National Association of Educational Broadcasters Convention; National Association of Educational Broadcasters Convention - Fourth General Session: "Financial Resources" (Reel 2)
Of the program is money well-spent so I'm sure that if you can demonstrate a service here you will find a very receptive audience in paying 75 percent of the cost of providing services to recipients and applicants and those likely to become recipients or applicants for all ages systems medical assistance for the aged Aid to Families with Dependent Children. Aid to the blind aid to the permanently and totally disabled. Such things can be done as activities to improve the cultural level of the home improve the motivation for education and employment. To provide help toward employment training and to provide training for better home management. Obviously these might be home viewing situations in some types of cases are group viewing situations. Another phase of the Public Assistance Program for MITs the furnishing of funds to support research and demonstration activities either through operations of the state agencies are by
payments to private nonprofit organizations. And in addition to all this as a result of Title 5 of the Economic Opportunity Act a large program in the hundred fifty million dollar per year neighborhood is created 2 to consist of 100 percent federal financing for work training and experience programs to individuals in disadvantaged groups. These programs will be administered through your state and local welfare departments. And again will make will have need for all the types of services that the newly conceived welfare program with a good service component has in the child health and child welfare fields. There are also funds available for research demonstration
and training purposes in addition the state agency funds which are made up in part of allocations by the federal government are available for training staff and training other independent professional pressure professional personnel who services are needed in the operation of those programs. To give some examples of possibilities in the Child Welfare field. One of the programs being emphasized there are daycare centers for children of working mothers in the lower economic groups. Now there are two possible angles here what type of service can you provide for these children six or eight or 10 or 15 or 20 in a day care centers scattered throughout the city. What type of services to give them a meaningful meaningful viewing situation can be provided. In addition having many
daycare many small daycare centers operated by I prefer people who have not been professionally trained. It creates a great problem for the child welfare agency. Obviously it takes a lot of staff to work directly with these people and the question would be how much orientation can be supplied through the use of educational TV which will save staff time on the part of the child welfare agency the same type of question applies for example to the use of. Foster homes where you're taking people ordinary people in the population and the child welfare agency has a responsibility for placing children with them for supervising the care of these children now how much instruction could be given through the use of educational broadcasting. And another type of program to bear in mind which in a
sense will cover the kinds of activities I have mentioned but perhaps in a more intensive form. Is the Community Action Program which will be financed under the Economic Opportunity Act. This program will be administered directly by the Office of Economic Opportunity but in administering it they will utilize consultative and evaluation services of various departments including those services from the Department of Health Education and Welfare. The Office of Juvenile Delinquency and youth development also as you know does support community action programs for those of you have not who have not been involved or not had a Community Action Program in your community. You might know that that this is an approach which seeps to mobilize all of the social agencies are many of the social agencies and programs public and private as possible in a community in a way which will help. Saw of very many
types of problems confronting the disadvantaged groups so that a particular Community Action Program would include the health welfare educational agencies would include. I coordinated approach from many types to help employment training help secure employment to help motivate the youngsters to want a better education to help bridge the cultural gap that now exist between in preschool children from culturally dis advantaged homes to to provide special services to assistance recipients and so forth. And the more social programs which can be brought into this the more effective can be this Community Action Program. Again hundred percent federal funds will be available for these programs and it would be a question of finding out what's being done in community action in your area and what you can can can contribute to it. To express your opportunity to participate in a slightly different way I think it's safe to
say that the. In almost any that almost any activity you can develop in the welfare education health area will find a means of support. These might be in the area of straining staff they might be in the area of providing services informational services to the general public informational services to beneficiaries providing training to General beneficiaries are providing training to some general group of the population. I think this is certainly a wide open field. And what it really requires now is an air component of research on what can be done and how to do it and then a component of getting out and doing it I thank you very much for your attention.
