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This resource guide for community college teachers and administrators focuses on hardware and software. The following are discussed: (1) individual technologies--computer-assisted instruction, audio tape, films, filmstrips/slides, dial access, programmed instruction, learning activity packages, video cassettes, cable TV, independent learning labs, simulations; and (2) programs of interest--pervasive problems (getting faculty to take advantage of resources, training faculty, the need to create incentives to facilitate the faculty's use of instructional innovations), Central Piedmont Community College, Oakland Community College, and Monroe Community College. A bibliography of additional resources is followed by a list of places to obtain more information about ongoing projects. (KM)

This paper explains why expansion of post-secondary education will not bring about a redistribution of certain other goods in American life. The educational system must distribute its benefits in certain ways, to certain people and for certain purposes. These factors all relate to problems of access, quality and goals. The American educational system is sequential, offers schooling up to a level that everyone must complete, and is selective beyond that level. No society has been able to expand its educational enterprise to include participation of the lower class in proportion to their numbers until the system is first saturated by the upper and middle classes. Thus, as the group of last entry approaches the target level of education, the target moves. This type of growth at the top results in more people spending more of their lives in the educational system, but not in fundamental changes in the system. Universalizing higher education makes it not a choice but a necessity. We should consider moving toward a national policy that provides for each individual a litigious claim to 15 years of education at public expense. But there should be no requirement that the years be spent consecutively in formal core or peripheral institutions, nor any but the most general restrictions as to content. (JS)

This paper argues that government agencies have traditionally been concerned with recording and reporting only the dimensions of the formal "Core" of educational activity--the sequential ladder ranging from kindergarten through graduate and professional schools. Missing is a similar recording of participation in the "Educational Periphery"--vocationally oriented programs in business, government, the military, proprietary schools, and anti-poverty programs as well as culture and leisure oriented programs in Core institutions such as religious education, television, correspondence courses and private associations. According to data drawn from various sources, the total learning force, in terms of 1970 head count participation, is about evenly divided between the Core and the Periphery. Public and governmental acknowledgement of the Periphery's size and significance should lead to a re-evaluation of educational priorities, to innovation within Core institutions, and to a new understanding of the variety of alternative possibilities for individual learning and for public policy. (JS)

Postsecondary education in the United States is in a state of financial crisis. The two reasons for this are: (1) the college age population increased at a rate of 4.2 percent per year during the 1960's; and (2) during the 1960's the locus of growth in the number of years of formal education completed by the young shifted from secondary to postsecondary levels. During the 1960's, the average number of staff members per student declined at a rate of minus 1.5 percent per year, and dollar expenditure per staff member increased by only 1.0 percent per year, as opposed to a 3.3 percent increase for the average U.S. family. Because a college education can help the individual achieve a higher lifetime income, it cannot be restricted to anyone for arbitrary reasons. More important, a college education gives a person an opportunity to enhance his skills and abilities, and it is society that ultimately benefits. Society should therefore finance the future growth in postsecondary education by creating two new programs of educational aid. One should be a general per student-year grant sufficient to provide a basic minimum level of resources to any non-profit organization that provides educational services of a nonexclusive nature. The second program would permit students to finance as much of their expenses as they wish through a government postsecondary education tax foundation. (AF)

This report and its appendices are the results of a study of recruitment and retention "problems" in the various engineering technology programs offered by the community colleges of the State University of New York (SUNY). The focus of the report and all but one of the appendices is upon the recruitment problem. There are five sections in the report proper. Section one provides a brief description of the methodology employed by the research group of the Educational Policy Research Center. The second section examines some conditions under which recruitment might be perceived to be a "problem" that requires policy action. In the third section, an analysis is made of the factors that influence individual decisions to enroll or not to enroll in engineering technology programs, their relative weight, and their tractability. Section four describes some of the recruitment procedures that have been found to be effective. The fifth section contains the recommendations of the Educational Policy Research Center. The six appendices to the report are: A Forecast of Future Need for Technicians; Analysis of SUNY Enrollments by Type of College 1968-71; A Review of Factors Affecting Recruitment into Post-Secondary Technical Education; Recruiting Techniques; Intervention Strategies for Increasing Enrollments in Community College Technical Programs; and The Attrition "Problem" in the Community College. (DB)

The problems confronting educators attempting to develop and implement competency based education (CBE) programs at the secondary and post secondary levels are indeed challenging. There is no uniformity with regard to key elements in competency based programs, such as educational goals, curriculum, institutional environment, pedagogical techniques, evaluation of student performance, and rules and procedures. This lack of uniformity makes definition of competency based education difficult. The author outlines some of the problems arising in the implementation of competency based programs in 24 areas, including staff recruitment, development, and evaluation, budgeting, credentialing, community relations, relations with parents, research and information acquisition, program evaluation, legal questions, organizational sturcture, and student admissions and advising. She concludes that considerable educational innovation is occurring under the rubric of CBE and calls for more assistance from the research and development community for harried educators. (Author/DS)