CT OP THE THESIS OP
V. Lacy for the Master of Education Degree
Lculture Education preiented on April 3, 1967.
Title: A Study of the Employment Opporttmiti.es, the R*an
Resources and Vocational Education Resources in
Kiamath County.
Redacted for privacy
Abstract Approved:
the responsibility of providing
for its young people a sound program of vocational educa
tion appropriately integrated with the general education
pattern already present in the secondary schools. Nterous
patterns of school organization have been suggested to
Kiamath Count
achieve uck a purpose. However, a choice of any gi
pattern must be made on a sound basis.
In order to provide a basis for decisions, the
following information is needed,
The nuM,er and kind of
opportunities
Kllamath County.
2. The status of present vocational education
programs and facilittes.
The mer of poteAUaI *atL
tudsnt it Edsmsth Ctet*ty.
4. tins of o"jn*t.e
tiina
*%tL1 t d.v.iop vocmcLatsI edtLou
re data
oppertuni
h se#ary sources
o
as the Lth
rea.*t vocational educ4tt4c prog%
valt*td by checklist *o
vie
tLotaI
i;
UetsraLe*t ion cf Itwitut potntimt tr v
;at Lou was a4e by qetiannail
U *tw;t*
U*th
1
*d* uin* tbro
coup
tUon to Luc tcati**
he
catioaL eth*ca
of vt'c*tjoo ed
they were Luter eat.
eatio uuits 'ee
ad r.ulat
their 4stre
atwents were aska4 *cit
kiT*M
f
type
of feciUties in
rdthat. fct totn of
enited by a euy of sta*e I
board otiei.* ra
ruL't Lane,
ssAts of the study izic*ted * 2 per
Lst Ceutty work tare. by l97i3.
'.t eh.s
ectet in the technical, aenar Lel end ski LLiid
areas. CisrLc*I, salas
sezLce area. are exp.ct.
pr
show a surpits..
There is very IictL. vocet.Lon& educatLot in Uasath
County and. proet* t*cUiti.a are ivaequmte or lackLn3.
iavv*
Zy tbs co11i bound
szt.erisLs ctsth4 orjy *
*d techiaI LnicirastL
tudai povsutia1 toT vo*tiana1 eu*tt
vet thh sny dint wets
to be btzt 64 pc*t.
t tb*Lr t
f vocsttøasi
ioei tees
in.
bo' 12 psceut %*t e
a
cses ivei £ this WSrS U*ited course
class ctitct*.
voiat4 1t4e t at
vocatiouiU c*n.tsr sithet hm1t't
OT
Local rules
attay oi secondary s.&crns
or z
lation* irwolving co iat f cti*Lng ot
eebol. tws ae va1y p.raL**ivs
i*tTLCt$ OOZ*ti;k
)Oi
*tfl$ e4ti
:
lLsbeJ to
ii
pT
i*rhen
study inc Ls tbc to
tio center should
be oat eb
u4et in ltb Coty
th
A br* prw of 'vocs
tionatacImiai dicatton, lut vor exezio.c
st th cster.
on-the-job stth, *h*ld be *ff.
ui4aAcs
ai4tttu, a rester ephuis abuL be put
quete inven.t .ts of voa Lil-teci*tcal
ect Lvit tee s
iho iØ tree
aster tale.
V4t
al sdUCatiI%.
A3tudof
Coimty
by
Jaass VirgU
A ThiIS
ubsitt4
tO
m Stare Untv.rstty
fu1fL11nt of
r*quLr4nts for tie
d.gr.a of
Mast*r of Ed*cUin
tma 1967
APPRJE
Redacted for privacy
Redacted for privacy
ate thee
Tyedb7E
pres.ut.d:
Ftl 3, 1967
y* Lacy
ACU
Ths *utbor vtab.s to e*pr.1 his appr.cLaUon to
hi school psrs3nnsl nd stadsits who p*rttctpatsd in this
Stzdy. A sp.cLaI word of thsks to Dr. K.nrj Tin ms
Dr. Phil DLs for thur stlailatthg guidauc..
PND4
OOc'4
C4t4N
14(4 Onit,4
4
f'Øi
00
..
0
luyt
A Study of the
h. 1ua.n &sot*rcs and Vocatima
in Ua.sth Cnn
cflPTh
UE J
PU?6E c
7
I
Tfl!. XNVESTIGATIO4
ucation in the United States is
changing, bth in scope ad character, at an unprecedan
VicatjoeaI
rapidLy accelerating pace. This ch
has c
through the cinst ton of a nuthsr o.f developments. These
include nev eihicgtton materials and methods (SO); new education prob1t being identified (49); integratec education
a] systems coining tnterlocktn sets of content, material
and methods (5,1.6,10,58,7); nd Lncr.aed funas for
education (6).
Three major factors influci*g vocational sduca.t ion
are evident. 3ne is the rapid obsolescence of materia
tools, machines and processes (49) Another is the decrease of aanpoer needs in some occupsti.ona with virtue
elimination in others and a *Lmult*neous need for mznpwe
in skills and occupations practically unknown £ few years
the geographic movement of orpora
tions and their changes in product lin, resulting in the
ad for persons with basic vocational skills and orient*
on who can be retratn*d quickly
3n the national level, there is considerable concern
toward providing for changing educational goals and attain
in full aloyment as a means of co*Uug poverty.
ny of the .duc*ttoa
d.vslopssnts and e1oyut treads f the nation., stat. and
naa.uch as Or,on is affected by
Local. agencies need to talc, into consideration theee dsvsl
progr
opnsnts and circuestancas when. pling
upgrading present progr., In Iatb Co*ity applic*
tion of these factors should be focused on the supply
dan4 relationship of .iloyasut needs as well U on thoe
persons Jaavtu$ th. area in surch of jobs.
Statentut o
the Ic..nsrh County 5cboel Distric
and
which to plan vocat tonal proI,Ir
ems th.b
adequate facilities. Two factors strongly influence any
uch piaa*tiug. Pactom one is the origthtL eslacUon of
alpat tons for those soon to enter the Labor force, I
The probls. f
two is the res.lactton for those currently bee
unploysd due to a shifting .conoey and/or shift in job
r.quir.zte.
mtcruet ton concerning thes. two
s *ust be available to those working in the fis14 of
vocational guidance and vocational'tchetcaL currtcnlue
p ldng
At the present ti_, a sjorLty of persons anteri
labor fotce Lack skiUs currently in dsuend. Unfort*'
the acceleration of t*chical change indicates the
this gap way widen rather than doss.
hsvs pointed
Efforts to upd*t. vocational pro$r
aodsd factItties, personnel
out such probien areas as
king r.centcy of training, and outd*ted curricuLsr
Further, the race to at cb*T4in$ job training
de*n4a has caussd new curriculias to be fostered without
concern for sotm%i. articuistion of aubj.cc asttsr material
or planned .ducatbmaL change. Students .v.ntuaay suffer
ml.ss the.. mistakes are corrected.
asjr fallacies exist in developing progra on
such a basis. The first is chat, when the students cos
plat. their course work, occupational skills that
lsarnsd may be obsolete Th. second is that,
Use exist, they may be in a different part of Lbs scat.
psycho
In such ems studsta may be either physically
logically unable to ask. the geographic shift.
if Kismath County School District is to mast its
igaticas in vocational education, plamaing of pro$r
which take into accoai
*ast be based on scn*d
factors of technological chg. sal occupational mobility.
Leon P. Minnar, St*t* of Oregon Siu'tnte*d*nc of Public
Instruction, st&ted succinct ly the pressing need to tr*in
youth for Job entry in isrth, l96.
We are bee oning lncrasin$ly ewers that the .cano*tc
vigor ud productive strength f a society depend
canes of every person. As
upon the oce
tonal c
Loss contiens t
oce
skill r.q*dracs in ci
spiral uisrd, as c Ution for all Jobs bee
071mM rates p ingus ,outh, an
keener, as
ue
as the aoietian of, pr.psratioo for,
entrance
lie sted., vs
upon careers becoass Lncressthiy c
recognise the urgent asad for a ru4afisitio of the
goal.a of vocational education in our
schools
(32, Lntrloo)
The purpose of this stu.y
is to c
to grips vith
oreasntion*d prcbaa of vocational education progr
This stady also aLas to d.terains the sztant to
vbtch educational ucits c coordinately analyse ne.ds
y plan to us. trainthg resources and wp.r pot.**
aextuis* efficiency *nd effecUvisness of vocations
p.ciftc objectives of the study ax.:
1. To deteraine the n*br d kind of
opportuitiss
To
ter*ine the asp.ct of vocationsi sdueatton
*4 ing *od ificat ion.
To d.teraina the
*r
students.
4. To 4steratzs ans of coordinate MicUontng of
lop vocational education progr
Lanai mits
Lnc. the survey of students will be asde 4
regular school dey,
it is assaad that the s*iipl. v:
approx iaate cue hmdsed percent.
It is further siad
bat the
vLU be sufficient and rspr.sentst
Tbsr.fore no sttmts will be asd for follow-up to obtsiu
dats frc students absent on the d&y of the survey.
2,
It is std that the Kath Fsl1i City &choo
trict p.rson*1. and tb. parochial school personnel will
he willing to cooperate in the study. It La further
td that (larb Costy choo1 L}istrtct p.xson]. will
be vitling to participata in the study
3.
It t assasd that rsUabl. techniques are
for data gathering. Th. reliability of t.cbniquea for
gathering using secondary aoncu baa been docsiat*d
o reaxch.
(53, 19)
4, It is *ssmd that pleening for future voc.s#
requires basic dStS on tI* extent
.onel education progr
xistirzg pzogr, (2)
It La mss*d that cooperative analysts of the
tnc1udLng sasosseent of staxutory &nd
sxi*ting progr
egulatory factors La effectiv, to detaratu. ways
existing prograu can he streng
It is assd that training facLlttLss .cen be
eve loped to train potential labor supply for export to
bar educational unit. (22)
It is asssc1 that vocational educ*tton prograrn
ist be p1arme. cn the heaLs f aioy.snt ne*ds.
(49)
The tt ecM4s3.s set up for this study rssuLted in
certain lialtat tons which wist be kept in mind
y results herein. First, priasry data for dsvslSn occupational outlook for Ksth County could not be
*thered in such a short ti. Therefore, secondary data,
which had been coupt led with other o.3s in wind, were
used. Soee of the results of those data vets not always
PPILCabLe to the resiJti sou*ht in this stUdy. A good
exauIe was the Osgon Stats Keployai4t Service Inforstion
vhich contsined no categories for sslf-.loyed workers or
f* worker
Secondly, mU s
vet. adatsisteted very doss to
This c*ussd s. conflicts
of the school
c1mdu1es, teschers' duties snd sdwintstt*toTl
Sn4-of-th.y.*t procsdw*5. As a result, there way
a variation in ptocsduru us.d between schools and with
is schools. Such t4itg could hay, affected tb. stud.nt'ø
responses to th. questionnaire.
The questionnaires were not without soe aiguit7
and lack of applicability to a given school or student litnation. Further, the large niar of teachers adaintstsr
ing the student questionnaire wade it difficult to guarantee that the s procedures would be ted with every group
of stud.nt*, in addition, even though definitions of tetwa
were gtven with the quest ioaudxes, **cb et udaut woul4 have
$reater or lesser know led. concernin$ the asaning of
Very
se terwe and vocational educat ton pro$laws,
ikely, a Large uuthar of *tudeits are not awar. of tibet
he future y bold for thm* &nd therefore, cot dec 14*
whet curriciali pattern la best for tb.
ti,
Thu study ii further liaite to LIaatb
p.ctficslly, all ptèiic and private sec
y schoo
their adainistrative districts and the awployaen
KIth Coaty U given by the Cegon state
Service.
