Selena. 122p. ,RS PRICE Surveys; · DOCUMENT RESUME ED 099 489 CE 002 566 TITLE Technical Report on...

DOCUMENT RESUME

ED 099 489 CE 002 566

TITLE Technical Report on Adult and Continuing Education.Technical Group Report No. 2.

INSTITUTION Montana Commission on Post-Secondary Education,Selena.

PUB DATE May 74NOTE 122p.

,RS PRICE MF-$0.75 MC-$5.40 PLUS POSTAGEDESCRIPTORS *Adult Education; *Adult Education Programs; Post

Secondary Education; Questionnaires; *State Surveys;Technical Reports

IDENTIFIERS *Montana

ABSTRACTThe report on adult and continuing education is one

of a series presenting data and recommendations relevant todeveloping plans for the future of Montana post-secondary education.The introduction briefly describes the approach used by the groupcarrying out the study. It is followed by a review and summarizationof the data collected. Sources for the data were 17 post-secondaryinstitutions (the Montana University System, the Cooperative!xtension Service, private and community colleges, andvocational-technical centers), the Office of the Superintendent ofPublic Instruction and 11 other State agencies, 3 Federal agencies,and 18 private agencies. A summary discussion and recommendationsconclude the text. Appendixes, comprising about two-thirds of thereport, include the questionnaire, memorandum, and reporting formused; the position paper from the directors of the Council ofV'xtension and Continuing Education; a matrix display of data byinstitution; a map display of data; the list of private agenciescontacted; and data on educational and training programs for adultsas reported by the Department of Institutions. (NH)

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TECHNICAL REPORT ON ADULT AND CONTINUING EDUCATION

POST-SECONDARYEDUCATION

4

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201 East 6th Avenue

Suite 5

Helena, Montana 5960141003

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TECHNICAL GROUP REPORT NO. 2

ADULT AND CONTINUING EDUCATION

Prepared for

COMMISSION ON POST-SECONDARY EDUCATION201 East 6th Avenue

Helena, Montana 59601

Ted James, ChairmanLinda Skaar, Vice-ChairmanMagnus AasheimV. Edward BatesTom BehanRichard ChampouxWilliam A. CordingleyMary CraigWilliam F. CrowleyIan Davidson

EMBERS

Carl M. DavisWilliam DiehlRaymon DoreMary FentonPeter Gilligan, Sr.Russell B. HartJoan KennerlyMarjorie KingSharon LaBudaWilliam Mackay

STAFF

Russell MclonoughJohn L. McKeonDale MooreJohn L. PetersonLawrence K. PettitGarry SoutnMickey SogardJessica StickneyWilliam Warfield

Patrick M. Callan, DirectorJoEllen Estenson, Deputy DirectorRichard F. Bechtel, Research AnalystBeth Richter, Research Analyst

May, 1974

This is one of a series of reports by technical consulting

groups which are advisory to the Montana Commission on Post-

Secondary Education. The data and recommendations presented in

these reports reflect the work of the technical group and its

members and not the views of the Commission itself.

The primary purpose of these reports is to provide the

Commission with information relevant to its task of developing

plans for the future of Montana post-secondary education. Each

report will be reviewed by the members of the Commission and

used in the Commission's deliberations.

The Commission is indebted to the many individuals from

institutions of post-secondary education, state agencies and

professional organizations who served on the technical consult-

ing groups, and to the institutions and agencies which contrib-

uted the data and personal services which made it possible for

the technical groups to carry out their charges.


Members

George R. Bandy, Northern Montano College, :hairmanBeth Richter, Staff Liaison

Larry J. Blake, Flathead Valley Community College

John Giese, Missoula Vo-Tech Center

Richard Gretch, College of Great Falls

Burl Winchester, Montana State University


Marge

1) To inventory the opportunities for post-secondary edu-cation available to persons who are not enrolled inregular daytime certificate or degree credit programs,including, but not limited to:

a) programs and courses offered at specialtimes and/or places to meet the edu-cational needs of working adults, re-tired persons, persons in hospitals,prisons, etc.

b) the number of programs, courses andpersons participating

c) the financing of such courses and pro-grams

2) To assess the present and future need for continuingand recurrent adult education.

In discussing the charge at their meeting of November13, 1973, the members of the technical group found need torefine their understanding of the charge. See "definitions"in this report for the group's interpretation of the chargeand definitions resulting th?refrom.

TABLE or CONTENTS

INTIODUCTION .

REVIEW AND SUMMARIZATION OF DATA COLLECTED

nefinitionsAssumptionsDisplay of Data Collected

I. The Montana Post-SecondaryInstitutions

II. Office of the Superintendent ofPublic Instruction

III. Other State Agencies

IV. Federal Agencies

V. Private Agencies

SUMMARY DISCUSSION

RECOMMENDATIONS

APPENDICES

Appendix A

Appendix B

Appendix C

1

4

4

44

4

10

12

16

18

31

36

- Questionnaire to the 17 Post-Secondary Institutions 39

- Memorandum Utilized in ContactingState, Federal and Private Agencies 47

- Position Paper from the Directorsof the Council of Extension andContinuing Education 50

APPENDICES

Appendix D

Appendix E

Appendix F

Appendix G

TABLE OF CONTENTS

PaY,"

- Matrix Disk. of Data 57

- Map Display of Data $9

- List of Private Agencies,Organization,; and AssociationsContacted by the Committee 106

- Data on Educational and TrainingPrograms for Adults as Reportedby the Department of Institutions 109

130 61 iiL '1°1511

TECHNICAL REPORT ON ADULT AND CONTINUING EDUCATION

INTRODUCTION

The first meeting of the Technical Group on Adult and Con-tinuing Education was held on November 13, 1973. A major itemof business was to seek clarification of the charge to thecommittee. The members agreed upon a definition (found in thenext section of this report) to be used for purposes of aninventory of adult and continuing education opportunities.

The next order of business was to develop a questionnaireto be used to solicit information from the 17 post-secondaryinstitutions relative to item #1 of the charge. It was agreedthat the chairman and Commission staff would draft a question-naire, to be submitted to all members of the group for approval.The approved questionnaire (Appendix A) was sent to all 17 post-secondary institutions.

The second meeting of the Technical Group was held on Dec-ember 18, 1973. The Group agreed to ask the post-secondary in-stitutions to categorize each course reported as 1) "academic";2) "occupational"; 3) "community services"; 4) "basic skills";or S) "other". In addition, the university system wits andthe three private collevs were asked to indicate whether thecredit, if any, was "resident" or "extension".

In considering its response to item #2 of the charge, theCroup attempted to formulate a reasonably complete inventoryof adult and continuing education services offered within theState of Montana by agencies other than the 17 post-secondaryinstitutions. They were considered under the general headingsof state (particularly the Office of the Superintendent ofPublic Instruction), federal and private agencies. The de-cision was made to exclude military organizations and non-secular religious programs, and to ask these other sources toreport a) courses and programs offered during the same time-span (July 1, 1972 through December, 1973) as those offeredby the 17 post-secondary institutions, and b) only coursesof 10 hours or more in length. A sample of the memorandumutilized in contacting state, federal and private agenciesis shown in Appendix B.

At the December meet:ng, the Croup made tentative panf-concerning the format of the final report, and the dis2laYthe data collected. Agreement was reached concerning a divi-sion of Labor among Group members to draft portions thefinal report in rough form.

The third meeting of the Group was held on February 4,1974. The members reviewed the data collected to date and ex-amined and approved plans for organizing it into matrices furpurposes of display. Portions of the final report which hadbeen prepared in rough draft form were examined and revisedas needed.

The fourth meeting of the Group was held on March 29,1974. The members examined the final report format preparedby the Commission staff and adapted it for purposes of thisreport. The decision was made to utilize a total of 24 mat-rices and 15 maps to display information collected from the17 post-secondary institutions. Because data from state,federal and private agencies were, in many cases, not sub-mitted in a form suitable for inclusion in matrices, thedecision was reached that data from these sources would bedisplayed in narrative form only.

The Croup agreed that a final meeting would be held onApril 17, 1974, only if agreement on the draft of the finalreport could not be reached by mail and telephone. No suchmeeting was required.

The data, collected by the Technical Group from the manysources contacted, were summarized in this report. The detailedresponses from these sources are available in the Commissionoffice for the benefit of anyone who wishes to examine them.

We would also like to point out that, s1tu relativelyfew of the state, federal and private agencies contacted bythe Group, responded to our queries, the summaries containedin this report seem to reflect only a small portioo of theactual number of educational programs for adults offere bysources in the state othe- than the 17 post-secondary int,ti-tutions.

The Technical Group received from the Colvivil (Ai' Exten-sion and Continuing Education Direrturs (representatives (tom

eight of the nine four-year colleges and universities or thestate) a position paper entitled, "Issues in Continuing Edu-cation ". The members of the Group were divided as to whetherto append the document to this report. Those who opposed in-cluding the statement with this report felt that it representedthe viewpoint of a special group of institutions and was thusnot necessarily representative of all post-secondary institutionsof the state. The majority of the Group felt that the positionpaper is not biased in viewpoint, so by majority vote, the state-ment is included in Appendix C, and it is offered without commentfrom the Technical Group.

REVIEW AND SUMMARIZATION OF DATA COLLECTED

i*finitions

The Technical Group felt the need to further refine thecharge given them in term of definitions and instructionsto the 17 post-secondary institutions. This refinement canbe found in Appendix A, page 40, "Instructions, Adult andContinuing Education Questionnaire".

Assumptions

One assumption made by the Group is implicit in the defi-nitions mentioned above, namely, all off-campus courseworkoffered by the post-secondary institutions was considered tofall within the purview of this Technical Croup.

A second assumption was that, given the constraints oftime and other resources, it would not he possible to completea comprehensive survey of adult and continuing education pro-grams offered by private organizations. Another compellingfactor leading to this assumption was the fact that the pri-vate organizations were under no obligation to cooperatewith the survey, as were the public post-secondary institutions.

It was concluded, therefore, that the report relative tothe private sector could be no more than a sampling at best.

Display of Data Collected

I. The Montana Post-Secondary Institutions

The 17 Montana post-secondary institutions were askedto respond to the following questions!

1. "Please give a general explanation of howyour institution funds adult and continuingeducation and extension courses. If suchcourses are not self-supporting through

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fees charged specifically for each course,what are the sources of funds to supportthe program?"

2. "Please describe current plans of your in-stitution for the addition, deletion and/or expansion of adult and continuing edu-cation courses."

All 17 institutions responded to the questionnaireand their responses to the above questions are organisedinto the following sections: Montana University System,Cooperative Extension Service, private colleges, com-munity colleges and vocational-technical centers.

Montana University System

1. Within the Montana University System, adult and con-tinuing education and extension courses are self-supporting, primarily through student fees chargedfor each course or, in some cases, through externalsupport, federal funds, funds from local schooldistricts, or other agencies which purchase service.General operating budget funds are not used t"support such programs, with the exception thatNorthern Montana College does budget some appro-priated funds to support the extension coursesoffered for teachers at the vocational-technicalcenters.

2. Most units of the system report that plans for ad-ditions, deletions and expansion are indefinite.This is true probably because, within the UniversitySystem, adult and continuing education programs areself-supporting through student fees and/or federalfunds or other external support. As a result, pro-gram directors find themselves engaged primarily inresponding to requests for service, and less towardefforts in program planning.

Cooperative Extension Service

1. The Montana Cooperative Extension Service is fundedby county, state and federal appropriations, as wellas by private grants, and by special arrangementswith county, state and federal governments and agencies.

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Cooperative Extension Service (continued)

2. The Cooperative Extension Service responded as follmwsto the question relating to plans for change:

"There are no definite plans for (..:Langes in theprograms of the Montana Cooperative ExtensionService, but there is under study the pros andcons of developing a University Extension Divi-sion at Montana State University which wouldinclude the Cooperative Extension Service andall other extension programs now being conductedat or supervised from Montana State University."

Private Colleges:

1. The private colleges of the state report that theiradult and continuing education courses are fundedby fees or whatever grants they have been able tosecure, or through contract with a sponsor suchas a government or private agency.

2. Rocky Mountain College reports that plans for con-tinuing education depend on decisions to be madeby a newly appointed Advisory Board. Most of theirplans relate to need for religious education andcontinuing education for clergy as well as for theaging and for minority groups. They expect toenbasize short-term, workshop, non-credit typesof experiences. College of Great Falls reportsinterest in providing services to business andindustry, in exploring degree completion programsfor adults which would include "non-traditional"learning experiences. Carroll College reportsinterest in further developing their continuingeducation program to meet the needs of the cols-munity in terns of regular college courses, work-shops, conferences and special courses for otherthan regular degree-seeking students.

Community Colleges

L. Flathead Valley Community College reports a current

Community Colleges (continued)

plan for implementation of courses for retiredcitizens, otherwise this institution sees expan-sion as being limited only by available adminis-trative time. Dawson College reports extensivep'isns for expansion of areas such as courses andprogram for senior citizens, women, veterans,Indian reservations, and new techniques for occu-pations. Miles Community College reports plans toexpand in the area of vocational programs for theNorthern Cheyenne Tribe and a nurses' aide programduring the summer session.

2. Dawson College and Miles Community College reportthat adult and continuing education is supportedthrough student tuition and fees and the one-milllocal tax levy for adult education. FlatheadValley Community College does not report the useof the one mill levy for this purpose. DawsonCollege also reports the utilization of state andfederal funding from sources such as the Bureauof Indian Affairs; Manpower Development and TrainingAct; State Department of Social and RehabilitationServices; State Department of Health and Erviron-mental Sciences; and the Community Action Program.

Vocational-Technical Centers

1. The prograus of adult and continuing education in thevocational-technical centers are supported by a one-mill permissive levy on the local district, by studentfees, by reimbursements from the Office of the Super-intendent of Public Instruction, and by external sup-port such as labor unions who pay part of the cost ofprograms offered on their behalf.

2. On the basis of the responses to the questionnaire,there would appear to be within the vocational-tech-nical centers more evidence of efforts to plan forexpansion of adult and continuing education than withinthe units of the University System, or possibly withinthe private colleges and compunity colleges as well.

