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“T:

Community College Education-A National Need

by William R. Wood, Specialist in Junior Colleges and Lower Divisions

and Homer Kempfer, Specialist for General Adult and Post-High School Education

HERE ARE NOW more than 1,800

colleges and universities in America. Why do we need a Nation-wide development of community colleges?" So wonder many laymen and some educators.

The reasons for further democratization of our system of education are many and specific. In accepting the comprehensive concept of the community college as a composite program of educational opportunities and services for older youth and adults, we assume a public undertaking of immense scope. Reflected against the standard of high-school graduation, almost 50 percent of the older youth of the country, ages 18-20, for example, are educationally underdeveloped. They are chiefly elementary and secondary school drop-outs; some of them are functional illiterates. In our democratic society they constitute a very grave problem. Among young men and young women of this group delinquency and crime incidence is at its highest. Among them the rate of unemployment is greater than it is for any other age group in the labor force. They are society's neglected stepchildren.

The life-adjustment difficulties of these educationally underdeveloped older youth are of particular concern to the community. college. These youth comprise too large a segment of our 18-20-year-old total popu lation to be ignored indefinitely. Generally speaking, every one of them could find further educational opportunity in a properly developed local, public, tuitionfree community college, either on a parttime or on a full-time basis. In serving these young people well, the community. college can serve the Nation by contributing significantly to a general improvement in their civic competence, productive capacity, and personal satisfaction in living.

Of the fifty-odd percent of our older youth population who do complete the

1 See Kempfer, Homer, and Wood, Wm. R. The Community College A Challenging Concept for You. SCHOOL LIFE, June 1950.

twelfth grade, only about half (roughly onefourth of the total age group) ever. continue their formal schooling. By providing free opportunities within commuting range of all our academically ablest youth, the community college would make it possible for twice as many of them as are now in college to develop their special abilities to the full. In other words, thousands of our most talented young men and young women are now barred from the professions, and from top leadership of any sort, through no shortcoming of their own. For this prospective college-transfer group alone, the entire cost of establishing and maintaining community college education throughout the country could well be justified.

Our Soaring Youth Population

How many older youth are there in America today? How rapidly is that number increasing? The accompanying table tells the story. In 1950 we have about six and one-half million in the 18-20-year-old group, almost equally divided between young men and young women. There is a slight drop-off in prospect during the next Continental United States, estimated total population 18, 19, and 20 years of age 1950-68

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2,139,000 2,211,000 2, 232, 000 6, 582, 000 2,067,000 2,136,000 2, 208, 600 6, 411, 000 2,041,000 2,064,000 2, 133,000 6, 238, 000 2, 134,000 2,038,000 2,061,000 6, 233, 000 2,178,000 2,131,000 2,035,000 6, 344, 000 2,178,000 2, 175, 0CO 2, 128, 000 6, 481, 000 2,269,000 2,176,000 2,172,000 6, 616,000 2,309,000 2, 266, 000||2, 173, 000| 6, 747, OCO 2, 309,000 2, 307,000 2, 263, 000 6, 878,000 2,460,000 2, 306,000 2,303,000 7,069, 000 2,647,000 2, 457,000 2,303, 000 7, 407, 000 2,974,000 2,644,000 2, 454, 000 8,072, 000 2,832,000 2,971,000 2,641,000 8, 444, 000 2,752,000 2,829,000 2,968, 000 8, 549,000 3,288,000 2,749,000 2,826,000 8,863,000 3,685,000 3,285,000 2,746, 000 9,716, 000 3,520,000 3,682,000 3, 282, 000 10, 484, 000 3,566,000 3,517,000 3, 679, 000 10, 762, 000 3, 435,000 3,563,000 3,514, 000 10, 512,000

1 In 1947 a total of 3,699.940 live births were recorded-an all-time high. Source: Bureau of the Census.

few years, the total reaching a low point in 1953 of about six and a quarter million. Then, according to predictions based upon Bureau of the Census estimates derived from the official number of live births recorded annually, there is a rapid climb upward. In 1960 the total older youth population of continental United States, unless some catastrophe overtakes us, is certain to be well over seven and one-half million. From then on the pace is dizzy: in 1965 the total is nearly nine and a quarter million; 2 years later it is over ten and three-quarters million! The impact of these figures is startling; yet, henceforth, all of our thinking about educational opportunities for older youth must be adjusted to them. Certainly, they accentuate the urgency impelling the establishment of community college education on a Nation-wide scale.