Voc*t tonal E4c*ttos. A series of controlled and
organized experiences d.iign.d to develop skills, abut
t i.e, understandings, att it*ses, work habits and apprec La
tions encousing knowledge d tnfor*ation n..ded by
toyaent on a use
persons to enter and aske progress
functicn of vocstion*
ful and productive basis. The
*1. education t. to develop the individu*l for socially
ssfut work,
*nd C
Classes orgent
its desiring techeica
ducted in pttc schools
X!L44t
oraettnn and a basic understanding of the laws of science
and principles of tecboology as applied to noderu des
production, distribution and service
jnduszrjçzj A group of courses designed to
acquaint the student with the vaxious occpationa found
industry ad to give biai instruction In those skills and
abilities that he nssdi in order to participate in those
occupational areas.
VOCt4Lt9j. A school designed to provide
Ar
program of study in all areas of voc*tianal and technical.
education in cooperation with the other high schools in the
schoo
ally includes grades tan, siavn
ins is also LSC1uded as are
grades thirteen and fotutssn. All vocationsi-technical
cOwie5 and thos courses related to vocstional education
twa lye.
uch as higher aetti.t ic., physics, clwistry, ond other*
will be Included,
pb_Clter Ap
A method of developing voca
anal ad uc at ton curr Lcults based on fund iatat kno
ladg.s,
skills, and concepts COn to a nier of occupa
tians in a closely related occupational cluster rather than
establish specific curricuitmi patterns for each *nd every
occupation.
Wo
mploynt undsirtaken as pert of a
school course and designed to provide pi*nnod experiences
which are supervised by a taacher coord that or arid the
employer.
tceabt Tr.4ig. This is outbi-job training
in which an in4ividuml works full tias at a particular job.
The individual is superviss by an experienced person who
La also working at that particular job. This progxin is
carried on for a certain langth of tia. usually one to
ye years, before the apprentice is atim.sd to perfora in
hi. cain right. Sc forail sducatton through night schuo
way be a part of this progrin.
For the
S utlt
V
puipoam of this *tudy, this term is dafined u high school
and post high school students who are enrolled in, or plan
enroll in a program of education at lees t
baccslaureat.degree teve
Lob
These two eer
asst
will be consl4ared synonymous nd will be
defined as current ant! projectet! nmnp.er needs in the g.o
graphic area for occupations in agriculture business,
health, distribution, home economics, tr&a and industria
work, techeical work ind any other recognized occttptton
except those which generally are considered profusion*
or which require & baccalaureat, or higher degree.
cort!int1c tionj
of Shool ttticts. ThIS
is defined as the harmonious working together of two
or' more educational tmlts according to statutory and .g%I*
atory provisions.
0
This is a classification
grouping occupations into eight I
tions per forimed.
based on the func
They are as folLows
_jin_I. This level incindes occupations
that require a high degre. of asntal activity end are can
earned with theoretical or practical aspects of complex
lds in hiasen endeavor, Such occupations require either
ens Lye gnd. ciimprehsneivs seed.uitc backgromd or a ccs
it ion of such education and sxperLenc
Occupations r.çuixing the perform'
ance of spac.tic task. which are functional parts of
scientific activities requiring knowledge of fiatdsnt
theory aw! reqtsirig highly developed skills
priç$
Jian. Occupations that are
involved primarily with responsible policya*ktng and rek'
quire planning, supervision, and coordination of the
activity of othera, usually through intarasdtste super
visars.
a-. Oc
ons concerned with the sale of
oditLes, inv.stnts, real estate, products and ear
vices, or occupations that are very cLosely identified with
though they do not involve actual
s*lsa transactions
pmrttcipst 1.
in such transactions
Occupations concernsd with pr
transcribing, transferr tug, systeasusing, or press
writtei cxicatton and records in offices, shops sn
other places of work where such fmctions are nee1ed.
SkIlled. This level. inc ltie$ crafts and snua
occupations that require a thoroub and coprshenaiv.
ledge of processes involved; the exercise of considerable
tndspendent judnt; * high cgre. of asnual dexterity;
d, in sow cues, extensive vøponsibility for valusbil
products or equipment. Workers in these occup*tioni
usually become qualified by serving apprenticeships
pleting extensive training periods.
This level inc lude asnual occw
pations that are characterizs4 by rne or a coin*tion of
parts of the folloIng requireasnts: the exercise o man
putative ability of a high order, but liatted to a fairly
welt-defined work routine; asjor reliance, not so auch up
;he 'worker's jtdgasnt or dexterity, but upon vigilance and
al*rtneas in situstions in 'which a lapse in per foriiisnce
woul ause extnsive damage to product or .quiasnt; and
be exercise of independent judgment to meet variables in
he work sitution, but a judgment which is not dependent
upon a wide knawiedge of a work field and which is limited
Lther by the application over a relatively narrow task
situstion or the decisions of others.
This level includes those jobs that
require no special training of any kind and can be
2
provided he is psicaiLy
b
ID
IIUth
on
ty is Locatsd is tha south cantral part of scrn Ths
vss tern eds of this county cotnctd.* with the cr.st of the
Cascade Moimtains and borders Jackecn 0ou2u
d Lens
Cozttiss. The eastern aLde bordsrs Las County and
chsracteriasd by various Lsaser wounteis* and aeny
The southern sad of the county borders C IUornSa. Des"
*1eith County
apPrazLaItJIy 120 i1* bag awl 70 ad3aa dd* awl rank
chetes County i.e the north boundary.
the fourth largest Or
y with an area
ii
p15
*q*r. ails
tarn
The Uasmth Basin is beat
11$
part of KIAusth County and is the canter of the
artcutturs1 production. The county seat of flth Count
is KIaaeth Pails
higatsy it is 79 atlas to
Part band 373 aLias to San Francisco and 241 atlas to the
Port of Coo. lay, E1th County is adequately szviced
asjor roadways. Two a*jor railroads, Great or
outhern Pacifte, provide freight service for t
par tat ion is provided by the Trailsys and Greyhound
A aodern wto'det. sir
pr
to trays
figurea for IU*meth
Coaty az's broksu dtn into the three political tmits of
laN*th Tails, the )letropoUtan area and Ztassth County.
The Metropolitan area of K1*th Tails ii.. within an
2500.
lant
170.
a five .i.La radius of the center of the doimt
$ast center of population Lu Ilsth County
as with
teeeth Fafle and its a
tastily 300 to
kLnizI$ CNJ.tUea r*n$tn$ frun
in population over the
indiostes the
years end give. an as
of the population
T
CmI'T P0PULATUi TRJSD$, 19$0 1970 46
PoLitical
City Uaits
A,Ifl
150
15,875
16,410
16,949
17,600 18,800
U Metro Ar**1 30,000
31,920
33,838
38,350 41,800
42,130
44,115
47,475
41,210 53,500
County
tLon statistics of the Kith
in 1(lasstb Ealia, the 1.5 year increase
nrntad to
1,725 (10.57.). Dtir Lug the sass par tod, the papulat Lou Lu
glsth Comty grv 6,060 (1.4,4), while the Hetrapotit
area shoved the greatest increase with 8,350 (27.87.).
greatest auct of anticipated growth in the xt five
years viii be in the catmty ivith 3,290 (tfl). Next will be
he Metropolitan area with an increase of 3,230 (8. n.), and
showing a vety mull asouuc of growth vii] be Kiaseth
with 1,200 (687.). (46) These figures show that the
population of Jamath County viii incremie at a slow and
stsay rate.
statistics given in Table 2
be fxwotved in high
the three age groups as
Th
1960
school sn4 post high school vocational education. it semu
ividuJ$ would represent
reuauabia to assaie that
potential students for voctiousi educstion Forty*
psrc.nt of the total papt1st ion of Kiu.th Coty falls
into thes three groupa,
TML
2
3 P()PULJTIC$ STATIST
TW
34 flAt OW aaou'
LAT C1JNT (41)
fifth of both the county
$otabLy1 áo
the Iars.at nu.ir (9,7B) in the 514
tete popuI4tiou
qa, these chi11rs
ag group. Upon r.acbig graduet
labcr I
throughout Orag. In sdditLon, the size of thl.s group is
a further
isti of tt Lsiug population in the countj
t bsca aviiLIi1* if the coun*y
14cr eb opportueitas
iU caatribute the w*t to the inc
ss in the nOttooidi*tafl
Z. Statistics
of the Census, 1960 coicsrnthg those tea
of Kliissth County ho . 2! jsas d older
of years of educatioi Cc0
catd that th *ediae ut
plated was 11,3 fir the asia td 12.1 for the fenals popw
ion. This cow1ty is aout the a M the 1960 st*ts
for shoot years caI
The comty is not unlike the stat. in that, after
Lgbth grade sdicatton, the great.t dropout rate occurs
and cant inues throughout the high school. years
it is
aesd that *st persone not cc1.t Lug * high $chooi ed
ucat ion wilt evantue ily need ftwtbsr training to at
job demands or to maintain their pTes*nt postUons
Coti. Princ ip*l induser Lu of
lUisith County are iuMering and agriculture, with t
and recreation rapidly gaining iortance in the economy of
he county. (9) 11*iatb County ranks flxst in E*st*tn
Oregon counties Lu. ttsx production. )(neb of the forested
areas are within natjona.l forest boundaries. (Sea App*ndiz
produced in the rich
A) Livestock, hay, grain and potat
Kiamath lutn are the primary agriultural products. (48)
The economic health of K1th County is an lapor
cc*sLd*ratLn in planning any pragran in education. S
of the indicators which are often used to show sue
ic conditions are bank deposits, loans and debits, property
vaIu*t tan and retail salas. A ccartaan of t
icates a slew but steady economic growth.
Data war, gather.d in rsiation to each of the
vs. of the *tudy. Procedures ware as
7
___________ Dzt.erai.nt*
tion of job opportunities was cccslihed by UtL]ILZLU$ the
skill ave7
for Knth County. £1omnt trends and c1oynt 4j
Oregon State epartamt of Eloyamnt county
by occupation*l
tr ibut ion were recorded Vorecsst
ty divisioi$, *upp1rdts*d d specific
groups,
cupations were record*d. State and n&cton*l trends were
also analyzed
Inventory of vocational pro$rmss.
personneL and facilities (Appendix E) was presented to the
aAalnistrators of all schools in KLIItb County that offer
any progrms of vocational educat ion. Adainistr*tarl were
encouraged to giv, serious considaratio to the inforst.ion
needed in the survey. This was done by seating with each
atnittrator azd expi*(idn the purpose of the proj*c
procedures to folL* and inforastion udsd.
3.
This stndent øucvey (Appendix C)
adrninia
to students enrolled Lu grades 9 through 12 in
Union High Schot
seven cox&ty high schools
A1c*g with the survey fui
and Sacred Heart
mach student was given a pItlet iibUh identified the
ems of vocational educ*t ton and sxplaLned the vocatt
education project, Voc*ttnal teachers in s*ch school were
reponiib1e fr the adLListratLn of this survey qtiestton
are0 if there were no vocational person.l in a given
school, a perecn or persona designated by the adinistrator
of the school save the survey.
I ust cases, the svey was conducted durthg the
ach f the c asee5 Vher this was
hone r3m pericx!
not possible, a sci*1 tii was set asid. by the adisinia
trator.
Cert*in peanrvey preparationa were aade This inciuded acquainting the staff ami stzients with certain U
pacts of vcetLonal education at with the purpose of the
survey. Cons iierablo public relations work was carried out
with aiainistracirs and staff. Atteipta were ame to *t'
procedure was ued in each school. All
sure that the e
students had xaple tia to ccnp lets the questLonaie.
The post high school survey (Appendix D) was
tered to the students enrolled in post high school, non
3 .A. pogxais the survey forn was sent to mU graduates
of the seven county high schools, Klath Union lUgh 5cboo
and the Sacred Heart Acadr for the years 1964 and 1965
The sgrvey for*
who were classified in the above cats
Ll with a followup letter when necessary
wads given by
The high school student uestionr**ire (Apps*dix C)
was revi*e b r&s&arch psrsomai befcre adiministering
questionnaires wars
0
the itudents. Iicwever,
subjected to pilo
4.
