Senator NELSON. Thank you very much, Mr. Hansen, for your (The summary submitted by Mr. Hansen follows:) MDTA SUMMARY, OCT. 8, 1962, TO JAN. 15, 1970-MILWAUKEE AREA TECHNICAL COLLEGE Senator NELSON. Our next witness is Mr. Joseph Tuma of Detroit, If you care to summarize it you may do so. STATEMENT OF JOSEPH V. TUMA, DETROIT, MICH., DIRECTOR, Mr. TUMA. Thank you very much, Senator Nelson and staff. I shall PREPARED STATEMENT OF JOSEPH V. TUMA, DIRECTOR, AREA MANPOWER Mr. CHAIRMAN, my name is Joseph Varnum Tuma, and I am pleased to testify It is indeed an honor to have the opportunity to comment on issues relating to the development of our human resources, a subject with which I have been deeply concerned since my college days, when I earned my way by serving as an apprentice. My present position is with the Institute of Labor and Industrial Relations of the University of Michigan and Wayne State University as Director of Manpower Studies and Director of the Area Manpower Institute for Development of Staff. Prior to this appointment I served as an International Representative of the United Auto Workers for almost 25 years. During this time I also served as Executive Director of the Upper Peninsula Committee for Area Progress (UPCAP). It is fitting that the Nelson Committee has selected this region of the United States to conduct hearings. For it is in this area, the Northwest Territory, that the Federal Congress in 1787 stated in the Northwest Ordinance that 'education shall forever be encouraged.' The extensive systems of Land Grant Colleges first gained impetus in this section of our country. In some small way I hope these hearings in Milwaukee will contribute to this American tradition. Since the passage of the Manpower Development and Training Act of 1962 public officials, scholars and practitioners have been addressing themselves to what might best constitute a "National Manpower Policy." The Congress in the initial Act included in Title I a broad and comprehensive list of purposes for such legislation. Eight or nine years of experience under the Act, along with the training provisions of the Area Redevelopment Act, at a period in history when our country has undergone dramatic economic and social changes, have now produced new perspectives and brought the issues somewhat more clearly into focus. It is no longer contentious to speak in favor of job training. There is universal support from almost every quarter. The concept of employment or as an alternative, training for the labor force is gaining broad acceptance. Manpower specialists and economists may generally agree, but perhaps with mild reservations on a three-point manpower policy, which in abbreviated form might be stated as follows: (a) Employment and/or training with income to permit each person to become competitively effective (b) A socially useful occupation with income for those who might not be competitive (c) An individually rewarding and ego-satisfying role for those who may not be in either of the above categories This simplistic categorization, if carefully explained, will also find broad popular support, because the difference in economic cost is minimal as compared to public assistance-rocking chair appropriations. However, I would go a step further in our approach to education and training for jobs. The important thrust of a National Manpower Policy is to provide an available balance of the three elements noted above, with the value balance of these elements determined by the individual for himself. Thus the manpower policy would become a reflection of the aspirations of the aggregate of its citizens rather than the pre-determined objective of government. As a matter of national manpower policy dare we risk the freedom of choice for the individual? Should we permit occupational priorities to be established, not by the government, by legislation or regulations, but to the greatest extent possible, by the individual. Should we tailor the individual to be machined and processed by the law, or can we begin to construct a national manpower policy that places priority on individual aspirations. The "Statement of Findings and Purpose" of S. 2838 and subsequent reference in the proposed legislation suggest the emphasis on "systems", "delivery of effective manpower programs", "comprehensive manpower agencies," etc. There is no serious argument among observers of manpower programs that consolidation and improved administration is needed. The difference arises, in my judgment as to whether we have an agency oriented manpower policy, or one oriented in behalf of the individual's "needs" and "wants". This country has had a satisfying investment in providing stipends under the G.I. Bill to returning veterans for furtherance of their education and training. It was a "person-centered" program. I am convinced that the legislative and social tools we develop should be responsive to and reflective of the "needs" and "wants" of the individual, including the disadvantaged, no matter how inarticulately these may be expressed. It is not necessary to document the employment, cultural and income status of those who have favorably responded to public and higher education in the United States. Our concern today is for those who have not achieved minimum levels of education to sustain themselves and find genuine satisfaction in living. As Chairman of the State of Michigan Advisory Council for Vocational Education, I find myself in the ambivalent role of being education's most severe critic as well as one of its best friends. But I also recognize that "ramming" an individual, either youth or adult into any education or training program in which "there is a reasonable expectation of employment" is no assured benefit to that person or the taxpayer. Since the early passage of the Manpower Development and Training Act we have relaxed our thinking on this approach. Whether this is by design or force of circumstances is now unimportant. Let me illustrate a small but unique project in Bismarck, North Dakota. Here is an MDT prevocational center serving the state. Approximately 150 persons are enrolled annually who are initially exposed to a realistic range of occupational choices including electrical wiring, simple electronics, rough carpentry, auto mechanics, clerical occupations and health services. The right to choose and try out different occupational areas is open. Counseling Counseling and istruction are build in as an integral part of the prevocational and orientation program. Of the 150 persons from across the state who are brought to this center 120 are assigned to further training on a "slot-in" or individual referral basis to ongoing vocational programs in secondary schools, community colleges or private schools. Only 1% of those who initially enroll in the prevocational program have shifted occupational training areas since the program began in 1966. About 10% entered employment without training beyond the pre-vocational and counseling experience. Slightly over 10% dropped out prior to the 16 weeks of preliminary