Vocational Technical Centers (continued)

This is to be expected since the vo. -tech centerstend to see their function as including a verysignificant commitment to adult and continuingeducation.

The 17 post-secondary institutions were also asked to re-spond to the following question:

"Please describe any arrangements your institutionmay have with school districts, Indian reservationsor other organizations to offer a series of adultand continuing education courses which may be con-strued as a program."

It was decided to divide the responses from the differentinstitutions into the following five categories:

Categoly 1 (institutions reporting that the questionis not applicable to them or indicating they have nospecific programs) includes: Great Falls Vo-TechCenter, Missoula Technical Center, Helena Vo-TechCenter, Billings Vo-Tech Center, Butte Vo-Tech Center,Western Montana College, the University Center of theUniversity of Montana, and Miles Community College.Miles Community College qualified its statement byindicating it is planning for a program in vocationaleducation which might be funded for operation atLame Deer, and that it does occasionally offer coursesat St. Labre.

Category 2 (institutions indicating they offer courseson an ad hoc basis) includes: Eastern Montana College,Northern Montana College, the University of Montana,which offers single courses through its extension pro-gram for various school districts asking for theseservices, Carroll College, which serves the Helenapublic schools in a similar manner, College of GreatFalls, which has offered single courses for businessesin the Great Falls area and the Conrad Public SchoolDistrict, Miles Community College with single offeringsat St. Labre, and Flathead Valley Community College,which has offered ad hoc courses for banks, GlacierPark Employees, Indian Health Services at Browning,

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Category '2 ;continued)

school personnel at Heart Butte and courses to topple-ment the LibUy Adult Education Program.

Category 3 :institutions with full programs servingIndians either on or off-reservation) includes: FlatheadValley Community College, which has a program for foresttechnicians under 3n arrangement with the Bureau ofIndian Affairs Forestry Division, Rocky Mountain College,which has programs in cooperation with Head Ftart atCrow Agency, Northern Cheyenne Reservation and the Black-feet Reservation, the University of Montz.la which hasa program for conservation trainees offered through itsSchool of Forestry in cooperation with the Bureau ofIndian Affairs, Dawson College, which has a program forfiscal officers and offerings in community relations incooperation with the Bureau of Indian Affairs on theFort Peck Reservation, College of Great Falls, which hasprograms designed to prepare Indians for careers in theteaching profession, both at Hays on the Fort BelknapReservation (offered in cooperation with the Urban-RuralSchool Development Program) and on its own campus inGreat Falls (offered in cooperation with the LandlessIndian Education Program), and Northern Montana College,which reports a Career Opportunities Program in coopera-tion with the Rocky Boy schools designed. to prepareIndian people as teachers and teacher aides.

Category 4 (institutions having programs with schooldistricts) includes the following: Flathead Valle; Com-munity College, which reports that it has an arrangementwith the County Superintendent of Schools to carry outprograms of instruction in boardsenship for newly-electedschool board members, and a workshop for school bus drivers,and Carroll College which offers a career opportunityseries in cooperation with the Helena Public Schools inan effort to provide insight into career opportunitiesin teaching for young people in the Helena area. CarrollCollege and the University of Montana also report course-by-course offerings in a somewhat continuing arrangementwith school. districts (previously mentioned in Category2). Northern Montana College reports teacher intern pro-grams with the Nashua and Wolf Point schools and the pre-viously mentioned Career Opportunities Program with theRocky Boy schools.

Category S (institutions with programs for various"other organizations") includes: Montana College ofMineral Science and Technology, which offers a five-course series in "Hospital Administration and Manage-ment" for personnel at the St. James Community Hospital,the University of Montana, which offers a two-yearcertificate program in "Corrections" for staff personnelat the Montana State Prison, Carroll College, whichoffers a course to prepare individuals for licensingexaminations given by the Montana Real Estate Board(offered on an annual basis); and the College of GreatFalls and Dawson College, which offer programs For theeducation of Law enforcement personnel, made possible

. by funding through the Law Enforcement Education Pro-gram.

The Extension Department of Montana State Universityis the only institution reporting a variety of continu-ing education "programs" serving "other organizations".This department has programs with the Bureau of IndianAffairs, Department of Health, Education and Welfare,Montana Fish and Game Department, the Kellogg Founda-tion, the Montana Potato Improvement Association,Farmers Union Central Exchange, and the Soil Conserva-tion Service of the U. S. Department of Agriculture.

In addition to the foregoing questions, the 17 post-sec-ondary institutions were asked to complete a separate "CourseReporting Form" (see Part B of Appendix A) for each course -as defined in the questionnaire - offered during the periodJuly 1, 1972, through and including the fall semester orquarter of 1973. The data collected through the use of theseCourse Reporting Forms is displayed by a series of matriceswhich can be found in Appendix D and naps which can be foundin Appendix E.

II. Office of the Superintendent of Public Instruction

The Office of the Superintendent of Public instructionprovided data relating to adult and continuing educationin three categories: Adult Basic Education, Adult Edu-cation in Public Schools, and the Manpower Developmentand Training Act (MDTA).

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Adult Basic Education

According to the 1970 census, 171,119 adults inMontana, 18 years of age or older (or 39% of thepopulation of the state), possessed less thantwelve years of schooling. Of the adults aged18 through 24, 22,360, (or 29% of the populationat that age level) had less than twelve yearsof schooling. Of adults 25 years of age or older,there were 57,201 who had nine to 11 years ofschooling, 81,556 who had five to eight yearsof schooling, and 10,002 who had less than fiveyears of scLoolino.

The Office of Superintendent of Public Instructionreports that during the time period July 1, 1972through June 30, 1973, 2,435 adults participatedin programs of adult basic education at a totalof 21 training sites in the state. The totaldollar expenditure for these programs was reportedat $335,477, with about 90% of this amount beingfederal funds.

Of the 2,435 trainees, 515 were identified as Amer-ican Indian. About 50% of the trainees were below24 years of age, about 25% fall within the agebracket 25 through 34.

A comparison of 1970 census figures on levels ofschooling of Montana adults with the number ofpersons enrolled in programs of adult basic edu-cation, clearly points up the need for furtherexpansion of adult basic education programs inMontana.

Adult Education in Public Schools

The Office of the Superintendent of Public Instruc-tion reports the following information on adult edu-cation offerings in the Montana school districtsutilizing the one-mill permissive adult educationlevy. Programs in the community colleges or thevocational-technical centers which are based onthe same mill levy are reported in the section ofthis report relating to those institutions.

tI

Adult Education in Public Schools (continued)

FY FY

BuyFY1973

AnticipatedFY

1971 1974

Number of School Districts 15 16 24 20

Number of Non-vocationalCourses Offered 220 217 287 281

Number of VocationalCourses Offered 115 109 148 146

Non-vocational Enrollment 3,329 3,238 3,798 4,150

Vocational Enrollment 1,625 1,723 2,483 2,675

Budgeted Amount- -BothVocational & Academic $145,265 $127,959 $165,921 $180,554

Manpower Development and Traini Act (MDTA)

The Office of the Superintendent of Public In-struction reports that from July 1, 1972 throughDecember 31, 1973, there were 537 Manpower De-velopment and Training Act (MDTA) trainingopportunities provided within the state in morethan ten different communities for a total avail-able number of clock hours of training of 380,000.In addition, 13 training opportunities were pro-vided at various out-of-state sites for a totalof 9,282 clock hours of training.

III. Other State Agencies

In addition to the Office of the Superintendentof Public Instruction, the following state agencieswere queried as to educational programs for adultswhich they have sponsored:

Department of Professional & Occupational LicensingDepartment of Labor and Industry:

Workmen's Compensation DivisionLabor Standards Division

Department of Fish and Game

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III. Other State Agencies (continued)

DepartmentDepartmentDepartment

onomicDepartmentDepartmentDepartment

of Institutionsof Social and Rehabilitation Servicesof Intergovernmental Relations, Ec-Opportunity Divisionof Justiceof Health and Environmental Sciencesof Administration, Personnel Division

The information supplied by the agencies whichresponded is as follows:

Department of Fish & Game:

From June 1 through June 30, 1973, this departmentoffered a course to privide basic training for newlyappointed fish and game wardens. There were 10trainees who received 200 hours of training each.

They cite continuing need for expansion of trainingfor new personnel and in-service training for allpersonnel.

De artment of Social & Rehabilitation Services:

During the time period of July 1 through December,1973, this department offered or made available foremployees a total of 57 different courses to a totalof 1,218 students for a total of 19,336 student in-structional hours in 13 different Montana citiesand 8 cities outside of Montana.

z,:..52hoent of Rea ronmental Sciences:

Air quality Bureau:

This bureau conducts a one or two-day course everyfew months in "Visual Emissions" to train observersto classify types of smoke emissions.

lintESAslitylunma:

Since October, 1973, this bureau has offered an in-

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Water Quality Bureau (continued)

service course to train water and wastewateroperators. The course is of 60 to 70 hoursduration.

The bureau cites its need to train about 200operators per year. It presently trains groupleaders to carry training programs to commu-nities across the state.

Health Education Bureau:

This bureau offered 17 different courses in eightMontana cities during the time period July, 1972through December, 1973. A total of not less than575 students completed the courses which includedmore than 9,300 student instructional hours inall. Enrollees in the courses included familyplanning staff, Head Start personnel, nurses,dieticians, sanitarians and others.

Licensing and Certification Bureau:

For the time period, July 1, 1972 through ecember,1973, this bureau conducted a program of continuingeducation for licensed nursing home admininistrators.It reports a total of 15 workshops which included8711 hours of instruction to a total of 864 enrollees,mostly health care facility administrators and depart-ment heads. These workshops were held in seven dif-ferent Montana cities. In addition, the bureau re-ported four in-service seminars for employees whichinvolved a total of 63 hours of instruction, witha total of 66 persons enrolled in the seminars. Six-teen bureau employees attended a total of 451 daysof educational courses sponsored by the federal gov-ernment outside the state.

Emergency Medical Services Bureau:

This bureau reports offering medical self-help train-ing for first-aid instructors, bus drivers, firemen,emergency care training for volunteer ambulance at-tendants, an emergency nurses seminar, and an auto

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Erne en Medical Iry ces Bureau (continued)

extrication school for adults associated withambulance services, fire departments, law en-forcement agencies and others. The courseswere offered in several Montana cities to atotal of 1,200 adults for about 32,000 studentinstructional hours.

Laboratory Division:

This division reports an Alco4nalyser School toprepare law enforcement officers to operate thealco -analyzer gas chromatograph. The course,which must be repeated periodically to conformto the "Implied Consent" law, includes 24 hoursof instruction.

The division also reports offering workshops onvenereal disease control in nine Montana citiesto about 130 trainees and observers.

Dental Health Bureau

This bureau reports three continuing educationcourses available, upon request, to health andallied health professionals. The courses varyin length from two to five hours. No figureson times offered or attendance were available.

Department of Administration, Personnel Division:

During the period June, 1972 through December,1973, this department offered the following pro-grams for state employees:*

*fart of the programs were self-supporting, however,some were sponsored by the Intergovernmental PersonnelAct (IPA) of 1970.

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De rtment of Administration Personnel Division:continue

NUMBER OFNUMBER OF

INSTRUCTIONALPROGRAM LOCATION ENROLLEES HOURS PER ENROLLEE

Public Speaking Helena 13 12

Supervisory Developmentfor Supervisors Miles City 28 22

Supervisory Developmentfor Supervisors Helena 48 17

Supervisory Developmentfor Supervisors Boulder 27 20

Executive Seminar forState Secretaries Helena 26 23

Secretarial PracticesWorkshop Helena 27 20

The department cited need for a full-time centralizedand coordinated state training program.

Department of Institutions:

See Appendix C for data received from theDepartment of Institutions - received toolate to be included in the body of theTechnical Group's report.

rv. Federal Agencies

The following federal agencies were queried asto educational programs for adults which theyhave offered:

U. S. Department of Agriculture, Forest ServiceU. S. Department of the Interior, Bureau of

Indian AffairsBureau of Land Management

Indian Health ServiceHead Start Program

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Iv. Federal Agencies (continued)

The information supplied by the agencies whichresponded to our queries, is as follows:

U. S. Forest Service:

The Forest Service provided information showingthat their regional training program for employeesmade available, or will make available, over SOorganized courses of instruction during fiscalyear 1974 in Montana sites, such as Bozeman,Dillon, Butte, Hamilton, Helena, but primarilyin Missoula. Some of these courses were offeredfor Montana residents in Idaho, Washington,Colorado, and North Dakota. The courses rangedin length from one to 15 days.

In addition, the Forest Service reported eightcourses which are made available to employees onan "individualized" or "group controlled" basis.A catalog listing was made available, showingsome 33 formalized courses sponsored and conduc-ted by the regional office. No information wasprovided as to the number of employees that tookadvantage of the available training opportunities.It seems clear that the Forest Service providesa rather sophisticated program of continuing edu-cation for employees. The extent of utilizationof the program is not known.

Bureau of Indian Affairs (BIA) Personnel Branch:

In September, November, and December, 1972, a coursein Communication Problems was offered in Billingsfor 96 Bureau of Indian Affairs (BIA) employees,who received 24 instructional hours each.

In May and June, 1973, a course in Problem Solvingand Decision Making was offered in Billings for96 Bureau of Indian Affairs (BIA) employees. Theyreceived 24 instructional hours each.

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IV. Federal Agencies (continued)

Bureau of Land Management:

The Bureau of Land Management provided the BLMTraining Catalog which lists a total of 84 coursesavailable to BLM employees. In addition, courseoutline forms were provided showing that some 39courses were, or will be, made available in fiscalyear 1974 at sites primarily in the western states.These courses range in length from two days tonine months, with individual study courses of upto 72 weeks duration. No information was providedas to the number of BLM employees located in Mont-ana who participated in the programs available.

