M - ORT America
M - ORT America M - ORT America
^•i tJSIZA FOR REHABILITATION THROUGH TRAIIVIJXG YEARBOOK 1966
- Page 2 and 3: TOWARD NEW HORIZONS CROSS CURRENTS
- Page 4 and 5: THE ORT PROGRAM IN 1965 COUNTRY* AR
- Page 6 and 7: had compelled the agonizing decisio
- Page 8 and 9: THE CLASS OF '65 Mastery of technic
- Page 10 and 11: Learning the slide-rule at training
- Page 12 and 13: 10 FRANCE-A NEW COMMUNITY FORMATION
- Page 14 and 15: 12 Some 30,000 of the newcomers hav
- Page 16 and 17: 14 NO LET UP Nor have the programs
- Page 18 and 19: 16 THE SC!HC / AFULA AHUZAT NAFTALI
- Page 20 and 21: 18 are in high schools. Some 240 ar
- Page 22 and 23: 20 Above—A workshop in the ORT Te
- Page 24 and 25: 22 Above—Learning to weld at the
- Page 26 and 27: 24 SOURCES OF SUPPORT The preceding
- Page 28: -4 1 BGANIZATION REHABILITATION OUG
^•i<br />
tJSIZA<br />
FOR REHABILITATION<br />
THROUGH TRAIIVIJXG<br />
YEARBOOK 1966
TOWARD NEW HORIZONS<br />
CROSS CURRENTS OF<br />
CHANGE<br />
People in Need<br />
Winds of Change<br />
1965 Facts<br />
Schools for the Times<br />
That They May Learn<br />
Class of '65<br />
International Center<br />
Aid to Developing Nations<br />
In West Africa<br />
Tibetan Refugees and UNICEF<br />
For the Youth of Kenya<br />
Africans in Israel<br />
Perspective<br />
EUROPE-WEST AND EAST 1O<br />
France—a New Community in Formation<br />
The Casbah of Paris<br />
Massive Response<br />
Planning Ahead<br />
Poland—Eight Years After<br />
IN MOSLEM LANDS 13<br />
North African Change<br />
Effects of Exodus<br />
No Let Up<br />
Iran—Easing the Grip of Poverty<br />
ISRAEL-LOOKING TOWARD<br />
197O 17<br />
Israel's Nightmare<br />
One Israel or Two<br />
Breakthrough in '65<br />
The Apprenticeship Way<br />
But Who Will Teach Them<br />
A Many-Storied Program<br />
Quantity Plus Quality<br />
The Purpose of it All<br />
SOURCES OF SUPP<strong>ORT</strong> 24<br />
NOTES 24<br />
CHARTS<br />
The Program in 1965 2<br />
The Schools in Israel 16<br />
Income and Expenditures 23<br />
Architect's rendering o<br />
the <strong>ORT</strong> Vocatio<br />
Center under const<br />
tion at Ramat Gan,<br />
Israel.<br />
WORLD OUT UIVIOIN<br />
CENTRE INTERNATIONAL<br />
PLACE DES NATIONS<br />
GENEVA, SWITZERLAND
TOWARD NEW HORIZONS<br />
Delegates from 25 countries assembled in Rome in the summer of 1965 for an international<br />
congress of <strong>ORT</strong>, set to coincide with the 85th anniversary of its founding. Main conclusion of the<br />
conference was that the programs of education and training would have to tool up at an accelerated<br />
pace and extend their aid to many more people in the years ahead if they are to ameliorate misery,<br />
deprivation and displacment on the scale required.<br />
To implement these deeply human purposes, the Congress adopted a series of guiding directives<br />
for the years ahead. The report that follows indicates the major activities of <strong>ORT</strong> during 1965.<br />
It also points up the directions that development is taking to meet the vast unfinished tasks, the<br />
new horizons being opened.<br />
What emerges from these pages is the anguished cry of refugees caught in the limbo between<br />
the world they left behind and the one they have yet to gain; of youth who knock at the doors<br />
of the <strong>ORT</strong> schools in desperate hope that there will be place for them; of whole communities whose<br />
ancient way of life has become untenable and who look to <strong>ORT</strong> to assist in their renovation; of<br />
the people of Israel searching, through education, for the means of overcoming the burdens of<br />
backwardness which so many of its youth brought with them from their native lands; of new nations<br />
seeking to become modern nations by borrowing <strong>ORT</strong> experience to introduce their people to the<br />
knowledge and skills of modern technology.<br />
<strong>ORT</strong>'s perspectives for the coming period are being structured by these aspirations. All that is<br />
described in this Yearbook, and all that is projected, is geared to their realization.<br />
WILLIAM HABER<br />
President, Central Board<br />
DANIEL MAYER<br />
Chairman, Executive Committee<br />
MAX A. BRAUDE<br />
Director General
THE <strong>ORT</strong> PROGRAM IN 1965<br />
COUNTRY*<br />
ARGENTINA<br />
AUSTRIA<br />
BELGIUM<br />
BRAZIL<br />
FRANCE<br />
HOLLAND<br />
INDIA<br />
IRAN<br />
ISRAEL<br />
ITALY<br />
MOROCCO<br />
POLAND<br />
SOUTH AFRICA<br />
TUNISIA<br />
URUGUAY<br />
U.S.A.<br />
SWITZERLAND<br />
CENTRAL INSTITUTE<br />
TOTAL<br />
*Does not include Greece,<br />
**ln-Plant Training<br />
ENROLL-<br />
MENT<br />
525<br />
265<br />
334<br />
153<br />
5,293<br />
200<br />
341<br />
2,294<br />
24,924<br />
4,127<br />
2,275<br />
2,786<br />
320<br />
1,182<br />
243<br />
733<br />
197<br />
TEACHING<br />
STAFF<br />
27<br />
7<br />
1<br />
7<br />
192<br />
4<br />
9<br />
70<br />
952<br />
60<br />
61<br />
72<br />
1<br />
33<br />
6<br />
4<br />
30<br />
46,192 1,536<br />
Guinea and Mali<br />
TRAINING<br />
UNITS<br />
12<br />
4<br />
6<br />
4<br />
86<br />
7<br />
9<br />
25<br />
228<br />
67<br />
31<br />
120<br />
1<br />
19<br />
5<br />
3<br />
6<br />
VOCA-<br />
TIONAL<br />
SCHOOLS<br />
55<br />
20<br />
1,921<br />
68<br />
869<br />
14,566<br />
393<br />
987<br />
441<br />
105<br />
TRAINING<br />
WORK<br />
SHOPS<br />
396<br />
214<br />
153<br />
876<br />
62<br />
34<br />
76<br />
412<br />
145<br />
805<br />
223<br />
168<br />
733<br />
VOCA-<br />
TIONAL<br />
COURSES<br />
36<br />
51<br />
1,259<br />
34<br />
65<br />
2,963<br />
2,791<br />
186<br />
561<br />
20<br />
116<br />
75<br />
92<br />
CHIL-<br />
DREN'S<br />
MANUAL<br />
TRAINING<br />
38<br />
314<br />
138<br />
205<br />
1,284<br />
798<br />
595<br />
927<br />
APPREN-<br />
TICE AND<br />
PRE APPR.<br />
PLANS<br />
1,237<br />
6,983<br />
507<br />
493**<br />
300<br />
402<br />
633 19,425 4,297 8,249 4,299 9,922
AMIDST THE<br />
CROSS<br />
Tens of thousands of individuals in 20 countries<br />
around the world turned to the <strong>ORT</strong> services in<br />
their communities for help last year.<br />
Who were they? What did they seek? How did<br />
they fare?<br />
PEOPLE IN NEED<br />
Not very long ago, he had wandered the narrow<br />
corridors of a North African ghetto, his present<br />
bleak, his future a question mark. Last year, waving<br />
his welding torch like a wand, he sat at his<br />
workbench in the <strong>ORT</strong> school at Holon, Israel,<br />
and wondered at the transformation that had<br />
overtaken his young life in so short a span. For<br />
the first time, he felt secure and confident about<br />
what would become of him.<br />
In Paris, a boy the same age, who had been<br />
raised in a similar North African ghetto, looked<br />
up from the whirling headstock of his high-speed<br />
lathe in the <strong>ORT</strong> school's machine shop and<br />
smiled to himself. Together with his family, he had<br />
abandoned the familiar to resettle in a strange,<br />
perplexing setting. It had been a frightful interlude,<br />
but he finally felt he had arrived at his<br />
destination. As he looked across at his fellow students,<br />
he recognized old friends who shared a<br />
common past and had also, at long last, found a<br />
hopeful path.<br />
Strange news came to a village on the Konkan<br />
coast of India, where Jews are supposed to have<br />
settled on their first arrival to the subcontinent<br />
some 2,000 years ago. It told about a school in<br />
Bombay that offered educational opportunity to<br />
the young men of the B'nei Israel community, a<br />
different kind of education, one that led to jobs<br />
at good wages in the new industries the villagers<br />
had heard about. Several of the more adventurous<br />
compacted to make the journey together. Because<br />
their previous schooling left much to be desired,<br />
they were placed in a preparatory class at the<br />
CURRENTS<br />
OF CHANGE<br />
recently established <strong>ORT</strong> Polytechnic to bring<br />
them up to par.<br />
Refugees from eastern countries arriving in<br />
Rome to have their papers processed before moving<br />
on, sat in cubicles of the electronically equipped<br />
<strong>ORT</strong> language laboratory, acquiring the rudiments<br />
of the language of their country of destination,<br />
and several hours a day studied the skills<br />
they will need to start a new life at journey's end.<br />