D1
o
qLed
in Ozeg
esting
a
çoqd1at
Sacnaty data, reportad
co
stat tcs, feders tarn, State board of Eth&catton
policr rules, xegalatim* and local school bcard policy,
rules and regutat ions vere u1et to datertne statutoty au
cry factors pt.scribing conditions for coordinst.
:tnctto iLng of edcstional units.
20
hay. bun conductd a
nitton to d.tsrvins
&.uya&ut opportat
nsmd fox vocational .ducation
*tional atucat Ion studsats and
voc*tional dncat ion prop
p
curric
veiot. An anaty*a of r.ssarch
thoda mad findia$s
fron thea. relmt.d stadisa hmv* proved beneficial in this
currant .tudi
Is,
O 1O2**X 1
v.sith ILu in t* ainds of crsst
Todi
I:
individuals. k.*ssxch cosine soon vii.) provs that
dollar twrnstad in education in our nrnt ion vii) pr
fros tOO to 400 percent re return than the ixwestjmIt
buii4ina and capital .quips.tt (5)
united Statu CcLss toner of Edue
1, recently eat laitad that seven si1IUcin yn$
psopi. wilt out.r t work forc. in the nest 10 jeers with
steps are
out tb. bensf it of hL$b
to
ovida prop
and aotivstions.
n to
S
jax
ttc.tio iac1is*
ths p**p*atLOS
fot
in bi*thu, t.cd.csl
sktUad txdss, distributive occ.pat
2
tr*d*s) apLct&1te
!pl0)
of 1961 daU.neated
occupat tonal. trnda
The pr tamry
ss are as fo 1 lowe;
srtinsnt to this U
A c*tthidn rapI4 r*t
tar ocam
pattons especially in the
$ tower
owth in the skilled and $*uSti$kill*d
areas a3 little chesp on the unskilled
Dcc
a
in fazsers
A later .4ition of The Out
astinu of the changing ob
individual iecosms rise
on alt kinds
to
industries are
,pr
nt by 61. psrc.nt, t 1L9 edition ior
(52, p 11)
There are sddtttcmtL f
force
would point oat the need f
ttc*ial tra1adn f
70%U*$ St
cbsot1t
aor force 1* .rp.ct to grow by 1910 to
V_*flhtcm, an increans of 13k itUtos, or else
On
twenty percent. At the ss tIes the
will grv only fUteon percent.
atliton
er of new
is only the net increase, The total
Th
wirkers will be
29 aLl
(2, p U)
t,* a*ao*
**nan
e;a
U
*102 t*aaod
adoid
U,
1UO1330A Ai* jo
td U.oa3. ,*a'u
p
r (sooqie qtp oIp*DV ;O 1t*dTaUlxd
V
e* sodsx* s
qap' 'aqM) sd*E7ij ooq
s ;o
Lq o* p*es* ussq *rq uowanp*
*ossy
o*
Jo a** 3I* *ic zo; p*su $uiø*Ld u
*tonp Lu* pu .o
£1VI.*3U .qa
a
p*PAOZd 'c i*p
$2$lIao* IOJ 'pqPpr
'aq*.
i*ioddo ,q (1zo*
P°tTPL* *q U
tt' ;° ;t"I st,o ,.rrddn. q*) spo a*i
D*9
jO 2SU I
JO **1 ***
.tdo.d utoi ; ,anu a.e ca £eaw
'*1do.d
*$
$
zoqv sqa
o*odozd z.1zt 1;
$Ufl**tflOt I C1P*O
1uj1W
JTU** XVn323d
uo1r3*itp* TVUOfl*DOA 1OJ
:hm jobs ijx tiass durx 40 years o
(16)
Second, t.snty percent a
population Lu the cositry
actually char4ss their rasidince
(S5) Thlzd,
workers are wLlIiu$ to take train1xt,
to relocate.
(19) Th.i factors supst the fo1]ith c
lusioosz
There *at be freqiaeat tr*inin$ on ha job and
t
rssducstion tard $ new vocation as ac
rapidly within t1etvss
ions chiiiije
ona 4ev. op.
(10)
?r4iIitng *bould be related to n*tional occ
onal trends to ask. workers aox, aaployable. (16)
Trainin. should be based on 4vs taping broad
ski
ob Issitics rather thin for specific jabs. (16)
4, Ther. is a need for cc
in all achool
migration of studect*.
2.
It has been si
it sepeatas
no sduc tion serves danacrcy
luis of production fros the values
of to uition, vocation frcs cu1e, 1*bar fr
Xhe education of the free a*n requires the siit
iiber*1. education *nd vocational education. (21)
of
Clearly.,
*1 education is an ssasntiat part of total job
pr.per ion, and the c*r.fuUy p1atnsd curriculus will cone
egrzted prop
slat of an art iculatad and
* good
education
Such a pragran *ho*al
eat de$re. of
wide areas of intsreat
flsxthility.
(21)
A maber of studies indicate the used for re diver
city of high school currLcul%a. 1tgh school sdainistr*
tore, counselors, and teachers wmt or$ani*e their re
ources and ideas to create a realistic progras that trnk*s
into account th. fact that aors stents in the public
schools should be prepared for the world of work thmn for
ccll.ge. (27) Accordingly, secou4ary schools n4 to be
ganited so as to provide a full range of opportuntti*
1]. as the
collsge4ound) to explore and axperlaint with a*jor clui
&11 st*xisxtts (the collep'bouD4 as
tars of ocetttens.
can and
Vocational pror
aist be designed to aerve the techeicaUy gifted as well
as the less able. Vocational education *at push wide the
gateway to oporcuntty for those who, for various re
(21)
camot or will not enter or cc*lcta college. (4)
Many troainant educators *4 utrous studies have
testified that occational education pz'csises to supply
he diversity and practicality that the educational s,st
lacks in its efforts to educate aU our young peopie to
their full potetii. (54) In Franklin Keller's botk, ii
call was issued to provide secondary education for
yutb in a]l ktis of occupations. (3)
Noraen C.
atsd that the high school shoitid plan
*t o
25
tcth so thst tt will be preparatory to
*dvancsd study and crainin
(16)
CbLo studies showed
that about 7$ percent of their stud*nt asks an upa'
ion*t choice other than those pofessionel positions rs
cur inj coU*s dojrass A statewide etuv.y of enrolJa.n
patterns in the public schoola sbou.c n1y 19 percent en
and 81 percent
rolled in any type of vocational pro
enrolled in cotls$s preparatory or en.ra1 educ*Uon pr
r. (44)
Not so typical were the r.sits listed by
stated that the
Grant Vsnu in
, £4c
city with the a3st extentiva prograa of
ticuiti elucation (ki3aaiikse) is one that a4uates
cent of itt students from hiijh school, . a
out that tho state with the greatest occation*1 educ*'
tion opportuuiti.s bsyod hiaj school (California) his
been able tc induce * great ay of its high school
gr*4U*t** tO COut1ThS theIX education.
(
)
florace K.Usn, in his book
states, If the world in. which asn find theetv* if
st not only 1m h* it
but before that, what it is . (21) Several studies
ic*toI tbat students gozs&rslty are
jobs that are awailabla. A great
dropouts eport*4 that they b*d
LW them a good life, they
26
counseled by
work to look for.
people to
a
de .a $o*d cUC
(10)
V
tand1n of the world of
k end
occ*t iozisl 1u14nce
tIuoubiut o
I.e at all levels. (M) All
these mn1 other stsiss bee 1idivaed rather strongly that
vocati*s1 cow*slth of all junior end
students should be
reality. Fur the s
of the evidsuce pr
the voctionsl counssUn ear
progr
vice should be des
to do the fol.lowtri:
I. Gather i orastion r. rdthe the effect of
ation on availability of jobs which s axe
onation, wbe they are Ioetsd, & the basic ad
tiona I. raquixnta.
Uxe porsonnel who mr
tutin
iuterpretstion.
Make it possible for stu4ents to
zpgr Lance.
Identify potential dropouts b.y the ninth trade.
Gounsel with p&rento.
VoUx*-up pupils for three t four yearS. (29)
Studies ccletd in Minnesota and lI.1i*uis a
applicable to this vocational s$ucaticn study.
ota study included the surveying of all
27
vocatiltechnical schots to identify thir gsograp
distribution in relation to population, population mes
d student erollxt. This *twiy pointed Gut thexe adi
tton*l schols were nded and 'wbtcb exist ing schools
in this survey, hever, w
sttsnt ion to specific proris for preparing workers far
should be expmnded.
Lackim
existing aud future job possibilitiaa. (53)
The Illinois study focused only on eloyant.
Tberefoze it has litted appU.cability to this study.
ever, it ioes point out the v*tu. r Leasthility of
.n$ infc sticnt on characteristics of the labor forc.
A tvosar sty of vocational tuuc*tion progr
ni selected cziUes in be zi4die Atlantic states in
cLcatec th& value f bnowin the extent to which exist ing
pror
are preparing atuenta for the labor force, tb.
ways in which .ciscing program can be strengthened to re
ducs dropouts and
*in*txe tnloyment of radustes.
The study baa Xttatioia deriving iron the design of ttw
ruarch am a sltng study.
(22)
The Jactsou County, C)rgxn, study was conducted to
discover the present status of vocation*l education in
Jackson Cotmty schàols sd to deteriL. what ss needed Lu
be way of vocst tonal ducat ion for the future. da
effort to reidy the deficiencies that were £outd Lu the
vocat Lonsl education progr, the study suggested that a
2
iiore equitable and workable helene. between voc*ttonat
oducat ion prra, the study $
ed that a *ore squit
able and vcrkb Is balance betweefl vocational education and
preparation for collse be established in the high schoo]s
ion seewed to indicate
the need for a area vocat al school. In sddit ion, the
Jackson County study alwwed the iortauce of obtaining
tit and future omplayas
accurate inforniat ion about
It also denionitrated the neei for narrowing the scope o
of Jackson County. Such * a
the initial, study.
(20)
The Lane County, Ottjon, Vocational i4ucat ion urv*y
invutigatcd the needs for vo*tional education in the area
served by the Eue Voc*tional &chool. ?. large sint of
inforaticai w415 gathered concer'uing popu1tion and
snt trencis *lot with opinions f labor rogarding voca
tional education needs. Liaitations in regard to the fu
ture needs of pIoynt and foi1 up of students were
be included in a sei4r
H*,evex these were
evident
study. (14) A later study was corcerxzd with refinei3nt
*
in counaeiiiig services1 eurricuhi and public relatiani
No umntion wan niae
o
pLoynt pportunitie$
outside the area served by the Etene Voc&tLonaI choo
(la)
Colsi* County,
A vocational cent
tudy r.ccnded
be estibiishid.
29
ploatori or pro-vocational cotirsaa be off.ce4
aiitthad in tb.. local schools subsequent to
vocatLonal traiuiu.
Attntjon be gi to traintn for the rel4ted
occupational c lusters
4. Students be traine
for jabs ezternal to Colt*
,ou1w
More *tteution be given to Library atoxt*1*
VOCat Lonal. edtcatiYk.
6.