V. Private Agencies

A list of the private agencies contacted by the Tech-nical Group concerning offerings in the area of edu-cational program for adults is contained in AppendixD. Information provided by those agencies which re-sponded to our que:7 is as follows:

Young Women's Christian Association, (YWCA), Great Falls:

The Great Falls YWCA reports that during the timeperiod from January, 1972 through December, 1973,they offered 113 classes of 10 hours duration ormore, in which a total of 2,229 students were en-rolled, and 117 classes of one to five hours dura-tion in which a total of 1,822 students were en-rolled. This would amount to approximately 27,000student instructional hours. They report thatapproximately 1,200 people have enrolled for 197 4winter-spring courses. Some women are reported ascommuting from as far away as Helena and Cut Bankto take part in the Great Falls YWCA programs.

The Great Falls YWCA reports the need to expand tosmall towns and rural areas outlying the Great Fallsarea and to the Indian reservations.

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V. Private Agencies (continued)

International Business Machines (IBM):

International Business Machines was unable to pro-vide specific details requested by the technicalgroup. However, they did provide a catalog showingseveral hundred separate courses available to IBMemployees. their customers and their professionalstaff. Most- of these courses are offered at citiesoutside Montana, but when demand warrants, theyare presented in Montana, usually in Helena. Duringthe time period July 1, 1972 through December, 1973,over one hundred Montanans attended IBM professionalclasses.

Mountain Bell:

Mountain Bell reports that during the time periodJuly I, 1972 through December, 1973, they offered27 separate courses to a total of 335 Montanaresidents who were primarily employees, for a totalof about 287,767 student instructional hours. Thecourses were offered primarily in Helena and Denver.

Stockhill Aviation Inc. Kalispell Montana:

Stockhill Aviation reports that flight trainingis available on an open schedule with a variablenumber of hours required for completion. Theyreport that 21 adults are currently enrolled andthat the completion ratio is approximately 60%.

Strand Aviation, Inc., Kalispell, Montana:

Courses are offered on a variable tine basis. Allaim at the appropriate FAA rating or certificate.As of March 14, 1974, Strand reported the following:

Name Hours No. Enrolledt121...kmalttiag.

Private 40 50 11Commercial 160 25 SMultiengine 20 7 4Seaplane 15 7 5Instrument 30 10 5Flight Instructor 30 4 3Helicopter 35 3

1.9

BEST COPY AVAILABLE


Flight Liner Inc., Belgrade, Montana:

Flight Line offers instruction leading to ratingsor certificates in Primary, Commercial, and In-strument and Instructor Flying School and Multi-engine School. Training courses are of the follow-ing durations:

Primary 35 hoursCommercial 125 hoursInstrument 30 hoursFlight Instructor 25 hoursMultiengine 25 hcurs

Flight Line reports that 45 persons enrolled vari-ously in the five courses with 38 completions inthe past year.

Dillon Flying Service:

Dillon Flying Service reports that 25 students com-pleted one of the several flight training coursesthey offered. They cite the growing need for flighttraining services as private and commercial airtravel grows.

Mountain-Plains Education & Economic Development

EnaletInaLEEPAVTAliht12110):

Mountain-Plains Education and Economic DevelopmentProgram, Inc., is a private, non-profit corporationchartered in Montana. The primary purpose of thecorporation is to concern itself with the educationaland closely related socio-economic problems whichare peculiar to the essentially rural regions inthe states of Idaho, Montana, Nebraska, North Dakota,South Dakota and Wyoming.

The basic premise underlying the program is thatfamily oriented career education in a residentialsetting represents an effective way to improve theemployability, standard of living, participationin community involvement, and life satisfactionof the rural disadvantaged.

20


Mountain- Plains Education & Economic Development

Program, Inc. (Glasgow Ant Montanal- (cont'd)

According to data supplied by Mountain-Plains,a total of 371 families had been admitted tothe program by September 1, 1973, 62 of thesebeing Montana families. From October 1, 1972to October 1, 1973, 248 families comprising939 persons, entered the program. The numberof Montana families was not reported for thisperiod of time.

Occupation training is offered in the followingareas:

1. Office Educationa. Clericalb. Accountingc. Keypunch

2. Lodging Services

3. Food Services

4. Building Tradesa. Building Constructionb. Electricalc. Plumbingd. Refrigeration & Air Conditioninge. Heating and Ventilationf. Drafting

S. Mobility and Transportationa. Support Weldingb. Automotivec. Small Engines

6. Marketing and Distribution

21


Mountain-Plains Education & Economic DevelopmentProgram, Inc. (Glasgow AFB, Montana) (cont'd)

Training in home/life skills is offered as follows:

1. Personal and Group Counseling2. Problem Solving Techniques

(through Counseling Department)3. Heelth Education4. Consumer Education/BudgetingS. Home Management6. Parenthood Techniques7. Elective Advanced Homemaker Techniques

Foundation education is also offered in math skills,communication skill and in preparation for the G.E.D.

The average length of stay per completing familyis 9.4 months.

Montana Medical Education & Research Foundation (MMERF):

One of the most significant organizations offer-ing health education services in our state isthe Montana Medical Education & Research Founda-tion, which is a nonprofit corporation, origi-nated in 1969 under the stimulus of the MontanaMedical Association, with the support of sixother health professional organizations. Asof 1973, 21 health groups have become membersof MMERF.

The original financial support to MMERF camefrom a three-year grant from the Mountain StatesRegional Medica). Program. The grant terminatedJune 1972.

Presently, MMERF program funding is derived fromcontributions and assessments from health organi-zations, special program grants, philanthropicfoundations, business and industry, memorials,and other individual contributions.


Montana Medical Education & Research Foundation (MMERO:

The Foundation's purpose was, and continues tobe, "to improve patient care through a coordi-nated program to provide continuing medicaleducation to all health professionals of Mont-ana." In this endeavor, MMERF has sought toprovide practical, expert, up-to-date, inter-disciplinary, and locally directed programs.

The following professions and voluntary healthorganizations* are working cooperatively withinMMERF:

DentistsDental AssistantsDental HygienistsHospital AdministratorsLicensed Practical NursesMedical Record AdministratorsMedical TechnologistsMontana Division-American Cancer SocietyMontana Heart AssociationMontana League for NursingMontana Lung AssociationNurse AnesthetistsNursing Home AdministratorsNutritionists and DietitiansOptometristsPharmacistsPhysical TherapistsPhysiciansRadiologic TechnologistsRegistered NursesSpeech and Hearing Therapists

*as of October 1973

V. Private Ag,,,cles (continued)

Montana Medical Education & Research Foundation (MNERF):

During the period of time from July 1, 1972 throughDecember, 1973, MMERF offered 65 courses in 19different cities in Montana to a total of 4,434health care professionals, and occasionally thegeneral public, for a total of 36,504 instructionhours. Professionals served were physicians,psychologists, social workers, registered nurses,licensed practical nurses, dietitians, nursesaides, inhalation therapists, hospital adminis-trators, dentists, medical technicians, hospitalattendants, medical records librarians, dentalhygienists, dental assistants, pharmacists, andothers.

During its first four years, the Foundation hassponsored or co-sponsored 216 programs in 22different Montana locations, reaching nearly10,000 participants.

Montana League for Nursing:

The Montana League for Nursing reports that duringthe time period July 1, 1972 through December 31,1973, the League sponsored a workshop on testingfor instructors, and its convention, of which thetheme was the Expanded Role of Nursing. For 1974,they plan a workshop on The Dying Patient, Needsof the Aging, of Children, and of Adults.

The League cites as its principal goal - "To assurethe continued development of competence in nursingpersonnel at all levels of practice and education."

Western Montana Health Education Council:

The Western Montana Health Education Council reports


Western Montana Health Education Council: (cont'd)

that in 1973 they offered a total of 195 studentinstructional hours in four separate courses forhospital maintenance engineers, nurses, doctorsand other health care professionals.

Montana Nurses Association:

The Montana Nurses Association reports the follow-ing training activities during the time periodJuly 1, 1972 through December 31, 1973:

1. Emergency Care Workshop (two days)2. Acute care of the patient with head

in;:ury

3. Hen dialysis4. Death and Dying (several locations)5. Legal aspects of drug dispensingo. Extended practice in nursing

(several locations)7. Laboratory/Nurse Communications8. iatrogenic diseases9. Comprehensive Health Planning

(several locations)10. Alcoholism11. Family Aspects of Addiction12. Vascular surgery13. Poison control14. Family Planning (several locations)15. ANA Standards of Nursing Practice

(several locations)16. Nursing Care of the Pre - school. child

17. Adolescent Identity18. Orthopedic Nursing19. Electrical hazards in health care

facilities20. Child abuse21. Inhalation therapy/cupping and

postural drainage


Montana Nurses Association: (cont'd)

22. Coronary care23. Polio nursing24. Cancer nursing25. Adoptions26. The Nurse as the Patients' Advocate27. Care of the Aged in Nursing Homes28. Planning for Rural Nursing29. Cyclic Staffing

Among the continuing needs of the nursingprofession are:

1. Leadership preparation for teamleaders, head nurses, supervisors,assistant directors, and directorsof patient care

2. Knowledge of advances in the clinicalpractice of nursing

3. The role of nurses in health mainte-nance, and prevention of illness andinjury.

To deal with these problems of continuing needs,The Association recommends that a funded ad hoccommittee of nursing leaders, potential leadersand members of the Commission on Post-SecondaryEducation be convened, and be advised of theestimated funding available for implementingany solutions it may devise.

Montana Speech and Hearin Association:

The Montana Speech and Hearing Association reportsthat its annual convention in March, 1973 includedworkshops and seminars in the area of speech pathol-ogy and audiology. The president of the Associationspeaks strongly of the need for continuing education:

2h


tjarlIEEIMAIASOLEglini1Ead411221 (soot' d)

"There are definitely unmet needs in thearea of continuing education. These needscenter around meeting state certificationstandards. There are a significant numberof speech and hearing professionals whomust work under direct supervision in Mont-ana because they do not meet full certifi-cation standards. By 1980, these peoplemust reach minimum certification standardswhich in most cases means additional aca-demic training at the graduate level.

"The only accredited training institutionin Speech Pathology/Audiology in Montanais the University of Montana in Missoula.The University of Montana seems to bemaking every possible effort to offer thenecessary course work during summer ses-sions. There are, however, many profes-sionals, who for one reason or another,are not able to avail themselves of on-campus training. Therefore, an idealsolution would be the provision of off -campus academic course work in SpeechPathology and Audiology in various geo-graphic locations around the state.Courses mist be applicable to certifi-cation. I have discussed this with theUniversity of Montana Department ofSpeech Pathology/Audiology and they areaware of this need and have expresseda desire to meet the demand but areunable to do so because of budgetinglimitations.

"I strongly feel that post-secondaryeducation in the State of Montana(specifically the University System)is the only agency to satisfy theseneeds. Furthermore, I believe theyhave an obligation to extend theirtraining as necessary to meet the needsof speech and hearing professionals inMontana."

27


Montana Optometric Association:

The Montana Optometric Association reports thatduring January, May and July 1973, the Associationheld three meetings for members during which therewas offered continuing education instruction on avariety of professional subjects for a total of232 hours of instruction. The number of profes-sionals participating was not reported.

Montana State Association of Nurse Anesthetists:

The Association reports two meetings a year withM.U. speakers, but very poor attendance. Thepresident of the Association reports need foreducational programs in different areas of thestate.

Montana Osteopathic

The Association held a seminar in September, 1973,during which twelve hours of continuing educationinstruction was offered. The secretary of theAssociation reports that requirement for member-ship in the American Osteopathic Association is50 hours of continuing medical education per year.He cites need for continuing education for osteo-paths in Montana; "Our small scattered group inMontana is unable to furnish more than the oneannual meeting, therefore, it necessitates goingout of state which increases the cost tremendously.The Research Foundation has helped. We need morecourses available to us in Montana."

Montana Heart Association:

The Montana Heart Association reports offeringscientific sessions on subjects covering diseasesof the heart to upgrade professional education forphysicians, registered nurses, licensed practicalnurses and dietitians. Courses varied in lengthfrom one full day to 4c days with enrollmentsvarying from 30 to 150.

28


Montana Chapter of the American Physical TherapyAssociation:

The response of the president of the MontanaChapter of the Association is quoted in itsentirety as follows:

!tie

it A4.

113.

Continuing education activities avail-able from July 1, 1972 through December31, 1973.

a. Review of spinal anatomy and ev-aluation of dysfunction of theneck and upper extremities: 16 hours

b. Neurophysiology of pain inhibition:

1 hour

c. Evaluation, manipulation and manage-ment of dysfunction of the sacroiliacjoint: 3 hours

d. Theoretical electrophysiology 1 hour

Unmet needs include:

a. Adequate training areas

h. Instruction from specialists notavailable in this area

c. Occasional review of basic sciences

d. Accreditation of training and instruction

e. Dispersal of information

Recommendations:

a. We occasionally use the physical therapyfacilities at the University of Montana.We would like to be able to use meetingfacilities on other campuses.

29


Montana Chapter of the American Physical TherapyAssociation: Tcont'd)

(13Recommendations: (cont'd)

b. Financial assistance in obtaining suit-able instructors.

c. Regional college workshops on anatomy,physiology, neurology and psychologyrelating to patient care.

College credits for approved workshops.

e. While not strictly related to continu-ing education, I would like to see theUniversity System sponsor more educa-tional TV. Specifically, it would bemost helpful if films and videotapesavailable through the United StatesPublic Health Service were airedregionally to provide instruction inhomemaking and care of the handicappedin their own homes.

f. Utilization of more films and video-tapes during chapter workshops.

"4. The system of post-secondary education in theState of Montana could assist in all of theseunmet needs."

BEST COPY AVAILABLE

SUMMARY DISCUSSION

Traditionally, adult education in the United States hasbeen viewed as a peripheral activity at best. Few people,except ror those directly involved, have knowledge or appre-ciation of adult education needs as they presently exist.Most people are even less aware of needs for adult educationas they will exist in the future.

Without adequate data upon which to base predictions,the assessment of future needs is most speculative; however,the Technical Croup felt there were subjective indicatorswhich permit a confident prediction that we will, in thiscountry, experience a marked growth in adult and continuingeducation.

