Educational screen & audio-visual guide (c1956-1971])

Abbreviated report of appropriations for fiscal years 1959 and 1960 (September 2, 1958 through June 30, 1960). Title II Student loans: Federal contributions to loan funds $ 70,392,972 Loans to educational institutions . . 1,307,028 Title III Science, mathematics, and modern foreign language instruction: Acquisition of equipment and minor remodeling Grants to States 102,080,000 Loans to nonprofit private schools 13,920,000 State supervision and administration 5,350,000 Title IV National defense fellowships 17,950,000 Title V Guidance, counseling, and testing: Grants to States 22,400,000 Institutes for counseling personnel . 8,480,000 Title VI Modern foreign languages: Area centers 4,250,000 Research 6,550,000 Institutes for language teachers . . 4,820,000 Title VII Educational media research and information 4,600,000 Title VIII Area vocational programs 10,750,000 Title X State statistical services 2,150,000 TOTAL $275,000,000 foreign language. Title III is totally restricted, in its financial assistance programs, to science, mathematics and modem foreign language instruction. Title VI is focused totally upon the development of programs of instruction in modem foreign languages. And Title VIII, aimed at the training of skilled technicians in recognized occupations requiring scientific knowledge, authorizes the "purchase, rental or other acquisition, and maintenance and repair, of instructional equipment" and the "purchase of instructional supplies and teaching aids." This categorical analysis of NDEA, while overly simplified, does provide a rational overview of the Act and a perspective in appraising the role of audiovisual instructional materials in the various programs being carried on under the Act. It is apparent to all of us, I believe, that Titles III, VI and VII have been and are most pertinently and significantly related to audiovisual developmental programs. At the same time, I would urge that each of us become familiar with all of the provisions of NDEA. Only by so doing can we truly evaluate its benefits and intelligently recommend future courses of action. What have been the accomplishments of NDEA during the first half of its life? Both quantitatively and qualitatively, substantive answers are not easily available with the various and varying bases being used— authorizations, appropriations, allotments, obligations, encumbrances, commitments, expenditures, disbursements, etc. Each has its own definitive fiscal usefulness. But how would you like to manage your household finances using these difl^erent categories? Over half of NDEA funds made available dur ing its first two years went to the programs o: Titles III, VI and VII, in each of which there an audiovisual provisions and requirements buil into the Act itself. This does not mean, of course that all of the $141,570,000 made available foi the programs of Titles III, VI and VII durinj 1958-59 and 1959-60 were spent for audiovisua equipment, materials and programs. I would no even hazard a guess as to the NDEA funds whicl have so far been used for the extension and im provement of audiovisual education through th( acquisition of equipment and materials, the train ing of teachers and supervisors in the use of sue! materials, and research and experimentation intc the uses of these new educational media. But while we— you and I— do not have precise statistical data concerning AV growth undei NDEA, we do believe in its positive achieve ments during the past two years. We have con vincing evidence through field reports, anecdotes letters, newspaper articles, etc.— evidence not sta tistically summarizable but valid as an expressior of faith from teachers, school administrators ant the lay public. Significantly, the Department o! Audiovisual Instruction ( NEA ) and the Nationa Audiovisual Association are already making plan; to urge the extension and expansion of NDEi* after June 30, 1962. What is the future of NDEA? Most of its Tides as I noted earlier, have a termination date o June 30, 1962. Will it be extended? Should it be' Should it be modified or expanded? If so, in wha ways and to what purposes? Let us assume a con tinuation of some, if not all, of NDEA's provi sions. What changes would you make in thesi provisions? What new provisions would you add Let me suggest a few which seem to merit con sideration. One frequently mentioned is that of expandin; the provisions of Title III to include support fo state supervisory services and the acquisition o equipment and materials ( including audiovisual to other academic subjects such as history, eco nomics, and other social sciences; language art with particular reference to reading, writing am speaking the English language; and the humani ties and the arts. ] Another suggestion is to extend the concept cj teacher institutes, now confined to guidance an^ modern foreign languages, to other areas of th school curriculum. Somewhat related is the sue gestion that the authority for research and exper mentation and dissemination of information cor ceming new educational media be broadened t include all educational media rather than on) those that are new. Some college and university staff membei have naturally suggested that federal assistanc toward the acquisition of equipment and mater als be extended to institutions of higher educ; tion as well as to public elementiuy and secon( ary schools. Before saying aye or nay to thej suggestions and others relative to the future ( NDEA, you must remember its basic aims : tl correction of existing inbalances and an emphas on the quality of students, programs teachin Now it's your turn. What are your suggestion: I 14 Educational Screen and Audiovisual Guide — January, 19<