The school ieve Lop a broa4,r syt.a of
and co seiLng to fit the vocational eduatioi pror.
provtóe a placenent prgr. (
7. The
A Progra* to Det*rShibats, in his
*lns )eeds in the Field of Voernionil Ed cation in
School Districts,' SUU..t.d a acdifiad outsi4e' 4 I
v.y which includes a atu4 of the cQ!!%it7 ISIS its
*zat tonal. picture. )iis objectives sed basic areas
Ketmeth
data cotaLdered essential to an adequate vocstion*l sd
on survey strongly support the procedures of this
Gther siatlar etudias. (43)
Itwo lveant of the set ire cvnty in its voca& toes]
*sttar of
juat a nice e*ture;
progr. Since ultiaately the
life and death to a
will depend upon th. cooperation
cffsctg of nv
of the counLty, s*cb as its
the groups
acat t;
ol a iLstuto a, tucbsrs,
industry
s, studen
srvi.aa
anizatLcrns,
start befor*s
La sstsblis)4 *,d cc*t1aus two*$*ut its axts
scttv. c'.Ly tIWo].VSSSXLt
pror
To
£Os tl* 1Gt*5C* OS tb C*'d-ty at *tt
toe
anizatLan and operation of * pr
wilt not
t tha aseds of sithar ths
or tt siLors. (4, 3, 44)
0
£xnold indicmted that tb.
a is an intgrat part of bui1dth a baleucad proran in
chool U o
accapts tbs 4*5mit tan of a ba
$rai u . hLcb ia 'tsilor*d to
patterns
d d.fin.d arsan yet doss nt lou *i&bt of t
*rgth in dis stat. and nattonsi labor *arkst.
(3)
Acccri* to lyr
4sf mite naed for
svsluat ion both In stmrtth any proran and after it is
*tar ted, Part tcular attention is divan to involvini the
local staff i tbs
and ct*ts
ion; to the nesd S
olLup of F
tioasl prcv
In the preparation of for
Pr
and
to prepare local pers
uostionn*irss to sv
parsoniel and grmih**tu of the prr. (3)
1
Ii st
related studies
the ?oi1win$
procedures:
stLma3,techoica1 ed,sti shoul4 be
integrated and codinatcd as rapidly as posilbis in
7 tkogh 14.
Lcuiarly needed are exploratory
P
the jtatar high school leve
2. Thevu
ity of youth &nd the nstioua
interest will best be served by a careful
of liberal and voctiotat educati
ts*t should be aede to Lorce
tonti choices.
4.
Th
iped bland
báutd be a grear
dq3st
tonal echoic
5
Vocational ad
built. with the intent of their
pr of any total progren.
14
The job clmt
training studnt$ and preparing voconrni*t*cbntcat
C
DATh O
KL.UIAI'fl C*JWXT
$Lnc* 1900, tecbito1otca1 Lttntvtttci$
of ths United States bc pred
ths ecos
ly rtzr*1
to diitincttvsly zrb, These factors affecting the
the nstto* will be ot of the pris det.rninsnt
in 0r$&s 3jauit Lu the
34JysLt in
TOtIII.
U, dLtlJ
tijinterrtçtsd upward trmw since
(57) Mc
*ste$ that tkda pattern will
to the sd3ustsd projsctLo
of CPegon as1ont
SIC (Standard In**trial Classification) $rtc)l., *
red icted to increase nLcl1y with the *cept tori
dct$, (Sea Appendix I)
AgrlculD** and Tezttt I4IU
labor needs and a pawing and
1. poptU#tioit dict*t. that schooli isa
Lyaent *utsida the geogr*pbi
youth will Iei*k
where they receive theix educatLc*. When p
tianal and tsheical training, lesath Comty edtatLon4
agencies ieat be mare of the stat, truda in occupati
opportimit Løe as wsll as those Lu
?rojected
pøe needs,
based on sxpsnsi
r.p1acont requimtuts ware obtind f
a
KIath Comty Depertaint of E1cyut iutv*y, and
published Lu the C.ao*, )ipq :HL entitled Oe$un
E].oeut Projection to t975 These data ero reflected
x'B.
in
that aItho*gh
Of iotab1e interest is the
bir and wood product* industry for (agou is predicted
to decline Lu 1970 b 3,000 pLoses, this *i industry
workers dw.Lug
in Kiasath County is .zpsct.d to add
ti perio& It La forecast that the re1*sst
his s
oaploysnt needs in Uaseth Cotsty wilt be in i,anacturins, trade (wholesale and retail) and service SIC poupe,
for be itate is noted
te the reatast ntr Lust
*snufacturlAg, service and veriInt. oth Klart
County and the Stats of Cre$on are .zp*cted to have
real. estet
ecU for constri*ct ion, finnes,
kills Lu a.jor SIC $ro
be coUos dt*tcd professional to the less
killed laborer, The laws Is of atoy1Mut war
t4sntift.d in the definition of tsri.
Of the tot*t
toyn
1965, profes.ta1 and s i'profsssional (i*ebetcsl)
nusz.d 1,442 (lIt). Ia 1970 the totsi estlast
bias two groups will nsr 50$. The tot*l sp1y bscsuie
of eloer aM education*1 requirts, wtU aiott to
net shortajj. of 213 will be s*psctsd,
cause of co1.1ee padustio and/or intene
293.
A.
pririIy bs
stiputat t
èet 203,
ease of about Z3 percent. This will
be about tb .aiiae perc.nte trresi for the area.
t ton is set titated at
1970
The expansion *sda to 3970 of 235 clsrtc*L occupa
tions, coupled with 266 replac.*eztt*, and added t.o 37 cur
rent job ape
will total 53$. The pri*ery r.amo for
(in relation to other occupattcal roupsJ
this iaz w
is the fact that this classification is usfut to *Iaut
*11 of the asjor industrial groups. Also, the peat n
wn that leave tocsl jobs because of arr
here
sipat ton to 1ae population ctsrs
sad poster diversity of job titles viii
to educators in asetiz this ded, Qrut*r apprehension
is caused by the
it is
kersinthisc
ed su?pliia of 319 clerical vorkex*
in 1970.
t to note that the
with little or no
cation c high school
chool education.
group La predicted to
Sales as * aejor occupm
4fl41 of 375 snd a aupply of 811 This
4 tOtal
group vii.1 have the isrgeat net surp1u of all the groups,
creating uneap1oynt fox 436 pereoes int,ret.ed in amiss.
The tendency toward * rapl4 cengiug f j
occutioal group is a ccn character £stic. Also s*lei,
along vith the service group, .içloys the largest m*r of
persona with less than a high scho1 aduc*t ion..
Although the service occupational group will sike
about 14 percent of the Kiausath County labor force, it Li
forecast to have the 3s..st net surpLua (1.58) Lu 1970.
Vurthe, the czpansion needs nt*isr 332, kind will rank
second in occuetLrn*l growth. The largest portion of this
cstagry g,anerally will not have ccepleted wrs th * win'
Job descriptions will in
high school education. S
ainig.
in 1970, the total .laiut of th. skilled sboui4
diiMrd for add. it tonal y
2,131, or approziaately 18 percent of the K3th
ds (192) irs Ia. in ccs
e*nty labor force. zpsnsion
a.5vZ, the skilled group
pmrison with the o
rauks first with the hr
needed, This is largely
t m*r of r.piaceusnta (211)
ec by the fact that coLder'
loyed ar. past the age
rs than half of thoss new
of 45. A net shortag. of 251 positions is predicted fox
the skilied group.
ably
6
The greatest need caused by expansion is predicted
to be in the seei-skilled occuationa1 group which will
hsvc 343 new job posttLon in 1flO
A need of 174 iapiacs'
nts aloug with 25 cxrsat job op.niz&gs ceItes a total
predicted supply WIP11 overbalance
the dsnU *& shuw a us surplus of 239. Klaatb Gcvun
need uf 542 workers
r thu ss.isktU.d worker will, be aupp
£zcs thos persus havi.g 1es.s than or at beat,
scbool education.
TABLE
3
FORECAST NEEDS BY BROAD INDUSTRIAL GROUPS
IN KLAMATH COUNTY (34) AND THE STATE OF OREGON (57) 1965-1970
Current Employment
1965
Major Industry
Group
Constructi on
KlamathSate of
Expansion Needs
1965-1970
Kiamath State of
County
Oregon b
Replacement Needs
1965-1970
Klamath State of
County
Oregon b
Total Expansion
and Replacement
1965-1970
Kiamath State of
Oregon a
County
Total Estimated
Employment
1970
Kiamath State of
County
Oregon
County
Oregon
530
27,000
24
I NA
40
I NA
64
1,000
554
28,000
Total Manufacturing
Lumber and Wood
Pro'ucts
3,200
145,400
358
I NA
278
I NA
636
5,500
3,588
150,900
2,810
68,000
328
I NA
237
I NA
565
3.000
3,138
65,000
Transportation,
Communication,
and Utilities
1,460
43,000
41
INA
179
INA
220
2,000
1,501
45,000
Trade (Wholesale
and Retail)
3,050
118,300
580
INA
305
INA
885
4,700
3,630
123,000
510
24,000
35
I NA
77
I NA
112
3,300
545
27,300
Service (Personal)
1,890
75,000
629
I NA
256
I NA
885
3,750
2,519
78,750
Government
Education,
2,340
114,100
203
I NA
318
I NA
521
8,800
2,543
122,900
1,058
89,800
54
INA
174
INA
228
7,500
1,112
97,300
12,980
704,600
1,870
INA
1,453
INA
3,323
33,550
14,850
738,150
Finance, Insurance,
and Real Estate
Federal
and State
Total
a
b
The column labeled "Total Expansion and Replacement" (State of Oregon) was determined by subtracting the Oregon 1965
current employment information froii the 1970 State of Oregon projections.
Information not available.
38
tel, unskiUad labor positions have exper
& stc8uy decline as mechanization repLaces pbyiicl
labor. These uoakiUed positions usually do not d*ise
high school educatior or an appreciable amount of experience.
Although ic. aaith County is forecast to have an expansion and
cnc
replacnt naed of 211 unskilled Laborers by 1910, this is
al.so the occupational group that is projected tO have the
sccnJ Largist net surp.lua (407),
o projected figures were avaiLable for this county
concerning agriculture, but Wtso anti )lellalxte have stated:
decline in *tcu1tura.L Uoyaent in Oregon
as not been as sharp as in the rest of the net ion.
In Oregon, the dcr uü betien l47 and 1960 w8
10. percant, ihicb contrasts with 30,7 percent
decrease for the country as * vhole.
T
T
lessthaa'avsrsgs dac line in si1ont in
ciltuie in Oregon is probbly dt&s to sev.r*l
t
ces in the 5t4.&s industry. Not
among these is
gun's considerably 1waviert
3v0r age uutp** of aienusfly harvested cr
7, p 1-8)
lamath Coty is not unlike the state reLative
toy-
merit and manually harvested crops In fact, igticultural
amploynt has increased. 2, percent from 1964 to 1965.
39
uca
Pro
S
1amth County pincips1s responded euthuetastically
to tic quest ionnalxes concerALn vocational soucation coxrse
offering. acid facilities. Their inteieat mi enthusi*s
concerning this project and the poasibility of an expd
vocational c icultsa as quite evident. Ot al LnforiM
tion on the questionnaires as appli.sbIe t every high
school. Therefore, cech adminiatratr, ihin the guide
lines set up by the project direct or determined the information to be liited that applied to his own ahool. In this
sy, the prinLpals theuselves x te;4ced some evaluation
of their present progr.
n the Klezath Couuty gcbi1s, the only truly vocational. proams that axe being offered axe the *grictlt*ra
education prgr
at Chiloquin and }alin. The program at
Maim has been Ln operation since 1928, during which time
enroUnt has fluctuated from 10-12 studet to aa many
340. Course changes in agrtcu1ttvi1 thation have been
iton. baa been based
gradual. Mcre reccnt ly, the cus
on diZfertmt bjoives in rc o kp the
up to date, Such an approach was
.zse content
a t:o apid technologi-
al chaztgea in the field at egricu1re.