There are indicators which place the number of Americanswho are presently involved iu some form of adult educationat not less than 32 million. Assuming Montana follows thenational averages, not less than 100,000 Montana citizensshould now be involved in or have need for some form ofadult education. Predictions show Montana's populationgrowing by 16 percent between 1970 and 1990. For the saveperiod, growth in several of the large counties is predictedas follows: Yellowstone, 24%; Cascade, 26%; Lewis and Clarkand Gallatin, 46%; Flathead, 52% and Missoula, 78%. Thepopulation of Silver Bow Count is projected to decline by18% over the same time period. 4 Clearly the general shiftin population will be to the present population centers ofthe state. Greater concentrations of people will resultin even greater demands for adult education. On the otherhand, it is true, and will probably continue to be true,that adult and continuing education needs in the rural areasof Montana are more difficult to meet and are less well itthan those in the population centers of the state.

1

U.S. News & World Rrprt9

o April 2, 1973.

2County Populations Summary, Montana Department- ofIntergovernmental Relations.

31

Another factor which will affect future need for adulteducation is the present age distribution of the Montanapopulation. About 47.5% of the Montana population (as a whole)fall within the 0-24 age range. However, in the larger urbanareas, about 52 -53% of the people are in this age group. Thenational trend has been toward a younger population and thereis no reason to believe Montana is an exception to this trend.In fact, in the 0-17 age group 36.5% of the Montana populationis found and 34.3% of the U. S. population.'

With the notab-- exception of the rural areas of thestate, the statistics cited above suggest a general trend to-ward a youth-oriented population. When the present bulge inthe youth population passes into adulthood, we will find in-creased need for adult education in this and other states.Looking to the future, we can see that the presently declin-ing birth rate and the increasing longevity of U. S. citizenswill result in an increase in the present 63.5 percent ofMontana citizens aged 18 and over. This again impliesgrowth in need for adult education services in Montana.

In addition to need indicated through examination ofdemographic data, changes in philosophy and attitude towardeducation would seem to have equal impact on increasing needfor adult and continuing education. Our concept of learningas an activity confined to a limited number of years, israpidly changing to a concept of learning as a lifelong pro-cess. Changing occupational and social structures will placeeven greater demands on the educational system to help allpeople, including adults, to equip themselves to meet thechanges. With the traditional concept of education as asequential ladder from kindergarten through graduate school,with education being viewed as an activity to b. engaged inby children and young people as a "preparation for life",th -weds of many of our citizens for educational experiencesat all stages of life have been largely ignored.

Many people involved in adult education see conflictsarising as adult education grows and demands a larger share

3Upper Midwest Council.

4Ibid.

32

of educational resources. Concepts in adult and continuingeducation are, in some respects, in direct conflict withthe way in which education has traditionally been viewed.In The .11EE of Discontinuity, Peter Drucker comments:

If educators give any thought to the question,they assume we should have both over-extendedschooling and continuing education. But thetwo are actually in opposition. Extended school-ing assumes that we will cram more and more intothe preparation for life and for work. Continu-ing education assumes that school becomes inte-grated with life. Extended schooling still as-sumes that one can only learn before one becomesan adult. Continuing education assume that onelearns certain things best as an adult. Aboveall, extended schooling believes that the longerwe keep the young away from work and life, themore they will have learned. Continuing educa-tion assumes, on the contrary, that the moreexperience in life and work people have, themore eager they will be to learn and the morecapable they will be of learning.5

The foregoing implies need for change in the educa-tional delivery system. The institution of education, likeall institutions, changes slowly and reluctantly, and mainlyin response to outside pressures. But the system will change,and in that change, we would do well to look to educationalactivities sponsored by other that! formal institutions ofeducation--by business, industry, government agencies, themilitary, certain voluntary associPtions of cooperatingprivate agencies, and others. The e are indications thatbusiness and industry spend twice s much on education andtraining as the total outlay ford 1 forms 9f public educa-tion, kindergarten through graduate school. Formal insti-tutions of education may find it necessary to cooperatewith one another and with government, business and industryto meet growing needs for adult and continuing education.

As our society bec.imes increasingly technical, therapidly accelerating rate of obsolescence of job and pro--

Peter nrneker, The k..RE of Discontinuity.

64ensen, Live right and Hollenbeek, Adult Education, AdultEducation Association, U.S.A.

fessional skills point up the need for post-secondary skilltraining and for improved programs of adult and continuingeducation. It is not likely that Montana high schools willbe able to meet increasing demands for skill training broughtabout by technology. Neither is it likely that increasedneed for adult and continuing education will be net by presentsystems of post-secondary education without marked change inphilosophy and method of delivery and in finance.

The delivery system for adult and continuing educationshould serve those who need to upgrade themselves on a shortor long term basis while remaining employed. Other nationshave made greater progress than the United States in meetingthe t ucational needs of adults. France, for example, hasmade provision for workers to periodically take a leave ofabsence at full pay to upgrade themselves.' Sweden, oneof the world leaders in adult education, now devotes morethan 10 percent of its national education budget to adulteducation.8 Such costs may, in the long run, be less ex-pensive than the social coats of worker obsolescence. Pro-jections of change such as 10 to 12 job changes in a worklife, 80 percent of the work force needing more skill train-ing by 1980, less than 5 percent of the work force in un-skilled jobs, have yen? real implications for adult andcontinuing education.'

Montana, as with many other states, has no state supportfor adult education. State law provides for local financingwhich is proving to be less adequate as the need for adulteducation programs grows. Federal support for adult educa-tion is limited to special needs, such as supporting pro-grams for those who function at less than the eighth gradelevel.

It appears that the educational needs of many adultscannot be met through the traditional delivery system. Withdiffering conmdtments to jobs, differing life styles, oftenwith the inability to travel great distances or take extendedleaves to profit from the existing delivery system, manyadults are simply closed out from what they view as viableopportunities for continuing education. Systems must bedesigned to serve the continuing education needs of sill

/Or. Jack London, Keynote Speech, Adult Education Conference,Bozeman, Montana, March 21, 1974.8Adult and Continuin& Education Newsletter, January 7, 1974.

9Lon& Range Forecast, Rand Corporation, Santa Monica, CA

34

adults, whether they be proio:Aionals, craftsmen, unskilled,senior citizens, unemployed, Ll whatever.

Greater use should be made of available technology toreach adult learners, particularly those in rural areas. De-velopment of educational television and development of a com-munications network within the state are only two of manypossible extensions of currently available technology tomeet adult and continuing education needs throughout thestate.

Adult education needs imply that consideratiot shouldbe given to changing our credentialing patterns. Performancebased education, library based education, education withoutwalls, credit by examination, and learning through corre-spondence are only some of the ideas we most explore if weare to satisfy what, most certainly, will be a greatly in-creasing need for adult and continuing education services.

35

RECOIADENDAT IONS

1. We in Montana should change our priorities toward theeducation of all citizens, at all stages of life.

2. All post-secondary institutions in the state have animportant role to play - and should play it to thefullest extent - in satisfying the needs for adultand continuing education.

3. Post-secondary institutions should cooperate with oneanother and with governmental agencies, business, in-dustry, private agencies and professional associationsand groups to develop programs and delivery systemsto meet adult and continuing education needs.

4. Greater financial resources should be devoted to serv-ing the educational needs of adults.

5. With special implications for the rural areas, deliverysystems should be adopted to take adult and continuingeducation to the citizens, whose commitments do notalways permit them to travel to where the educationalopportunities are ordinarily available.

6. Non-traditional modes of education, such as the pre-viously-mentioned educational television, should beadopted to serve adult learners who do not fit thetraditional image of the college student.

36

APPENDICES

APPENDIX A

QUESTIONNAIRE TO THE 17 POST- SECONDARY INSTITUTIONS

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C ()MATS MEMBERS

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COMMISSION ON POST-SECONDARY EDUCATIONSUITE S 201 EAST 6TH AVENUE HELENA MONTANA 59601

406-449-2727

THOMAS L ROCAGOVIR,40.

PAIR,(.t M c A.. A4*AM.. L.* JO*

TO: Presidents of

Directors of

December 3, 1973

MEMORANDUM

Units of the Montana University SystemCommunity CollegesIndependent CollegesVocational-Technical Centers

FROM: Technical Group on Adult and Continuing Education

RE: Questionnaire on Adult and Continuing Education Offerings

Enclosed is a questionnaire pertaining to adult and continuing

education offerings of your institution. The information requested is

needed to complete our charge from the Commission on Post-Secopdary

Education.

Would you please see that the questionnaire is completed by the

appropriate person(s) at your institution and returned to the

Commission staff no later than January 1, 1974.

Thank you for your assistance.

39

INSTRUCTIuN

ADULT AND CONTINUING EDUCATION qcESTIONNAIRE

Please report the following.

(1) All course work offered outside the home community;

(2) Courses offered within the home community which fallwithin one of the following categories:

(a) Courses not available for inclusion in academicand regular vocational programs (i.e., the setof programs ordinarily listed in the institution'scatalog);

(b) Courses offered by the institution primarily forthe purpose of adult and continuing education,which would include courses offered to meet theeducational needs of working adults, retiredpersons, persons in prisons and hospitals, etc.Such courses may or may not be available forinclusion in academic and regular vocationalprograms.

For purpose stip nn o 1,1 ow s :

"A series or sequence of courses leading up to a degreeor certificate."

For 'ur'oses of this uestionnaire a "course" is defined as follows:

"A series of class meetings, lectures, study sessions orseminars, which usually, but not always, is of one quarteror semester or less in duration - the normal unit of studyfor which credit may be given. A course may or may not bepart of or lead to a degree or certificate rtogram."

Pleas,- return

Staff of the Commission on Post-Secondary Education201 East 6th Avenue, Suite 5Helena, Montana 59601

40

PART A - ADULT AND CONTINUING EDUCATION QUESTIONNAIRE

Please give a general explanation below of how your institution

funds adult and continuing education and extension courses. If

such courses are not self- supporting through fees charged specifi-

cally for each course, what are the sources of funds to support

the program?

.1aJirmirn=:

PART B ADULT AND CONTINUING EDUCATION QUESTIONNAIRE

Please complete a separate form (copies are attached) for each

adult and continuing education course offered by your institution

from July 1, 1972, through and including the fall semester or

quarter of the current year, as applicable.

41

COURSE REPORTING FORM - PART B OF ADULT AND CONTINtING EDLCA:loN

1. Name or title of the course:

2. Course number:

3. Indicate the quarter, semester, or other time-span in which the course wab

offered:

4. Brief description of the course content (one sentence or paragraph):

5. Number of persons enrolled:

6. Number of persons who completed the course:

7. Number of quarter or semester hour credits issued:

8. Number of instructional hours:

9. Nature of enrollees (i.e., primarily working adults, teachers, etc.):

10. When was the course offered? During the day ( ); during the evening ( );

on a Saturday or Sunday ( ).

11. Where was the course offered? On-campus ( ); off-campus ( If

off-campus, indicate the community in which offered:

12. Actual or estimated expenditures for the course (the total indicated is to

include salaries, per diem, mileage, supplies, administrative costs, etc.):

$

13. Actual or estimated per cent of expenditures by source for the course:

Student fees and charges specifically related to this course ( %);

Other sources of funds (be specific, if possible) ( %).

42

PART C - ADULT AND CONTINUING EDUCATION QUESTIONNAIRE

Please describe below any arrangements your institution may. have with

school districts, Indian reservations or other organizations to offer

a series of adult and continuing education courses which may be

construed as a program:

43

PART D - ADULT AND CONTINUING EDUCATION UESTIONNAIRE

Please describe below current plans if your institution for the

addition, deletion and/or expansion of adult and continuing education

courses:

44

PART F- ADULT AND CONTINUING EDUCATION QUESTIONNAIRE

Please identify below any other adult and continuing education programs

or ourses, of which you have knowledge, offered in the state of

Montana by organizations other than the state's 17* institutions of

post-secondary education, i.e., courses or programs offered by agencies

of state, local or federal government; institutions situated outside

the state of Montana; private corporations or organizations; etc.:

*Montana'e 17 post-secondary institutions are the segments of the MontanaVniversity System; three community colleges; five area vocational-technicalcenters; and three independent colleges.

45

PART F- ADULT AND CONTINUINGNAIRE

Name and title of the person or persons who completed this questionnaire

who may be contacted for further information:

NAME

=011YEar

Name of Institution:

Please return to:

TITLE

Staff of the Commission on Post-Secondary Education201 East 6th Avenue, Suite 5Helena, Montana 59601

46

APPENDIX B

MEMORANDUM UTILIZED IN CONTACTING STATE,FEDERAL AND PRIVATE AGENCIES

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COMMISSION ON POST-SECONDARY EDUCATION,,utTi 5 201 EAST 6TM AVENUE HELENA MONTANA 59601

406 449-2727

'Mt WASiot)61 MOOR

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IA., . -yf

TO:

FROM: Technical Group on Adult & Continuing Education

As part of the charge which was given to us by the Post-SecondaryEducation Commission, we are attempting to gather information onall educational and training programs for adults in the State ofMontana. We, of course, realize that many adult and continuingeducation programs are offered through Montana's 17 post-secondaryinstitutions (the six university units, three community colleges,three private colleges and five vocational-technical centers) andthrough the proprietary schools and private educational programsin the state, and we are in the process of surveying programsoffered by these institutions.

However, in an effort to compile a complete inventory, we wouldlike to request that you (or whomever you may wish to designate)provide us with information concerning all such educational andtraining programs for adults which your(agency,association,etc.. conducts.

For purposes of reporting, we request that information be providedonly on courses of instruction or training which are of ten hoursduration or more. It would, however, be of great interest to usto receive a generalized star tent of whatever else is offeredin the area of educational or training programs for adults whichdoes not fit the above description.

For the sake of consistency, we are requesting each agency andorganization we contact to report only programs which were offeredbetween the dates of July 1, 1972, and December 31, 1973.