Thank you AD D. In research I've often heard the comment where we do all our research about children and all our research is done within the school room. Here we've just talked to I think about tens of millions of dollars which are available for research on people who are not in school and who represent the elements of the general public. The second speaker as a representative of our Dallas regional office. I think for many of you you will find that a visit to your regional office or a regional office of which there are nine will be a very useful experience. Mr. George hand is the representative of the Office of Education and of the
commissioner of education in the regional office at Dallas. And he's well-known I can tell you within two hours an effective spokesman and as a worker for the interests of education. MR. Ladies and gentlemen I'm a substitute. Bring you greetings from my boss the incomparable James Bond who's the regional director of the regional office in Dallas substance known always strike out in most cases they do. John told me that I had 15 minutes. We started 15 minutes late. There went my time. Don't let this frighten you know I'm going to throw it away I certainly don't have time to repeat all of that information that I had gave you. Seriously. All right there facetiously right at this time I think we should discuss some of the
great problems that confront us population explosion decreasing water supply urbanization Industrial Revolution urban nuclear warfare. Well you know where I put that last one. I have an explanation for all of these problems I want to quote it to you. The bee is a busy solo she has no time for birth control. So that is why in times like these we have so many sons of bees. Now I promise you that I'll not take a lot of time. I have 15 minutes after the meeting supposed to end at 3:30. The organization of the structure and their regional offices is just exactly identical to the office in Washington. There are nine of these regional offices.
Boston New York Charlottesville Atlanta Chicago Kansas City Dallas Denver San Francisco. One certainly one is in within the reach of every one of you people and you don't need to go to Washington to get the information you want because these regional offices actually can give you a I suspect. More intimate and formation relative to programs than it could in Washington. And also these programs that you could get and I'm speaking largely for programming people would have tremendous local interest. I'll tell you frankly that if you need a little fill are in a regional office there is enough material and formation and expert advice and counsel and also these experts for programs to give you a program once each week for a
year. Then you could start over if you wanted to. I'm just going to mention briefly some of these things that perhaps it didn't call to your attention and I'll make them very brief in food and drug there's a laboratory in every one of these regional offices and they test regionally many of the foods that are imported to prevent contamination and some of these things would be dramatic programs. Actually I think of great interest. Oh I go into all of these areas in which the public health you know is how fast I'm getting rid of this in which these public health the Public Health Service operates. I just want to mention one in this region the elimination of the yellow fever mosquito. This is a dramatic thing. It's not commonly known that we were kind of resting on our old wars in Mexico and some of these other countries that eliminated these mosquitoes but they were growing again back in our country.
Quite a remarkable program with three men in our program here to eliminate this rascal. And when you talk about air pollution water pollution Radiological Health sun limited you should investigate this health professions Act which dentist a doctor or an optometrist lost the OP with the specialist these people these kids can borrow up to twenty five hundred dollars a year while they're in school. Congress has determined that the percentage of the specialists in proportion to population may not be lessened. These are dramatic things that a lot of people don't know about surplus property I wonder if you've ever checked the fact that you're eligible for surplus property. I think I'm right Ed. I'm not a specialist in surplus property as a matter of fact. I'm a specialist in Sudan many areas that I don't know anything about anything really. But you know in this surplus property you can get anything from an air base for a new
college to a transistor for a radio. And you know that surplus property there. There might be much surplus property available to educational television stations equipment. I think it ought to be investigated now in our region in every region there's a director of region representing a surplus property. I'll not go into the vocational rehabilitation but the dramatic programs in that area too. Just for example one local state and federal participation in the training of mentally retarded kids so that they can actually become wage earners. This is a dramatic program they have even failed that's available. Did you know that we're talking about welfare and everybody emphasized that a lot of course is not a good time to mention it just for the election. But less than 1 percent
of the total national gross product goes for welfare in this country. I don't think you need make any notes about that but that's fact. I got a little disgusted about it. I'm not going to mention all the areas in the office of education I had mentioned many of them. There are a few that I want to call your attention. This was this would make a dramatic program last year in this region more than 20000 students in college borrowed money so that they might stay in school. And since this program was it originated more than 600000 students in America have borrowed money to continue their education. I'm getting rid of this pretty rapidly I'll tell you that. In research in education. And I don't know that this is of any particular value except just the interest we're spending less than one tenth of one percent in education for Educational Research which is a disgrace.