The agricultural ectt;n
rai
t Chiloqtdn baa
40
ut fiished tts first year itb an enr3llrnt of
Probable enrol]zrnt or the full curriculus
wi LI be abit 6.- 75 Course work hes been dos ined to
meet the d.nnde of the present day world of work.
in the co.nty schools are considered
)ther pr ogr
administrators to be industrial education courses,
by s
Rcever, these courses are sufficiently a4vanced and
spec iatival that. they could be cons l4ered vocational fo
certain individuals. At. ILanath Union High Schooi the
'inistration and instructors consider their courses, with
mtely 40.
the excepticii of distributive education, to be industrial
educit ion,
?.be counseling proran in
use of teacher czsa
teachers and ainiatrie are to.sily responsible for
ling studsncs. This systes fszettcns veil Li the
and a__listritors ba ta. set aside far this
pea.. Roever, vith an thcresd nc±:r of students in
classroc, ilon$ vith extra dutiss and other uaignsd
sspons ibi Lit Los, teachers and a4*thistr*tOrl ire unable
unt of tL caunsttD$ stu
psnd a really sufficient
these condittaos a basic progr
Even
ords vtth basic stant
tion are kept and l,Q. and *c vnt est$ ar
guidance has
41
ver, teachers dec tine
t!x need for qualified
use r.he&'. erds fully b.caus
int4arprLatic7n of sxch ateria1e and because of their
given on a reSular scbs4ule
ic1 Lf ti
tc. discuas thea with the StuL!euts
The General ptitude Thst Battery has been gi
aeiio:: students in the high schoola over a period of yearS
This i tc niy test use4 in the county that La oriented
towaxd vccaica1 educatiot pLanning. While it does help
to i4entify particular traits for a 'iven 8tudent, the teat
LOO late in the high school prograa to be of
is &LV
in aid Lig the c tu&nt to p lan his high school proria.
ed within the last
it er Pr Etence Record has
aaia at Ha
an experiaental basis and with a given
group of stnts Rsv*r, there iS no definite
plan
grt for the use of this test.
4 .4as
Thre has b.e very little follup of high
graduates. So
attts heve. bees aa1a to ccetact
ssho*3.
$T*d1u
as of * given school to help so1v a local probIi or to
*ver,
satisfy certain district and state reports.
teachers do not have tlas to aske thess stud
istrators are saddled with extra activities t
except the aost
attsnticm to irny prob1
theless, one lag scale study baa been dons at
rscently. This follovup program $ quite CCapl*t*
42
successful Lu gathering inforvtt
recent years.
Voc.at tona
oncerning graduates of
triats anti. Career Itfo:ion
iocat ions
K 'anzth C onty hig$ scbo Is have scs
technicaL aateria3.s and/or career information, but it is
re atecisls and inftat ton are needed
ue to the haLted amount of vocational education ast'rial*
available and a m&jor curricul* ehasis on coile$s ptapai
ation, tany students seem to be una*re cf the types of jobs
tfl 'ttr c*ple tOCiOtj anc' their educatio*l require
believed that
iments.
There aro l teachers
plcyt
in Klam3th County
(1*ItK
County Sch.'xl t)ietrict eimpioys eight of these. Ubt teac
in the 1emth FaUs School District. of the tots. nter,
a c siered vocational ethc&tt
tnsttu.CtOtS.
half teach in the area of industrial education vbila the
indar spscialise in such areas as electricity,
cal drawing, machine shop, dtstribtttiva education
he teacherS
riculture wtaion. itt eueraI, iTioSt
have had recent training and have made an effort to up$ri
hair educational back oiuds. AU but one of the instruc
dre and five have
r
tore hold either a
Master's degrees *
4
C.rtLfi.m.
1
*d with tb ipioprLa$.
tbsix rup.cttvs fIaLds tagiôard aon sre Live year po
hoa of aijor coua. wor
I
-s rMuirth$
d T.*cbi
ivsn are*.
This coupled
t of the rsuoe t little bU
increase tbe specs d euLusst available for
Looel
acto
facilities
$1austh Uniofl *iji IcbeoI tiU
aijer eqtdp.snt in a ntsr of tsctc*]1
edReart
industrial
- Me
**dthtsrms
I
It is taportest to note that d
I pbilcsapby,
Lhttias, eoro13*, boa
tia, curricu1, atc. preebsi. icy *U4 cou*ris
then these of a enexal satore. It is not
p.m
TP3$Iflb p
tdos y
Z*2U*O t*uo*OA
;e3*u 3$.3$ .m..** 0* *2* UI *
T *OØO
*Ut03UI tVPUOd o uo'p
f(OO$
02
2no uod o £p;s s
jo ucd
45
to graduate.
ce ssctioo suppts this
not reply to this qusatiat
Studant rsspoose to Itas
icatsa that a Utt 3m
dante sttr'.yed e tijng coils$s
p1!du
____CO $0 ø tO CO
sisad in Table 5 ir. 3$
quest
(34.2%) of the
parstry c*rscs and
is
studnte have
In cotlep.
dicetad that they plan to
The survey reveals a small percentage (31. 9) of
studants euro led
tonal education i.u. It is
reasonable to *smma that the rupaindar of tbs student
not have acquixed .alrnable
graduating from d# school
skills throt* the school pr
This factor, coled
irma voceti*ia1 edtic*
It
the necessity
plsrntng in wocati.om*l educat
.uphuiz
to smet student u.
Zn Table 5, the 66 (35%) studanti tad
snrot!t elceely spprozlt.s and substantiates tIm 943
2%)
espomasa to Item 3 of the questionnaire LUUCIIt Lug
* colt.
progrem.
An *ddtttonml 746 (27) *tudii
revealed the they vould sea some typs of pcetu'graduat*
duc*t ion.
udsots
This
1,050 (3$%)
£oi labor
4'
1tezi. lane
TA$IZ 5
s:1t7
U in a
oU in a Cod*y CoUqe
uaicr Cot
nroU. in * T*cbiiicst Inst ituts
28$
uzoU in a Private lusthsss Co
5. uroU in a Trade School
6. Enroll in a Private leauty or larber CoVLes
7 Ertar Military Service
$. Enter at Apprenticeship Training
4
0
49
49
9. Get Ilerried
ark a ?sar or So *.tor. *ntezin
Get PuU*ti
6
S
1cytt
49
12. Undsci
392
students did not risepond to this ç.se
ftl*
ski tim
47
c a job in tb fiald of tb*lx choics. Mao, 11 psr
ceit wanted to siappleint their coUa. p paratiov po$r
to
eid 11 percent vwt*d to .xplcre * voc*tiorc*l area to help
dtariiin. their thterssts. £ lc*, respons. to ite 27 of
6 se
to indicate a serious cceru OD the pt of
itudeits for their £utua *ducatiao. It is aLjific*t to
note that student counseI1a plqsd a very sash part in
sstu
the selection of cscttve courses. This further
nsd br a strcasr cotsmUn progren.
It 70W? electives
£diaeat tat stèjsc
best Ladtc*tss yoor
(Select ony o
vocational. ares.
1, To see if 1 would
or recreation.
2. Yor
3, sed.d s credit to $r.duet..
292
92
74
4, Parents insisted,
3:, 55$t ftteid* t4icth$ the din.
21
£dvic* of school coasaslor.
7. Looking for en easy conre..
Wanted to siçplsasnt coi1e proparatory
course.
and skills to .t a job
9. Obtain
79
laths
20
'S
2
314
956
35
48
ii
L:S t: :.
:1
Lmxy rc
giv
:ai. ar
L'
iie
by sLuu.s fr n't t:akig
yfLict
i..tJ.VC$.
'14.th ,thcr
i.na.L iecticns cf
ieduling a
Ih3 ggss a
*bjoct. te pr'babiy) -. silI ch'H.
a giv
icat.'d the; .,z
7 .i 1irge n.nuber f sL..:tert:8 (?...)
hc
4 &M
V;)Ct
wW
gen
the &mail ;i
TabLe 7
ir
i
a
prbabiy,
ee .\ppen." .)
.f the scIwo.
stident' esres t'xr a?ditina1
agaic,
ucen; idi
Lt
b*s jI
the vati,ria1 areas ILted.
LCSL th L)C tChn1CI al:
urs Lth a tzwwhat ieøer inter
in agriculture
ud
bus ines ucnt1Qn
£ht at ng eman
26ibIe edLrc
cours may ne siw catf LI gian
Sr. cr
certain bor sxrpItw whLch
ti becau
iath iirty
c1r1ca1
hcmma in
rnnl i
£
;t'
vo
X3U$
pU*21* flO* U13
s
UO1$VO* * Ipu*32* u;
dx
sqi
a iq'
.
a
1
6L
tZ
60Z
LO
U
aVIOZ piq
twL
uLlI (WU
1f*flW
*1flO3
t
1VIL OZ
1iflM Mt 9YZY 3Ifl31J$
apq*_IO
jo £u* u
fIW
6,
50
TAE$8
£
FULL T1)
SiD B RP
V0CATIAL S
U UC*(lZ3G PX*?U
'itS IN A $EPARA
f a saparat school were
County which offsrs cour
* baU-day besia in Voc
2
Total
voula you be interested In att
Vety lutereetsJ
Interes ted
Not interested
22
610
47
29
f a separate school were available in Kiamath
12
iucation,
on a full tivz basis in
would you be interested in attextding
County which of xai cows1 in Grades 10
Vezy intarested
420
Iteres ted
}kt interested
9O
tW.n aska
38
372
to check reasons why they might attend a
vocational education center, students were riost ezcerned
about auiring the proper skills for a job (?7'). Uso,
of almost equal Unportance to the stuents as the v1ntap
of a s'un bacroun in voc*tia1 *catioi prior to any
I e uc at ion (7 l')
pt high
Item 18 of the questionnaire aeke<3 stthient5 t check
reasons hy they oulu not attend a v tiozLal center. The
largest pecmta. f stte (61) ere c cene about
51
inisbing at the school where they had started. This would
seem to suggest that, if students were to attend the voca-
tional center full tima, they should start their high school
programs at the center. Students do not want to trazisfer
during their high school career, partly because of participatton in student activities.
lt may be significant to note that parents' emphasis
on college preparation (3%) is not as strong as it is often
thought to be. Also signLftcut is that students indIcated
they are interested t vocational educatiot (64). (Sea
Append :\x G.)
L2ilcA-up tLtA
Administrators and guidance parsonuel were asked
list their 1964 and 1965 graduates along with the presen
status of theBe former students. (5Q TIb1e 17, A)pdtX
C.) Those sttxants who were enrollee in a post high echo
ucatiOi program (ercept a f'ur year college) were uk*d to
complete Appendix 1) indicating what their educational goal
was - to complete a vocational program or to qualify for
transfer to a four year college or university. The purpose
of this part of the study was to determine how many students
were interested in voc*tton*l prograt and might have bean
potential students for vocational education program in the
high schrols.
52
aesults of the post II
folloif.n:
I. A ei$niftcaut
uU*ti
tcats the
f $5fl
d
playa&at
A lerge mer of students d.si
high school eductton, but ut in a f
had enrolled at Or.got Teche.ic*t Institut*
Eightym five percent of ths students were enrolled
vocational courses; twlvs percent enrolled in
ansfer courses.
Sizty.thr4ee percent plined to stay in øchool two
ra as ctarsd to chfrcy percent who plaimed to
ay one yaar or less.
A large asjority of the. itudents indicated they
antad to ccl,te a voc*tjon*lt.cheic*l proran to
qualUy for sloyaut.
third of the
Table 9 ii evidence
h Coiaty high school graduates do enroll in college
also points out the nc±r of studentS that drop out o
college La fairly cstent0 it La estIneted that close to
t.
-S
of these dropouts wLU enter the labor
SigniILct to the fsct that apprexiastely twstve
of those graduating fros high school cc
ork.
u;uofl3%u
u*.*s*q o
pt* *.