Also, since we are asking for this information from the institutionsmentioned above, state agencies, federal agencies and the privatesector, we request that, in order to avoid duplication, any courseswraith are offered by another agency (such as the public schools,community colleges, etc.) NOT be reported, as the other agency willreport these courses to us.

However, as a point of explanation, it is also of interest to us togather information on a) in-service training programs for employeeseven if the instruction is provided by an out-of-state agency; and b)all out-of-state training for Montana residents, in addition to

47

courses and programs which might more readily come to mind.

Enclosed you will find a copy of the ADULT & CONTINUING EDUCATIONCOURSE REPORTING PORN, which reflects the information we areseeking. Ideally, we would like to ask that a separate form foreach course offered be completed (this would simplify our task ofcompiling the responses). However, we realize that there may betoo many courses to take the time to complete a separate reportingform for each. In that case, we request that we be nrovided witha generalized summary of the program(s) and overall totals for asmuch of the information requested on the attached as can be feasiblyreduced into summaries and totals. If it is possible to completeseparate forms for each course, however, additional forms may beobtained by contacting Beth Richter at the Commission office inHelena (phone 449-2727).

We very much appreciate your cooperation and assistance with thisimportant task.

toLTLI & C3ONTINUING EDUCATICti COURSE REPORTING FORK

Name or title of course (of 10 hours or mare):

Purpose:

3. Indicate the tinv-span in which the course was offered (e.g., Began nth,

Ended June 30th):

4. Number of instructional hours:

Brief description, of the course content:

6. Number of persons enrolled:

Number of persons who completed the course:

Nature of enrollees (i.e., primarily working adults, employees, etc.):

4. When was the course offered? During the day (

on a Saturday or Sunday ( ).

). Indicate the community in which the co urse was offered:

Specific site (high school, other plane building, etc.):

11. Was .2 certificate of completion issued? If so, please identify:

12. If you obLailleo. the instruction (teacher/s) for this course from an agency other than

your CMT., please identify:

13. Please provide a statement of what you feel your future needs will be for educationaland trainir,y programs for adults and haw the needs for adult and continuing educationcan best he satisfied in the future:

); during the evening (

PLEASE PROVIDE THE MIMING INFORMATION IF IT IS AVAILABLE:

14. Actual or estimated expenditures for the course:

Federal funds

Student fees

TOTAL $

State funds

; Other (please sPecify)

49

Private funds

APPENDIX C

POSITION PAPER FROM THE DIRECTORS or THECOUNCIL OF EXTENSION AND CONTINUING EDUCATION

The attached position paper is submitted by theCouncil of Extension and Continuing Education Directorsto the Technical Group on Adult and Continuing Educationin the hope that the issues raised and the recommenda-tions given will be of assistance to the Commission onPost-Secondary Education in their very important de-liberations.

1pUES IN LoN-AiNUINILL.ULiAiipls;

Introductian

American scholars are now in general agreement that extension ofeducational opportunity to adults will be a most significant phenomen,cof the 1970's. By the close of the decade, more than 150 million adult!,are expected to be involved in some type of educational program, motivt-oby rapid social and technological developments and by the change from agoods-producing to a services-producing economy.1

Colleges and universities, charged with the responsibility of trainini;the teachers and administrators for all levels of American education, mustassume a leadership role in adult and continuing education, even thougha substantial share of such services will be delivered by other agencie:..

As the statistical reports of the Commission on Post-Secondary Educat.on':-Technical Committee on Adult 6 Continuing Education will indicate, mostcontinuing education activities at the units of the Montana UniversitySystem are funded by fees generated or by federal/state grants. Board OdRegents' rulings impose requirements of self-sufficiency for extensioncourses, and those rulings have been interpreted broadly to include mostcontinuing education activities. These rulings, together with theirinterpretations, raise issues about continuing education in Montana, t.omeof which are outlined in this report.

Interinstitutional Relationships

Increasingly, state officials are being asked and asking why theUniversity System fails to cooperate effectively in the area of continu,nyeducation. Extension directors would be the first to acknowledge thatcooperative efforts could be strengthened; yet, full copperation, everthe parties concerned were willing, seems unlikely, given the demand :.cf.continuing education, declining on-campus enrollments and the requiremenlof self-sufficiency. Each cooperative act means a loss of revenut and/orclientele. To urge or require cooperation is like asking a businessreduce advertising cr forego sales in order to strengthen a competitor.An institution is damned if it does and damned if it does not cooperate!

In January of 1973, the extension and continuing education directc,-,the university units and the private colleges formed a council to cx-q-r:t.information and to facilitate greater Interinstitutional cooperation.six meetings and several cooperative studies, the Council has heron ,;1

effective instrument for improving relationships between the listito.;and enhancing the quality of adult and continuing education service'. Lotheir respective communities and to the state as a whole. Occasionalparticipation by the Commissioner's office has been most helpful to t:A.Council over the past year. Regular participation by the Commissi,.no:'office in the meetings and the development of the Council would bc wc.,6L:td,and could perhaps be one of the most effective means available to tLeCommissioner for encouraging and achieving greater coordiaatien and

(1) "The Learning Force", Educational Policy Research Center, SyraL::New York, 1970.

52

BEST COPY AVAILABLE.-oopyrat.cn.

lo further reduce overlap and competition, the Institutions haveestablished territorial boundaries; one institution does not providecontinuirg education services within another's territory unless thelatter institution cannot or does not wish to fulfill the request, orthe request falls outside "its role and scope". Territorial Agrecments,though effective in eliminating duplication and some competition amongthe units, might have serious implications for the quality of off-campusinstruction. Further, it means that many communities are precluded fromrequesting the service of specific individuals.

Interinstitutional competition is not limited to the university units;it also exists between the units and the community colleges. Activitieswhich would he classified as continuing education by the units and there-fore self-supporting are provided by community colleges and paid for inpart by state appropriations. Montana is, in fact, imposing a doublestandard on its post-secondary institutions: continuing educationemanating from community colleges is subsidized, while the same program,if originating from a unit of the University System, is self-supporting.This double standard also applies to the reporting of enrollment statisticsand faculty participation; these issues are discussed In a later section.

A related Issue, one which arises naturally when interinstitutionalcooperation is discussed, is centralization. Some would argue thatcompetition among the units would be avoided by central administrationof all continuing education. Certainly, centralization would eliminatecompetition; it also might curtail continuing education. Faculty membersengage in continuing education because of personal ties or rapport withcommunity leaders; many of those same faculty might be reluctant toi:,artieipate if participation were mandatory or if the request requiredevaluation and approval by a central administrator. Not oily would it bedifficult for such an administrator to be versed in the qualifications offat!;lry members on six campuses, but the administrative bureaucracyileceshary to insure coordination and/or evaluation would be complex andexpensive.

Appending continuing education to an existing statewide network suchas Cooperative Extension would be self-defeating. Services offeredthrough f\grieultural Extension differ markedly from continuing education.activities offered by other academic departments at Montana State University,end at other units of the University System as well. To combine thesedistinct activities would mean either watering down both efforts oraltering the characteristics of one or the other or both. In the opinionof Extension Directors and many faculty members, either change would beunproductive.

The sole of Extension & Continuin& Education Within the University System

lraditi,)nally, self-sufficiency has had important nonfinancialconnJtations. First, and most importantly, extension students have beenlipified as "second -class citizens"; extension credit has been noted assuet; on the- students' transcripts, and frequently students transferringto other institutions find that extension credits are not transferable.

ran

Also, most institutions limit the number of extensioe ere itsbe applied toward a degree: nine credit hours for as graduate deg-et,from 30 to 45 credit hours for an undergraduate degree. Interestinglyand reflecting the double standard referred to earlier, a student whoregisters for an "off-campus" course through a community college i s notdiscriminated against either in terms of his transcript or the transfer-ability of the credit. Indeed the community colleges do not awardextension credit. Further, community colleges include those off-campuscourses and registrations in the enrollment statistics submitted tostate officials, while the University must report all extension activityseparately to the Board of Regents.

Faculty members who devote considerable time to continuing educationhave been discriminated against in terms of the salary and promotivestructure. Academic rhetoric emphasizes three university functions--teaching, research and service--but a review of faculty promotion policiesand salaries clearly reveals a low priority for community service, a largeportion of which is extension and continuing education. It is not unusualfor faculty to comment that continuing education efforts have a negat:veeffect on faculty review and promotion committees.

One could anticipate the response from faculty committees- If facultyand students who participate are discriminated against, and if it isentirely self-supporting, then obviously continuing education has litt.erelevance to the primary responsibilities or functions of a Universit:,or college! The average Montanan, however, does not find that iogi' verypersuasive or reasonable when he scrutinizes the mounting tax burden ofeducation. Some, for example, abhor the recent increase in extensionfees--from $16 to $21 per credit hour--arguing that, in effect:, they arepaying twice for an educational service.

Financial Considerations

The self-sufficiency of continuing education has been referred terepeatedly in this report. But what is meant by self-sufficiencyBoard of Regents' ruling states simply that the extension program mustbe self-supporting, but makes no mention of what costs are to be coveii'dby the fees. Does the statement refer to the direct costs of each course--salaxies, travel and per diem? Or, does it refer also to the indirectadministrative costs? University units vary in their interpretation 4f"self-supporting". Some adopt an all-encompassing definition which iAci:iLiesboth direct and indirect costs, while others include only the direct (.,,rsor direct costs plus some portior. of the administrative chargeb ofstaff members. Furthermore, does the self-supporting criterion apply eelei7,to "extension programs", or should it be interpreted broadly to inclede allcontinuing education programs?

The specific interpretation determines not only an inseitutioe's allo-cation of total resources, but the composition of the class. For exameie,if an institution schedules a course during the evening, the course maybe funded through extension (from fees generated) or from state appropriation:-If the latter, then extension students cannot register through the extensiondivision; rather, they must enroll as part-time students through normalchannels. This is because "extension is self-supporting and state

54

tppropriated tunds cannot be eomingled with 'exte,.s:on :ess."

As on- ampus enrollments decline, the issue of "resident" versusIt extension" .ri.grams is becoming an increasingly ir-pertant one. :;1*.ct

enrollme_ts in resident courses, in eontrast to on- or oft-campuscontinuing education rrograms, eventually affect budgetary allocation.;amour. the th,itF, some departments are unwi11 1 4, to offer contineingeducation programs which might teuu.e resident enrollment during t ithrthe regular atadomi year or summer session. it is difficult to arguethat continuing education programs are in the long-run interest of thedepartments, when neither the budgetary nor promotional process reflectsthose efforts.

Conclusions and Recommendations

The Count 11 of 1xiension Directors offer the following recormendations:

1. the council should be continued as a coordinating body,preterably with a representative et die Commissioner'soffice in attendance at all meetings of the Council.Perhaps the Council, which already includes representativesfrom the private colleges of the state, should be expandedto include representatives from the community colleges aswell. (See point #2 which follows)

The Council recommends that control and administrationof adult, extension and continuing education programsnot be centralized within the state.

3. fhe units of the Montana University System and the-t-immunity colleges should be placed on an equalfooting vis-a-vis the offering of extension cou:sosin ter As of:

A. Definitiole, of extension and resident et-edit.

h. runding of extension courses.

c. fmunting or not counting extension studentsin total enrollment reports.

4. Depending upon the resolution of recommendation 3b above,consideration should be given to the question of whetherunits of the University System should be authorized tofund college 1vel extension courses, at least in part,with state appropriated Instructional hinds.

5. The role at the units of the University Sytem viti: regardro non-college level continuing edocltion should here-ex,imitied. In the beliet that all post-crondar!!lnstitutionf, A,Juld play a role in bringing optimumeducationiti services to adults in the : :taste' , tliv Count 11

recommends that the units of the Montiinfl University System

55

be encouraged to play their appropriate role in ti.edelivery of such continuing education servicesatleast on the basis of self-supporting courses, programsand activities.

o. It is recommended that as part of the process ofidentifying the appropriate role of units of the MontanaUniversity System in adult and continuing education, athorough assessment of need be made in each part ofthe state and the identified need be related toresources available to meet the need including unitsof the University System, private colleges, communitycolleges, technical centers, public schools and otheragencies. This relates to the charge given to theTechnical Group on Adult & Continuing Education ofthe Post-Secondary Education Commission. It is theassertion of the Council of Directors of ExtensionContinuing Education that the colleges and univer-

sities of the state each have an appropriate role toplay in meeting the growing need for adult andcontinuing education.

The question of which institution or agency should offer a specificcourse, program or service is best determined by knowledgeable educatorsand citizens in the community where the need exists. The principlecriterion should be the maximum benefit to the adults involved and therelative resources and responsibilities of the delivery agencies.

The size and complexity of the task beggars description and calls foran intensive coordinated effort. It also represents an unparalleledopportunity for service to the State of Montana which its colleges anduniversities must meet head-on in partnership with many other public andprivate agencies, and with effective encouragement, support and guidancefro:. thc Commission and the Legislature.

50

APPENDIX D

MATRIX DISPLAY OF DATA

APPENDIX D

MATRIX Dli-TLAY or DATA

on the following pages are a series of matrices whichasp iay the data collected from the 17 post-secondary in-stitutions concerning adult and continuing education courseofferings. In addition to a matrix for each of the uni-versity system units, private colleges, community collegesand vo-tech centers, there is a composite matrix for eachof these four types of institutions, and one compositematrix showing the statewide offerings of all 17 post-secondary institutions.

A point concerning these matrices which must be clarifiedis the fact that, at the request of the Technical Group, theinstitutions categorized adult and continuing education courseofferings as I) "academic"; 2) "occupational"; 3) "communityservice"; 4) "basic skills"; or 5) "other", on the basis ofthe initial purpose of the institution in offering the course,as perceived by the official responsible for completini thequestionnaire. ft should be eiPhasized that a course whichone institution might categorize as "academic", anothermight well categorize as "occupational". In general, how-ever, courses offered with the expectation that the creditwould be applied toward a baccalaureate degree, are cate-gorized as "academic", although frequently a receiving in-stitution will grant academic credit for courses which wereintended for other purposes.