training, The point of emphasis is clear. Here is a new institution, attached to the school system, but operating with considerable autonomy and adaptability, which is placing maximum priority on the individual's freedom of choice within the broadest possible limits of his capabilities. I add, this small unique institution is located in the downtown business district of Bismarck and uses the resoucres of both public and private concerns for advice as well as equipment. An expanded service now being provided in Des Moines, Iowa includes a human engineering laboratory in the Des Moines Skills Center. The Des Moines Tribune said of this facility: "A new vocational school is to be established in Des Moines this fall with a $773,000 federal grant under the Manpower Development and Training Act. The purpose of the new school is to train jobless Polk County youths for useful work. "The benefits must be weighted against the cost. If high percentage of youths get better jobs as a result of their training, society as a whole will benefit as well as the students. "The administration of this program is where it should be: under the Des Moines school superintendent and School Board. This gives the best assurance, in our opinion, that the educational program will be properly supervised." The characteristics of the trainess are described as follows: Racial composition of trainees (youth and adult), October 23, 1967, through June 30, 1968, compiled from MT-101 on 633 trainees at the Des Moines comprehensive vocational facility NOTE. Using the group of trainees represented in this table, a survey was conducted concerning th number of referrals to various health, legal welfare, and educational or job-training agencies. It was found that 26 such agencies were represented. The results of that compilation are shown in the next table. The agencies which this Skill Center draws from for supportive services are listed below: REFERRALS TO HEALTH, EDUCATION, WELFARE, AND LEGAL AGENCIES, OCT. 23, 1967 THROUGH JUNE 30, 1968 Of the 403 referrals made to the various health agencies, it is notable that 244 of these referrals were to the Vocational Rehabilitation Division of the State Department of Public Instruction. The basic problems of the trainees are enumerated as follows: DES MOINES COMPREHENSIVE VOCATIONAL FACILITY Community agencies which have cooperated to provide services to trainees: Alcoholics Anonymous and ICAP American Cancer Society American Red Cross Broadlawns Polk County Hospital (emergency, in-patient and out-patient, including dental, medical and psychiatric) Catholic Charities City Health Department (communicable disease division health exams for food service and meat cutting employees) Clarinda Mental Health Team (out-patient care available to all former state mental hospital patients) Community Action Council County Attorneys Office Day Care Centers Drake University (psychological consultants) Des Moines Public Schools (advisors, pupil personnel services, summer project, GED tests) Des Moines Speech and Hearing Center Family Service Health Center (dental, medical) Human Rights' Commission Iowa Board of Parole Iowa Children's Home Society Iowa Commission for the Blind Iowa Community Services (Board of Control) Iowa Medical Society Inter-City Community Services Legal Aid Society Lutheran Welfare Services Manpower Services Commission Neighborhood Opportunity Centers Neighborhood Youth Corps On-the-job training Planned Parenthood Polk County Juvenile Court Polk County Welfare Department (ADC, child welfare, general relief) Private dental referrals (free-Dr. Hermann, Dr. Mason) Public Health Nursing Association Salvation Army State Department of Social Welfare Still College of Osteopathy and Surgery (Detoxification Center and health examina tions) Travelers' Aid Vocational Rehabilitation (dental, medical, psychiatric and vocational evaluation and planning) Volunteers of America The occupational training areas, not including the human engineering laboratory, social and supportive services, communication skills and basic education are noted below: COMPLETION AND PLACEMENT DATA, OCT. 23, 1967, THROUGH JUNE 30, 1968 1 Includes completions, early completions, and objective achieved prior to end of course Note: As noted in the above table, 290 people secured employment although there were only 265 completions. Although Des Moines has several manpower programs, here we find a viable institutional base that can be the center of the trainee's activity and where services he "needs" can be turned into "wants." Translating manpower programs into individual human growth and aspirations is equally well illustrated by the following story as related to us by one of the trainees in the Muskegon, Michigan Skills Center; "Marsh Anderson's dream house. It's a cold day in Muskegon, Michigan today. But if you were to drive out to the eighteen-hundred block on Russell Road, you'd see Marsh Anderson hard at work-Building a dream house. "The Anderson's other house burned down two years ago. It was not much of a house, but it had more or less sheltered their seven children. "Marsh, unskilled, was unable to get a job that would pay enough for a family of that size. "Somebody mentioned a local Area Skills Training Center where one could learn to do carpenter work. "Marsh investigated, enrolled. It took 800 hours of training, but one day Marsh was able to go to work doing painting, home repair, remodeling. "Marsh Anderson worked days on other peoples houses, evenings-the new knowledge of carpentry was put to work out at 1881 North Russell Road. "Marsh drew up plans for a ten-room house, accumulated building materials as the budget allowed. With no credit available, cash had to come in before materials could be sawed and shaped and nailed into place. "Gradually, the skeleton of Marsh Anderson's dream house began to take shape, "The young Andersons pitched in. The boys, nine, seven, six, and three, and the daughters, fourteen and thirteen, took turns caring for the baby and helping wheelbarrow materials. Gradually, some of the youngsters learned how to use hand tools. "Marsh says, 'Sometimes you stand back and look at that two-by-four studding beginning to outline the rooms and you realize that you and the children for the rest of your lives will live with the pride of accomplishment that no money could buy. And now I must confess having misled you. Intentionally, but for a purpose. "I've not used the real name. At least, I've not used the whole proper name of Marsh Anderson. The first name is Marsha. It's Mrs. Marsha Anderson, Negro. Her husband left the family after the fire two years ago. Mrs. Anderson, at first despairing, later determined to keep the little ones together and to make for them a proper home, learned a craft and is building a new home over the ashes of the old. "In addition to holding down a regular job, raising a family, and giving substance to a dream, Marsha belongs to the PTA, Band Parents, Neighborhood Association. One son is in the school band. Two daughters are cheerleaders. |