,
31fl003 0
0J
pxeU
U1TQ O1OO6t
,TTIba&
P'
OZO'06t S!O
zo; zo zU3Oç S*3P C $O323UE% ;o
o;
o £;oq$i, pciq nçzisp ooqDe
.as4 $3 £OJ
eT Ott 06t £
P
OtEO6t
od et.do pia wd 02
*2*0fl
Q
'S(.&331d003
z*
t°°P* ;o i*d
.u*zs.p os p*w
33331'
L*
33*TT PtIO4I
-ms a*
is çoq
3Ot p
u*n$&
pt
'*TDUOd paoq toos !2T* luot. 'szup aoq*
11t t0D* n*
txpt
s1pupJo03 02 $UTtXT,Uld
Z*tTt
p3flpUOD
ozt
Vtt
foj
flfl*13* Lquruo
996t
'U
Z6
ç961
W61
pL
01
U
£961
.Ltc
6'
Z961
6n*vx
333.220 lists tte encra1 prs of tb. cotuty ichool
board in re,srd to vritten cout*cti with other districts.
A survey of school boerd. policies, miss mad r.uts*
ions yiel4ed no restrictions re*rdin coordinete
ftmcttovdr*g of educational intiti.
55
cBA?ZE.a IV
W1AB1 CQCWSIQS W
C1E)AX
ad stKUas indicate that the scdary echoolj
rssponsiliilittss of a .agLttUd* tt has sel.dcs aarksd
those of th. past. It baa recently bean sstia.ited that
seven aillion yoag people will enter the work force in tbs
next 10 years witho* the bencftt of high school graduation
desLed to at
less steps are taken to provide progr
their needs interests and ttvaUons.
task of providing both general education and Ve
cational education for aLlWms of yoaig people is asaursd
rous patterns of school orgmnizs
ly an enoraous
ted to achieve it. $e writers fee
Uon have ben $
very strongly that tb. couprehenaive bigh school is the
best poesthie neens of meeting the ch*llenga of the future.
Other writers feel that the long and successful history of
par
states has
education in
vocat
area vocational school to be the beet poasibLe an.
laasth County is not tmlibs the rest of the school
y*tea* which are faced with the dor.rnticosd task. A
sound basis for determining th. type of school nssdd is to
ascertain the foUotng informati
unities.
I. The nter ged lUnd of amp
6
The aspects of present vocation*l sduc*tion
4z,s and facilities needing aodifLcstion.
The nL1cr of potential voc*t tonal education
ante.
Memos of coordinate functtaning of educational
to develop vocational echcat ion op
for
inforast Lou md
,000 yorkers in the five ytar period, t966l97O.
Eap
re then ona' fourth the w.r presently .epl.oyed
the costy The study btd icat*d thet .zpmesLa sad rs
placent needs are ceateet in the sUkitled, skilled,
service 1 clerical occupations. The skill survey shs
pres.ute
o* workers in the techetcal, en$$ariaI mad
. Nat surpluses era shown in c lex teal, sales *
service ant.* s.aiakiIled areas. Uowsver, aces specific jobs
these areas aey show soes short.&s. in the next five
years. The difference betsn the supply end the daesnd is
susrdlly due to educational nsed
Present propas eud faciUtiss 'were an*]yzed end
ómd to be inadequate or tucking A need for wre
better facilities and. a c.içrek.neLve uidsnce pror
sesd to be indicated b th. study. 3ack$roKzd of
tsachsrs, both in theory td practice appeared to be ads
rqdxta.
1owsver, Lu order to broaden
quate for present prore
present progr. of vocational edation, wre education
and training for presint pere anne 1 vould be needed. 1*
were anLsrsd end new
addition, as current progr
added, additional personnel would have to be b
$r
Student potential fo vocational education was foz*d
percent. Thirty- five percent of the
hat thay wanted to go to a four year cal"
, 60 percent of the students LntSDd to
scee post high ichool education, leaving 40
studsnts who *ay eater the warl4 of work without any
additional foreal trathieg
The study indicated that vany of the student
aware of the need for vocat tonal aducation and
* en
they needed it, Even so, only Mout 12 peet
given by
rolled in vocational education courses
students for this were conflicts with other elect ivee
the iasvai1abt lity of courses in the s*jJect areas van
large nter of student.s said they would Uke to
attend a vocation*l center either balf-tie or full-t1.
Whin asked why, 77 percent of the students said, 'to ge
necessary skifla ta a job of ckoics. &.venty'ons er
cent said a background in vocational slucat ion
tent to post high schooL aduc*t ion.
by students far not attending a vocatton*l
was that they wanted to finiib at the school where
58
The ety indicat4 that educational Un
cooperate in platning aaJ carrying t vocational u*t.Oft*
*1 programs for the bsmeiit of sterits in two or sore
diatri.cts.
OaCu to
The nuner of etbent$ seeking eaployme
Lately after biL school indicates the need for a
heiive vocational progr
Job opportunities are &reatesL in the techuica
aanaeriaL au skilled. aruas.
ales anc service ploys the largest niX
chool education
students with less
Clerical areas eloy the largest nus*er of itti
dents
indiatsly out of school.
bistancea between some
certain
woui$ Liait
pes Of VOc$tL031*1 pro,çc
6.
A greater emphasis on
n*ødød
throughout the c;ty.
The ii.mer of studen.s tesb in vationai
e4ucatio c uses would suppcixt a e preheimsive vocatiL
7
program.
cuLy L evctits any one
size et schools .n
aLuai
achool frou hming a cctehenaivo
9.
Size of school ca*es my en1iicta bti
59
elective courses.
't Lar
ner of sudents thdicate a desi
to
atter 3. v:cation4iL cter
gcu school laws *re very permissive twwar
school districts cooperatirg in pLamxtg izc
educat iowi I pr or
.
Based cm Ista and fin
the
recondations are given:
.2
I2
JL
41
he school shot*34 be
students shou]4 bs allrwed
located near 1ath al1s, ad
attend either fulL cie or pert ti
as hefits their
needs.
.s.t
I
nt.er. Ll the necessary geterAl
1udd, stilL eiWII*8LEinZ
educati curricuLa hotUd be
specific educatiox aurses using the job-cluBtar conCep
ere at Lbs
based n prssea and
ALso, progrin ,lanning should
1oynt neda, tcaLty and o & ceg.iou.al btUs.
future
2P!X e&Juat1 au 8dv
!
L!8
basis f
tur dectsi. Vocational guidance is
4ainistrators at
be responsibility of all teachers
all levels of education. therefore, discussion i$t take
.
Lace imong all school personnel, grades one through f
teen, about their own attitwes toward voc&tton*l-technicai
education. Particular .ibasis should be placed on the
greater use of occupational iuforimt ion V e5qlOLatOr7
courses in grades eix, seven arct sight.
4bU4mb a'z nc 41
.*b
The developasat of a
coherent plan defining the natt.ue and extent of parUcipa-
tion &rd cperation b various cc*mity groups an
as in the vocational education progr is needed,
The advisory council would provide the necessary, but often
aissing, public relations between the cctmity anti the
educational institutiong.
work
Lbou4 povtde
c
--jj
aing. The school cizricu1s can and should
be related to cooperative work experience education, ad
vancad placeuisnt progr
, aiw
apprenticeship progr.
With the cooperation of labor, business, i;ndustry, the
Oregon State Laployasut ervica and the voc&t Lanai educa
could be developed.
tion center, such progr
qporin
tiaq
j
1ct j2
L(iatI Pl1s School bistrict ar KIit
61
Comty choo1 District, alonj with the veriots subdtsticts,
Id cooperate in the p1awdn, financini and operti
of the vocat ioiet education canter.
J& ihic.
lbrjrtes.
4Uthouijh
L1eh4c*
st of the secondary schools have so
vocational and technical aatrials included in their
ibrartas, adequate inventcrLes of library *teria
instructional ast.riais and occupational t*Ioraatt
lacking and need to be eupp
Z9
zkwOor1I
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ci
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63
Vocattn*! othicat ton
14. Eugene Or.$on. School L)
11h GO", I
3957.
3.11 p.
f
ecoiustc ch*Ug
tho 1atton*1 Associse
tion of_scon4y øhoo1 ftincLpala 49 (304) : 55.
33. Vrimkal, M. 1.. Iiucattan for
ui1stin
tomorrow.
Nov,sr, 1965.
$0*
16. harris, )I. C. Redcs*1ed effor
363.
Phi D*Lts Ksppmn 46
1
of vcation*1 educ&ttcm
Elliott 1. A.
studants In C1aickmi Cotm ,
schol
C1acb!.
ouC
7
ducaticn District, t,ts. 27 p.
1 District. Voc*tto*t .4
Coty
te. flood
Jvsr, 19&. 71 p.
C ion a
9, Illinois. Oovernz Couittss on
tiaity
Economic Erawth
Li 1sf
SprijfisId, Ii.
54
17. ti
l63.
211 p.
Jackson CtsIty. 1ntasdtate Education Offic
Jackson Comt schools vocations] duati.on ruas4
3.963. 33 p.
project. )4adI ,
:1, Eai1. horace L The danEl* of a free
332 p.
-
York,
22.
K41
Indüs
23, Kall
doe
stion,
Vocational .4uotom a woya*r
ocattonsi Educitton 34: 3.0. i963
school:
.7. tho d1a
C
bstvson vcatLom1 i4
20
s, 19
k, Harper d Ire
24. K1.th Comt
ut rolls
'p.
1949.
2. Ki.ih Comt
of sdctom, E
ALior.
Stlr117
Psi.1., (.$!
f
l46
t.3943,?htlos
5
26. Wilt anen, )nte Off- fara <ccupationø in fLtU
is . CorvWs, Oregon Stats
Couity sutsr'1
University, 1966. 80 ut.
27, Nerden 3osaph T. Vocational e&cstLoI2 for a dynic
of the $mLonil MsocLLon of
choel Principals. 49 (301): 8-14. May, 1963
A *e*grapbic ana1yaLs_of the State
tuaity Act. Satan,
2$. Oberdorf
fOr
the Eco
ad for the Go.rnor' a Ctttg
ía
StatS
acatLom, 3963.
Depmr
2. Oiø, &. 7
-3
21.7 p
oatLons3. c
bt p.rsiaiau
Phi Delta appu 46:
aseds.
Oregcn. $tste 1)
It19'7 report
C
State D
Oreaon.
to
1060 p.
Oregon,
1Z)%$
Oregon.
Coait
State I)
vocational
o*ra of F4ucat
20, 3963. 1.22
Stat. D.psrt
labor force s.riy
Stats D.ptt
resource of KLupAh County.
Oregon.
64.
t.
1964.
K3.ri*th
2p.
55 p.
Traurs Vatlay CrLt1 Colta. M*lhrnW
rtstLt Lee id a*d* of the )1*Theur aria.
91 p.
(tario, 19
Oregon. kiLvsreLty, 1rsi f t*insas Ru**rck.
Orgon .to,.n*t, 1%7.1%O, 4th forecasts to I9b.
to VOC1ItLO!L ed*tLon.
?ai, days chal
Sprifie1d, tiflue , u.p. 1963. 6 p.
33. Or
Pro act;
3$. Pernell, Dale. Jok c1*ter currteutian; a
Cotmt
tscheica3vociztLos3*l education in L
Eugene. Lene Ccunty lnter,*diats District bat
Educstion,1965. 6i p.
Mmnpoer an1 Labir eccncsics; i]Lcstioes
Cohus, Qhio, Ohio Stats University, 1966. 38 p.
40. osen, L Vostiona1 sdwation trsthia for
yestrday'a jobs? Occupational Outlook Quarter
It.
for giidtcs in vocatto rniteclitic*1 edticatL.
]O:
27, May, 1966.
41 a'za 1,.
ici J. An
ion to research
teg in eductin. New Yorb, Earper
$rotb
3.98, 413 p.