MATRICES

MONTANA UNIVERSITY SYSTEM

MATRIX 1

UNIVERSITY OF MONTANA

GOVRSE TYPE

NO

OF

COURSES

NU1ABER

EgROLLED

RES.

EXT.

WHEN OFFERED

Day

Evng

W/E

WHERE OFFERED

On Camp/Off Caup

TOTAL

STUDENT

CREDIT

HOURS

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

COST

Academic

Occupational

ci,

cs

Community

Service

TOTALS

165

53

67

MIN

INsm

oom

3294

613

1509

20 8 0

/011

1

145

45 0

0011

111.

..

43

15 0 a

139

43

67

.011

.110

1141

7 1 0 WP

M 8

84

15

66

69

39 1

8932

1837

28

89,194

21,450

27,831

$92,523.28

55,377.28

17,206.00

285

5416

28

190

58

249

0111

.111

10

165

RO

W..

109

OIN

MO

1101

1M

10,797

41M

11.1

0111

.014

11*

138,475

$ 165,106.56

MATRIX 2

MONTANA STATE UNIVERSITY

COURSE TYPE

NO. OF

COURSES

NUMBER

ENROLLED

RES.

EXT.

WHEN OFFERED

Day

Evng

W/E

WHERE OFFERED

On Camp/Off Camp

TOTAL

STUDENT

CREDIT

HOURS

Academic

113

1698

0113

58

75

318

95

4885

Occupational

4108

02

40

04

0104

Community

Service

7130

03

35

05

276

...11

1.1

1110

1na

baf

t.41

1101

.1.

11M

ISIM

MO

.111

11.1

16

TOTALS

124

1936

118

65

80

327

97

5065

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

COST

49,195

$48,937.49

2,636

3,945.57

2,600

750.00

54,431

353,633.06

MATRIX 3

EASTERN MONTANA COLLEGE

COURSE TYPE

NO. OF

COURSES

NUMBER

ENROLLED

RES.

EXT.

WHEN OFFERED

Day

Evng

W/E

WHERE OFFERED

On Camp/Off Camp

TOTAL

STUDENT

CREDIT

HOURS

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

Academic

145

3008

74

71

55

135

16

72

73

8,763

86,940

Community

0,Se

rvic

e2

562

01

2'1

21

168

1,680

6.10

0111

1.1.

16IO

NIN

awsa

011

164.

11.0

4.11

111.

001

1101

.M

MIN

ION

ION

O01

1111

10M

0*N

OM

4111

1101

1111

1111

411.

1111

0011

10

TO

TA

LS

147

3064

76

71

56

137

17

74

74

8,931

88,620

COST

V01,431.00

1,475.00

$84,906.00

COURSE TYPE

Academic

Occupational

CO

eri

Basic Skills

TOTALS

MATRIX 4

NORTHERN MONTANA COLLEGE

NO. OF

NUMBER

WHEN OFFERED

COURSES

ENROLLED

RES.

EXT.

Day

Evng

W/E

TOTAL

STUDENT

WHERE OFFERED

CREDIT

21.2ameatEase.

HOURS

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

COST

66

1,196

42

24

34

25

70

66

3,865

42,677

$35,286.00

223

20

20

02

069

'

759

800.00

263

02

01

00

2155

1,705

955.00

*sow

=M

OM

awsM

11%

S01

111.

11.1

1111

10M

IND

70

1,282

44

26

36

26

72

68

4,089

45,141

$37,041.00

MATRIX 5

WESTERN MONTANA COLLEGE

TOTAL

TOTAL

STUDENT

STUDENT

NO. OF

NUMBER

WHEN OFFERED

WHERE OFFERED

CREDIT

INSTRUCTIONAL

COURSE TYPE

COPSES

ENROLLED

RES.

EXT.

Day

Evng

W/E

HOURS

HOURS

OOST

Academic

6122

06

06

00

6366

4,392

$2,967.76

MATRIX 6

MONTANA COLLEGE OF MINERAL SCIENCE AND

TECHNOLOGY

COURSE TYPE

NO. OF

COURSES

NUMBER

ENROLLED

RES.

EXT.

WHEN OFFERED

Day _Evng

V/E

WHERE OFFERED

On Caup/Off Camp

TOTAL

STUDENT

CREDIT

HOURS

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

COST

Academic

24

457

22

216

71

21

31,144*

19,328

$17,735.59

(1,716**)

Community

Service

160

10

01'

01

00

720

1,702.38

Ds

tII

WO

MIA

MW

OM

IMM

OM

OW

NW

MM

OO

OM

OO

MM

WO

amm

oan

ima

.""

OW

OM

OIN

IMIW

OM

MA

AM

MTOTALS

25

517

23

216

II

122

31,144*

20,048

$19,437.97

(1,716**)

*Semester Hours

**Quarter Hours

MATRIX 7

CoMPoSITE -- UNIVERSITY SYSTEM

TOTAL

TOTAL

STUDENT

STUDENT

NO. OF

NUMBER

WHEN OFFERED

WHERE OFFERED

CREDIT

INSTRUCTIONAL

CORSE TYPE

COURSES

ENROLLED

RES.

EXT.

Dey

Evng

WE

On CanpJOff Camp

HOURS

HOURS

COST

Acadesdc

Occupational

Q 1r Community

Service

'Basic Skills

TOTALS

519

9775

158

361

20b

387

34

195

312

28,527

291,726

$280,871.12

59

744

10

47

21

43

121

39

2,010

24,845

60,122.85

77

1755

33

475

174

4272

32,831

21,133.38

263

02

01

00

2155

1,705

955.00

0101

11.1

100

....

**ro

ma

amoo

nelli

eb1.

0.00

mel

lON

D...

Om

er!

owea

wso

olaa

...4.

010.

0140

0.11

657

12,337

171

413

231

506

36

290

357

30,964

351,107

$363,082.35

MATRICES

PRIVATE COLLEGES

NO

. 01

CO

UR

SE T

YPE

CO

UR

SES

MA

TR

IX 6

CA

RR

OL

L C

OL

LFC

E

NU

MB

ER

WH

EN

OFF

ER

ED

WH

ER

E O

FFE

RE

DE

NR

OL

LE

DR

ES.

Err

.D

ayE

vnz

WE

On

Cau

p/O

ff C

aw

TO

TA

LST

UD

EN

TC

RE

DIT

HO

UR

S

TO

TA

LST

UD

EN

TIN

STR

UC

TIO

NA

LH

OU

RS

Ace

dend

c13

449

130

013

013

012

3,02

47:

21,9

15(

**)

Com

entit

ySe

rvic

e8

333.

$0

53

57

171

8*12

,920

(1,0

17**

)W

OW

.1.

1111

MIIM

IO

WN

S.

OM

OM

IID11

1011

111

MIP

AIII

IIM11

0O

MIN

INN

IMI

4111

1111

11.1

1111

1101

1100

TO

TA

LS

2178

021

05

165

201

2,06

5*34

,835

(3,1

00")

*Sea

eirt

er H

ours

**Q

uart

er H

ours

)

CO

ST

$6,3

00.0

0

4,50

0.00

410,

800.

00

OP

MATRIX 9

COLLEGE OF GREAT rams

CORSE TYPE

NO. OF

COURSES

NUMBER

ENROLLED

RES.

EXT.

WHEN OFFERED

Day

Evng

W/E

-tiERE OFFERED

On Camp/Off Camp

TOTAL

STUDENT

CREDIT

HOURS

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

COST

Academic

186

2903

186

011

174

097

89

8528*

123,542

$117,835.00

(12,792**)

Community

Service

15

175

15

00

IS

012

3293*

4,215

6,020.00

(440**)

..011

.411

116

.10

sola

ram

mel

lmo

~MM

.1!

.111

1011

TOTALS

201

3078

201

011

189

0109

92

8821*

127,757

$123,855.00

(13,232")

*Semester Hours

**Quarter Hours

MA

TR

IX 1

0

RO

CK

Y M

UN

TA

LN

CO

LL

EG

E

TO

TA

LT

OT

AL

STU

DE

NT

STU

DE

NT

NO

. OF

NU

MB

ER

*LE

N O

FFE

RE

DW

HE

RE

OFF

ER

ED

CR

ED

ITIN

STR

UC

TIO

NA

LC

OU

RSE

TY

PEC

OU

RSE

SE

NR

OL

LE

DR

ES.

EX

T.

Day

Evn

ikW

EO

n C

amp/

Off

Cam

?H

OU

RS

HO

UR

SC

OST

Aca

dem

ic36

647

360

432

0

Com

mun

ity,..

,Se

rvic

e6

159

51

53

20

MIN

IMA

MN

IINO

MM

.41

0111

111

1111

1111

ON

O

TO

TA

LS

4280

641

19

352

*Sem

este

r H

ours

"Qua

rter

Hoa

re

234

1439

*23

,282

(215

9")

42

3,68

9N

INO

WN

W=

toM

ISM

IIIIIN

MO

O

636

1439

*26

,971

(215

9")

$33,

889.

73

6,02

9.00

09,9

18.7

3

MA

TR

IX 1

1

CO

NPO

S IT

EPR

IVA

TE

CO

LL

EG

ES

TO

TA

LT

OT

AL

STU

DE

NT

STU

DE

NT

NO

. OF

NU

MB

ER

WH

EN

OFF

ER

ED

WH

ER

E O

FFE

RE

DC

RE

DIT

INST

RU

CT

ION

AL

CO

UR

SE T

YPE

CO

UR

SES

EN

RO

LL

ED

,RE

S.E

r;D

ayE

vng

WE

On

Cam

p/O

ff C

alm

)H

OU

RS

HO

UR

SC

OST

Aca

dem

ic23

539

9923

50

1521

90

112

123

11,3

14*

168,

739

$158

,024

.73

( 16

,971

**)

Com

mun

itySe

rvic

e1-

429

665

281

1021

.7

236

1,01

1*(1

,517

**)

20,8

2416

,549

.00

.111

0111

1MI

0.0.

10IN

IMM

EM

II61

1111

1101

1111

1114

10

TO

TA

LS

264

4664

263

125

240

713

512

912

,325

*18

9,56

3$1

74,5

73.7

3(U

s 4$

8**)

*Sem

este

r H

ours

"Qua

rter

Hou

rs

tainacms

COIOIN IV COLLEGES

MATRIX 12

DAWSON COLLEGE

TOTAL

TOTAL

STUDENT

STUDENT

NO. OF

NUMBER

WHEN OFFERED

WHERE OFFERED

CREDIT

INSTRUCTIONAL

03URSE TYPE

COURSES

ENROLLED

RES.

EXT.

Ray...201....10

On Camo/Off Camp

NOUNS

HOURS

COST

Academic

64

789

37

31

447

17

2,357

23,331

$19,343.00

Occupational

46

611

18

34

229

17

1,802

18,810

19,863.00

Community

Service

32

569

032

027

564

12,240

6,030.00

j c4Basic Skills

762

26

04

379

1,400

1,700.00

fa.0

1111

.40

0011

1110

awl*

0011

0..1

111.

11.

NIN

MIIM

EN

MIM

MO

MM

INO

IMIN

IMM

IVIO

TOTALS

149

2,031

57

103

6107

42

4,302

55,781

$46,936.00

MATRIX 13

FLATHEAD VALLEY COMMUNITY COLLEGE

TOTAL

TOTAL

STUDENT

STUDENT

vk

WHEN OFFERED

WHERE OFFERED

CREDIT

INSTRUCTIONAL

COURSE I'm"-

COURSES

mikoLLED

RES.

EXT.

Day

Evng

W/E

On Cama0:0Sm.

HOURS

HOURS

COST

2,850

$1,691.00

Academic

9107

07

01

8258

Occupational

57

687

849

045

12

1419

IPCommunity

Service

65

1007

958

359

62262

Basic Skills

20

330

812

012

*NO

M.

4111

1111

111.

1.11

1.W

M.

0111

1111

1111

MO

NIE

SM

INIM

S

TOTALS

151

2131

25

121

3117

34

3939

200225

dp435.00

24,465

12,615.00

X0,382

6,000.00

57,922

f4'31,741.00

MATRIX 14

MILES COMMUNITY COLLEGE

TOTAL

TOTAL

STUDENT

STUDENT

NO. OF

NUMBER

WHEN OFFERED

WHERE OFFERED

CREDIT

INSTRUCTIONAL

COURSE TYPE

COURSES

ENROLLED

RES.

EXT.

Day

Evng

VIE

On Canp/Off Camp

HOURS

HOURS

COST

Academic

35

394

926

029

6858

10,419

$7,140.00

Occupational

6117

06

06

0328

3,234

1,425.00

gCommunity

Service

984

45

09

0139

2,414

1,890.00

.011

111

Gab

=M

OO

NS

40M

ON

O=

1110

MIN

IIIIII

IM

TOTALS

30

595

13

37

044

61,375

.16,067

$10,455.00

MATRIX 15

COMPOSITE -- COMMUNITY COLLEGES

CO

UR

SE T

YPE

NO

. OF

CO

UR

SES

NUMBER

ENROLLED

RES.

EXT.

WHEN OFFERED

Day

Evns

W/E

Academic

108

1290

46

64

4

Occupational

109

1415

2689

2

;!Community

Service

106

1660

13

90

3

Basic Skills

27

892

10

18

0

allo

arm

li01

/001

110A

onm

aalm

Mos

al01

1111

MO

TO

TA

LS

350

4757

95

261

9

WHERE OFFERED

On

Cam

p/O

ff C

am

77

so

95 16 11

1111

1

268

TOTAL

STUDENT

CREDIT

HOURS

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

CO

ST

31

3473

36,600

$25,174.00

293549

42,269

32,723.00

it

2515

39,119

20,535.00

79

11,782

7,700.00

amm

was

maa

82

9616

129,770.

$89,132.00

MATRICES

VOCAT IONAL-TECHN ICAL CENTERS

MATRIX 16

BILLINGS VOCATIONAL- TECHNICAL CENTER

TOanL

TOTAL

rTUDENT

STUDENT

NO. OF

NUMBER

WHEN OFFERED

WHERE OFFERED

CREDIT

INSTRUCTIONAL

COURSE TYPE

COURSES

ENROLLED

RES.

