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Industry involvement in volunteer service to public education requires long range planning and commitment on the part of both industry and education. Recognizing the need for closer cooperation, this manual was prepared for use by both businessmen and school administrators. Major sections of the handbook include: (1) The Variety of Volunteer Services, (2) Industry's Desire To Be Involved, (3) Factors Motivating Industry People, (4) Factors Motivating Industry Organizations, (5) Mutual Mistrust, (6) Breaking the Barriers to Cooperation, and (7) Conclusions. Discussed in the appendix is a legislated system of volunteer industry-education cooperation. (Author/JS)

This report discusses the various interpretations of the external degree concept, its potential impact on American higher education, and how an urban university may expand and improve its delivery systems to a larger variety of student populations on a sound financial basis. Areas covered include: prospective students; experience with home study courses; credit toward a college degree for life experience and/or through the nationally standardized examinations of the College Level Examination Program; institutions that should offer the external degree; nontraditional practices in American universities; and faculty attitudes toward external degree programs. (Author/CS)

This exposition of the activities of school administrators and teachers for uniting the school and community presents career education as a new system of public education. Basic changes suggested in the organizational and administrative structure of local education agencies focus on the following requirements: (1) a director of school-community relations, (2) a general advisory committee to work with him, (3) designated school in each geographic school district for developing community involvement, (4) district advisory committees, and (5) organized activities that will modernize school-community relationships. These activities include a series of partnerships between specific employers and people in education, allowing for short-term commitment where necessary in order to involve as broad a base as possible of community and school personnel. Community resource workshops for participants are recommended to provide participants a forum for learning, interchange of ideas, and development of cooperative programs. The name and address of the executive secretary of the National Community Resource Workshop Association is given for readers who want detailed information on organizing and conducting such a workshop. Training seminars for volunteers in the school programs are discussed and recommended. (Author/VT)

This document focuses on the problems of transferring credit facing undergraduate transfer students. Following introductory material, chapter 2 discusses the major dimensions of the dilemma. Chapter 3 covers articulation between junior and senior institutions of higher education. Chapter 4 reviews nontraditional study and external degree programs. Armed services personnel and prison inmates as college transfer students are studied in chapter 5 and 6. Chapter 7 reviews current studies by national educational organizations. Major findings indicate the ratio of new transfer students to freshmen has risen from 7.5% in 1963 to 8.1% in 1968. More mature and more nontraditional students will be seeking college degrees, many of them with previous college courses or life experiences creditable toward a degree. (MJM)

The use of Industry-Advisory Committees for evaluating specific vocational and technical education programs has long been recommended by vocational educators. Citizen evaluation of public occupational education is probably the most important factor affecting it whereby citizens assign responsibilities for occupational education and administer or withhold funds, personnel, and facilities. This paper describes the strategy being developed in the use of industry-advisory committees for evaluating vocational and technical education in Arkansas including organization of the evaluation committees and guidelines and background information which should be provided for them. The appendixes include the scope of the project for evaluating the vocational-technical programs in Arkansas, functions of the regional advisory councils, and a 3-year program plan for an advisory committee. [Not available in hard copy due to marginal legibility of original document.] (CH)

This staff paper examines the operational and organizational practices involved in utilizing the volunteer services of members of state councils on vocational education. Evaluative responsibilities, consultative services, and relationships are discussed, as well as comments and conclusions concerning the role of interdependence and leadership which the councils should maintain. The implications of P.L. 90-576 are covered, and provisions of that law dealing with State Advisory Councils and with industry-education cooperation and private sector participation in vocational-technical education are appended. Also included is a checklist of activities and services provided by local industry-education advisory committees. (CD)

The manpower requirements of industry in Arkansas are being poorly met by the present vocational and technical education system. They have inadequate facilities, and there are not enough students enrolled in trades and industry occupational fields or a broad enough range of programs to meet the variety of requirements from industry, business, and the professions. An estimated 70 percent of the entry-level job opportunities can be handled by high school graduates with an industrial arts or basic education background. However, of the 36,000 graduates and dropouts, less than 2,000 had received any training from trades and industry jobs. There is a need for a state plan organized to reflect manpower needs and education and training requirements of secondary and postsecondary school levels for each socioeconomic area of the State and the entire State. High school programs providing industrial arts education, work orientation, and basic economic education and cooperative work-study programs should be expanded. A checklist of School Industry-Education Advisory Committee activities and services, evaluation guidelines, and the report of the Arkansas Manpower Advisory Council for Economic Development, 1969, are appended. A report on occupational needs and employment projections and a survey of vocational school performance are available as VT 010 561 and VT 010 562, respectively. (BC)

In recent years there has been a significant increase in the efforts of private industry to employ and train the hard-core unemployed youth and adults of this nation. The time has come, however, for a change in the continuing pattern of employers engaging in experimental and demonstration projects, each learning anew what others have learned about hiring, training, promoting, and providing compensatory and remedial services for the hard-core unemployed. Assistance and guidance must be provided to employers by government agencies whose staffs have acquired knowledge and competence in this field. Government agencies must begin to view themselves as major employers and to "practice what they preach" to nongovernment employers in terms of seeking out and providing meaningful job opportunities to the unemployed. A recent ruling by the Civil Service Commission and the Department of Labor allows Manpower Development and Training Act and other federal manpower monies to be used for reimbursing government agencies for hiring and training disadvantaged individuals. Beyond these remedial efforts of government and industry, there must be a massive joint undertaking to eliminate those conditions in the country's elementary, secondary, vocational, and higher education schools which permit an individual to be disadvantaged when he enters the labor market. (ET)