At the <strong>ORT</strong> school in Warsaw, a 40-year-old<br />
man who had survived the European catastrophe,<br />
was being tutored for the licensing examination required<br />
on his job, while at the <strong>ORT</strong> school in New<br />
York another 40 year old who had been a store<br />
proprietor in Havana the year before, wielded an<br />
electric cloth-cutting knife, whose mastery since<br />
is giving him his livelihood.<br />
WINDS OF CHANGE<br />
For all their diverse backgrounds, these men<br />
and women, adolescents just starting out in life,<br />
and middle-aged adults with memories crammed<br />
with bitterness—whether in the sophisticated cosmopolitanism<br />
of France or in an immigrant town<br />
in Israel—all shared a common denominator. They<br />
had been caught up in the capricious cross currents<br />
of the times, displaced from the familiar and<br />
customary.<br />
For some the habitual way of life had become<br />
untenable. The boy who abandoned his family<br />
hearth in Hamadan, Iran, to study refrigeration<br />
at the <strong>ORT</strong> school in Teheran would not follow<br />
in his father's footsteps because he had decided<br />
they lead nowhere.<br />
Thousands more in Moslem lands, India and<br />
elsewhere—the first generation to try to break<br />
into the modern age—will follow in the coming<br />
years, and the <strong>ORT</strong> schools will have to adapt to<br />
aid them.<br />
For others, political or economic circumstances
had compelled the agonizing decision to take the<br />
much traveled refugee road, whose markers are<br />
the tears and hopes of the stream of humanity<br />
that has passed over it in unwaning procession<br />
since the end of the Second World War. A half<br />
million Jews migrated just during the first half<br />
of the sixties. Some 50,000 more are expected to<br />
follow this year and between 200,000 and 300,000<br />
by 1970.<br />
Whether their hopes are blighted or fulfilled<br />
depends very largely on whether they can carve<br />
a new place for themselves. The decisive fact is<br />
being able to make a living. That is why so many<br />
migrants, either in transit or recently arrived, are<br />
to be found in the <strong>ORT</strong> programs, particularly in<br />
Israel and France.<br />
1965 FACTS AND FIGURES<br />
There is another element which these, and all<br />
the other students in <strong>ORT</strong>, have in common. They<br />
have learned the lesson of the technological age,<br />
that to be able to function within it requires<br />
study and training, systematic preparation toward<br />
relevant skills. They come to <strong>ORT</strong> because they<br />
know it as a program whose services are directed<br />
toward the transmission of technical knowledge<br />
and the broadening of occupational opportunities,<br />
the infusion of newly awakened communities with<br />
modern ways of work, the replacement of antiquated<br />
or automated crafts with those that assure<br />
employment—all with the goal of improving income<br />
prospects and raising living standards.<br />
The following figures indicate how these aims<br />
were advanced during 1965.<br />
NUMBERS SERVED. A total of 46,192 persons enrolled<br />
in 633 <strong>ORT</strong> training units last year. A few<br />
comparisons will indicate the trend. In 1965, trainees<br />
numbered 4,000 more than the year before.<br />
Over the past decade, since 1955, the number has<br />
considerably more than doubled. Indeed, 1965 saw<br />
the largest <strong>ORT</strong> enrollment since the end of the<br />
Second World War, with the single exception of<br />
the peak Displaced Person year of 1948.<br />
BREAKTHROUGH IN ISRAEL. A milestone was<br />
achieved in Israel, with the student body coming<br />
within an eyelash of 25,000. More than half of all<br />
<strong>ORT</strong> trainees last year were in Israel, a clear indication<br />
of the extent of the <strong>ORT</strong> commitment to<br />
the development of a broad-based vocational education<br />
system there, geared to a five-year expansion<br />
plan.<br />
LATIN AMERICA. A new phase of <strong>ORT</strong> activities<br />
took shape last year in the programs in Argentina<br />
and Uruguay. A well-equipped electronics school<br />
was installed in the Buenos Aires center, and this<br />
has stimulated a considerable increase of enrollment<br />
and community interest. In Montevideo, the<br />
relocation of the school in more suitable premises,<br />
thanks to the aid of Women's <strong>America</strong>n <strong>ORT</strong>,<br />
has completely transformed the prospects of this<br />
operation. Additional improvements are projected<br />
for 1966 in Argentina, Uruguay and Brazil.<br />
THE TRAINING PATTERN. The ways in which instruction<br />
was given were numerous. They varied<br />
with the needs of the community, the nature of<br />
employment prospects, the ages and aptitudes of<br />
the trainees.<br />
In Wroclaw, Poland, a one-year course trained<br />
garment trades operators, while a three-year<br />
course trained television men.<br />
Adults in Marseilles learned typing and stenography<br />
over a nine-month period in evening classes,<br />
while high school age youth attended the fouryear<br />
school leading toward a certificate in electronics.<br />
Simultaneously, apprenticeship placement<br />
served those who did not fit the in-school programs,<br />
because the trade they sought was not in<br />
the curriculum, they could not meet the standards<br />
of existing courses or home poverty was so extreme<br />
as to compel immediate employment.<br />
At the Syngalowski <strong>ORT</strong> Center in Tel Aviv,<br />
the lights burned late each evening with men trying<br />
to improve their skills and learn the latest<br />
techniques of their trade. And each morning saw<br />
busloads of youngsters swarm through the entrance<br />
to their high school classes. While at the<br />
Jaffa Apprenticeship Center, working youth released<br />
from their jobs one day a week, caught up<br />
on the studies they had missed.<br />
Rather than limit the reach of <strong>ORT</strong> exclusively<br />
to those who fit a preconceived norm, the types of<br />
training were adapted to the needs and circumstances<br />
of those who applied for help. This latitude<br />
made it possible, for example, to operate in industrially<br />
advanced societies as well as in those just<br />
emerging to modernity, to provide equally for<br />
those with eight and ten years of prior schooling<br />
and those still struggling with literacy. But others,<br />
no less in need, are yet to be reached. The coming<br />
years will necessitate even greater ingenuity of<br />
means and far more funds to do the whole job.<br />
THE OCCUPATIONAL RANGE. In a technological<br />
age that is constantly rendering existing jobs obsolete<br />
and creating new ones, the roster of occupations<br />
taught must be equally resilient—from telecommunications<br />
to tailoring, from interior decorating<br />
to metallurgy, from fashion design and<br />
maintenance of automated equipment to electronics,<br />
paper making and mining.<br />
During 1965 alone, a dozen or more occupations<br />
were introduced into the different <strong>ORT</strong> schools:<br />
marine mechanics and die making in Israel; pneumatics<br />
at Milan; refrigeration and technical designing<br />
in Iran; repair of electronic office equipment<br />
in Paris; to cite a few.<br />
The basic courses in the vocational high schools<br />
were geared, however, to those skills which are<br />
fundamental to any modern economy and which<br />
are trans-industrial, used to one degree or another<br />
in most plants. These include metal work of all
Above—Learning automechanics at <strong>ORT</strong> School for Boys<br />
in Tunis. Below—Entrance to the recently established<br />
<strong>ORT</strong> Polytechnic in Bombay, India.<br />
kinds, electrical installation and maintenance, motor<br />
and automobile mechanics.<br />
THE UPPER REACHES-TECHNICIANS. A new type<br />
of worker has evolved in recent years, in response<br />
to the technical revolution. He is the technician<br />
and he is expected to operate in the middle ground<br />
between the graduate engineer and the skilled<br />
worker, able to translate the mathematical formulas<br />
and blueprints of the former into the production<br />
activities of the latter. <strong>ORT</strong> schools have<br />
been giving increasing attention to the development<br />