Now if I were you in an educational television I would want to get acquainted with Tom Clemons and the Office of Education. If you're interested in any research in the area or any developments in the field my opinion this fellows want a great specialists in the world in this field. Educational media. He has funds that are available for research. Of course he's pretty down on where you can get any of it or not but it's there. And actually I think that you should check into this area now and Title Three that. Mr. yeoman mentioned in which the public school will buy equipment. You should check with him to find out whether or not. Television sets in public schools are a provable materials.
That's a good one. Really you know the area. I really think you should be but I don't know whether these attorneys and the Office of Education will agree. I want to mention one other thing. Any economic opportunities act in that basic education. The letter C. You know we got to where 8 million people in the United States who read below a fifth grade level. And a lot of them read on a much lower level. These programs will be carried out through the state departments of education and many of them should be carried by educational television and programs should be paid for. The money is available. I don't know when and I don't want to second guess any state commissioners of education. But this should be investigated by people who are interested in this field. Now
I could continue this indefinitely I promise you I have just hit the highlights I haven't mentioned any of our programs particularly. It's unbelievable the new programs we have a new vocational education this is truly a remarkable development. Do you know what the Congress is intending to do. They are determined that we shall teach all the kids not just those that are planned to go to college. They are determined that the boys and girls of this country shall be able to earn a living when they quit school wherever they quit. Did you know that one out of six of every all the kids in the United States between the ages of 16 and 21 are neither in school nor at work. This is a dangerous situation it's pitiable too. When you study this economic opportunity and wonder whether or not it's all blue sky or slush money look to see at which point it hits you and something's got to be done about this Conant you know said this was social
dynamite. So many of these programs that have been mentioned casually we could no time at all to discuss them except just briefly. But they are worth and worthy of your interest and theirs. You can be of tremendous service in seeing that the public generally knows about these programs. Now that lack of knowledge about the possibilities that are available is amazing. As a matter of fact it's unusual to find a college president that knows how to read. In my opinion because I find them all the time just not being aware of the tremendous opportunities that are available here for youth and for education. I would suggest that you call on your regional offices. Why not plan to spend a little time in a regional office to cup out a day. Anybody in this region that comes to our office in Dallas if you'll come up to see me and you can find me in the damned office. I'm away 75 percent of the
time. I thought when you became a government servant that you bought a ten cent cigar cocked your feet up on the Baskin took it easy boy don't let anybody give that impression since LBJ became economical. Thank you. I'm going to ask it John Hurley to bring the remaining speakers over here we have some chairs and. We are not going into that part of the program which is in a sense a how to do what course it represents not only how to do it but how it has been done. In many cases John Hurley who will be introducing our group of station operators is deputy assistant to the Under Secretary for ATV and like many in the audience today why he came in to TV from
the commercial side. He started his commercial career as a Washington counsel for the National Broadcasting Company and came into government from his position as president of the New England Broadcasting Company. Mr. Hurley is a man of real judgment and just shown a real dedication to the expansion of learning and to the understanding of and spreading understanding in the world. Early on I guess when your boss says there's the convention for me that's a success. As was indicated by John in his opening remarks at least a few of the TV station operators around the country have had some experience in either tapping are starting to tap.