EXT.

Day

Evrx

WE

On Cam/Off Camp

HOURS

HOURS

COST

Academic

19

526

019

06

13

20,800

$11,509.20

Occupational*

16

492

015

11

15

87,152

29,336.50

"c-,/ Community

Service*

102

1,934

60

52

081

21

43,588

15,288.01

400.

11.1

41.

10.0

041.

11a

MM

.N

EM

.M

OM

M

TOTALS

137

2,952

60

86

188

49

151,540

$56,133.71

*One "occupational" course and 86 "community service"

courses were offered by the Billings YWCA

MATRIX 17

BUTTE VOCATIONAL-TECHNICAL CENTER

NO. OF

NUMBER

WHEN OFFERED

COURSE TYPE

COURSES

ENROLLED

RES.

EXT.

Day

Evng

WE

Academic

555

15

0

Occupational

19

294

019

0

41

Community

Service

4BS

14

1

Basic

Skills

1

0.11

11M

92

01

0

.11.

.111

11.1

0el

ow11

11.1

11

TOTALS

29

554

229

1

TOTAL

STUDENT

WHERE OFFERED

CREDIT

On Camp/Off Camp

HOURS

50

18

1

41

10

0111

11M

28

2

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

COST

13,088

$43,288.04

.23,088

18,859.81

5,058

3,001.12

5,520

2,532.55

46,754

$67,681.55

1:

MATRIX 18

GREAT FALLS VOCATIONAL-TECHNICAL

CENTER

TOTAL

TOTAL

STUDENT

STUDENT

ND. OF

NUMBER

WHEN OFFLRED

WHERE OFFERED

CREDIT

INSTRUCTIONAL

COURSE TYPE

OURSES

ENRDLLED

RES.

EXT.

Day

Evng

W/E

On Canp /Off Camp

HOURS

HOURS

COST

Academic

9321

18

09

048,426

$43,656.00

Occupational

18

509

117

017

1-

36,780

33,788.00

Community

Service

50

878

050

150

092,182

15,790.00

24,300.00*

0.00

1110

was

amm

oam

mo

1111

1NII

~mom

0TOTALS

77

1,708

275

176

1177,388

$117,534.00

*Administrative costs- not included in the total costs for the courses offered

- were $6,500 for the

period September 1972 through June 1973; and

$17,800 for the period September 1973

through June 1974,

for a total of $24,300.

MATRIX 19

HELENA VOCATIONAL-TECHNICAL CENTER

TOTAL

TOTAL

STUDENT

STUDENT

NO. OF

NUMBER

WHEN OFFERED

Whir" 1FFERED

CREDIT

INSTRUCTIONAL

COURSE TYPE

COURSES

ENROLLED

RES y,iEXT.

Day

Evng

WE

On Co

Off Camp,

HOURS

HOURS

Occupational

24

354

romunity

Service

390

01M

IIMM

IMII

I-.

TOTALS

32

444

COST

024

024

036,858

$24,719.00

08

08

05,410

6,239.00

=M

DS

Mb

4/S

MO

VO

411

=M

1111

1011

911.

1=M

032

032

042,29$

$30,968.00

MATRIX 20

MISSOULA TECHNICAL CENTER

TOTAL

TOTAL

STUDENT

STUDENT

NO. OF

NUMBER

WHEN OFFERED

WHERE OFFERED

CREDIT

INSTRUCTIONAL

Miran

COURSES

ENROLLED

RES

EXT.

Day

Evnt

WE

On Cams/Off Ca=

HOURS

HOURS

COST

Academic

Occupational

coCommunity

t4,

Service

Basic Skills

24

770

024

024

045,650

$12,950.00

110

1956

0110

0110

087,854

45,174.00

49

1390

049

049

065,395

16,930.00

23

576

122

023

032,490

8,832.00

..40.

1111

10=

A.

206

4692

1205

0206

0234,389.

$10,886.00

MA

TR

IX 2

1

COPPOSla -- VOCATIONAL-TECHNICAL CENTERS

COURSE TYPE

NO. OF

COURSES

NU

MB

ER

ENROLLED

WHEN

RES.

EXT.

121y

1=L

JLI/

EOFFERED

WHERE OFFERED

On Camp/Off Camp

TOTAL

TOTAL

STUDENT

STUDENT

CREDIT

INSTRUCTIONAL

HO

UR

SHOURS

CO

ST

Academic

571702

256

044

13

130,964

$111,403.24

Occupational

187

3605

1185

1170

17

271,762

151,877.31

Community

Service

213

4375

61

163

2192

22

211,663

57,248.13

Basic Skills

24

668

123

024

038,010.

11,364.5$

24,300.00*

S11

0111

1111

1111

1111

1111

010

.111

1111

1101

OS

ION

IS11

16TOTALS

481

10,3

5065

427

34S0

52

652,

399

$356,193.26

*Crest Palls 'Yep -Tec Adainistrative Costs- not included in other totals.

MATRIX

COMPOSITE -- STATEWIDE OFFERINGS

A

MATRIX 22

OOMPOSITE -- STATEWIDE OFFERINGS OF ALL

17 POST-SECONDARY INSTITUTIONS

COURSE TYPE

NO. OF

COURSES

NUMBER

ENROLLED

RES.

EXT.

WHEN OFFERED

Day

Ewe

WJE

WHERE OFFERED

On Camp/Off Camp

TOTAL

STUDENT

CREDIT2/3

HOURS

Academic

919

16,766

393

361

269

726

38

428

479

48,971

Occupational

355

5,764

10

47

48

317

4271

85

5,559

Community

Service

425

8,455

31

488

349.

13

384

43

4,304

Basic Skills

53

1,123

02

11

42

040

13

234

.101

0110

1110

11,1

11.1

1041

11rm

omm

olm

l.

1,757

32,108

On1

0011

1110

WIM

ON

NO

.N

r ..1

11¢7

01.

4111

1110

1111

0a+

11M

IIMM

434

414

416 1,434

55

1,123

620

59,068

ersr

CO

P/

TOTAL

STUDENT

INSTRUCTIONAL

HOURS

628,029

338,876

304,437

51,497

0111

11

COST

8578,473.09

244,723.16

115,465.51

20,019.58

24000:004

1,322,839

$982,981.34

1.

For University System and Private

Colleges only

2.

Semester Hour Credits for MontanaCollege *fawn]. Science and Technology, Rocky Mountain

College,

College of Great Falls and Carreal College converted to

quarter hour credits for this total

3.

No credit granted at Vo-Mech Banters

4.

Administrative Costs - Great Falls Vo.4ech Center

BEST C011E

There are two additional matrices ihich are presentedto display statewide meetings of die Cooperative ExtensionService of Montana State University and in-service trainingseminars offered by the Division of Educational lesser&and Services of the University of Montana.

The meetings reported by the Cooperative ExtensionService are not included in the matrix displaying data col-lected from Montana State University. The Extension Servicedoes not offer courses for credit, but disseminates infor-mation and services in an informsl manner through meetings,radio, television, publications, news articles, workshopsand personal contact. The general thrust 2f its programis adult and continuing education far Montana's rural popu-lation, but also includes extensive work with youth programs,most notably 4-11.

The seminars reported by the Division of EducationalResearch and Services (a component of the University of Mont-ana's Sdhool of Education) are likewise not included in thematrix displaying data collected from the University ofMontana. The division states that it is committed to:

1) providing research and service to Montanaschool districts through in-service train-ing (primarily for teachers) to developbetter teaching/learning patterns, facilityplanning, school board policy formulation,physical facility and educational programevaluation, consultation and advisement,curriculum studies and evaluations;

2) providing an opportunity for outstandinggraduate students working in administrationand curriculum to farther their trainingthrough field work with Montana communities,school boards, administrators, teachersand students;

3) providing the University of Montana facultythe opportunity to do field work in publicschools throughout the state.

The statewide composite matrix showing offerings of the17 post-secondary institutions does not include the offeringsof either the Cooperative Extension Service or the Divisionof Educational Research and Services.

86

COURSE TYPE

MATR__ 23

MONTANA STATE UNIVERSITY EXTENSION SERVICE

NUMBER OF

MEETINGS

NUMBER IN

ATTENDANCE

AT ALL MEETINGS

TOTAL

INSTRUCTIONAL

HOURS

RADIO

PROGRAM

HOURS

COST

COMMUNITY SERVICE:

Development of Community

Services and Facilities

546

1,082

45,924

55

$15,859

OCCUPATIONAL:

Crop Production

2,392

836

135,304

196

79,170

Livestock and Range Production

1,732

1,972

103,470

133

57,120

Other Agricultural Production

1,214

1,191

63,972

75

39,952

Agricultural Marketing

,289

1,704

28,491

40

9,478

BASIC SKILLS:

Natural Resources

864

1,567

104,765

72

28,434

Home Economics and Human

Development

7,641

1,830

705,953

493

251,684

Community Development

1,983

1,635

256,049

157

65,918

Leadership of Youth Groups

1,496

1,473

122,565

108

49,167

Manpower Training

51

1,195

9,242

41,624

TOTALS

18,208

14,485

1,575,735

i1,333

598,406

Location

Broadus

Butte

Con

rad

Elm

o

Fors

yth

WiT

RIX

Di-

SER

VIC

ESEMINARS OFFERED WY

UNIVERSITY OF MONTANA DIVISION OF EDUCATIONAL RESEARCH AND SERVICES*

Number of

Days of

Sessions

Approximate

Number of

Participants

Per Session

Fort Shaw/Simms

lays/Lodge Pole

Heart Butte

Kalispell

Helena (Montana School Boards Association)

Nashua

Rocky Boy

Victor

Whitehall.

6 1 4 1 1 7 17 1 5 1 1 4 3

85 (Teachers)

725 (325 Teachers/400

Coommnity People)

ft

40 (Teachers)

t.4

Unknown (Board and Teacherd)

70 (20 Teachers /50

Community People)

12 (Teachers)

20 (Teachers)

18 (Teachers and Aides)

50 (Teachers)

100 -250 (Board Members)

19 (Teachers)

8-10 (Teachers)

12 (Teachers)

126 (26 Teachers /100

Community People)

*Covering the period

of S

epte

mbe

r,1971, through December, 1973

APPENDIX $

MAP DISPLAY OF DATA

APPENDIX E

MAP DISPLAY OF DATA

Maps displaying the geographic distribution of courseofferings are contained in this Appendix.

They are as follows:

One map for each of the university system units

One map for each of the private colleges

One sip for each of the community colleges

One nap showing offerings of all vo-tech centerscombined

One map showing the composite of the statewideofferings of all 17 post-secondary institutions

One map showing, by county, meetings held by the

Cooperative Extension Service

The statewide composite map Showing the offerings ofthe 17 post-secondary institutions does not include themeetings held by the Cooperative Extension Service.

Libby

(A-3)

UNIVERSITY OF MONTANA

Browning(0-1)

Whitefish(0-2)

Kalispell(A-3,0-5)

Thompson

.

Falls (A-1)

Fort Benton (0-1)

Polsoa(A-1)

Condon (0-2)

*Ronan( A -3)

St.Ippatrus

Seeley Lake (A-1)

Levristoran (A-1)

..4)-1)missoula (A-96,0-17,C-65)

Drusxmoncl(A-1)

Lolo(A-1)

llelena(A-3.0-3)

Deer Lodge(A-35)

Mia

onde

Baulder(0-3)

/B

utte

(A-2

)(A

-3,0

-1)

Thi

teha

ll(A

-1)

Big

Tim

ber

(0-1

) Billings (0-1)

Great Falls (A-1,0-6)

Mexico CA-2)

Mammoth Rot SprIngs(0-1)

Three Forks

(03)

Dillon(C-1,0-1)

A - Academic Courses

(165)

0 - Occupational Courses

(53)

C - Community Service Courses (67)

Total

(285)

Wolf Point(A-1,0-1

Miles City(O -2)

MO

NT

AN

A S

TA

TE

UN

IVE

RSI

TY

Kal

ispe

ll(A

-4)

Mis

soul

a(A

-2)

Wol

f Po

int

Gla

sgow

(A-2)

Cul

bert

sA

-1)

(A-1

)

Gre

at F

alls

(A-1

0)

Lew

is to

wn

(A-1

)

Bel

ena(

A-1

2)W

hite

Sul

phur

Spr

ings

(A -

11)

*Geo

rget

own

Lak

e(4*

1)B

utte

(A-8

)W

hite

hall(

A-1

)B

ig T

imbe

r(A

-1)

Thr

ee M

anha

ttan(

A2)

.B

illin

gs(A

-12)

/For

ksL

ivin

gs to

n (A

-5)

*Cro

wA

genc

y(A

-8)

(A-S

,C6.

1)B

osem

an(A

-21,

0-4,

C-6

)

Mam

mot

h, W

yom

ing(

A-2

)L

ondo

n, E

ngla

nd (

A-1

)W

est Y

ello

wst

one(

A-2

)A - Academic Courses

(113)


(4)

C - Community Service Courses (7).

Total

(124)

EA

STE

RN

MO

NT

AN

A C

OL

LE

GE

Nel

Paus

sm...

......