of technicians.<br />
While most advanced in the Israel and French<br />
programs, similar courses and institutes have been<br />
organized in Tunis, Casablanca and elsewhere. It<br />
is evident that more will be done at this level, as<br />
the demand for technicians spirals. The schools<br />
will both diversify and intensify this phase of<br />
training in the coming years.<br />
SCHOOLS FOR THE TIMES<br />
For the 14-to-18-year olds, who make up the<br />
great majority of students, the <strong>ORT</strong> school ter-<br />
Treatment for trachoma is administered at <strong>ORT</strong> school<br />
in Casablanca.<br />
minates their formal education. In most instances,<br />
the existence of this school is the only possibility<br />
for such an education. What is taught cannot,<br />
therefore, be limited exclusively to trade-related<br />
matters. In fact, the curriculum includes the humanities,<br />
history, literature, one, two, and sometimes<br />
three languages.<br />
Nevertheless, the <strong>ORT</strong> school is far from being<br />
a knowledge factory, to be endured for the sake<br />
of the promise at the end of the rainbow. Adolescence<br />
is a pliant, formative age, when the piling<br />
up of external facts and techniques is fused with<br />
the formation of internal attitudes, values and a<br />
positive sense of self. The leap which many of the<br />
youngsters must make up to emerge from an<br />
antiquated environment into the latter half of the<br />
twentieth century calls for a regrooving of familiar<br />
ways of regarding the world and one's place in it.<br />
Perhaps more significant than the formal knowledge<br />
imparted in the structured setting of the<br />
classrooms and workshops is this making of the<br />
modern mind. Many observers have remarked on<br />
the esprit de corps, the sense of mission and optimism<br />
prevalent in the <strong>ORT</strong> schools, the intangibles<br />
which turn the learning process within them<br />
into a crucible for the formation of competent<br />
craftsmen who are also competent at the larger<br />
business of living in the present age.<br />
<strong>ORT</strong> seeks to anchor the student's identity in<br />
the history and culture of his people. And through<br />
community participation, relate him to its living<br />
present. The Jewish youngster studies Hebrew,<br />
takes part in Oneg Shabat programs, observes the<br />
holidays, all in the normal course of association<br />
in an institute for technological instruction.<br />
The trend within <strong>ORT</strong> over the coming years,<br />
as presently projected, is to enlarge the facilities<br />
of this kind of vocational secondary school, geared<br />
to an even greater accent on youth enrollment.<br />
THAT THEY MAY LEARN<br />
"In a country where the Jewish community is<br />
as poor as in Tunisia, social assistance is of the<br />
greatest importance," writes the director of that<br />
program.<br />
"The number of students receiving lunches has<br />
risen to 5,500, more than double the number in<br />
1960. Breakfast and light snacks are served in<br />
several of the large centers, so are school supplies,<br />
carfare and medical care," notes a report from<br />
Israel.<br />
French <strong>ORT</strong> reports not only on meals provided<br />
but on work clothes distributed and vacations<br />
made possible, "because most of our students<br />
come from needy families."<br />
The poverty of these youngsters makes these<br />
provisions absolute necessities. Without them,<br />
many would not be able to attend school at all,<br />
nor would they have the mental and physical energies<br />
for learning.
THE CLASS OF '65<br />
Mastery of technical skills is no end in itself. It<br />
is only the means of engineering an escape from<br />
that poverty and backwardness which impedes<br />
meaningful participation in modern productive<br />
labors. The effectiveness of a particular effort in<br />
vocational education is subject to instant verification<br />
by the most pragmatic of tests: Does the<br />
graduate get a job and does he use what he has<br />
learned?<br />
Some 12,000 persons completed <strong>ORT</strong> training<br />
last year. Reports from the schools indicate that,<br />
almost without exception, all found work. Indeed,<br />
many had been spoken for by employers in advance.<br />
The following from French <strong>ORT</strong> is typical: "All<br />
students who completed their training in 1965,<br />
with or without a diploma, were placed by <strong>ORT</strong>,<br />
and work in their trades."<br />
The first crop of graduates of the Bombay school<br />
will go out into the world this year, but planning<br />
for their employment has been proceeding for<br />
some time. "We have every hope that we will find<br />
satisfactory work opportunities for them at earning<br />
levels considerably above those of other members<br />
of their families," writes the director.<br />
There is another test, deferred in time, which is<br />
perhaps more crucial: Does <strong>ORT</strong> education enable<br />
the graduate to progress over a period of years,<br />
does it set him on a path of upward mobility in<br />
earnings and status? No firm figures are available,<br />
but there are sufficiently numerous indicators to<br />
venture an affirmative reply.<br />
For example, there is hardly an industrial enterprise<br />
in Israel that does not have <strong>ORT</strong> graduates,<br />
not only in its shops, but in all echelons, including<br />
the executive suite. Large numbers of former <strong>ORT</strong><br />
students have moved into the middle layer of<br />
foremen and other supervisors in such plants.<br />
From Paris, comes the story of a man who<br />
received his <strong>ORT</strong> certificate as a machinist, then<br />
moved successively to become a technician, and is<br />
now the industrial engineer in charge of his plant.<br />
Another began his refrigeration studies at the<br />
<strong>ORT</strong> school in Tunis, continued them at the <strong>ORT</strong><br />
school in Paris and is now the teacher in refrigeration<br />
at the <strong>ORT</strong> school in Teheran.<br />
A young lady, who graduated with honors from<br />
the Paris <strong>ORT</strong> School, is now curator of textiles<br />
and costumes at the Museum of Man. A group of<br />
plumbing graduates from the Tunis school last<br />
year formed their own business in Paris. As for<br />
other graduates from the Tunis school, "there are<br />
no jobless among them, many are working in the<br />
railroads, telecommunications and the public utilities,"<br />
reports its director.<br />
INTERNATIONAL STUDY CENTER<br />
The critical factor in any school is not the brick<br />
and mortar that went into its construction, the<br />
equipment it deploys or the curriculum. The<br />
teacher is the activating force. He alone combines<br />
all the elements present into the process of education.<br />
Good teachers are hard to find anywhere, and<br />
in many parts of the world, in the underdeveloped<br />
areas, there is no point even in looking; they just<br />
don't exist.<br />
The Central <strong>ORT</strong> Institute was established in<br />
1949 to break the impasse. Located at Anieres,<br />
outside Geneva, Switzerland, it has been the main<br />
plant for the production of teachers for the <strong>ORT</strong><br />
schools. Their availability is the most important<br />
single factor that has given <strong>ORT</strong> the capacity to<br />
respond to the changing geography of Jewish<br />
need. These are likewise the people who have<br />
made up the hard core of administrators and technicians<br />
in the technical assistance projects which<br />
<strong>ORT</strong> has undertaken in the last few years. The<br />
caliber of these men, their thorough grounding in<br />
the <strong>ORT</strong> approach to vocational education, and<br />
their zeal have been decisive.<br />
The demands of a rapidly evolving program<br />
have stimulated new functions, however. Five<br />
projects, supplementary to the continuing programs<br />
of teacher and technician training, were in<br />
progress during 1965. Their scope indicates the<br />
versatility of this unique international center.<br />
AGRICULTURAL TECHNICIANS FOR ISRAEL. Some<br />
15 farm settlements, kibbutzim, and other Israel<br />
farm organizations were represented in the sev-<br />
Language laboratory at the <strong>ORT</strong> Central Institute in<br />
Switzerland.