Some of these untapped bull but sources and we are very privileged to have three such station Representatives with us on this panel. First speaker is currently Director of Program Development at the TV station in Washington W. A. He had previously been associated with our good friend Harold Wilson at the NEA in developing specialized audience programming. And in that capacity he had been producer of the meet the Professor series which was seen on ABC. It's a pleasure now to introduce to you Bob Smith. Thank you contribution of W. 88 of this discussion will consist of three examples of projects involving our station which seek to support government programs and which were
funded by government programs and I'll just give very brief descriptions of each one was in Health which has been completed one in education which is now in progress and one very broadly on welfare which has been proposed and is now being considered for activation under Title 2 of the economic opportunities act. The first of these projects was a series of adult instructional television programmes designed to teach the art and skills of lip reading to persons with partial hearing loss. This series of 30 programmes was partly funded by the neurological and sensory disease service of the US Department of Health. It was a demonstration project to show how or whether television could be used to help rather large numbers of heart of hearing persons to re-enter the world of speech communication. Approximately one in ten one in ten persons in the country today now suffer from some form of hearing loss. Unfortunately many of these persons will not admit to this loss as if it were some kind of social disease and television was
regarded as a possible medium for helping them learn the skill of lip reading in the privacy of their homes. All of the programs were initially designed for the age of the largest faithful audience fell on what we would call the employable group. People who are rather high in mental agility and willing to learn something new. But in most cases these people were not part of our regular audience for W.E. they were drawn into our audience for the purpose of using this program. The series was adjudged to success both by the people who viewed it regularly and by a panel of speech and hearing experts. And I'm pleased to report that it's now being used by some fifteen hundred participants in Boston on the educational station there and it's being repeated in Washington. This is an example of a very special audience program that has been on and has worked to teach a skill to help people with a at a disadvantage. Another project in education is more common and it's source of funding a Title
7 of the NDAA gaged with teachers college of Columbia University in an effort to demonstrate the application of programmed instruction processes to the production of television programs and to base the design of these lessons on the findings in such fields of research is learning psychology multichannel communication instructional film and visual perception. The approach to the design of these programs is quite functional. Each segment of information is analyzed to determine the modes of expression best suited for communication. An attempt is made to very carefully structure the stimuli and there is no on camera teacher. The subject is human ecology for sixth graders the concepts and inner relationships of population environment technology and social structure but the subject is really incidental to the project. The throughout the program as in program instruction questions are asked verbally and visually on the screen and considerable
time is given to students to make creative responses to these. Each program is tested out on a group of sixth graders who take pre and post tests and the programs are remade and remade again until they reach a criterion that has been established a criterion of learning achievement. The project is really among other things an attempt to break the mold of tell and show and strike a production design that for continuing interaction between students and the screen. The third project is perhaps one of the most unusual in the one we're most excited about where it goes clearly outside of the standard educational television audience in its appeal. And it's not so much a television series in its intent as an int as it is an instrument of practical communication for a variety of local and regional health and welfare agencies and neighborhood organizations that are now engaged in the job of removing the causes of poverty from the nation's capital.
Although the programs are intended to be functional in appearance they will have very much the look of a local variety show produced by as well as for the members of the low income population. We're going to call it the neighborhood show a loose collection of information and entertainment segments similar to the NBC Today show in format. They will broadcast the programs live with some prerecorded segments five nights a week the year round. That's the plan. In substance the programs will deal with these kinds of things and remember they're intermingled. How and how to find decent housing buying food and preparing meals on a limited budget. A hotline to employment jobs that are available tomorrow and where to apply for them. Getting Ahead on YOUR JOB behavior behavior and attitudes that tend to help people and in this aspect. Where to find in the communities baby in child care facilities what children are doing in school