..a.a

sla.

mga

1111

Plar

Bro

wni

ng (

AA

)

0Kal

ispe

ll(A

-5)

goM

isso

ula(

A-4

)

Gl a

s gow

(A-1

)C

ulbe

rts

n(A

-1)

Wolf

Poin

t(A

-3)

Gre

at P

alls

(A

-14

)eC

ircl

e(A

-1)

le le

na(A

-1)

0 B

utte

(A

-1)

Col

stri

p(A

-1)

*Thr

ee F

orks

(A

-6)

Bi lli

ntes

(A-8

6,C

-2)

Ash

land

(A-2

)M

ardi

n(A

-1)

Lar

rie

Dee

r(A

-1)

Bro

ados

(A-1

Fort

Sm

ith(A

-1)

Ew

ell,

Wyo

min

g (A

-1)

A -

Aca

dem

ic C

ours

es(1

45)

C -

Com

mun

ity S

ervi

ce C

ours

es (

2)T

otal

(167

)

NORTHERN MONTANA COLLEGE

Brovning(A-1)

Italispell(A-7)

*Missoula(A-2)


(66)

- Occupational Courses (2)

BBasic Skills Courses (2)

Total

(70)

WE

STE

RN

MO

NT

AN

AC

OL

LE

GE

Ana

cond

a(A

-3)

1111

1=11

1101

1111

=11

verr

owle

rnm

""""

..""a

mar

Tow

nsen

d (A

-1)

*But

te(A

-2)

A -

Aca

dem

ic C

ours

es (

6)T

otal

(6)

M O

N T

A N

AC

O L

L E

G E

O F

MIN

ER

AL

SC

IEN

CE

AN

D T

EC

HN

OL

OG

Y

Ana

cond

a(A

-1)

But

te (

A-2

2,C

-1)

Bill

ings

(A-1

)

A -

Aca

dem

ic C

ours

es(2

4)C

- C

omm

unity

Ser

vice

Cou

rses

(1)

Tot

al(2

5)

CARROLL COLLEGE

Relena(A-13,C-8)

A - Academic Course

(13)

C - Community Service Courses (8)

Total

(21)

COLLEGE

OF

GR

EA

T F

AL

LS


(186)

CC

omm

unity

Ser

vice

Cou

rses

(15)

Total

(201)

RO

CK

Y M

OU

NT

AIN

CO

LL

EG

E

Bro

wni

ng(A

-4)

Mis

soul

a (A

-3)

Gre

at P

alls

(A-3

)

fiel

ena(

A-5

)

Ana

cond

a(A

-1)

But

te(A

-2)

10...

..""I

rmar

Chi

co H

ot S

prin

gs(C

-l)

Bill

ings

(A-3

,C-S

)C

row

Age

ncy*

aL

ast D

eerk

A -

8)(A

-4)

Bus

ty (

A-2

) w

Ash

land

(A

-1 )

A -

Aca

dem

ic C

ours

es(3

6)C

- C

omm

unity

Ser

vice

Cou

rses

(6)

Tot

al(4

2)

DAWSON COLLEGE

Scobey(A-1)

Plentywo

Sace(B -1) Glirgow10-4)

Wolf Point(A-5)

0Poplar(A-5,

B-1)

Sidney

(A-1)

Circle(A-1)

Glendive

0 Lewistown (0-1)

(A- 48,O- 30,C -32,

Billings(A-2)


(64)


(46)

C - Community Service Courses

(32)

B - Basic Skills Courses

(7)

Total

(149)

Miles City(! -1)

A-1

10

FLATHEAD VALLEY

CO

MM

UN

ITY

COLLEGE

Eur

eka(

A-1

)11

.10=

MIN

IV

Libby(A-10-3)

etihitefisb(A-5,0-2,C-1)

Brouning(A-1,0-2)

Columbia Falls(0-1,C -3)

Kalispell(h-1,0-494-61,18-20)

A-Academic Courses

(9)

0-Occupational Courses

(57)

C -Community Service Courses (65)

B-Bastit Skills Courses

(20)

Total

1151)

MILES COMMUNITY COLLEGE

......

...""

mrs

e"" 0 Miles City

(A-29,0-6,C-9)

Ashland(A-6)


(35)


(6)


(9)

Total

(50)

VOCATIONAL-TECHNICAL CENTERS

Great Falls (A4.0.-18,C-50)

Missoula (A-24 41-110, C-49,8-23)

sHelena(0-244-8)

Butte(A-5,0-19,C-4,8-1)

1111

.0.1

11.1

1.11

1asp

,

eBillings(A-19,0-16,C -102)


(57)

O - Occupational Courses

(187)


(213)

B - Basic Skills Courses

(24)

Total

(481)

0Bureca(A-1)

stibby(A-4,0-3)

Thompson

Felis(A-1)

s7hitefish(

Brouning(A-7,0-3)

columbio Palls(0-1,C-3)

Kolispell(A-20,D-54,C-111,B-20)

*Courod(A -5,Z-1)

*Polson(A -1)

Coudon(0-2)

Bonon(A-3)

4,St,Ignatius(A-2,0-1)

*Seeley Lake(A-1)

shileoule(A-131,0-127,C-114,13-23)

.Lolo(A-l)

Hamilton

A-5,0-1,C-1)

Bovre(A-1,0-2) Ft.Be1knop(A-10,B-2)

*Bock! Boy(A-16)

eHoys(A -3)

eFort Benton(A -8,0-1)

*Holmstrom AFB(A-B6,C-1)

'

Crest Folls(A-150,0-24,C-62)

Lewistown(.t12,0-1,C-1)

Dryammord(A-1)

ibelene(A-14,0-27,C-16)

'Aire Sulphur SpringsCR-11)

Deer Lodge(A-35)

Georgetown

eltmesend(A-1)

take(A-l)

ftwlder(0.4)

sAnacondo(A-11,0-1)

Btte(A-41,0-19,C-5.8-1)

Whitehall(A-2)

ThreirPorks(A-11,0-3Z

Billings.

-1)

Big Ti 16be r( A- 1, °' 1)

sManhorten(A-)

(A- 124,0 -17,C -109)

eLivingston(A-5)

Bozeman

(A-21,0-4,C-4)

Chico Hot Springs(C-1)

STATEWIDE

Scobey(A-2)

silent

Soro(B-1) C1

,-4)

Culbert

12"(t01oshua(A-2)

Poslor(A-5,0-10,

Wolf Point(A-11,0-1)

*Bysham(A-1)

Bardin(A-1)

Crow

Lore Deer(A -9)

*Agency

Ashland(A -9)

(A-12) sBusby(A-2)

Broodus(A -1)

Circle(A-2

ccd(A-1)

Stine

Glendive

0-30,C-32,

Baker(A-

Miles City (A-31,

0-9,C-9)

Colatr

ip (

Ml)

Port Smith(A-1)

Dillon(0-1,C -1)

OTT-Or-STATE:

Mammoth, Wowing, A-2

Powell, Wyoming, A-1

Mammoth Bat Springs, 0-1

A- Academic Courses

919

London, England, A-1

West Tellowstone(A-1)

0- Occupational Courses

355

Mexico, A-2

C- Community Service Courses

425

BBasic Skills Courses

53

Total

-52.

5)

136

LiscoLft

SA

ND

tpt

16.6

11 1111

1111

6

347

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NE

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729

266

Nay

ALL

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EXTIMSIOM SEPVICE

yCNTANA

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EE

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320

Madison/

Jefferson)

MA

DIS

ON

198

120

ouettw

0 A

S IN

148

r25

122

2

ELA

INE

433

(Pergue/Petroleum)

mE

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1Sweet

148

OLD

EN

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ighe

r/ra

ygile

a vA

LL

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roadwatet)"

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Mussels

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US

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PE

TN

ELE

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NIL

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S

176

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it

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TIL

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231

157 Val

lell)

TE

LLO

TIS

TO

TIE

1,49

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LT

S A

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'LLD

127

234

(Rosebud/Treasure)

287

B IG

NO

TIN

In addition to the above'

Indian Reservations'

Statewide Programs'

141

DA

,NSL

LI

274

uoas

1vT

61

2'44

h"

121

NC

c 0

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RO

SE

BU

D

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340

06,asos

134

"7

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pcim

EE

RV

ilma*

80

TOTA% MEETINGS FOR ENTIRE STATE'

18,208

12

wis

ps

AL

I. C

"

202

(Fal

lon/

Car

ter

c N

E51

11

APPENDIX F

PRIVATE AGENCIES, ORGANIZATIONS AND ASSOCIATED'SCONTACTED BY ?NE Cam

LIST OF PRIVATE AGENCIES CONTACTED BY THETECHNICAL GROUP ON ADULT & CONTINUING EDUCATION

Montana Farmers' Union

Rural Electrification Association

Montana State AFL /CIO

Montana Association of Churches

Young Men's Christian AssociationButteBillingsGreat FallsHelenaMissoula

Young Women's Christian AssociationGreat FallsHelenaMissoula

Montana League of Cities & Towns

Mountain Bell

Montana Power Company

Anaconda Company

IBM Corporation

Life Underwriters

Western Montana Health EducationCouncil

Montana Lung Association

Montana Diabetes Association

American Cancer Society, MontanaDivision

Montana Heart Association

Montana Dental Assistants'Association

Montana Dental Hygienists'Association

Montana State Dental Association

107

APPENDIX F

Montana Dietetic Association

Montana Hospital Association

Montana Practical Nurses' Association

Montana Association of Medical RecordAdministrators

Montana Society of Medical Technologists

Montana League for Nursing

Montana State Association of NurseAnesthetists

Montana Nursing Home Association, Inc.

Montana State Pharmaceutical Association

Montana Chapter of American PhysicalTherapists Association

Montana Medical Association

Montana Association of RadiologicTechnologists

Montana Nurses' Association

Montana Optometric Association

.Montana Speech & Hearing Association

Montane Osteopathy Association

Montana Chiropractic Association

Aibrights Flying, Roundup

Big Sky Aircraft, Lewistown

Boles Aviation Service, Hardin

Butte Aero

Central Air Service, Lewistown

Combs Airways, Billings

Dillon Flying Service

Executive Aviation, Missoula

Page 2 - APPENDIX F

Falcon Aviation, Miles City

Flight Line, Belgrade

Gillis Aviation, Billings

Glendive Flying Service

Havre Aviation

Hensley Flying Service, Havre

Harrod School of Aviation, Billings

Holman Aviation, Kalispell

Johnson Flying Service, Missoula

Lynch Flying Service, Billings

Miles City Aero Service

Morrison Flying Service, Helena

Monona Aerial Spraying, PlentywooS

Northern AviASIOn, Great Falls

Ponders Flying Service, Conrad

Skycraft, Lewistown

Skymart Aviation, Great Falls

Stockhill Aviation, Kalispell

Strand Aviation, Kalispell

Timm Aero Service, Poison

Wokal Flying Service, Glasgow

108

APPENDIX C

DATA ON EDUCATIONAL AND TRAINING PROGRAMSFOR ADULTS AS REPORTED BY THE DEPART) NT OF DaTnvnous

Program

MONTANA STATE PRISON

Number

Enrolled

DEPARTMENT OF INSTITUTIONS

Correctional Officer's Basic

3-5 per month

Course

Employees' Orientation Course

3-5 per month

*Professional Development

Training Course

Adult Basic Education

High School (High School

Diploma or GED)

Auto Maintenance/Mechanic

Meatcutting

culinary Arts

SUMMARY OF NEEDS:

7

50

40

Nature of

When

Enrollees

Offered

4,

Employees

Monthly

Employees

Monthly

Employees

4-8 times

per year

Inmates

9/1/73-6/30/74

Inmates

9/1/73-6/30/74

8 (at present) Inmates



Continuous

(Open Entry/Open Exit)

Continuous


Continuous


Continuing support of present programs for both employees and inmates.

One

counselor needed for all education and training programs and one security-

custody officer needed for the High School/GED course.

*A portion of the instruction for this course was provided by the University of Montana.

Instructional

Hours

56

40

160

1,800

1,300

30 hours per week

30 hours per week

30 hours per week


Number

Nature of

Oben

Enrolled

Enrollees

Wered

milA`IN VIEW SCHOOL

No programs offered at present.

STATEMENT of NEEDS:

"Need child-care worker type courses and pars-professional type

training for houseparents and recreation positions."

Instructional

Hout$

SWAN RIVER YOU

PORIOT CAMP

Problems it Special Setting

20

Employees

11/73-5/74

40

(social work, counseling, etc.)

NOTE:

Instruction for this course provided by the University of Montana.

SUMMARY UP NEEDS:

Continuing training and staff development programs.

Freers=


Number

Nature of

When

Instructional

Enrolled

Enrollees,

Offered.

NoOrs

In-Service Training - Attendant

Counselor I, Trainees

330

Employees

Continuous (six weeks

duration)

64

In-Service Training ... Attendant

Consoler II

19

Employees

Same as above

40

In-Service Training - Attendant

Counselor III

14

Employees

Same as above

40

STATEMENT OF FUTURE NEEDS

"1)

Teaching accredited courses by University

of Montana accredited college

2)

CRD school should be implemented

3)

Cooperation with community onadult education"

NOTE:

For the above three courses the response to

the questiose.concerning the issuance of

Certificate

of Completion, was as follows)

"Extension, University of Montana, non -credit certification after

four weeks for retardation trainees."

Program

Number

Enrolled

WARM SPRINGS STATE HOSPITAL

Automotive Services

28

Construction & Maintenance Trades 26

Consumer & Homemaking

149

Typing & Related

84

Orientation for Full-Time

10-20

Psychiatric Aides

Orientation for Part-Time

5-15

Psychiatric Aides

Ward Management for Psychiatric

20-30

Aide II

Orientation for Full-Time and

Varies

Part-Time Licensed

Practical Nurses

Continuing Education for

Varies

Licensed Practical Nurses

Special Duty Aides

16

SUMMARY OF NEEDS,*

DEPARTMENT L INSTITUTIONS

Nature of

Enrollees

Patients

Patients

Patients

Patients

Employees

Employees

Employees

Employees

Employees

Employees

(Nurses)

When

Offered

Instructional

Hours

Start at beginning of FY -

264

Complete at end of FY

Same as above

264

Same as above

Same as above

Every other month

Periodically

Approx. 3 times per year

Varies

Monthly

Periodically

Designed for 4J hours

but varies with en-

rollees

Designed for 60 hours

but varies with en-

rollees

One month in duration

15

40

Two weeks in duration

2

40 + clinical

experience

A wider range of education and training programs for patients to equip them forjobs

and for community life upon release.

Selena. 122p. ,RS PRICE Surveys; · DOCUMENT RESUME ED 099 489 CE 002 566 TITLE Technical Report on...

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Transcript of Selena. 122p. ,RS PRICE Surveys; · DOCUMENT RESUME ED 099 489 CE 002 566 TITLE Technical Report on...