enth seminar and skill-upgrading course, organized<br />
by the Institute. The project's intent is to expose<br />
a selected group of Israeli farm managers and specialists<br />
to the latest in agricultural equipment,<br />
research and experimentation. While the Institute<br />
served as the project's administrative center and<br />
home base, the student group visited plants for the<br />
manufacture of implements, laboratories, model<br />
farms and demonstration centers in several countries<br />
of Europe. Last year's class concentrated on<br />
cultivators for sugar beets, potatoes and other<br />
vegetables.<br />
FUTURE TEACHERS FOR WEST AFRICA. The training<br />
programs which <strong>ORT</strong> conducts in Guinea and<br />
Mali, under contract to the U.S. Agency for International<br />
Development, specifies that <strong>ORT</strong> will<br />
prepare the specialists who will take over from the<br />
<strong>ORT</strong> personnel. Sixty-two graduates from the<br />
schools in Guinea and Mali were at the Institute<br />
last year. They were learning to become teachers in<br />
auto-mechanics, electronics and civil engineering.<br />
SWISS SCHOLARSHIPS FOR IRANIANS. Several<br />
years ago, the Swiss government invited the Institute<br />
to train a group of Congolese as technical<br />
instructors. The U.N.'s International Labor Organization<br />
participated. The course was taken by<br />
18 Congolese. Feedback on what they were doing<br />
indicates that each now occupies a post of importance<br />
in his country's economy or educational system.<br />
The Swiss subsequently sponsored a group<br />
of 15 Iranian young men for a similar program.<br />
Last year, another group of Iranians arrived for<br />
two years of study.<br />
ORIENTATION CENTER FOR AFRICAN STAFFERS.<br />
Instructors who have been assigned to the <strong>ORT</strong><br />
projects in West Africa receive their briefings and<br />
orientation at the Institute. A highly intensive<br />
syllabus has been prepared for them. They are<br />
put through refresher classes in teaching methods<br />
and in their specialties.<br />
Latest model "teaching machine" is demonstrated at instructors<br />
seminar held at the Institute.<br />
CENTER FOR EDUCATIONAL EXPERIMENTATION.<br />
This phase of the Institute has three aspects—<br />
programmed instruction; audio visual methods<br />
and materials; and language training through the<br />
use of language laboratory procedures.<br />
The Institute has pioneered in the development<br />
of programming. Through seminars and publications,<br />
it has spread knowledge of this revolutionary<br />
educational approach in Europe, Israel and<br />
Africa. The project is under the guidance of Dr.<br />
Robert Silverman, Professor of Psychology at<br />
New York University. A second seminar on programming<br />
took place at the Institute last summer,<br />
with 30 <strong>ORT</strong> teachers and a number of other<br />
educators present from France, Israel, India, Italy<br />
and Tunisia.<br />
A school that receives students from a dozen<br />
different countries has a continuing language<br />
problem. As an aid to solving this, the Institute<br />
has established a language laboratory, and this<br />
has worked well enough so that most students<br />
acquire a working proficiency in three months<br />
time.<br />
Audio-visual procedures and materials developed<br />
by the Institute staff have attracted the<br />
attention of many educators, and last year a conference,<br />
sponsored by the Swiss authorities, was<br />
held for European teachers to introduce them to<br />
these and to the concepts of programming.<br />
This catalogue of current Institute activities<br />
encapsulates the dynamic nature of the entire<br />
program, its infinite adaptability and constant<br />
metamorphosis as new conditions and new requirements<br />
come to the fore.<br />
AID TO DEVELOPING NATIONS<br />
In an address to an <strong>ORT</strong> conference in New York<br />
in January 1966, U.S. Supreme Court Justice Abe<br />
Fortas spoke of "a new frontier": "the hundreds<br />
of millions of people in Africa, Asia and Latin<br />
<strong>America</strong>, who have for generations waited, useless<br />
and unused, outside the boundaries of modern life<br />
and the comforts and opportunities which it offers<br />
in such abundance. . . . The road which <strong>ORT</strong> has<br />
pioneered is, I think, the road to the future . . . for<br />
those who have begun the painful ascent from the<br />
pit of despair."<br />
Much of the work in which <strong>ORT</strong> has engaged<br />
over the decades, particularly its services to communities<br />
in developing countries, would today be<br />
described as technical assistance. Five years ago,<br />
direct services to new nations were instituted and<br />
this has now become a significant feature of the<br />
program.<br />
IN WEST AFRICA<br />
The largest such projects were begun in 1962,<br />
under contract to and funded by the Agency for<br />
International Development, the foreign aid arm<br />
of the U.S. government. The Locale: the West<br />
African states of Guinea and Mali. The Assignment:<br />
to create centers for training of vocational<br />
school teachers, technicians, administrators and<br />
other highly qualified technical personnel who
Learning the slide-rule at training center in Conakry, Guinea,<br />
operated by <strong>ORT</strong> for the U.S. Agency for International Development.<br />
would become part of the force of "new men" who<br />
are constructing and who will man the modern<br />
sectors of the economies. The projects were the<br />
outgrowth of recommendations contained in surveys<br />
of vocational needs of African countries<br />
which <strong>ORT</strong> had undertaken the previous year for<br />
AID.<br />
These ventures began from scratch. Everything<br />
had to be created or brought in. Teachers and<br />
administrators, of course; but also site selection<br />
and construction of buildings. Inventories of equipment,<br />
furnishings, supplies and practice materials<br />
were prepared, purchased, shipped and installed<br />
by the <strong>ORT</strong> staffs. Lesson plans, curricula, admission<br />
and screening procedures, texts and other<br />
didactic materials were selected and, in many instances,<br />
originated for the particular circumstances.<br />
All this in areas of the world whose<br />
resources for such enterprises were meager, when<br />
they were not entirely absent.<br />
By 1965, these were, nevertheless, going institutions.<br />
The <strong>ORT</strong> staffs in Guinea numbered 36<br />
last year, and 17 in Mali. The original scope of<br />
the projects had broadened considerably.<br />
In Mali, <strong>ORT</strong> took under its wing the organization<br />
of a Science Center, which is to become one<br />
of the nation's chief resources for scientific studies<br />
and manpower. Complementary to the full time,<br />
day courses, an evening program for adults has<br />
been introduced which is attended by over 300<br />
persons.<br />
At the request of the President of Mali, the<br />
<strong>ORT</strong> instructors have organized courses for state<br />
controllers, directors of enterprises, auditors and<br />
inspectors. In-service training was given to employees<br />
of the Bank of Mali and of the Ministry<br />
of Public Works.<br />
In Guinea, the original assignment had been to<br />
organize a technical-vocational school for the purpose<br />
of training skilled mechanics and technicians,<br />
and as an integral part of the program . . . "to give<br />
specialized teacher training to selected students<br />
in order that they may carry on similar instruction<br />
in this and other schools." Last year, these<br />
objectives were enlarged by the addition of new<br />
fields—electric motor repair, topographical technicians<br />
and executive secretaries. The Guinean<br />
government requested the <strong>ORT</strong> team to plan a<br />
Technical and Pedagogical Bureau for the Ministry<br />
of Education.<br />
The contracts for these projects has been renewed—for<br />
Guinea until 1970 and for Mali until<br />
1967 at least—so that during the next few years,<br />
the programs will continue under <strong>ORT</strong> administration.<br />
But the focus of the operation will shift.<br />
The emphasis will be on the maturation of these<br />
institutions and the gradual assumption of functions<br />
by indigenous specialists whom <strong>ORT</strong> has<br />
trained for this.<br />
The end goal is to assure stability, permanence<br />
and high standards, to make these schools the<br />
powerhouses for quality education in skills vital<br />
to these developing economies.<br />
FOR TIBETAN REFUGEES AND UNICEF<br />
Toward the end of 1964, a group of 15 Tibetan<br />
refugee youth arrived at the <strong>ORT</strong> school in Teheran.<br />
On completion of two years of study, they<br />
will return to India to become instructors at a<br />
proposed trade school for the youth among the<br />
80,000 Tibetan refugees who have found haven in<br />
northern India. The project is sponsored and<br />
funded by the Norwegian Refugee Council.<br />
In many Asian and African countries, trade<br />
instruction is being shored up by the circulation<br />
of a study manual covering 14 "infrastructure"<br />
skills, prepared by <strong>ORT</strong> for the United Nations<br />
Children's Fund.<br />
FOR THE YOUTH OF KENYA<br />
The government of Kenya, in East Africa, last<br />