and what parents can do to help them out in school. Adult education and vocational reach retraining opportunities in the community. How to buy consumer goods wisely. And I expect we may get into some trouble if we get into that too deeply as well as the next one how and where and when to borrow money. As the neighborhood credit union as opposed to the at 1 percent a month as opposed to the 3 percent a month funds that are usually sought by this population how to catch rats and get rid of insects in the home. And then we're going to in the entertainment field intermingled with this we're going to do a good deal of location coverage of block nannies and sporting events. Audience quizzes and contests dramatic and musical performances by the people in the neighborhood interviews chats with all sorts of people policemen doctors credit collectors judges social workers truck drivers teachers bricklayers unemployed people and all others who come in contact with this population of Washington on a daily basis
and how to care for aged relatives and many other features all woven. We expect into an entertaining format. They'll be two production teams equipped with motion picture and still cameras and Transistorized. Audio Tape recorders these two production teams will prepare programs for alternate evenings for three regular on camera personalities. The two teams will be headed by an executive producer and all of these people we hope will be recruited from this neighborhood that that the programs are serving. There isn't time to go into the aspects of evaluation as well as utilization both of which are tied together on this series that's being planned. Except to say that the neighborhood organizations the settlement houses the churches the regional organizations such as the Urban League will all serve as Neighborhood Centers for the dissemination of written materials that back up what was done on the program last night. The people will be urged to use these centers to
obtain information on anything from recipes to how the credit union operates how they can apply it to the neighborhood. Organizations will also be used to provide feedback to the production team as to what works and what doesn't work and what they should do next time and the neighborhood centers and also be used to recruit talent. We're on a constant search for talent. In addition to this some 50 television sets will be purchased and placed at strategic points around and congregating places around these various neighborhoods with some 25 sets saved for immediate transport to show windows with external speakers. In neighborhoods where the residents are being featured on that evening they'll be a good deal of prerecording of entertaining segments in order to promote an audience that wants to come and see itself. Some of the sets will go into the neighborhood centers. The shows if there are to be successful. These are on every day
like Chet Huntley must become a part of the fabric of everyday life of these people. They must give dignity to their self-expression and leave them to make full use of the many services that are already available from their neighborhood agencies and churches and settlement houses and so forth. Programs will also by the way tell the more affluent audience something about the real bedrock problems of the poverty stricken have. Now the chief sources in the design of this series were eight where the agencies I mentioned and the United planning organization of Washington which has been designated by the as the coordinating unit for the attack on poverty in the Washington area we called conferences and talked with representatives of the various neighborhood agencies and we asked them to tell us what they needed to have done. The approach that gained us these resources was not an offer to do a show about their problems but our offer to become one of their instruments and place our capabilities at their
disposal. The shape of this planned series like the other two described is not so much a product of a television mind as it is we hope an unfettered response to the stark needs of the community. For stations interested in this kind of community action programming the opportunities it seems to us to make important health and welfare and educational improvements in the lives of needy people become immediately apparent and possible. And it's the topic of this discussion today that this area of programming noncommercial educational television is not just another fund less good ideal for the funds to do the job are there in a large number of federal and state programs. These government programs are in business to change the lives of real under educated and impoverished people the television medium is one instrument just one instrument among many and this is important the attitude that can go along. Way to work in harness with the main activities of these federal and state agencies to get their jobs done better and faster. It's been our experience
that this attitude of instrumentality helps to allay the fears of agency program officers who may otherwise resist the use of television because by its sheer size and complexity and reputation it portends to take over and dominate whatever it touches. Thank you. Like our next speaker has been introduced to this convention several times within the past couple of days and I know we in Washington certainly looking forward to working with him in his newly announced post as executive director of educational television stations. As most of you know he has been and currently is director of programming at W W in Chicago. It's a pleasure to introduce once again shot Mike Wallace.
