Reenlistment rates for Air Force Regulars by category, fiscal year 1955 to date 1 Adjusted reenlistment rates for fiscal year 1958 and thereafter eliminate to the extent practicable, distortions caused by large-scale early release programs. Increase in adjusted rate from fiscal year 1957 to fiscal year 1958 due in part to change in standards of eligibility for reenlistment. NOTE.—See definitions of reenlistment rates given on pp. 1231. Estimated military manpower gains from civil life, by source, fiscal years 1957-59 Estimated military service status of male population, aged 19 to 26, June 30, 1959 Initial enlistments and inductions by mental group, fiscal year 1959, Department 1 Male nonprior service enlistments into regular components subject to qualitative distribution quotas. * Includes 322 inductees who scored below mental group IV but were administratively accepted. AGPS-G HEADQUARTERS, DEPARTMENT OF THE ARMY Washington, D.C. ARMY EDUCATION AND TRAINING PROGRAMS The Army's educational system comprises: On-the-job training (duty time). Training at Army service schools (duty time). Training of military personnel at civilian institutions to meet specific post schooling requirements (duty time). General educational development (voluntary individual study generally conducted after normal duty hours for self-development, increased understanding, and enhanced military performance). ON-THE-JOB TRAINING Much of the instruction that produces a skilled soldier is conducted on the job after he has completed basic combat and advanced individual training. ARMY SERVICE SCHOOLS The Army maintains 1 service Academy, 1 preparatory school, 2 service colleges, 19 branch schools, 11 specialist schools, and 11 miscellaneous schools and Department of the Army separate school courses that provide training for officer and enlisted personnel. Training provided in these schools is to meet specific personnel requirements of the Army and includes courses within the following occupational areas: Combat. Electrical maintenance. Precision maintenance. Military crafts. Motor maintenance. Graphics. General technical. Special assignment (e.g., language and area studies). Courses at Army service schools range in length from 8 weeks to 42 weeks, the average being 14 weeks. In scope and substance the enlisted courses are comparable to those of trade schools and technical institutes. Most require the application of fundamental civilian school disciplines. Army service school training is considered for appropriate academic credit by civilian schools and colleges under the recommendations of the American Council on Education. The Commission on the Accreditation of Service Experiences thereof publishes a guide for evaluation. This constitutes recognition of the formal educational nature of such schooling. Approximately 30 of every 100 men coming into service are sent to an Army service school after they have completed basic combat training (8 weeks). Others may be selected for service schooling at some later date in order to provide progressive training in their occupational specialty. The rate of participation in this latter phase of service schooling is approximately 15 in every 100 men. During fiscal year 1959, 57,677 officers and 73,932 enlisted personnel completed resident service school courses. Of the aggregate total of 131,609, 94,674 were personnel of the Active Army. The remainder were personnel of the U.S. Army Reserve, National Guard, foreign, and the other services. DUTY-TIME TRAINING IN CIVILIAN INSTITUTIONS During fiscal year 1959, 1,495 officers and 219 enlisted men completed highlevel professional and skills courses in graduate schools, industrial organizations, and technical institutes. Long courses (over 20 weeks) were usually those in civilian universities at the master and doctoral degree levels in critical academic specialties. Requirements for the latter, e.g., comptrollership, personnel management, nuclear studies, engineering, exist in general staff and the technical and administrative services. ENLISTED COLLEGE TRAINING PROGRAM Initiated in March 1958, enlisted personnel, on a voluntary basis, have been offered 1 or 2 years of onduty training at a civilian college, enlisting respectively for 3 or 6 years. This training is sponsored by the technical and administrative services according to their needs and is exceedingly selective. To date 306 enlisted personnel have been enrolled with a present active enrollment of 287 studying at 77 schools located in 40 States. GENERAL EDUCATIONAL DEVELOPMENT The following table illustrates the average participation (enrollments) and total course completions during fiscal year 1959 in the various levels of instruction: Responsive to the parents, clergy, and educators, the Department of Defense has promised "to provide the common services and materials by which departments may assure for members of their commands, educational opportunities in subjects normally taught in civilian academic institutions." The permanent field facility designed to implement that promise is the United States Armed Forces Institute at Madison, Wis. (USAFI). Policies governing its operation derive from recommendations of the Defense Advisory Committee on Education in the Armed Forces, comprising 15 civilian educators and 7 military representatives, reporting to the Assistant Secretary of Defense (manpower and personnel). With over 200 correspondence or self-teaching courses, ranging inclusively from elementary to college levels, USAFI implements in part, the promise that any soldier who wants more education (in the formal sense) can get it while in service. The records of all USAFI courses and tests completed