year invited <strong>ORT</strong>, "to provide assistance to the<br />
National Youth Service of the Ministry of Labor<br />
and Social Services in developing and implementing<br />
a formal vocational training program for approximately<br />
7,000 youth." This is the objective<br />
set forth in an agreement signed toward the end<br />
of 1965.<br />
The agreement specifies that <strong>ORT</strong> will provide<br />
specialists to advise the National Youth Service
as well as to lay out training facilities, prepare<br />
courses and teach them. A Chief of Party will be<br />
stationed at N.Y.S. headquarters in Nairobi to<br />
develop such programs nationally. As in Guinea<br />
and Mali, the <strong>ORT</strong> team is not self-perpetuating.<br />
It will train its own replacements to take over the<br />
service.<br />
The impulse behind the project was described<br />
by AID advisor in Kenya, Leland E. Fallon:<br />
"They were unemployed and most had never had<br />
a paid job. They had little prospect of ever having<br />
one, unless they could be made employable<br />
through training."<br />
The government of Kenya denned the objective<br />
in terms of its own national goals. "The training<br />
is to produce as many servicemen as possible with<br />
the capability of passing the Kenya trade tests in<br />
selected trades in which there is a national short-<br />
page brochure of extracts from letters received<br />
from graduates. Typical is this paragraph written<br />
by Joseph 0. Alaba, now back in Nigeria:<br />
"I am an Assistant Technical Officer under the<br />
Electrical Corporation of Nigeria. I am doing my<br />
best therein and I am sure that all will be well.<br />
My training has been pure and of good value to<br />
me. . . . Many people have invited me to lecture<br />
about your country and the system of education<br />
there. . . . I shall try all my best to elevate the<br />
name of that noble country as well as the school,<br />
not only by words but by action."<br />
PERSPECTIVE<br />
These programs, which are proffering new skills<br />
to new nations, have their roots in the 86 years of<br />
<strong>ORT</strong> experience in vocational training under a<br />
variety of conditions. As with the basic <strong>ORT</strong><br />
program, many different ways and means are em-<br />
M .!>• A—I ^<br />
First class of Tibetans studying to be technical teachers at the <strong>ORT</strong> Center in Teheran, Iran.<br />
age . . . and to enable such servicemen to obtain<br />
useful employment after their training."<br />
AFRICANS IN ISRAEL<br />
Last June, diplomats, government officials and<br />
hundreds of residents of the city of Nathanya in<br />
Israel, assembled to witness what has become an<br />
annual ritual, the graduation of students from the<br />
Technical Center for Students from Developing<br />
Countries, which is part of the <strong>ORT</strong> school there.<br />
The graduates were from Nigeria, Ghana, Liberia,<br />
Sierra Leone, Gambia, Ethiopia, Basutoland,<br />
from every corner of Africa—120 young men<br />
from 20 countries. They had lived in a dormitory<br />
on the school premises and studied general mechanics,<br />
automotive skills, electricity in all its<br />
phases, carpentry and farm technology. After the<br />
first year, a few are selected to stay on for further<br />
study to become teachers. The places left by the<br />
graduates have already been filled by their successors.<br />
The Center is sponsored by the Israel Government's<br />
Department for International Cooperation.<br />
Many of those who have returned to their countries<br />
maintain contact with the school and with<br />
each other. <strong>ORT</strong> Israel has just published an 18<br />
ployed to accomplish the purpose of developing<br />
human resources, and rendering people productive.<br />
Of all the skills that are lacking in developing<br />
societies, one of the most severe is the paucity<br />
of teachers and overcoming it has top priority in<br />
these endeavors.<br />
We are only at the beginning of the great<br />
adventure to extend to the long blighted peoples<br />
of these continents the blessings of technology<br />
with its promise of plenty. "Technical Assistance<br />
is a long term task," observes a report issued last<br />
year by the Organization for Economic Cooperation<br />
and Development of Paris. "The job will only<br />
be completed when training and research institutions<br />
in developing countries are on a self-sustaining<br />
basis." Within its limited resources and without<br />
impairment to its basic commitments, <strong>ORT</strong> is<br />
now lending its know-how to these ends.<br />
Many of the projects begun in the first half of<br />
the sixties will continue into the second. Others<br />
will be added. A new project is in the making, for<br />
example, in Chad and Gabon. Such services have<br />
become another strand in the cloak of many patterns<br />
which is <strong>ORT</strong>. Because the function of <strong>ORT</strong><br />
dovetails with a basic necessity of development,<br />
more requests for these services can be anticipated.
10<br />
FRANCE-A NEW COMMUNITY FORMATION<br />
The white dome of the Church of Sacre Coeur<br />
dominates that hodge-podge artist's quarter, bohemia<br />
and tourist attraction called Montmartre.<br />
By bus, taxi and afoot, visitors by the thousands<br />
throng to feast on the sights Montmartre has to<br />
offer, and to partake of its cafes and paintings.<br />
Few venture below to the labyrinth of twisted<br />
cobblestone streets that turn greasy and grey<br />
when it rains, streets lined with dingy hotels and<br />
unheated tenements facing on courtyards that<br />
never know the sun. On the maps of Paris, this is<br />
shown as the 18th arrondissement.<br />
THE CASBAH OF PARIS<br />
There are an estimated 300,000 Jews in Paris,<br />
and more of them are in the Casbah than anywhere<br />
else. The Casbah is something new in Paris,<br />
a slum teeming with Jews from Algeria, Tunisia,<br />
Morocco, even Egypt.<br />
They are likely to remain—packed six to the<br />
room, stifling in the summer, shivering in the<br />
winter—until they find jobs and earn livelihoods<br />
that will free them to move to better quarters.<br />
Charles Jordan, executive vice-chairman of the<br />
Joint Distribution Committee, which is aiding<br />
52,000 of these refugees this year, defines the<br />
problem as "the difficulty in getting jobs, which<br />
pay enough to support their families, for people<br />
who do not possess the skills that are currently<br />
needed in France."<br />
The facts are as simple as they are stark. Not<br />
too many years ago, there were about 300,000<br />
Jews in France. The latest estimate is 520,000. A<br />
recent study shows that 100,000 came from North<br />
Africa between 1956 and 1961. Another 110,000<br />
arrived in the spring of 1962, in the wake of the<br />
Algerian revolution. The influx has slowed down<br />
since, but "they still keep coming from Tunisia,<br />
and now increasingly from Morocco," Mr. Jordan<br />
reports. No community could be expected to cope<br />
on its own with a problem of such magnitude.<br />
The French authorities have been generous to<br />
the newcomers from Algeria, but time has run out<br />
WEST<br />
on most of this aid and there are still tens of<br />
thousands who have yet to make a place for<br />
themselves. Tunisians are in a still different category.<br />
Unlike the Algerians, they are not, in the<br />
main, French citizens, and therefore not eligible<br />
for the same kind of help.<br />
The French economy is prosperous and there<br />
are jobs for all who qualify. The rub is that few<br />
among this mass of over 200,000 newcomers have<br />
the necessary skills. They were middlemen, clerks,<br />
shopkeepers, hairdressers, druggists, artisans in<br />
purely local crafts—and of these, France has more<br />
than enough.<br />
MASSIVE RESPONSE<br />
The sheer numbers involved have overwhelmed<br />
the efforts of French <strong>ORT</strong> to supply the training<br />
that can lead the immigrants to better prospects.<br />
Nevertheless, in a kind of forced march, much has<br />
been done.<br />
Dozens of classes were rushed into operation<br />
for adults, so that the family breadwinner could<br />
find his economic feet in his new environment as<br />
fast as possible. Apprenticeship services were enlarged<br />
and extended to each of the five cities with<br />
<strong>ORT</strong> programs, so that young adults and others<br />
just beyond school age could get on the employment<br />
ladder. Last year alone, over 1,200 persons<br />
were placed in this manner.<br />
There are thousands of youngsters who are just<br />
outside the regular French high school age limit<br />
and just below the minimum age for admission<br />
to adult programs. For these young men in the<br />
middle, <strong>ORT</strong> organized a new kind of young<br />
adult training service, which the authorities have<br />
Top of page 10, left—Refrigeration repair at the <strong>ORT</strong><br />
Vocational Center in Montreuil, Paris. Right—Plumber<br />
in training at the <strong>ORT</strong> Ecole de Travail, Paris. Top of<br />
page 11, left—Welding instruction at <strong>ORT</strong> Center in Marseilles.<br />
Right—Electrical installation at the <strong>ORT</strong> Center<br />
in Strasbourg. Bottom of page 11, left—Electrical shop at<br />
the Montreuil <strong>ORT</strong> Center, Paris. Right — Tailoring<br />
course at the <strong>ORT</strong> School for Youth in Toulouse.