Thank you John. We have prepared a WTW quite a few proposals for government assistance in a number of different areas. By the way we worked out one for the local airlines here but we sent airmail and forget it. We worked in nine different titles that I was able to think of in the last couple of years and I want to tell you about some of our experience in them. We we followed diverse routes in finding out about titles by the way where where the federal interest is where there are funds. But we have no shortage of needs and I suspect that none of you have in your own areas. The point is to recognize the need and recognize what can be done about it. Federal agencies are not in the habit of coming to you and asking you to do something they've already thought of. You must think of it. You must decide how you can be active in implementing it and then present it to them. We find that they
are very sensitive to this and responsive to this. But it's your initiative not theirs. This is how it should be. We have had great experience with our regional directors I could name several who have been extremely helpful to us and I recommend them to you. Two specific things that I want to tell you about one we have accomplished just recently. One that I will tell you a little bit about what we would like to do. We could go to day we receive the happy notice that we have been granted one hundred forty five thousand dollars from the vocational and rehabilitation Vocational Rehabilitation administration. The subject is alcoholism and the idea is to acquaint the public with the problem and suggest ways that they can combat it. We are of course uniquely qualified in this area. This has a long history and you have to be prepared for long histories in this kind of business. It started out at least two and a half years ago in committee meetings we had to organize all of the agencies we did get together all of the agencies and alcoholism education in
Chicago there were 15 of them at least half of them didn't speak to the other half. And we accomplished something in getting a meeting among other things. But it took a least at least a year of meetings to get them to decide on what we could do and what we should do. We then went to the Illinois Commission on alcoholism got a grant to do a pilot. We produced the pilot. We got the grant was $2000 for writing and producing it. It was awful. It's never been seen it probably never will be. But that we're through this we learned what we could do. We proposed to the vocational rehabilitation of ministration. What we propose on this they agreed the pilot was awful but they also agreed for another grant of $10000 to go further into this to see what we could develop. This was granted last spring a program and proposal were submitted to them endless pages of documents and so on. But it has resulted as I
say last week in a grant to proceed and for your information we will try to make these programs available to all cities in the country because I guarantee you all have problems in alcoholism as we do in Chicago. The other area of interest that we have not succeeded in yet but we hope to is in the Economic Opportunity Act. The office of economic opportunity and this is a current situation there will be dollars granted for the four projects under this act I suspect within a matter of days or weeks from now. And it is up to you again to supply some initiative to supply the development in your area. Two titles of course under the Economic Opportunity Act title two is the Community Action projects in title five are demonstration projects. Under Title 2 you are of course to work out the project with your own people and it will do you no good to go to Washington to talk about this you must work this out in your own community with your own people assuming there are such. Working on it. We have worked out at least a half a dozen
projects with agencies in our area under Title 2 and they range everywhere from preschool education for underprivileged areas children under privileged areas all the way to illiterates and aged persons under UN relief. It requires considerable inventiveness to be able to serve effectively those agencies in your area. And I don't pretend that we have done this at all but we are working on it. We consider ourselves simply as Bob Smith said an instrumentality of the agencies in our community. We are not welfare workers but there are welfare workers in our area who can use the kinds of help that we can provide. And we're there to see that they learn about it and develop it with us. I would say that all of you should become active in their your community action projects and it's to the Economic Opportunity Act read it carefully meet all these people and and figure out how you may go ahead and work. And it does me no good to tell you how it works in Chicago because it will work different in your own community. The last thing I would
say here in this is a plug for the educational television stations division of anybody which I will go to Washington to work with in a couple of months. And that is that we intend to do a job of relating your ideas at least in the educational television station area to these agencies and we intend to find out what the agencies have in mind and try and relate that back to you. So we at least hope to serve as a clearinghouse for ideas as a communications device as a liaison and we hope with your inventiveness and Washington's help this will be productive for the entire nation. Thank you. Thank you very much Chuck. Our third speaker. Is currently general manager of WQED in Pittsburgh. The president of the Metropolitan Pittsburgh educational television corporation following his wonderful story of yesterday afternoon about the farmer