The Job for the Community College

The over-all scope of the community college concept is shown graphically in the accompanying chart. The 4-year college and university group, for the most part fulltime students with employment incidental during the school year, represents those students whose programs of instruction are concerned largely with liberal arts studies and professional preparation. The projec tion is based upon current enrollment percentages in degree-granting colleges, universities, and professional schools. The remainder of the chart represents potential enrollment in the community college. We may anticipate that about one-fourth of the total older youth population will be accommodated in 4-year colleges and universities. The community college will draw its enrollment largely from the other threefourths. If adequate facilities and suitable programs of instruction are made available, a majority of the total older youth popula tion may be expected to enroll in programs of general and occupational education of both transfer and nontransfer types. A large number of these students would be

enrolled on a full-time basis with part-time employment an integral part of their total learning experience. Of necessity, programs of instruction would be varied. There would need to be all types of workstudy arrangements, including local, State, regional, or national conservation camp projects.

It is customary to consider older youth, especially those who are to become essentially full-time students for one or more years, as the core of the community college concept. Much larger numerically, however, is the adult and employed older youth group, representing students primarily on a part-time basis. Most of these are engaged in homemaking, employed full time, or actively seeking employment. In this category might also be included the unemployable and those beyond retirement age. Based upon studies made by the American Institute of Public Opinion, it is estimated that approximately 40 million adults desire

further education. This number is greater than the total enrollment of all other parts of our educational system from nursery school through graduate school. Many more have educational needs of which they may be unaware often in such fields as health and citizenship. The total number of adults and employed older youth to be served in any community will be limited largely by the resources available for serving them and by the vision of community leaders in setting up suitable programs.

The scope of educational needs of the large adult group, the "developmental group, the "developmental tasks" 2 of maturity, are suggested, also, on the chart, "The Job for the Community College." These "tasks" provide high motivation for learning. They represent periods during which the proper kind of education can play a key role in helping individuals to achieve satisfactory personal adjustments

2 Adapted from R. J. Havighurst's Developmental Tasks and Education, University of Chicago Press, 1948.

in living, and in strengthening family and community life, thus contributing to a general improvement of conditions in our democracy.

Some of these tasks or subdivisions of tasks require adjustment and education only for short periods. The bulk of the learning and adjustment incident to starting a family, establishing satisfactory living arrangements at a given period in life, or getting started in a particular occupation or upgrading or changing occupations may be concentrated into a few weeks or months. Other tasks may cover years. In the fields of citizenship, leisure-time activities, and health, for example, adjustments are continuous throughout life.

Except in the case of occupational training many adults often fail to recognize certain of these periods and tasks as requiring education. Consequently they do not seek specific educational assistance until specific programs are called to their attention.

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There is ample evidence to indicate, however, that whenever suitable educational opportunities are provided in a community, adults taking advantage of them are able to accomplish each "developmental task," to make the necessary life adjustments, more easily and satisfactorily.

At present the public schools, the extension divisions of colleges and universities, the public libraries, the Extension Service of the United States Department of Agriculture, and other public agencies are able to serve only a minor fraction of the adults who want more education. For a great majority of adults the community college could provide continuing educational opportu nities. One of the most important functions of the community college, then, is to provide a strong and comprehensive program of edu cational opportunities and services for adults. In so doing it makes a vital contribution to the well-being of the Nation. Underlying Economic and Social Forces

There are other impelling reasons why community college education is a national need.

1. Living grows increasingly complex. It is generally recognized that life is much more complicated today than ever before in history. Consequently, everyone, if he is to lead a satisfying and useful existence, needs more education than formerly.