EAST<br />
watched with interest as a possible answer to<br />
the larger social problems of this age group.<br />
The <strong>ORT</strong> vocational high schools were expanded<br />
to the maximum. Buildings were constructed<br />
to house two new centers in Toulouse. A<br />
whole complex of structures was built at Marseilles,<br />
where the community's population had<br />
exploded from some 5,000 to 70,000. The Lyon<br />
center was enlarged. The school in the Paris suburb<br />
of Montreuil, which had been comfortably<br />
full with 900 students, last year accommodated<br />
1,300 by installing classrooms in the hallways,<br />
corridors and roof. The other <strong>ORT</strong> school in the<br />
Paris region, the Ecole de Travail, added new<br />
sections. The Strasbourg school bulged with new<br />
students.<br />
This is where the program stood in 1965. Not<br />
much more could be done within the existing<br />
facilities. It was hardly an idle year, however.<br />
Enrollment was at an all time peak.<br />
The Montreuil center was rated as one of the<br />
foremost vocational institutions in Europe. Gov-<br />
ernment and industry sponsored the technician<br />
courses which are regarded as models of their<br />
kind. An evening course in office equipment maintenance<br />
was begun at the request of the Association<br />
of Office Machine Manufacturers. A class<br />
in industrial production of women's clothing was<br />
organized at the Lyon school in conjunction with<br />
the local employers' association. A class for plumbers<br />
was started in Marseilles.<br />
PLANNING AHEAD<br />
All the schools had reached a point of supersaturation.<br />
Further advances on the scale called<br />
for by the number of applicants and the extent<br />
of the need, were choked off by lack of space.<br />
1965 was the year for planning ahead, for blueprinting<br />
the construction for the next period so<br />
that French <strong>ORT</strong> acquires the necessary amplitude<br />
to service a community of more than a halfmillion.<br />
New facilities are projected in a number<br />
of critical areas.<br />
A new structure is going up at Colomiers, a<br />
suburb of Toulouse, which will become the enlarged<br />
training center of that community.<br />
A search is underway in Strasbourg for land<br />
on which to put up a new school so that the<br />
present one can be converted into a dormitory<br />
for provincial youth; and there are plans to add a<br />
year to the electronics course to raise it to the<br />
technician level.
12<br />
Some 30,000 of the newcomers have settled<br />
along the Riviera, and the Nice community has<br />
asked <strong>ORT</strong> to come in and organize a school there.<br />
PARIS IS THE KEY<br />
But the heart of the problem is in Paris, for<br />
the youth of the Casbah and in the Little Algerias<br />
and Little Tunisias of the suburbs that ring the<br />
city.<br />
Land has been acquired adjacent to the present<br />
Montreuil school on which a new wing will be<br />
constructed and this will bring some relief. With<br />
government support, buildings are going up on a<br />
sizable plot in the Villiers-el-Bel quarter, where<br />
10,000 immigrants have created a community that<br />
did not exist five years ago. The first classrooms<br />
POLAND-^AFTER EIGHT YEARS<br />
The present phase of <strong>ORT</strong> work in Poland began<br />
late in 1957. Both <strong>ORT</strong> and JDC responded<br />
to the appeal of the community which was unable<br />
to cope with the sudden arrival of tens of thousands<br />
of repatriates who had been released from<br />
the Soviet Union. A remarkable job has been<br />
done, in the interval, not only to restore the repatriates<br />
to economic well being, most of whom<br />
have long since emigrated, but to assist practically<br />
every Jewish family in Poland to a better economic<br />
footing.<br />
The remarkable fact is that, eight years after<br />
the program was begun, so much remains to be<br />
done, as exemplified by an enrollment last year of<br />
almost 2,800 in 120 training units, functioning in<br />
13 cities. The explanation lies in the extraordinarily<br />
creative patterning of the program to every<br />
possible requirement.<br />
This program has trained the bulk of the 2,000<br />
employees in the Jewish production cooperatives.<br />
There are special classes for the elderly, and an<br />
increasing number of young people are being ac-<br />
Below—An <strong>ORT</strong> trained worker in a plastics cooperative<br />
in Warsaw, Poland. Right—Pipefitter trainee at the <strong>ORT</strong><br />
Center in Legnica, Poland.<br />
should be ready in the fall of 1966. It will be a<br />
dormitory school, specializing in electronics, machine<br />
shop and mechanics, and secretarial skills.<br />
These are the components that will come into<br />
play in the coming years. The French government<br />
has underwritten much of this development. Women's<br />
<strong>America</strong>n <strong>ORT</strong> has responded in this critical<br />
situation, as to every other, with substantial<br />
assistance. These new schools will become permanent<br />
additions to the educational and vocational<br />
institutions of the community.<br />
As they bring their efforts to bear, they will<br />
accelerate the conversion of yesterday's lost and<br />
bewildered refugee into tomorrow's self-confident<br />
and productive member of society.<br />
commodated in three year trade high school<br />
courses.<br />
Women who must care for young children and<br />
invalids or disabled persons who can only work at<br />
home are trained to do it. They are helped to<br />
acquire the machines and material they need,<br />
supervised in the maintenance of standards and<br />
assisted in marketing the product.<br />
Men who must comply with licensing requirements<br />
to hold their jobs or to move ahead on<br />
them, are given tutorial instruction. Most training<br />
takes place on <strong>ORT</strong> premises, but other training<br />
takes place within factories and cooperatives. At<br />
the same time, children in Jewish primary schools<br />
take simple shopwork courses for orientation to<br />
work skills.<br />
This inclusive sweep is the program's source of<br />
strength. Its performance has been a positive morale<br />
factor in this community of survivors of the<br />
holocaust.<br />
In the next period, the numbers enrolled are<br />
sure to decline, but the gamut of services will be<br />
extensive, subject to constant change in accordance<br />
with changing economic conditions. The tendency<br />
to upgrade the quality of work will call for<br />
more intensive instruction at higher levels. And<br />
many more young people will have to be served.<br />
Given the energetic imagination which has informed<br />
these activities, <strong>ORT</strong> in Poland is in a<br />
good position to meet these future challenges.
Right—A Jewish tinsmith plying his trade in a mellah<br />
of Morocco. Above—The tinsmith's son is studying<br />
motor repair in the automechanics school at the <strong>ORT</strong><br />
Center for Boys in Casablanca.<br />
N<strong>ORT</strong>H AFRICAN CHANGE<br />
The young man whirls the dials on his machine<br />
with the expertise of familiarity, while, with a serious<br />
mien, he examines the blueprint mounted on<br />
a plate above it. He was born and raised in the<br />
mellah of Fez. There are few Jews left in his<br />
native city. Those who have not emigrated are to<br />
be found in Casablanca.<br />
His father had been a tinsmith, whose "shop"<br />
was in the cobbled courtyard of the souk, without<br />
roof or walls. His "equipment" had consisted of a<br />
soldering iron and a charcoal brazier. The son is<br />
enrolled in a four-year course in advanced machine<br />
tooling, opened last year at the <strong>ORT</strong> Center for<br />
Boys at Ain Sebaa in Casablanca, the first of its<br />
kind in the country. The difference between the<br />
father's and son's occupation is a measure of the<br />
distance covered in this one generation.<br />
During the past decade and a half some 40,000<br />
young men in Moslem lands have passed over this<br />
same bridge from the past to the present via the<br />
<strong>ORT</strong> schools. A large segment of the Jewish<br />
youth of Morocco, Tunisia and Iran have been set<br />
on a path of no return to the abyss of poverty,<br />
misery and backwardness that previously seemed<br />
their inexorable destiny.<br />
EFFECTS OF EXODUS<br />
Many have taken up this new life in other<br />
countries. The big reality about North African<br />
Jewry in the sixties has been exodus. In an area<br />
that contained 500,000 Jews not so many years<br />
ago, there are now fewer than 100,000. The <strong>ORT</strong><br />
schools in Algeria closed when all but a handful<br />
of elderly people departed. But the proportion of<br />
decline in Moroccan and Tunisian <strong>ORT</strong> services<br />
has not been at all commensurate with the rate<br />
of emigration. The student bodies are smaller<br />
than in years past, but the schools are actually<br />
serving a larger proportion of the remaining population.<br />
One reason is the disappearance of many other<br />
communal educational facilities. Another is the<br />
impact of <strong>ORT</strong> on the communities and the iden-<br />
IN<br />
MOSLEM<br />
LANDS<br />
tification of young people with the aspirations it<br />
nurtures.<br />
For example, the Casablanca schools received<br />
students last year from 29 towns and villages.<br />
Similarly, the director of <strong>ORT</strong> in Tunis writes:<br />
"We now have many more pupils from the interior,<br />
or pupils from families who moved to Tunis<br />
from the interior only very recently." These programs,<br />
more than ever, reach the broadest sweep<br />
of their communities, and are recognized as crucial<br />
to their continuing modernization, for those who<br />
stay and for those who move on.<br />
13
14<br />
NO LET UP<br />
Nor have the programs simply remained as before,<br />
from an educational viewpoint, amidst this<br />
mass emigration.<br />
Last year, Moroccan <strong>ORT</strong>, for example, extended<br />
manual training to schools in Fez, Meknes<br />
and Safi; and plans are afoot to do the same in<br />
Kenitra and Marrakech. A co-educational course<br />
in secretarial skills was begun at the Val D'Anfa<br />
girls' school.<br />
The Center for Basic Education, whose function<br />
is to prepare youth for apprenticeship and to bring<br />
semi-literate and otherwise uneducated youngsters<br />
to a high school level, was able to send 40 of its salvaged<br />
pupils to the <strong>ORT</strong> secondary vocational<br />
school. Additional opportunities were also opened<br />
for post-secondary technician level achievement.<br />
And at the school for deaf-mute children in<br />
Casablanca, first in the country to provide any<br />
hope for those so afflicted, methods and equipment<br />
were updated in line with current findings on how<br />
the deaf may be freed from their prisons of silence.<br />
The school likewise inaugurated internships for<br />
training of teachers for the handicapped on behalf<br />
of the Ministry of Public Health.<br />
Above—Newly begun class in manual training for children<br />
in a Jewish primary school in Morocco. Below—A<br />
scene in the first grade at the <strong>ORT</strong> School for Deaf Mute<br />
Children in Casablanca.
