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The document examines the need to develop and implement more adequate evaluation methods for broad-aimed adult education programs, and presents some suggestions. Broad-aimed adult education programs are described as those which seek to affect the quality of the learners' lives through education and to help learners cope more effectively with their problems. This type of program is generally funded under the Smith Lever Act, 1914, the Manpower Development and Training Act, 1962, Title I of the Higher Education Act, 1965, and the Adult Education Act, 1966. The paper's four sections include: (1) broad-aimed adult education defined and differentiated from other types of adult education, with three program types examined; (2) need for more adequate evaluation of broad-aimed adult education programs, examining current evaluation techniques; (3) false assumptions to be avoided when evaluating broad-aimed programs, giving examples of inappropriate evaluation methods; and, (4) toward more adequate evaluation of broad-aimed adult education programs, describing one approach and presenting various opinions. (LH)

This document presents a comprehensive evaluation of Title I of the 1965 Higher Education Act in California whose purpose centered around community problem solving and strengthening of community service programs of colleges and universities. Also, the Act provided for continuing educational programs for adults in urban environments, cooperative extension programs, and urban extension programs. The central mission of this evaluation project was to determine to what extent the selection, funding, and implementation of Title I projects in California during the past 5 years have been successful in achieving the national, state, and local objectives set for Title I. The evaluation team found that the Title I Act contains a lack of clarity concerning what kinds of activities are appropriately and legally fundable under Title I. Four major recommendations are made by the evaluation team for developing: (1) more adequate communication between Title I project personnel; (2) more longevity of service for those who have professional expertise in conceptualizing and implementing broad-aim community-oriented educational programs; (3) more effective interinstitutional and intrainstitutional consortial arrangements for Title I programming; and (4) more adequate reporting of the extensive, imputed and verifiable consequences of Title I projects. (HS)

An evaluation of Title I of the Higher Education Act of 1965 is presented. This act committed federal support at the 75 percent level to institutions of higher education for community service and continuing education programs to the attainment of these two objectives: (1) To help solve community problems; and (2) To strengthen and improve community service and continuing education programs of institutions of higher education. The evaluation team found that there have been several sources of confusion in interpreting the Title I Act. A widespread agreement was found that the Act itself contains a lack of clarity concerning what kinds of activities are appropriately fundable with Title I funds. In Chapter I, similarities and differences that have been identified between what seems to be the intent of the act and each of the following are presented: (1) the agricultural extension model, (2) community development, (3) community services in community college, and (4) public service in higher education institutions in general. The analysis of the evaluative data led to the inductive identification of the following alternative involvement models: (1) the Faculty Involvement Model, (2) the Student Involvement Model, (3) the Agency Involvement Model, (4) the Target Population Involvement Model, (5) the Transactive Involvement Model, and (6) the Comprehensive Involvement Model. The evaluative data generally indicate that the achievement of positive effects from local Title I projects was facilitated by the role played by the State agency. (Author/CK)

Planning, programming, budgeting systems (PPBS) require extensive investment on the part of institutions of higher education. But there is pressure from public agencies and the public in general for higher education to explore and use these techniques for improved management. The new environment for higher education includes competition with other social programs for funds, an interdependent economic system, and the acceptance of PPBS by federal, state, and local governments, and by business. A PPBS formulation can provide additional insight into program changes by identifying resource requirements and developing costs by program tends to improve understanding of objectives and outputs. Three methods of implementing of PPBS are listed in the present document: planning studies, evolutionary development of PPBS, and the "turn-key" changeover to PPBS. This paper concludes that an institution should begin implementation of PPBS cautiously, but that the PPBS technology would be useful to college administrators in developing their management art. (Author/HS)

This paper describes the reasons for development and implementation of planning management systems in institutions of higher education, relates the history and significance of the Western Interstate Commission for Higher Education Planning and Management System (PMS) program, and compares 2 approaches to implementation. It is suggested that a gradual or evolutionary approach to implementation is preferable to a large-scale design and implementation program in order to gain the benefit of training and early experience. The 6 suggested beginning steps are: executive training, development of an analytic capability, implementation of program cost accounting, application of a resource requirement model, application of a student flow model, and selection and implementation of a scheduling model. The first 2 steps are necessary to develop executive capability and confidence in the planning technology. Cost accounting is a prerequisite to almost all other analytic efforts. Implementation of the 2 models is recommended to gain a better understanding of the institution's underlying processes. (Author)

This inquiry was conducted to develop indigenous research methodology aimed at minimizing the gap between educational research and practice. The intent was not to produce a final or complete solution to the problem, but rather to suggest a procedure which would provide partial closure. Alternative methods, including various types of linkage systems, as well as inductive and deductive approaches, were examined. From this examination, a process was developed which combined theoretical-deduction and empirical-induction with a procedure which had its derivation in symbolic interactionist theory and methodology. The resulting combination, referred to as "Indigenous, Interactional Research," was designed to maximize interaction between the researcher and a practitioner in analyzing educational experiences. In a field test of this process, groups of adult learners were videotaped in: (a) individualized programmed instruction, (b) group process instruction, and (c) a combination of the two. Inductive and deductive interactional analysis of the taped data resulted in the generation of decision and conclusion oriented hypotheses. Such a methodology can generate indigenous hypotheses and theories relevant to the improvement of both educational research and practice. (Author/DG)