Each one of us has a role to play as a citizen of the world as well as a citizen of the United States and as a citizen of a local community. Perhaps education of all of the people for international living is the only basis upon which world peace can be built. This cannot be done at a single time but is a matter for continuous study and application on the part of every adult citizen throughout his life.

2. Education, continuous and lifelong, is a necessity for the survival of democracy.The community college provides a means of putting together in a purposeful way all educational experiences for older youth and adults.

Since there is every indication that educated people on the whole take better care of themselves and of each other than do the uneducated, it is held that continued education serves to reduce crime, dependency, and other negative burdens upon society. Public education, available and accessible to all of the people on a continuing basis throughout life, is a necessity for the survival of democracy.

3. A dynamic economy demands in creased educational opportunities for everyone. The possibility of a continued expanding economy in America rests upon providing more education for more people. Studies conducted under the sponsorship of the United States Chamber of Commerce have shown rather conclusively that education increases the productive and consuming capacity of people and that regardless of the abundance of natural resources, areas of economic well-being definitely reflect a high level of education. Education of everyone to the fullest extent possible is the basis of national welfare.

4. Technological change compels everyone to learn more.-New technological developments are rapidly changing the patterns of living of millions of Americans. As new equipment is perfected and installed, the unskilled are released from the work which they are able to do. Either they must be retrained or accepted as a social burden. New jobs are continuously being created, however, for those who have competencies that are needed in the construction and maintenance of the new equipment and in the management of personnel. There is an increasing number of employment opportunities for persons who possess some education beyond the twelfth grade but who have not completed a 4-year college program. For every professionally trained person there is need for four or five persons of the technician or managerial type.

There is growing recognition among employers and prospective employees that technical skill alone is not enough. Competencies that grow out of a program of general education combined with occupational training and part-time work experience is accepted as more desirable. This combination, of course, increases the amount of time that must be spent in schooling and supports the conviction that a twelfth-grade education is no longer sufficient for today's needs.

5. The span of employable years of life is being reduced.-Technological changes are definitely pushing upward the age at which young people can become gainfully employed. To get a job greater understanding, adaptability, skill, and maturity. are needed than formerly. The going-towork age for a large segment of our older youth population has advanced from 16 or 18 to 20 and beyond. If young people are not required as workers until they are 20 or older, and if adults are encouraged to retire not later than 60, what provision is

the Nation going to make for these groups?

Late employment of youth is one of the most serious social problems of our times. We are not now making adequate use of the creative and productive potential of our older youth population. Large numbers of young people who have passed the typical age for the completion of the twelfth grade are not needed as full-time workers in our economy. For these youth a combination program of study and part-time work in their own communities that will make it possible for them gradually to assume full employment status and adult obligations is highly desirable.

Through continuous exploration and study of jobs-for-youth possibilities, the local community can contribute much toward the solution of the older youth unemploy ment problem. In many instances, however, it is not possible for a given locality to carry all of the responsibility. There are many communities of relatively low economic status that have an excess of population. A national effort is needed to alle viate such situations. Young people from overpopulated places should be given opportunities for work and study on State, regional, and national projects. Employment alone does not solve the life-adjustment problems of older youth.

6. All may vote.-Under a government of free people that guarantees every adult citizen the privilege of voting on issues of common concern, "Who shall be educated?" is a futile question. ALL MUST BE. Upon this fundamental principle there can be no compromise if the government of free people is to endure and to prosper. There is no other way that the individual worth and dignity of every human being can be recognized and guaranteed.

7. Social mobility must be maintained.The chance to move freely from one socioeconomic group to another has been a powerful motivating force in American life. The hardening of class lines would inevi tably endanger our way of living. The democratization of education through the community college is probably our best means of combating undesirable tendencies toward social stratification.

Could existing 4-year institutions handle the job that has been projected for the community college? The rapid growth in our older youth population, as indicated in the table shown above, will necessitate within the next dozen years, at least a 50-percent increase in higher educational facilities of existing types. This expansion would not

existing types.