42. Sales *agnt rnvey o
Maeunt 96: 12. .luns,
43, Shibata, xinth E A progi to deteraths ethicat tan
in the field of vocational eduiatic*1 in I
cbool districts. Pb. D. thesis. Lincoln Ne
IMiveretty of Nebaaka Teachers College,
, leaves. (Micrfi1a
th.
Sboecer, flyrt a. I*vol
studies and pror
4ipveiot, u1iitth
National ssocLstion of Sack
48 (301) : ll3t23. May,
Smith, }taroId T. duation
S4ho1 Princ
and training fr the
for the atm.
o wcr: a vocattoa1 tdcatjoti progr
of l4ichaa,
w2-o, 2he V.
.
Upjohn Institute for
Employa.nt Research, 1$3, 165 p.
United States. $ie.en of Ct. General population
charactarisUcs, 1960. WesMnFan, U, S. Gover
Prthtth Offtc., 1960. 7R p.
United States. $**sau of Ceesus. Oeral socia ar*
sc
act.ziatics, 1960, Wuhington, U. 8
Printing Of
, 1960. 18 p.
United States De tnt of Ciusrce. Census of
0fice, 1959. 1475 p.
Ofl. U. S. GoVO!LIe*t PrLI*LU$
United 3tatss. £epartment of Health, education
d
Welfare. asport of * panel of consultants on voca
tional ohicatin. tashingcon, U. S Government ?rint*
ing Office, l63. 2% p.
6
itsd States, Dcp*rtmit 0
WeUsre, Vocatio1 c4tm
ala or disctston1 Wash
asut Priuti OUts., 1961. 1.97 p.
L. United tsta.
LI
tnt f Lóo
took handboo1. Washington,
Office, 1961 830 p.
United States. LI.prtnt o
look hbook. WuMugton, 0
Office, 1964. 792 p.
S tst*
Van Tries, a
dustrisi
in Mixtnegota.
t8-19, 1964.
Lor.
Governt
i$uetri1 aducat ton
ttansl Education 53:
54. Venn, Grast. M*, &duction 'id work.
Msrtcri CoLl on Ed*!st$.on, 1964.
* nm rs1aCioi
55. Venn, Grant. N
c1o1. Sp Ma,sa
cmt ion and wor
42,
April,
1965.
on, 196
57. Watsou, U, A.
projection to
August, 1964.
53. WtlUai, I., P.
educ*t ton in tb
357.
1965.
ccanity. New York
335 p.
C. $a1la.
Or
$aain.ss fiaviaw
em world.
Phi Del.ts
46t.
XA
PIoisT UDUTVY SA1!ISflCS
67
Septeither 12, 1.966
Mr
Klimath Comty choo1 District
Ct Rouse
1tth F1.1s, Or.ea
Hr. Lacy:
The foUowLn
Dow,
Is ths inføcastion you roqast.d
oUic pith a very valuable assist frci Ht i.rt
nt, c)r.$on State liynt $ervtce
TterLan1 - L(lasatb. County
Private
St*te Purest
Stats Ld Erd
State Parks
Stts 01S
Ped*ral Gay t Public I)
Pederal Gavt 0 & C
Pedarsi Gov't USTS
iUaath Couatty 1965
Acres Cutover Private L*nd
Votts rivs
VO1ts rve1
vate land
SLIM4 t*S
ltds
USFS lands
rvd
fr
ids in X1sth Coimty
Total vol
b Comty with 41.
ervested Jx 1965 leeds all cu
board feet harvest
Kimeath Cotmty - 1965
Lest hervt'J,
21,981
7,652
232
"9
34,775
46,454
125829l acres
Total
Vo1.e rved
0447O9
6L838 acres
222,062 M.$..
2,892 M.LV.
1,749 MJJ.
1.
7,904 M.E
1urd Peat
of Cascades in
ranka 6th in entire stat. in b
t.sJ
*
,-
oo*,c,*toc(z
B9
69
TABLE
10
ADJUSTED PROJECTION OF OREGON EMPLOYMENT BY MAJOR SIC GROUPS
1965-1970 (57)
SIC GROUPS
Div.
N.C.
A
Div.
Div.
Div.
B
SIC
20
22
23
24
C
D
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Div.
SIC
SIC
Div.
E
40-47
48-49
F
Agriculture
Self Employed,
Non-Agricultural
Mining
Construction (heavy)
Manufacturing, Total
Food & Kindred Products
Textile Mill Products
Apparel
Lumber and Wood Products
Furniture & Fixtures
Paper & Allied Products
Printing, Publishing
& Allied
Chemicals & Allied Products
Petroleum Refining
& Related
Rubber & Plastics
Leather & Leather Products
Stone, Clay, & Glass
Primary Metals
Fabricated Metals
Machinery, Except Electrical
Electrical Machinery
Transportation Equipment
Professional, Scientific
Instruments
Non-Classified Manufacture
Transportation,
Communications, Total
Transportation
Communications & Utilities
Wholesale & Retail Trade,
Total
SIC
SIC
Div.
Div.
Div.
SIC
SIC
N.C.
50
52-59
G
H
I
91
92-93
Wholesale Trade
Retail Trade
Finance, Insurance, Realty
Services & Misc.
Government, Total
Federal Government
State & Local Government
Industry "X"
Total
1965
72,300
99,200
1,200
27,000
(145,400)
21,400
2,500
2,800
68,000
2,400
7,900
PERCENT
OF TOTAL
10.11
13.78
.16
3.75
(20.20)
2.97
.35
.39
9.45
.33
1.10
1970
PERCENT
OF TOTAL
69,500
9.14
101,500
1,300
28,000
(150,900)
22,000
2,500
3,000
65,000
2,500
9,000
13.36
.17
3.68
(19.85)
2.89
.33
.39
8.56
.33
1,18
5,500
1,600
.76
.22
5,800
1,600
.76
400
.06
.06
.03
.40
.83
.72
.75
.88
.56
500
600
300
3,100
7,000
5,800
6,000
8,000
4,500
.07
.08
.04
.18
1,500
2,200
400
250
2,900
6,000
5,200
5,400
6,300
4,000
1,300
1,150
.16
.21
.41
.92
.76
.79
1.05
.59
.20
.29
43,000
28,000
15,000
5.97
(3,89)
(2.08)
45,000
29,000
16,000
5.92
(3.82)
(2.11)
118,300
32,900
85,400
24,000
75,000
114,100
24,300
89,800
16.43
10.42
15.85
(3.38)
(12.47)
---
123,000
36,000
87,000
27,300
78,750
122,900
25,600
97,300
11,850
16.18
(4.74)
(11.45)
3.59
10.37
16,18
(3.37)
(12.80)
1.56
100.00
760,000
100.00
---
720,000
(4.57)
(11,86)
3.33
70
TABLE 11
SUPPLY-DEMAND RELATIONSHIP ARRANGED BY BROAD OCCUPATIONAL GROUPS FOR 1965-1970 PERIOD(34)
Major Occupational Groups
o
-
o
ci)
Total Current
Employment
April 1965
s
a)
0
'
s_
a)
0
(l
a)
()
(ci
a)
1,133
309
876
1,888
1,021
1,774
2,491
2,173
1,315
12,980
DEMAND
Expansion Needs
to 1970
274
87
199
235
243
332
192
343
125
1,870
Replacement
Needs to 1970
164
32
101
266
112
241
271
174
92
1,453
Current Job
Openings
6
5
3
37
20
23
48
25
Total Needa
384
124
203
538
375
596
511
542
218
3,491
SUPPLY
Less Than
High School
0
0
0
0
231
122
0
108
157
410
0.
9
0
650
547
355
0
387
311
2,259
Vocational School
0
3
22
2
23
62
85
5
1
203
Business School
0
0
1
59
37
0
0
0
0
97
Less Than Four
Years College
0
0
70
48
145
42
8
0
0
313
0
0
10
18
4
23
79
48
3
17
College Graduate
Four Or More Years 232
29
11
5
2
0
1
0
0
280
Unemployed Labor
Market Re-Entrants
8
12
18
75
30
150
81
242
153
769
240
53
132
857
811
754
254
781
625
4,507
144
71
71
High
Schoolb
1
In-Pl ant
Promotion
Total Supply
Net Shortage
Net Surplus
aincludes current job openings.
blncludes
first year college dropouts.
543
257
319
436
158
168
239
407
1,559
pti'r
is'nc
FOR
KLZ4U CXThITY
STT
:
t*
O*
toa,s tSi A
TT'X qçs.øi
'C
C
aj
*
Lit
6
cc
UYHDJO UIJS *1
;t
Table 12 Cont.
Future Needs in Specific Occup
Specific
Occupation
Total
Current
£1oju.nt
Need to
1910
icr
o Need to Ir
1970
TEBI41CA1
Draftuien
Forestry Technic ian 39
Medical Technician 40
Nurse,
Licensed Practic*l 22,
27
S
28
C-i & V2
2
C-2 & V-I
12
C-4 6 V-2
V-2 6 E-2
40
36
MA$AGEkLAL -
Clerical Supervisor 139
General
Manager,
B.etail Trade
M*tagsr, Sales
14
93
77
5'
8
21
35
2
38
16
.1& 1-4
C-4
V-2 & 1-4
E-5
2
c-4 6
6 E-4
C-4 6 1-4
Id.
19
L"1I
ci
C
c
1°d "PI3
a33) t,eu)o
I'
*
£I;1x-1Ø
3
E3za*4
wig
9
- 1V3P71D
a,
LU
ui4x
OL61
qOL('i
urva, cCUt
PN uawz,jd:
uourdx;
IcL
tOjd"J
U5W1C t'w
C
6
9
LOt
cit 'pT3no 'MI'S
41tZ 1.nOJ
tct
- wzTY
auolp,dn3,o
A
UT
S*3 *tt LqL
Table 12, Ccitt.
Spcific Occupat
Specific
0ccupati
total
Eicyaant
Currant
Need to
1970
Need
1970L
Need to t
1910
Nix
only
&
xper
only
ui
Ezperiance
UYICE
.0
3
14
17
A1
Cock, Dir
160
19
27
46
£2
Cook, Fry
Utcheii Vor
133
22
LI
39
A1
15$
22
hone
Nurse Aida
124
36
an
Ja*ttcr
191
25
26
Waitress
336
31.
45
a1140
21
I,ax teztder
SKILLE
7'
=
Auto Mech
32
Aw4 & V'3
E4
V4 é t1
i.ro
171
66
911
o1
:Lro
'n eg
uuidtrl:'14
3 U3fl
I-
pP1
'I!
17i
ci
xqwfl'
L2n
91
1ff
uP's 3a1
19
Ut
UU14Cr- 1drwi
I
uc3
T
Table 12, Cant,
Future Needs in Specific Occupations
Specific
Uccupation
Total
Current
E1y.isit
Need to
1970
Need tp
Ruir
zper once
6
zper Lance
only
Need to
1970D
1970
SNl-UlT4T
)Iachths Opsrst
(Esrth Movinaj
69
9
35
QJT'2
Croon Cbsise
1.93
17
31
None
100
None
Neevy Ttuck Driver 399
Ls*ry and
Dry Ci.anth
Multiple
S
Operator
I
1.
23
116
?er S
Operator 146
Route Sale.
127
Service Station
AttendAont
E-2
196
15
4
26
29
EL
RS4 & C-2 &2
BS4 EI
T.b1e i2 Cnt.
i
cifi 'CC2_4
eeifi
Qcuaio
Tct1
Current
Epioymert
pin1r
Need
19fl
pIaczrnu Total
c.&
UNST LTJ)
Gnstructt3n, rtry 174
Logtng Entry
119
mi1t, Ency
7
42
WGodwrkLrg, iu.ry 25i
27
0
it
ei
c; Trr
c ly
ftaiuiu &
xpxiei
-a-
RIGR SC1.00L STU!!T SURVi
3a)4 L3*
(*uo
91
'C
3Tqt TO
noL ca ooqs tq
iijj
tL
1vNNDunb
ti ur2snb i.