IRAN —EASING THE 6RIP OF POVERTY<br />
In the ancient land once known as Persia and<br />
now as Iran, time is still measured by the season<br />
rather than the clock. Fixed ancestral molds still<br />
hold the great majority in tow. But change has<br />
come in the form of extensive industrialization<br />
which is transforming the Iranian vista. For the<br />
80,000 Jews of Iran, the <strong>ORT</strong> schools in Teheran<br />
with their focus on technology, are the symbols of<br />
this change.<br />
The schools reached peak enrollment last year.<br />
The new dormitory, constructed with the aid of<br />
Above—Examining newest equipment in the electrical<br />
laboratory at the <strong>ORT</strong> School for Boys in Teheran. Below<br />
—Typing class, part of the bi-lingual secretarial training<br />
program at the <strong>ORT</strong> School for Girls in Teheran, Iran.<br />
Women's International <strong>ORT</strong>, was filled to capacity<br />
with young men from Shiraz, Ispahan, Hamadan<br />
and remote villages in the mountains and<br />
desert oases.<br />
The process of diversification was carried several<br />
steps forward. A new wing was completed to<br />
house what is rated as the most up-to-date refrigeration<br />
school in the Middle East, its equipment<br />
donated by the government of Denmark.<br />
The girls' school was likewise enlarged to expand<br />
the bi-lingual secretarial courses and to hold a<br />
language laboratory and audio-visual equipment<br />
so that trainees become adept in English and Farsi.<br />
These are contributions by the National Plan<br />
Organization, which is charged with economic development,<br />
and which has long regarded the <strong>ORT</strong><br />
school as a testing ground for innovations.<br />
With these new structures and equipment, the<br />
horizons of Iranian youth will expand much further<br />
in the years ahead.<br />
15
16<br />
THE SC!HC<br />
/<br />
AFULA<br />
AHUZAT NAFTALI<br />
ASHKELON<br />
AZATA<br />
BEERSHEBA<br />
BNEI BRAK<br />
EIN HAROD<br />
GAN YAVNE<br />
GIVATAYIM<br />
HAIFA<br />
HEREV LE'ET<br />
HERZLIYA<br />
HOLON<br />
JERUSALEM<br />
KFAR AVRAHAM<br />
KFAR ATA<br />
KFAR C1TRIN<br />
KFAR HABAD<br />
KFAR SABA<br />
KIRYAT BIALIK<br />
KIRYAT YEARIM<br />
LYDDA<br />
MAGDIEL<br />
MIRON<br />
NATHANYA<br />
NAZARETH<br />
NEHALIM<br />
PETACH TIKVA<br />
RAMAT GAN<br />
RAMLEH<br />
REHOVOTH<br />
SDEH ELIYAHU<br />
SDEH HEMED<br />
SHAFIR<br />
TEL AVIV<br />
TEL LITWINSKY<br />
ZOFIYA<br />
TOTAL<br />
/<br />
503<br />
110<br />
910<br />
154<br />
110<br />
221<br />
55<br />
189<br />
1,081<br />
1,695<br />
71<br />
279<br />
765<br />
3,022<br />
305<br />
318<br />
363<br />
527<br />
503<br />
72<br />
35<br />
579<br />
398<br />
60<br />
1,488<br />
142<br />
83<br />
217<br />
1,215<br />
192<br />
660<br />
122<br />
39<br />
325<br />
8,080<br />
21<br />
15<br />
24,924<br />
OL<br />
• ^<br />
//<br />
229<br />
204<br />
167<br />
55<br />
1,081<br />
92<br />
225<br />
750<br />
616<br />
305<br />
451<br />
52<br />
440<br />
398<br />
1,231<br />
142<br />
27<br />
809<br />
192<br />
524<br />
1,797<br />
9,787<br />
S IN<br />
] SF tAE<br />
TR> XINEES><br />
DUFiiNe<br />
1965<br />
no<br />
54<br />
87<br />
54<br />
52<br />
20<br />
147<br />
347<br />
109<br />
980<br />
/ /<br />
•i $<br />
no<br />
63<br />
154<br />
189<br />
71<br />
565<br />
139<br />
363<br />
527<br />
25<br />
60<br />
83<br />
190<br />
136<br />
122<br />
39<br />
325<br />
3,161<br />
/A //<br />
274<br />
179<br />
35<br />
114<br />
21<br />
15<br />
638<br />
/<br />
/<br />
15<br />
671<br />
no<br />
59<br />
2,520<br />
3,375<br />
]L<br />
/<br />
/<br />
643<br />
1,516<br />
1,170<br />
3,654<br />
6,983
Above—The John F. Kennedy <strong>ORT</strong> Apprenticeship Center<br />
rises in Jerusalem. Left—Youngsters in an immigrant<br />
town in Israel on the way to elementary school.<br />
Question for 1970: will high schools be ready for them<br />
when they are ready for high school?<br />
ISRAEL--<br />
LOOKING TOWARD 1970<br />
The name of the place is Lod: Lydda to visitors.<br />
The origin of its name is lost in the obscurity<br />
of time. Its fate has been determined by its geography.<br />
Situated at the crossroads between the northsouth<br />
and east-west highways, it has been conquered<br />
and reconquered times without number.<br />
Because of this, it was said in ancient days,<br />
"There are ten measures of poverty in the world.<br />
Nine of them are in Lod."<br />
Lod is the transport hub of Israel today. Besides<br />
the highways that cross it, there is the main line<br />
of the railroad, and, of course, the country's busiest<br />
airport. Lod is also a place called home by<br />
23,000 people, not one of whom lived there on<br />
May 14, 1948, the day Israel came into being.<br />
ISRAEL'S NIGHTMARE<br />
Lod is not more or less typical than a score of<br />
other places. Its people are, in microcosm, the<br />
people of Israel; and its problems illuminate the<br />
problems of the whole country.<br />
Its 23,000 inhabitants are composed of an estimated<br />
13,000 of Oriental or North African origin<br />
and 10,000 who are Western. Average size of an<br />
Asian-African family is six; and of a Western<br />
family three to four. Average number of rooms<br />
one and a half for Oriental Jews and two for<br />
Westerners. Monthly earnings follow the same<br />
pattern: 300 Israeli pounds for Orientals and 400<br />
for Westerners.<br />
Fifteen percent of the people of Lod are totally<br />
illiterate and 25 percent are functionally illiterate<br />
in Hebrew, both categories being overwhelmingly<br />
Oriental.<br />
This is the statistical profile of the "Two Israels."<br />
There are very few Lodites who can claim<br />
a reasonable degree of affluence. They are all overwhelmingly<br />
poor. But even in their poverty, there<br />
is a vital difference. The danger is that this difference<br />
will be perpetuated into the next generation<br />
and beyond, that it will harden into two<br />
separate and distinct social, economic and cultural<br />
entities, the Western gradually moving up with<br />
the country's progress, the Oriental left behind.<br />
This is Israel's nightmare.<br />
What are the prospects for Lod? There are<br />
4,901 children between the ages of 6 and 13. All<br />
of them attend primary school, as required by the<br />
compulsory education law. But the law stops<br />
there. The cleavage occurs at age 14—between<br />
those who go on to learn and acquire the knowledge<br />
and techniques with which to advance in<br />
life and those who do not. Thus do the deficiencies<br />
which the oriental Jews brought with them to<br />
Israel become the legacy bequeathed to their<br />
young.<br />
Of Lod's 1,722 youths of high school age, 502<br />
17
18<br />
are in high schools. Some 240 are enrolled in the<br />
<strong>ORT</strong> vocational high school in Lod and 25 girls<br />
travel to the <strong>ORT</strong> school in Ramie. Last year,<br />
<strong>ORT</strong> opened a factory school for working youth<br />
at the Bedek Aircraft plant, which provides onthe-job<br />
work-study programs for 164 teen-agers.<br />
ONE ISRAEL OR TWO<br />
But what of the two-thirds of Lod's adolescents<br />
who do not go on to secondary schooling, for the<br />
simple reason that none is available. Demographic<br />
projections indicate that the high school age population<br />
will reach 3,500 by 1970, twice what it is<br />
now. Because of the higher birth rate among<br />
Oriental Jews, the great majority of these children<br />
will come from these homes.<br />
How will Lod, a community too poor to establish<br />
and maintain high schools and vocational<br />
schools for its youth now, be able to do so for<br />
twice as many, five years from now?<br />
The economic outlook is not bad. Parts manufacture<br />
and repair work for the aircraft industry<br />
will expand, as will metal products, pumps and<br />
instrument making. These are part of the economic<br />
blueprint for the Lod of 1970. But will it<br />
have the instrument makers, the technicians, the<br />
machinists to do the work? That will depend very<br />
