educational
innovations to be presented to the people of the state in recent years.
3.
DENVER, COLORADO - Colorado Department of Education
MOBILAB FOR INSERVICE SCIENCE EDUCATION
A laboratory 32 feet Zong is equipped for the in-service education of ele-
mentary and junior high teachers in science and related fields (including
modern mathematics).
In addition to equipment for performing experiments,
the Mobilab contains a curriculum and reference library in science and
mathematics and a collection of basic audio-visual aids.
The Mobilab will
visit school districts and give instruction to teachers for periods ranging
from one day to a week.
The Mobilab has twelve workbench stations and during
a normal program it will offer two sessions per day.
4.
SPRINGFIELD, ILLINOIS -
Illinois State Superintendent ofPublic Instruction
MOBILE VOCATIONAL GUIDANCE
UNITS
Self- propelled, coach-type
units are traveling in twelve
counties in
southern Illinois providing
guidance counseling needs to
the following:
(a) non-college bound
high school seniors, (b) young
unemployed people who
have graduated from
high school in the past three years,
and (c) young
people who have dropped out
of school.
School officials report
that the
guidance counselor has already
been a great help.
5.
BEDFORD, INDIANA -
Four-County Consortium
including the North Lawrence
Community
Schools
MOBILE COUNSELING CENTER
A mobile counseling
unit complete with staff
and equipment rotates
between
each of seventeen
high schools in the rural area
of southern Indiana
and
provides economical
guidance services to
supplement those existing
in the
four counties..
Dropout rates,
absenteeism, and educationaZ
and vocational
aspirations will be
assessed and the attitudes
of teachers,
students, and
parents will be
surveyed to determine
the effectiveness of
education.
A
trailer unit, forty feet
Zong and ten feet wide,
is outfitted with
three tape
recorders, counselor
reference books,
testing materials, desk
chairs, and
other necessary
equipment.
The trailer unit will
be drawn from
school to
school by a truck
unit, and the staff,
made up of faculty
from the Counseling
-22-
Center of Indiana
University, drives from Bloomington to
the schools each
day in a six passenger station wagon.
6.
MUNCIE, INDIANA - Muncie
Community Schools
ART-MOBILE
An art-mobile, fifty feet
Zong and ten feet wide, was developed
by the BaZZ
State University Art Department as apart cf its Cultural Enrichment Program
to provide new or
improved art enrichment experiences.
The Art- mobile, manned
by students from the BaZZ State Art
Department and fitted with a display of
art objects from BaZZ State,
visits schools in the
district where children
are given the
opportunity of viewing varied works of art.
The trailer unit
is transported, between its display dates,
by a commercial moving company.
7.
DETROIT, MICHIGAN - Detroit Institute of Arts
MOBILE ART GALLERY
A three-year old van-type mobile unit,
eight feet wide and fifty feet Zong,
provides a gallery area thirty-two feet long and is
equipped with pegboards
for easy hanging of pictures.
The art mobile travels during a five and one
half month season and visits forty cities within
the state.
LANSING, MICHIGAN - Michigan Historical
Commission
HISTORYMOBILE
A fifty-four foot Zong trailer unit custon-made at a cost of
$50,000 houses
-23-
ran exhibit of
the history of Michigan.
Beginning its tour in April
and ending
in November of each year,
the mobile unit visited
fifty-nine communities
and
traveled thousand of miles
making it possible for 116,000
people to see the
exhibits.
9.
HELENA, MONTANA - Montana Department
of Public Instruction
MOBILE MATHEMATICS - SCIENCE
TEACHING UNIT
A twenty-three foot
trailer laboratory is taken from
school to school for a
stay of several days.
It is designed and equippedfor in-service education
of elementary and junior
high teachers in mathematics and
science.
It has a
myriad of equipment for carrying out
experiments, contains a curriculum
and
reference library in both
fields, and houses a collection of
basic audio-
visual aids.
No charge is made to
schools for use of the laboratory
which
has been in operation since 1961.
The state department of education,
pleased
with this initial mobile facility,
is now investigating the possibility
of a
reading laboratory designed and
utilized in a similar fashion.
10.
PHILADELPHIA, PENNSYLVANIA -
Franklin Institute
TRAVELING SCIENCE EDUCATION VANS
A rugged cargo van carries
lecture-demonstrations to schools throughout
Pennsylvania communities.
Over 45,000 students witnessed the
"Expedition
in Science" lectures in the first fivemonths of operation.
-24-
11.
OAK RIDGE, TENNESSEE - Oak Ridge
Associated Universities
MOBILE RADIOISOTOPE TRAINING
LABORATORY
Three mobile laboratories travel to small colleges throughout U. S.
to provide
lecture demonstrations for two week periods.
The trailer units are thirty-
seven feet long and are hauled by tractors.
12.