his load and his helper. I almost hesitate to have him introduced last but it's a pleasure to once again introduce Taverner. Thank you very much. Mr Lee I want to start by saying that I would agree with Chuck that the deputy D.W. has a certain expertise in handling program alcoholism but I have to hasten to say our specialty in Pittsburgh in the utilization of educational television and governmental programming is in the field of literacy. So I don't know what this is going to do in terms of what I had to say to you here. Very quickly I won't take much time to know all of the time but I did put up an old chestnut last year which I think is appropriate at this time about the chap who did come from Boston to Maine and got himself lost in Augusta which Take it takes a pretty stupid person you've been to Augusta but he did and he got in from the Gasthaus he said Do I need you to stand on the corner can you
tell me how to get to Bangor. And he says Sure just down the road here a couple of blocks and turn around the Civil War Monument and weave your way down through the PA he says and you come down the cotton factory turn right there he says and fall the grove of elm tree you're on your way. Well a poor guy did it he was told implicitly and 25 minutes later he came right back where it started with the same native stand on the corner and of course a tourist would upset me roll the window down pour it saying a tourist says Hold it he said before you blow your stack. I asked if you could take directions or not. Now I know you can take him I'll give you the right directions to Bangor. Well my my purpose here very briefly will be to try to give you the right directions to AGW poverty Adelaide and other areas of great interest to all of us. I am concerned frankly with the practical approach to what is it that needs to be done and how do we do it. My very practical point of view. Let me be very clear to you. The fact that we have WQED in
Pittsburgh all hands that governmental work. We're not all hands out soliciting contracts and grants. QED or the BQE acts or both as had governmental contracts or grants and in return be substantial amounts every year for the past eight years. So all of the things that Dr by strum has mentioned and all the emphasis on governmental support of educational television isn't really new. We have been as I say receiving governmental grants and contracts for eight years for cooking for example. Way back way back when Educational Television was was new. We were doing programmes for the US Army War College in curriculum algebra English and other languages sciences. We've done programs the US public service for the Atomic Energy Commission. And the title 7 I think we've done a half a million dollars worth of work in the last five to six
years in demonstration research activity on utilization of instructional television at the elementary level. Currently we have a splendid contract somewhere in the area of Washington but somewhat differently. Caption films for the deaf. The use of film and television in teaching a deaf child not the area of motivating the adult but actually using these media in the teaching of a deaf child this is an ongoing problem in which we are currently conducting in Pittsburgh at the present time we also have a project going joint project with Nassau the space agency the University of Pittsburgh and WQXR UHF channel in demonstration and experimental program. I mean in knowledge available the system the transfer of data via the electronic spectrum. We also have currently a new title 7 program underway when I say this to indicate that it's either age or expertise. One of the other what we've managed to stay in in this ballpark. Very
well. Also we have followed a line of programming perhaps earlier than some of the rest to you where we became you've heard me speak on this before some of you but I got a little bit upset. With the emphasis being strictly on the symphony fifth grade science and how this is not educational television five years away or ten years away the kind of things we're talking about today make up the real significance of educational television and its contribution to the American public. The welfare of mankind if you want to take it that. So we have always prided ourselves on the practical kind of programming as well as cultural and instructional for example we're doing now in management training which rightfully Dr. John belong in the federal government I got coming to you about this but is being paid privately in management training. Because we have a worker retraining problem in Pittsburgh with deal falling off coal and oil falling off. Because we have to retrain workers does not mean you don't have to retrain management.
You definitely have to retrain management so we have management training programs going on with 53 of the large corporations in Pittsburgh in the country of fourteen hundred of them have what they call second level management personnel vice presidents over UHF channel they don't do this at home they do it in a plant complete with textbooks manuals and the whole bit but it's on the instruction television side the same thing in reverse of location level electronics and other people's. This set up to take a good look at what Dr. John Bicester and the others because I've mentioned and we have we have decided to make our initial breakthrough hopefully in the field of illiteracy because in fact what is tremendous unemployment worker retraining and management training complete restructuring of the of the industrial situational Pittsburgh's calls the call of Vatican evaporation. It's a trade it's a city of paradox. But with all of these problems that we are going to have to face. We have discovered that some 70000 people are illiterate.