The Western Region AMIDS Evaluation Team examined a variety of approaches to leadership development which would make it possible for adult, business, technical and vocational educators to become knowledgeable in evaluation. The following three intents were specified for the leadership development project: (1) to provide participants with an introductory program in evaluative theory and methodology, (2) to develop basic evaluative skills concerning techniques for evaluation of on-going programs in adult, business, technical and vocational education, (3) to provide participants with sufficient reference materials and direction to enable them to undertake subsequent, individual study activities in the area of evaluation. A one-day workshop was planned for 21 participants. An inductive-deductive learning approach was selected for both the workshop and the individual study phase of this leadership development activity. During the first hour of the workshop, a "case model" was distributed. The afternoon activities started with a team teaching session dealing with the concepts of performance standards and standards of excellence. The last hour of the workshop was devoted to a presentation of evaluation techniques and methodology appropriate to adult, business, technical and vocational education. In general the participants were very positive in their reactions to the workshop. (CK)

Interim national standard procedures for deriving per-student costs in postsecondary educational institutions are discussed in this staff paper. The interim procedures are intended to develop a national data base on the average annual cost per-student by level of instruction and field of study. The proposed procedures classify students by level-lower division, upper division, and graduate, and by field of study, according to the four digit discipline code of the HEGIS Taxonomy of Instruction Programs. Direct costs are aggregated by department and distributed to level of instruction on the basis of faculty assignment. Indirect costs are allocated to the departments by a specified allocation procedure. The resulting instructional unit costs are related to student majors by the induced course load matrix, which yields the average annual full cost per student by level of student and field of study. Once each participating institution determines its average annual full cost-per-student data, such data could be contributed to a national data base, along with explanatory materials that briefly characterize the students and the institutions. (Author/MJM)

The teaching manual for the chartering process devised as a management and communications tool in educational administration is presented. Following an introductory statement to the instructor and an introduction to the workshop, the manual is divided into the phases of the chartering process: (1) scanning and selecting critical issues; (2) mapping the essential parts of a critical issue; (3) communicating and validating maps of critical issues with significant others; (4) review and reporting of experiences in the communication and validation of maps of issues; and (5) reporting evidences of performance, value and worth to significant others. (For related document, see JC 740043.) (KM)

A year-long research project was conducted concerning chartering as a potential management and communications tool in vocational-occupational education. Chartering is defined as a management tool which allows two individuals in the same or related organizations, sharing different levels of the same mission, to achieve an understanding of each other's needs and capabilities by establishing a mutually helpful relationship. The process is one whereby: critical issues are identified through scanning; essential parts of a critical issue are organized through mapping; agreement and validation are achieved through communication with significant others; and the performance record, value and worth of programs are reported through showing evidences of accomplishment. Preliminary interviews were conducted with 51 local, State and Federal vocational occupational administrators to determine their perceptions of the need for chartering and the process itself. Field tests of the process were then conducted with 56 high school and community college administrators. These administrators received training in the chartering process in two workshops. Through a questionnaire and followup interviews, data were gathered concerning the participants' perceptions of the process. Analysis of the data indicates that most participants viewed the process as beneficial to them and the time to be trained in the process as the primary cost. Recommendations for future use of the process are offered. (For related document, see JC 740044.) (Author/KM)

Ninety-three higher adult education chief administrators served as subjects in this study which was designed to test whether or not there was evidence of increased professionalization between 1957 and 1967. Utilizing Hall's Professionalization Scales and some background scales to measure attitudinal and structural attributes of professionalization, an analysis of variance technique and a chi square analysis were used to determine the difference between the extent of professionalization of three groups of administrators. Findings revealed no significant change over time between the three groups at the .05 significance level. The average scores in this study were higher than those reported in previous studies using the Professionalization Scales with other occupations. These unexpected findings were viewed as attributable, at least in part, to characteristics of the field of higher adult education during the past decade which mitigated against further professionalization of the occupation. Using a supplementary questionnaire, additional comparisons were made between 93 respondents and a sample of the 143 non-respondents to the initial questionnaire. Differences were not significant. (author/pt)

The author, a nationally known civil rights leader, declares that while racial integration must be the ultimate objective in a multiracial society, current urban demographic realities preclude the possibility of large scale desegregation. School decentralization and community control are seen as necessary, forerunners and ultimate partners for achieving true integration. (NH)

The goal of the evaluation of the Western Region AMIDS was to probe deeper into the content, organization, management and methodology of the program to determine its impact on the adult, vocational, technical, and manpower programs that are served by it. The theories and methods developed by Edward Suchman and Robert E. Stake were selected as being most applicable. Identification of specific aspects of Western AMIDS to be evaluated was facilitated by the use of Suchman's five categories of criteria for program evaluation--effort, performance, adequacy of performance, efficiency, and process. The functional flow of work was divided into three stages: Stage one--identification of goals, intents and assumptions by reviewing literature and legislation, and interviewing program staff and the program administrators; State two--relating the results of the first stage to Suchman's five evaluative criteria; Stage three--comparing observed inputs, transactions, and outputs for each criteria with two outside standards. Two major types of reporting, formal reports and informal feedback, were planned. An illustrative example of the evaluative process, and a schedule of time and activities are provided. (PT)

As used in education, the term "turned on" teacher means a teacher who is "with it" in being emotionally, intellectually and existentially involved with: (1) the subject matter being taught; (2) the contemporary scene; and (3) what is relevant for students. Samples of administrators and teachers interviewed stressed personal characteristics and interpersonal abilities as being of primary importance for the "turned on teacher." Of striking note was the emphasis on the underlying concept of empathy as a crucial characteristic. As described by the sample, the excitement which is within and which is generated by a "turned on" teacher is not to be confused with the excitement which might be fabricated by new instructional technology. A theoretical framework for conceptualizing and interrelating "turned on" teaching and technological advances in education may be available in what is called socio-technical systems analysis. (DM)