are kept (permanently) at USAFI, Madison, Wis. Upon the request of the soldier (or former soldier) these records are referred to schools and other civilian agencies. The Army's general educational development program provides for fulfillment of the remainder of the promise. Department of Defense augments USAFI by negotiating contracts with as many civilian accredited colleges as possible to provide correspondence courses to military personnel at a very nominal cost to the serviceman. The provision per se of opportunities for individual study, however, is insufficient as a basis for the Army's program of general educational development. Without a commonder's influence, usually not more than 1 of 30 or 40 men will take advantage on his own time of educational facilities while he is in the service. When 10 percent or more of a command undertakes programed studies and tests designed to raise their educational levels, it usually is because the commander and his full-time civilian education adviser take aggressive personal interest in bringing as many as posisble under accredited or accreditable, and therefore purposeful, instruction. Right now the rate of participation is over 15 percent. Such activity contributes importantly toward the achievement of the Army's personnel quality and prestige objectives as well as to the economy's pool of better educated and skilled manpower. More education frequently enables an individual to qualify for service schooling in a critical skill that has an exact civilian counterpart. Each individual who comes into active service for more than 120 days is eligible for the following additional education services: Free advisement and counseling by a professional civilian educator at each installation Army education center. Free diagnostic and achievement tests. Free onpost vocational, high school, and college level classes in English, mathematics, history, science, and languages. Tuition assistance of $7.50 per semester credit hour or $22.50 per Carnegie unit (high school) for classes after normal duty hours in accredited civilian schools. Installations establish Army education centers as required. Those having a troop strength of 750 and over are required to maintain at least one. In addition, each battalion size unit is entitled to two classrooms in its own immediate area. The Army education center is the powerplant for the general educational development of Army personnel. In it are the personnel, materials, and facilities for advisement, registration, testing, instruction, and study. Preparatory instruction is for unit personnel whose aptitude area scores are below those required for Army service school attendance, who do not have a complete grammar school education, or who otherwise require review instruction on the adult level as basis for higher level studies. It is essential for career noncomissioned officers and specialists. This comprises classroom instruction in English, arithmetic, history, geography, and science. Most commanders authorize from 120 to 180 hours of instruction on duty time for this purpose. The Army pays a part of the cost for the after-duty-hour study of officer and enlisted personnel. In continental United States, over 100 colleges and universities are involved. University of Maryland serves our personnel in England, Europe, and the Far East; Florida State University, Panama, and Puerto Rico. Universities of Hawaii and Alaska serve in those areas. All work is in the classroom for residence credit toward a college degree. Compensatory service is required of each officer who receives tuition asisstance. No compensatory service (i.e., no extension of period of service or reenlistment) is required of enlisted personnel. NAVAL EDUCATION AND TRAINING PROGRAMS 1. All education and training conducted by the Navy is directed primarily toward meeting needs of the service. 2. With the Armed Forces at current size, retention of ideal proportions of career motivated personnel is a serious problem. We can expect continued high turnover; therefore, the Navy must continue to devote much of its effort to training of replacements for those personnel who choose to leave. 3. Naval personnel must be broadly qualified in many areas to meet the requirements of the present and future Navy. 4. Tab A contains descriptive data concerning officer education and training programs. Tab B contains this type of data concerning enlisted training. TAB A OFFICER TRAINING AND EDUCATION The Navy has long recognized the difference between education and training in the field of officer professional development. While the two concepts merge, and overlap, to varying degrees, in different categories and in different grades, in peacetime the Navy stresses deep, long-range professional foundations of strong educational connotations, and in mobilization and war, shifts emphasis, perforce, toward training. 1. Five-term college training A. PROGRESS (a) Objective: To meet the requirement for baccalaureate level education for officers augmented from Naval Reserve status or integrated from enlisted status into the Regular Navy. (b) Scope: Examples of schools utilized are University of South Carolina and Stanford University. Officer students pursue curriculum which are approved by professor of naval science. (c) Location of training: Conducted at 46 universities, particularly those which have an NROTC unit provided they have a summer session. (d) Number of students: 370. 2. General line school (a) Objective: To broaden the mental outlook and to increase the professional knowledge of line officers in order that they may better perform the duties and meet the responsibilities associated with higher rank. |