RICHMOND, VIRGINIA - Virginia Museum of Fine Arts
GALLERIES-ON..WHEELS
Four huge galleries-on-wheels carry seven exhibits of original art to
Virginians during a season.
The larger mobile units are truck-trailer
units forty-four feet long (cab included).
When set
up on a site,
the
gallery opens out to cover an area fifty-one feet long and twenty-two
feet wide.
4110
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Based upon the findings by the consultants
while appraising the situation
in Arkansas,
an assessment of
the status of the people to be
served by the proposed mobile training
units, the "history" of success of the
effective utilization of mobile units for
edu-
cational purposes in other states, and the
encouragement received by officials of
the
many agencies that were
contacted, the consultants believe strongly
that the mobile
unit approach to developing skills is feasible.
Therefore, the following recommenda-
tions are made.
I.
A one year pilot study should
be implemented to field-test a mobile facility
training program for rural low income wage earners, the
unemployed and the un-
skilled.
II.
Six months should be allowed for the development and design of
the specific com-
ponents of the training program and construction of
the mobile facilities.
III.
Two mobile units should be prepared for the field test:
(1) One unit should be
designed primarily as an exploratory unit which would provide prospective
trainees with exposure to a number of training possibilities for entry type work
skills.
This unit would serve as a "recruiter" unit for those skills offered by
the mobile training unit, as well as the programs offered at the various voca-
tional-technical centers.
The consultants learned through conferences with many
people that a good percentage of the people to be served, as well as public
school educators, are relatively unaware of the variety of skill offerings that
are provided in the vocational-technical centers.
(2) A second unit would be
designed to house two training module clusters where
the actual training for
specific skiiis would be undertaken.
The second unit would follow the route of
the exploratory unit and should be designed to change quickly
from one work
cluster-training moduZe to another.
This Zast would depend upon the demands
established by the prospective trainees during the preliminary visit to
their
locale by the exploratory unit.
A high degree of flexibility in the mobile fa-
cility design is imperative.
The advance visit of the exploratory type unit
would determine the number of people interested and the type of skiZZ training
in which they are interested.
Advance publicity of the "recruiter" unit's visit
is a necessity, as well as the employment of the resources of the agencies in
the community, such as Employment Security Division, the Suverintendent of the
local school district, etc., to notify and make referrals of the unemployed
people and high school dropouts, particularly.
Additionally, the "expZorer-
recruiter" mobile unit should be designed such that when it is no longer needed
for this purpose it could be easily converted to a training mobile unit.
IV.
The pilot project should be administered by the State Department of Education
Vocational Division.
As of September 1967 the State Board for Vocational
Education will have ten area vocational- technical schools in operation.
These
schools, distributed throughout the state, in the estimate of the consultants,
-28-
could readily serve c...s operations and maintenance bases for the satellite
mobile
facilities.
V.
To reach the greatest number of trainees, it is recommended that
the work skill
clusters presented on the following pages be programmed for the pilot study.
The clusters selected by the consultants reflect information gathered from a
variety of sources.
These were indicated as being the more "pronounced" skills
that are in demand by industry and other categories of employment.
It is to be
noted that these clusters are on the entry occupational skill level and will af-
ford the greatest number of people an opportunity to move into new work skill
areas.
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JOB CLUSTER A.
HOUSEHOLD APPLIANCE REPAIR
The use of electrical appliances
is
universal; the need for repairmen to
keep them functioning is increasing.
Needed especially are persons who
are skiZZed in
repairing portable
household electrical applicances
such as fans, heaters, vacuum
cleaners, toasters, and flatirons.
Such workers must be skiZZed in the
techniques necessary for removing
defective parts, in the use of power
screwdrivers, soldering irons and
handtools.
They also must be able
to install new parts and
reassemble
the appliance.
It may be possible to become pro-
ficient as a small applicance repair-
man with a minimum
of reading and
writing skill.
Workers should be
able to record the nature of the
repair in a log, or on a mechanical
counting device.
Some knowledge of
written communications would be
necessary in order to
maintain
records of stock and replacement
parts.
Other operations will involve testing
and examining parts for defects, also
filing or bending parts to remove
burrs or improving alignment and fit.
The worker may also use a buffing or
polishing wheel to remove scratches
from metal surfaces, and he may find
it necessary to touch up paint de-
fects, using a brush or spray gun.
-31-
JOB CLUSTER B.
GARMENT AND DRY CLEANING
INDUSTRY
The garment, as well as
the dry clean-
ing industry, provided many
job
opportunities for workers
who have
acquired minimal skills
in various
operations.
Garments must be ex-
amined for workmanship
and conform-
ity to standards; imperfections,
such as material flaws,
stains,
poor seaming,
and faulty pressing
must be detected and
corrections
made.
Garments must also be
folded
for bagging or boxing
with folds
secured by using pins or metal
clips.