.Zfl0
M
OU
UT IOC
* UT
fl* aa*u
o ,ev
20 fl0
pu173Uap1
t!or*
UY
'Ciflp3pU
*1
Z
*%3
11o3 oqii
t*WP*3P* *3*q .91
aa* $41 31 *0
*Z'I
b1*e'zo7UT ii* ;o UOT3*fl
U01 3t$
4
p.aic
i*
L
Lbi
uo121oJuT JO
£aI...,.1 2
upi.i 4.Ie,sp'p*3SttO3_eq
0 fl$
pe tT*P* a.a*e$03*0A
.23*q
.a..
UT
.q
ei o z.pc u
*2 UI
Liqi
!uTnTaa.3p
.q3
JO
$Z*9
t0
02
q £u*ea .ço3d E1*Dflpe12 301111$
o12*oC V
2 UO3Dflp0Z3UI
p00w n,In
6L
8
CbtI.oç*f*
in ic1oo? (Cixc3a
10
0
12
.sso far
ory
cia,1
Vocationsi (1s1wi1m
id
a
I
f
vGr
00
I
Go
11 iii * t'.ecbxtt
,,
.0.1'01.
oU in a
b $ t1* **t
Voio*1'Tcrnic*1 BaboL)
Co11*
in * FLV*t* barber or
atlitaxy
ictptX
$sr Auto
I
t
$1
veat
(1)
T
In
wish to
tLou?
(2)
7OUr
(Cz
pr.p*Lo*
(2)
do
U. In iL.h
of y
IusineU
DtILrLbUtLV.
d,aattcni
1tc*1. ZducsUon
(d)
ts
(a)
ft
of tha
I
course.
oUss
-
skills to .t a jab
t*1ss for$*
$*isasej
1.
, Ta1mtr14Il Ed*mi**t M
tvs 1acmti*
tisapecs o
vrite .Lf
Taieat U*sUa. Writs
vtdd if tha stmmit is
ths
is f*3., pv
(a)
b)
Tha sctol do n
jact &sss Z *t.
tatct.
courses Jo th. sub'
i bad a confUc
4
)
pcts
iated that I
my cs
e *L)t
or
'C
(a)Toto
(Ple*$. hit)
(j)
hy CLv.
Ia ax
r
Caat.
tha $
($)
___
Vould
*
* 'T
proid.d for
ut
t
LI iuch
12 lit
lmla* 1*
*
sspar'ated from
)
sos.
our
sebeal cotsior
pIpdX*tor7 cowa*
'ztd ** be zb3.s to ti*
*1 .4acut1cc attt$S *
sot
t to ttiwsi to
the cais of b*tfdq
ctsr.)
I iwsf.r to fivab at the
I øt.a4,
(1* tbe case of
at th
Zf.s1.thit
spuck, etc.)
casiLve
.
a
to a diffst
XIQdV
wrn
!
oouo
ir2
POST BIGR SCI
V1T
.STWI
sd. Tb. pirposs of this
óo* st*ad,.t*
uc*tLsJ1 proaus. Tb. jfl
or
instracttaia*3.
$ttt$
vt .r
*a1
you is ittU
Tim.
b.st3ty4
kinds of instruct
d prtwids
pirtLcu]. u*d$.
R**i sach Lt
c**sfu11y,
Writs tb. a*r cor
toths
of
foram Lou ithich you o
zss
In
iou you
tian J.
tiou 1
vrits
surs to
to yow n.4isr ou
If
UOI* *k$ fQ
*ttb.
line.
1Y
th
17
ssrs o
in
1tu Lu front of
87
LnetzooLi*
*doot s*Lor
Lce fra
Ie. .ophcut.
tal stalexit (its.
t1 stat
is
PART XI
UC
Th
£ONVL A4) VOCATiAL UOA'I
mainty otzr.s which I am
i cIlg transfcr
2 vocAtional
tit
(3. busines
(4
Ian
to rin in *j schoI ]..ss th one y*r
'sax
7, I
0 years
uxoUad in post high scbzoI course
to *ik up
cr a
i$titiUXiOfl.
iuint
to clets a v*tL. I e c1mtcl
'se
of
I vit to c lets the flret
col
'4
Lets educ*t tonal o*l 1j t
yaIify for tr*f.r to colIes or uDivs1
c14ts VOCAttn*i*t*CtmL*1 pogr to
,u*ltfy for eIIoyLst.
IOZVL
GZ
AND
TIi
iNV
88
VOCATIaI;AL ?UX{J
?AClLiTiE
t
is
at oZ tI tat1
f ed*tLor' that deals apscUic*fly ind in an
asrer, with th. acquisit1c* of skills, u.st&d*
, *ttttz1u and abilities that are u*csssar for .ntz
into11 tud sc.ssful progr.ss within an occupstt*i O occ*
1
cup. This includes useful isid
I
ful
t
.inful
loynt in qrici3cuvs .dnc*t on,
5 LdUCStiOfl, di*tr UtiVe .ducation trde end iii4us
uc&tin.
Voc*U,n&1 athW4UoA
PACT
.
- V:IM.. POGRAX11 GUiCULU
?*r I of this survey for* is intmW.d to id.ntify tha vca
t i0n41 rduc4t ion prors *
rLctsI
pettern and com
be
uff.red in tha echoola Lu tbe s.ovaphic area
in t stwy. The program and facilitisi eiat will
be only thase that contribute irsotl to the objectives U
vocat ioul educst tan stated bov.
tntorast ion Li
rsded to asks an assssst ,f C1E' total vocstLoai sduca-
tion effart.
1 uroLbyt
school
-- -------
89
aW''t
.-
o'"
ej wt rutz i.vu; ec
aç
v apw4
* **jo
an
p.ttu* gzs*t
j
sinb.
* ztoL
.Lpzo *a
tTCflVQA
3ZJ**rfl
s*'rinq
tG*
t1U0T3
po4
*
doqi iu
* paWi 3Upfl3*
I
*U **9T 3IX* O *
03
3*
u::1uwzx* n*t2*
03 p**fl *1Xfl
06
91
aiø d.fth as t*;*e it$ of
activtttsB anti ecpoztnces, leading to
cetablis1'4 course objsctivss v1Lcb are e £ftcaU
tc'ward t1 occupstL*l goals o ths itidmrtt
internal ct. tion .ngin, aschmnLcal driLng blueth$
, typsing II and bo
skate
r.adin
nut
i.II.
at yur
,I coux
P
e
courses.
uI .d%1c1
c
This forn as
t
c1t b
rnr U
VocArIaAL LEUUCTI
SUPUVI$*T PU$OZL AWl) PACIUTZ&5
(To be c1std by school s'stnLstrstor)
pert of the total
Vocational education is d.f
1
praran of educat tan that deals
Its, a4.r"
orsnLs.d
.ser,
.ith
the
iIs.
stand
, attitudes end mtUtt.s that are necessary far
ton
entry into
1 miccesslul prorssa vithin, en oc
or occupational gr
I
flits iactud..a ui.ful d
flat
stoy.snt in
, end
culture education end businau education, 4 tributtis ed
cation, trsde end industrial euc*Loe.
art 2 of this for* is Lntudsd to be u4 to identtfy the
vocational education personnel end facilities presently
wsUable in the local district. This infornetton is
needed to upit1s en Mssssut of the tot*i vocmtion*t .4
tion of fort.
II praria Ia a
those pen one
courses
is tar* used to identify
truction; agriculture pxo
ian*l
gras, business education progrea trade aui industrial
the ntudaer of periods
ducaticn pragnen. agard lass
the vocational teachexs and the
t**t, pleiis.
5* of DCC
vocational courses tsutht as well as the typ. of
directors, supervisors, coordinators, etc.
2%.
the adult .4tacst Lou teachers.
oudary Vocational iustrtictor,
Supervisor, Director, etc.
93
coursas.
ctudin
.
*L1izd for t
Lalized
voc*t it**l
ones, in
dad
peon
for Lnstnscti*. tern
laboratzozi.s provtd.d b7 yotw sco or tostituti
sd for vc.cati
list the regular c)usroc
itur.
This fora vu
at,
tad by
APP
t *ts
o.t
PU
Lip
P*&TOAUT
O4DZ3
t
eq
T $tt
*_
ttvli
.v$uc $TIW1 ***N*Z
i*
30
'*TIT1T
a%ty
Lwø3
£q PSPTA0
'*ci '30$
C
£0'
$41*W3
I*
00000L4 tt
000'ooc'c
1irniirci
'*
swzzir 50KVET DXfA
9
TA*LE 14
c*s INLCAThD IT STUDE1TS
ADD IT1C1AL VOCATIONAL
DUCATICI COURSES
ThS fo11f.
Studints for not T
Vocations 1 Edication
courses in
62
$93
32
1721
562.
21
203$ 14
31*
1.2
2290
13
583
21
2018
73
1399
51
1.217
44
739
oflags preparatory cos.s.
a interest in vocations]. stèject$. 762
Personality conflict with t.scbsr. 402
27
1134
61
28
1148
67
13
2192
79
41.1.
U
2114
79
132
6
2444
8*
cbool dos*
ubsct sr.as v
Conflict with requir
radi*t ion.
Parents ins ist04 on coll.$*
par story cours
Advanced courses not of fsrsd.
Ci1ict with otbsr .lactiv.s.
chool counselor sncow
Othir students disc
10. My friends did not
9
to
Corr.a
qas$ttom*irs a
to word
coura
on the
udent
an the tudnt q*stinn*tre.
96
TmL& 13
U1V
A VOCAflAL DUCATI
YCI tiUII
corra *
T STILUTS
in *1*
Bourn. of thi rernecu staiita
$LI* for at
Sa g Yoc os duca
Uc Cntsr, or
lL
1
ø listed be1
which rsuoss vou]d a1y
1 Get nec
chcice *
ary skills for
Prefer to st wost o
in Klir-'tk Cot
$ot iatsret.d in
a I. A
Prefer jobs of
rqu1xL
4
2139
77
468
1.058
38
t523
S
834. 32
1700
62
door acUv
a.chtry,
.t.
1590
Prefer jcb r
Put
16
$
612
1957
Do not bays O.ility for cal.
1*vsi work.
6
Parents
Uonsl 5dt*t1bOn,
9. Couosel,or
voctico*1
25
4
0
5corraspa*ida to .ard rrue on çautianuair..
Ccrzeaporids to word Pales" an qussUonraslx
t8
2454
L;
2
68
9
97
TA$IZ 1.6
cbs
r.s
not att*ndt
or C
are Usta4 b
eaaons ou1d
L1 ieparatt* froa close
2. Csid.*
GiUexent h!t
extents,
3, No interest in vccaUQnat *ucstion,
4 Pmrcnts insist
co1lee
650
24
1974
72
276
10
2344
8
863
31
1761
64
epart?y
1068
1533
56
eiot nc
ppray
*
7"
1352
67
Co
Not c&b1
to tate
Sducmt ion.
979
36
1624
59
169
6
1605
58
7, Travel to *nth.r 8choo
8. Pinish at 5chnoi started,
919
33
1k83
61
9, Interfere vith activities.
1006
36
00
1$
10. Parents cbject to difterent scboo
to 'card Trtis on stuerit qiuestionnsite.
Correepcnds to yard Yaiso on *ttdent questionnaire.
75
TA3LE 17
Pr*set Statia of Studnta
tars Ssrwic
Tt*s Z1cyimint
Apprenticeship Prop
Private Iusinus Colteg.
sauty or $arber Co11
Trade School
3.
2S2
20
0
1.
40
Pour Year Co1]*e
4*4
Tscica1 Institute
162
Cunity or
Ju*dar College
ll.u$*4te
Unetoynsnt
i4arriad
Crad*at
airn and S
1
S
1271
did not rstwn a fol1cwup torn,