They have less than four years of formal education. Seventy eight miles on it goes. You want to Tokyo the United States feel pretty sad. And these are going to be bypassed completely bypassed regardless of what is done economically socially logically industrially educationally from the general approach. These people are going to be bypassed and in the day of computer automation there's going to be nothing for them. Therefore our objective in literacy is not yet to teach people basic education but to prepare them for vocational training without illiteracy without the literacy training. They cannot stop any kind of vocational training. And we're working with the Office of manpower training automation and training and also AGW to see how best this can go. I know some of the farmers in Washington get nervous when there are so many Pittsburghers hanging around Washington. But this is one we think need to be done it can best be done in Pittsburgh. Now I can go through and tell you we have
proposals to Washington either in study research preparation writing or in Washington in almost all of the areas that were discussed today. Manpower development training vocational education mental health community health practices and health services. You cannot link with the youth of relevant social welfare and child welfare services. But let me just take a minute to give you the how to of this. Usually the reason the educational television station decided to go to Washington and seek a grant or a contract is because they want some money. There is one way not to get it. If you are if your motivation is just to get some money to run your station or augment your operations you are in the wrong ball. There are some to be serious things that need to be done only by those who can best do them so that you must have a genuine interest and concern for the thing you're trying to do. It
cannot be motivated just by the money because I'll be frank with that very little money in it as far as profit which is a bad word in educational television is concerned. But there are some terribly important things to be done and where you will run into trouble and I'm speaking from experience if you will. We all have some highly creative program people who have an idea in program development that they that they take on a Washington and Chuck is very right. You have to take it there. But what once it gets there. What happened to your little baby is pitiful because what you've got all your highly creative program manager has one idea may strike in Washington but it won't necessarily be come out the way that you took in. And this is where sometimes the TV stations lose because they want to conceive the baby and then protect it and this is an area as Chuck alluded the authority in these areas. There are no education television stations that are authorities in any or all of these. We have implementation factors. There are four kinds of programs at the federal government are
interested in from from my analysis. Demonstration research motivation type programs implementation demonstration research we know about motivations or the kind of programs that get the people up off their haunches and interested in an exciting and excited about doing Talk about a problem. The most important one in my mind is implementation. Turning on a very practical down to the least common denominator way. And how do you do it. So where would you go in your attitude in Washington and in Chicago. In saying you were going to be doing programs that don't identify the problem on one of my big complaints on television both educational and commercial is that we'd all love to come up with documentaries and dramatic programs and series would identify a problem dramatically. All too often a very negative way and then leave it. We've had a couple of these lately on any TV and it bothers me. We know there are problems identified but no open door. Reasonable approach to a solution is offered. We intend at the federal government want to help and the
state government and I want to work with us to provide down to a practical solution. How about the illiterate that's out of work. What do you do. How do you fill out a form with a baby get sick what does a mother do that kind of thing that those of us that were born just or at least we may have been born in have become brittle age and have soon forgotten. Give little thought to what you were deprived tomorrow morning.
- National Association of Educational Broadcasters Convention - Fourth General Session: "Financial Resources" (Reel 2)
- Contributing Organization
- University of Maryland (College Park, Maryland)
- AAPB ID
- AAPB Contributor Holdings
University of Maryland
Identifier: 4347 (University of Maryland)
Format: 1/4 inch audio tape
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- Chicago: “National Association of Educational Broadcasters Convention; National Association of Educational Broadcasters Convention - Fourth General Session: "Financial Resources" (Reel 2) ,” 1964-10-28, University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed November 28, 2023, http://americanarchive.org/catalog/cpb-aacip-500-gt5fgk72.
- MLA: “National Association of Educational Broadcasters Convention; National Association of Educational Broadcasters Convention - Fourth General Session: "Financial Resources" (Reel 2) .” 1964-10-28. University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. November 28, 2023. <http://americanarchive.org/catalog/cpb-aacip-500-gt5fgk72>.
- APA: National Association of Educational Broadcasters Convention; National Association of Educational Broadcasters Convention - Fourth General Session: "Financial Resources" (Reel 2) . Boston, MA: University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from http://americanarchive.org/catalog/cpb-aacip-500-gt5fgk72