While some workers are employed as
garment rippers devoting most
of
their working hours to cutting or
ripping stitches from sections of
garments to be altered,
others are
menders who are concerned with
repairing defects such as holes,
runs, and pulled threads in
knitted
garments.
StiZZ others are needed
for tending machines that reduce
rags and yarn waste to
fiber for re-
use.
The major skill, however, is
that of operating a power sewing
machine.
Skills in the use of roller and
flatirons, steam presses, removing
stains, and some knowledge of dyes
will enhance the marketability of
related skills in both industries.
JOB CLUSTER C.
GENERAL MANUFACTURING MECHANIC'S HELPER
The industrial revolution has Zeft in
its wake a wide array of mechanical
equipment that has replaced much of
Arkansas' muscZe power.
In order to
keep these machines operational,
skiZZed hands must replace worn parts,
make repairs when necessary, and
apply preventive maintenance.
Differ-
ent skill levels are needed to keep
the wide assortment of wheels turning.
This cluster would provide skills
aimed at qualifying the worker to
assist the machinist, the technician
and, in some cases, the engineer.
The worker would operate such machine
tools as the lathe, drill press,
grinder, buffer, saw, and other tools
used for the shaping and forming of
metals, plastics, and wood.
He would
assist in repairing and remodeling
functional parts of mechanical equip-
ment and machinery, such as pumps,
compressors, pipe - laying machines,
and ditch-diggers.
Many men will be
needed in factories where they would
be engaged in using hoists, handtooZs,
gauges, drills, grinding wheels, and
testing devices.
The job possibilities for the mechan-
ic's helper who is skiZZed in the
use
of basic shaping and forming tools are
Zooming larger every year.
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JOB CLUSTER D.
SMALL GASOLINE-ENGINE REPAIR
Internal combustion engines have a
great variety of uses in Arkansas
and the problem of keeping them
running will depend largely upon
persons who have a basic under-
standing of their function.
The
need for persons who are skilled in
repairing fractional - horsepower gas-
oline engines used to power boats,
lawn mowers, brushsaws, garden
tractors, and similar machines is
expected to expand as gasoline
engines are pressed into service in
ever-increasing numbers.
The gasoline engine repairman would
locate causes of trouble, using
handtools and instruments.
He would
dismantle engines in order to ex-
amine the parts for defects and wear.
He would also replace or repair
parts, such as rings or bearings,
using a variety of handtools.
As he
develops proficiency as a repairman,
he would be called upon for "trouble
shooting" and locating malfunctioning
parts.
Such jobs as cleaning and
adjusting carburetors and magnetos
would become routine.
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A
JOB CLUSTER G.
SERVICE STATION ATTENDANT
With the increase in automobile,
truck, bus, and other vehicle owner-
ship, the need for roadside service
to provide them with
fuel, lubri-
cants, and accessories is also
growing.
While the chief function
of the attendant is to fill
fuel
tanks of vehicles with gasoline or
diesel fuel to levels specified by
customers, they must also report
the level of oil in crankcase and
the amount of water in radiators
to the operator, as well as to
be
prepared to add required amounts of
oil and water.
It may also be
necessary to add water to
the battery
and to wash the windshield.
Other
facets of the job require that
the
attendant lubricate the vehicle and
change the motor oil.
He may also be
asked to replace accessories, such as
oil filter, air filter, windshield-
wiper blades, fuses and fan belt.
He
installs antifreeze and changes spark
plugs, and repairs or replaces tires.
Additional requirements for service
station attendant are those of
being
skillful in meeting and dealing with
the public, knowledgeable in terms of
use of credit
cards, and effectiveness
in handling cash receipts.
if
VI.
The State Department ofEducation - Vocational
Division - should
develop a "pool"
of instructors for the
training program.
The Department could
well turn to
(1) industry and (2) area
vocational-technical schoolpersonnel for staffing
purposes.
VII.
A Director for the
mobile unit project should
be employed.
This individual
should be broadly
qualified and possess a
breadth of knowledge
concerning the
total vocational-technical
training opportunities
existent in the state.
His
primary assignment would be
with the explorer-recruiter unit.
Additionally, he
would be responsible for
scheduling and coordinating the
activities of the mobile
training unit.
Past experience as a
vocational-technical counselor would
be
desirable.
VIII. The State Department should
consider utilizing the instructor(s)
in a dual
capacity, also relying on
him as a driver-maintenance man
for the mobile units.
IX.
It is proposed that the pilot project
be implemented initially in two areas of
the state.
Field testing should be directed to the
rural area surrounding Forrest
City and the rural area surrounding
RusseZviZZe.
X.