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of older youth who might wish to attend a 4-year college or university. Yet that percentage has been moving upward for several decades. There seems no prospect that the current proportion of older youth attending college will be reduced in the years ahead. Obviously, therefore, existing colleges and universities will need to expand their facilities to the utmost coincidentally with the establishment of a very large number of community colleges if the needs of the older youth and adults are to be met adequately.

It is quite doubtful, moreover, that existing institutions should attempt to provide educational opportunities of the varied types and on the scale suggested for the community college. They have a unique responsibility to perform in providing upper division work of high academic quality and expanded graduate research opportunities. Upon them falls the burden of the preparation of teachers for the elementary and secondary schools, as well as for the community colleges and the 4-year institutions. Upon them ultimately rests responsibility for leadership in all educational endeavors. To argue that existing institutions can meet, or be expected to meet, the total educational need of all older youth and adults is to shut one's eyes to the existence of much of that need and to ignore many of its unique characteristics.

It is difficult to estimate the extent to which some of the services and opportunities included under the definition of community college education are now being offered by existing agencies and institutions. Certainly, on a relatively limited scale, excellent work is being done in some special

School Life Subscription Blank SUPERINTENDENT OF DOCUMENTS,

interest areas. Efforts, unfortunately, are scattered. There is considerable overlap ping and a complete absence of coordination and integration for the individual or the community. The result is incomplete, inadequate, and in most cases unsatisfactory. Only a fraction of the total need is being met. The expansion of the educational programs of existing agencies or the addition of new programs by other unrelated agencies, however, would merely increase present confusion.

The Community College Provides a Unified Approach

A unifying concept of education for maturity and a means of effecting it are needed. The community college could supply both without interfering with good work that is now in progress. It could act as a clearing house or headquarters for educational projects of many sorts and as a coordinating and cooperating agency for existing educational programs. It could and should be the local center of educational activity for older youth and adults. As such its facilities and resources should provide substantial assistance to all types of sound educational opportunities now available to the general pub. lic. The function of the community college is not to compete, but to complement. In the education of older youth and adults there is plenty of opportunity for all organizations which desire to render service.

Since the community college provides a comprehensive plan for the future, it will be instrumental in eliminating piecemeal and haphazard development of education for older youth and adults. In time of national emergency, moreover, the community col

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lege could provide extensive training facilities and well-qualified staff personnel available for immediate service. Clearly there is genuine need for the rapid development of community college education on a Nationwide scale.

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...To Meet the Challenge..."

"AMERICAN EDUCATION can play a major role in strengthening our national security through renewed stress upon Zeal for American Democracy programs in each school and community."

With these words the Office of Education introduced to teachers and school administrators in February 1948 a special issue of SCHOOL LIFE titled "Zeal for American Democracy Education To Meet the Challenge of Totalitarianism."

This special issue of SCHOOL LIFE has been a best seller. Copies are still available from the Superintendent of Documents, Government Printing Office, Washington 25, D. C., price 20 cents.

Government Guides

THE THIRD edition of Anne M. Boyd's reference guide, United States Government Publications, revised by Rae Elizabeth Rips, has just been issued by the H. W. Wilson Company.

Extensive revision has been necessary in nearly every chapter of the work, and two chapters, one on the National Military Establishment and another on Wartime Emergency Agencies, have been added.

It presents a general survey of the publishing bodies of the Government, giving a concise account of the history, organization, and functions of each agency, followed by an annotated list of its more important publications. Twelve charts illustrate the organization of the principal Government departments.

Miss Boyd is Associate Professor of Library Science at the University of Illinois Library School.

Editor's Note.-Valuable Government guides are also the U. S. Government Organization Manual, 1950-51, price $1, and the Congressional Directory, price $1.50, available from the Superintendent of Documents, Government Printing Office, Washington 25, D. C.

U. S. GOVERNMENT PRINTING OFFICE: 1950

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