Abstract:
The increasing demand for vocational-technical training at the
community college level stems from four interrelated factors: the
impact of automation and technology, the rapid population increase,
he social awareness of the economic plight of minority groups, and
concern for the non-college-bound high school graduate or drop-out.
As a result, community colleges are increasing vocational-technical
programs, both in numbers and kinds.
The purpose of this study is to gather information about the
source, education, and work backgrounds of vocational-technical
teachers in community colleges in Oregon, Washington, and Northern
California.
The summary of studies and related materials reveals that
there is a shortage of qualified vocational-technical teachers. The
projected growth of community colleges' vocational-technical programs
will place more demands on the available supply of these
teachers. In order to meet present needs, community colleges are
actively recruiting teachers from other educational institutions,
business and industry, military retiree ranks, and from graduating
classes of colleges and universities.
Findings related to the purpose of this study reveal: The high
schools contribute the largest number of experienced teachers to
community colleges in the Pacific Northwest. Almost one-half of
the vocational-technical teachers in these colleges have taught less
than three years. Three-fourths of the teachers have been in their
present teaching position less than six years. Some of these teachers
have not graduated from high school--others have doctors degrees.
There is a need for uniform standards of education, related
work experience, and teacher preparation as a basis for certification
of vocational-technical teachers.