The State Department of Education -
Vocational Division - should work in close
cooperation with all agencies of the government, both state
and local, that are
-37-
involved with training
and employment,
such as:
(a) state and
local Employment
Security Departments,
(b) ARVAC, and
(c) the 0E0 program,
to provide
for the
greatest acceptance
possible of the mobile
facility program by
those persons who
might participate.
XI.
A consulting team
of program and
training specialists,
mobile facility
designers,
and research design
evaluators should (a)
develop specific program
and training
materials, (b) design
and construct the
mobile facility, (c)
supervise the pro-
gram, and
(d) develop an
instrument to evaluate
the results of
the. year's field
test.
XII.
The following is a
proposed budget for
the Mobile Facility Program
field test.
A.
Personnel
(1) Director,
Exploratory and Instructional
Units
One year
(2) Secrerial Services
$11,000.00
Eighteen months
@6,000.00
(3) Combination of
Teaching Staff from
Industry,
Area Vocational
Schools, Local School
Dis-
tricts, and State Department
of Education
One year
(4) Consultant Team
(a) Program and media
designers
Sixty days @ $100 per day -38-
20,000.00
6,000.00
(b) Architectural mobile
facility designers
(c) Two consulting
mobile designers
Twenty days @ $125 per
day
(d) Two project evaluators
Forty days @ $100 per
day
B.
Mobile Facility Construction Costs
(1) Includes facility, equipment,
and mobile power unit
Two @ $45,000 each
C.
Program Materials
(1) Trainees' use of materials
360 students for year project
@ $25 per student
(2) Instructors' use of materials for
training
to include many training
media
D.
Travel
$ 6,000.00
2,500.00
4,000.00
90,000.00
9,000.00
2,000.00
(1) Transporting two mobile units
@ 200 per mile for a total of
5,000 miles
1,000.00
(2) Travel and per diem for
consultant team for
eighteen months
11,000.00
E.
State Department of Education
Contingency Fund
Telephone, insurance, maintenance of mobile
units, publicity program
2,200.00
F.
Publishing Final Project Report
(1) Printing and Material for 500 copies
(2) Writing and compiling report
Ten days @ $100 per day
TOTAL
$500.00
1,000.00
$172,200.00
XIII.
Foundation and/or U. S. Office of Education funds should
be sought for the field
test project.
When the concept is proven in the field, fiscal
support by the
State should be appropriated.
XIV.
The consultants hold the view that the
schedule of the mobile training unit
should be flexible in terms
of its utilization to the extent that in
instances,
and as deemed desirable, the unit
could be utilized to train workers
for an in-
dustry that is locating in
Arkansas or to up-grade the skills
of workers that
are
presently employed in
an industry that has plans for expansion.
BIBLIOGRAPHY
Area Skill Survey:
Little Rock
Wdrt* Little Rock Metropolitan Area.
Reports and
Analysis Section, Arkansas Employment Security
Division, Little Rock.
October, 1965.
Arkansas Labor Force. Data, 19-64-19'65.
Reports and Analysis Section,
Employment
Security Division.
Little Rock.
August, 1966.
Manpower Resources Report I:
St. Francis County, Summary ofApplicant Occupational
Categories.
Arkansas Smaller Communities Program,
Arkansas Employment Security Divi-
sion, Little Rock.
September, 1966.
Manpower Resources Report I:Franklin County,
Area Work Force Data.
Arkansas Smaller
Communities Program, Arkansas Employment Security
Division, Little Rock.
January,
1967.
Manpower Resources Report II:
St. Francis County, Industrial Staffing Patterns
Re-
lated to Applicant Occupational Inventory.
Arkansas Smaller Communities Program,
Arkansas Employment Security Division, Little Rock.
October, 1966.
Manpower Resources Report IV:
St. Francis County, Area Work Force Data.
Arkansas
Smaller Communities Program, Arkansas Employment Security
Division, Little Rock.
October, 1966.
Modular Training and Educational Laboratories.
Conductron Corporation, St. Charles,
Missouri.
Roberts, Roy W.
Vocational Education and Training in Arkansas.
Industrial Research
and Extension Center, University of Arkansas, Little Rock.
February, 1967.
(Mimeo-
graphed)
Statistical Data Regarding Incidence of Poverty for the State of Arkansas.
Arkansas
Planning Commission.
Little Rock.
1965.
Total Progress Report; St. Francis County, Arkansas.
Edgar Henderson, Jr., Coordina-
tor, Concerted Services in Training and Education.
Forrest City, Arkansas.
January,
1967.
Sili
MIN
ES
UIC
P-M
581
Traveling Educatfonal Units.
Architectural Engineering Department, Pennsylvania State
University, University Park, Pennsylvania.
December, 1966.
(Mimeographed)
Wheeler, Herbert C., Jr.
Travelinq and Transportable Educational Units.
College of
Engineering, Pennsylvania ;Mate Un2versity, University Park, Pennsylvania.
March,
1967.
(Mimeographed)