largely on whether vocational education on a<br />
sufficient scale is made available to its young<br />
people.<br />
Left—Getting acquainted with the real thing at the <strong>ORT</strong><br />
Aircraft Repair Factory School at Lydda, Israel. Right—<br />
Telecommunications class at the Syngalowski <strong>ORT</strong> Center,<br />
Tel Aviv.<br />
Yet Lod is by no means worse off than other<br />
localities, quite the contrary. A study of the Jewish<br />
Agency on "The Dimensions of Absorption"<br />
notes: "While there is a shortage of facilities along<br />
the entire educational front, the need is particularly<br />
great in the area of secondary education,<br />
both academic and vocational."<br />
Abraham Hyman of the United Jewish Appeal's<br />
Israel Education Fund, in the most searching analysis<br />
yet made of the school problem, warned<br />
that the teen-age population explosion of the next<br />
five years "will inevitably aggravate all of Israel's<br />
serious secondary education problems, including<br />
. . . the low number of enrolled children of Asian-<br />
African origin." Ruth Gruber, in her study of<br />
conditions in immigrant settlement towns, sums<br />
up with a formula, J+H+E=A: Jobs plus housing<br />
plus education equals absorption. And the absence<br />
of any one factor retards it.<br />
BREAKTHROUGH IN '65<br />
1965 was the year of the turning point, when<br />
the first rays of hope began to break through. A<br />
master plan was prepared, whose grand design<br />
aims at overcoming the high school bottleneck. It<br />
is to be achieved as a combined operation of government,<br />
local and national, and the Israel Education<br />
Fund.<br />
<strong>ORT</strong> has been assigned a basic role in the plan.<br />
At the end of 1964, an agreement was reached
with the Ministry of Education, under terms of<br />
which <strong>ORT</strong> will d©uble the number of youngsters<br />
attending its vocational and technical high schools,<br />
from 7,500 to about 15,000 by 1970.<br />
Major construction costs will be borne by the<br />
municipalities and the government. The Ministry<br />
of Education will provide most of the maintenance,<br />
and share equipment cost with <strong>ORT</strong>. Women's<br />
<strong>America</strong>n <strong>ORT</strong> has pledged $1,000,000 toward the<br />
total.<br />
Buildings, shops, laboratories, classrooms will<br />
be added in practically all the 31 <strong>ORT</strong> secondary<br />
schools. New schools will be built, and among<br />
them will be two schools for Lod.<br />
Another dimension will be added to Israel's<br />
education, the comprehensive high school, which<br />
combines academic and vocational studies under<br />
one roof. The proportions between the two tracks<br />
will be two students in technical studies for every<br />
one in academic. This is the balance considered<br />
crucial to meet the anticipated manpower needs<br />
of an expanding industrial economy, which even<br />
now suffers from shortages of technicians and<br />
craftsmen.<br />
The first <strong>ORT</strong>-operated comprehensive high<br />
school opened in September 1965 at Kyriat Bialik.<br />
A trade school for boys was opened at Ramat Gan<br />
at the same time. In these and existing schools,<br />
59 classes were opened to open the way for 1,500<br />
additional youngsters, the first down payment<br />
against the goal to be reached by 1970.<br />
Above—Cooking class in the School for Hotel Trades at<br />
the <strong>ORT</strong> Center in Nathanya. Below—Tractor repair at<br />
School for Agromechanics in the Nathanya <strong>ORT</strong> Center,<br />
one of many' specializations taught there.<br />
THE APPRENTICESHIP WAY<br />
The plan to double vocational high school enrollment<br />
will not solve all the problems of the<br />
Second Israel, or of the country's manpower requirements.<br />
For many, the indicated road is apprenticeship.<br />
Slow to emerge as a substantial<br />
influence in the life of Israel's youth, apprenticeship<br />
has now acquired a clear direction and is in<br />
the process of acquiring the means to accomplish<br />
its purposes. The key factors have been an agreement<br />
between the Ministry of Labor and <strong>ORT</strong>,<br />
and legislation which releases youngsters in employment<br />
for one day a week of study and skill<br />
upgrading at <strong>ORT</strong> centers established for that<br />
purpose.<br />
The first of the new centers opened two years<br />
ago in Haifa. It bears the name of Jeannette<br />
Orleans Gayl, the late president of Women's <strong>America</strong>n<br />
<strong>ORT</strong>, the organization that has provided substantial<br />
aid to the entire apprenticeship development.<br />
The Joseph S. Shapiro Center, named for<br />
the late chairman of <strong>ORT</strong> Israel, opened last year<br />
in Tel Aviv. A John F. Kennedy Center is under<br />
construction in Jerusalem. A fourth will be located<br />
in the south.<br />
Apprenticeship has been defined in several ways.<br />
The day center approach is one of them. The factory<br />
school is another; and there are now five of<br />
them with some 600 students. Guided apprenticeship<br />
is a third approach, which is intended for<br />
school dropouts and others whose educational<br />
Above—Visitors to the Syngalowski <strong>ORT</strong> Center in Tel<br />
Aviv, largest vocational school in the Middle East. Below<br />
—A father instructor teaching his daughter who is a student<br />
in the electronics course at Jerusalem <strong>ORT</strong> School.
20<br />
Above—A workshop in the <strong>ORT</strong> Textile Institute, at Ramat Gan, Israel.<br />
deficiencies limit their prospects, even for apprenticeship.<br />
They are given a year of highly intensive<br />
practical lessons to prepare them for employment<br />
under an apprenticeship plan.<br />
In 1960, <strong>ORT</strong> apprentice services were given to<br />
1,608 adolescents. Last year, they enrolled almost<br />
7,000. When the new projects come into full operation,<br />
they will embrace some 15,000 youngsters,<br />
and constitute a second major weapon in the<br />
struggle to overcome the barriers that hobble so<br />
many.<br />
BUT WHO WILL TEACH THEM<br />
Few of these bright hopes will come to fruition<br />
if there are not enough teachers. "The problem of<br />
teachers and instructors has for some years been<br />
one of the main difficulties," reports the director<br />
of <strong>ORT</strong> Israel. If the teacher shortage has already<br />
proven a serious bottleneck, it could well become<br />
the Achilles heel which could trip up many of the<br />
plans that are so promising.<br />
Mr. Hyman's study states bluntly, "Israel's<br />
most pressing educational problem is the shortage<br />
of qualified teachers." He estimates that Israel<br />
needs 1,000 new high school teachers annually to<br />
staff the schools now on the planning boards.<br />
If the teacher scarcity is acute for all schools,<br />
it is especially so in occupational education. Those<br />
who effectively qualify in both technical and<br />
teaching competence are rare indeed. They will<br />
not just spring out of the soil in some natural<br />
manner, they have to be trained.<br />
<strong>ORT</strong> has maintained a number of teaching institutes<br />
in Israel, has given occasional teaching<br />
courses at some of its schools, and, of course, has<br />
availed itself of the facilities of the Central <strong>ORT</strong><br />
Institute in Switzerland. But none of these, separately<br />
or together, has been geared to the teacher<br />
supply that will be necessary.<br />
On this, too, a page has been turned. The Ministry<br />
of Education has proposed several approaches,<br />
and in 1965 the first steps were initiated toward<br />
their implementation.<br />
Instructor preparation classes were begun at<br />
<strong>ORT</strong> schools in Holon, Jerusalem and at the Syngalowski<br />
Center in Tel Aviv. Eventually, these<br />
will be consolidated at an Institute for Instructors,<br />
Foremen and Technicians, under construction as<br />
part of the Syngalowski Center complex. This<br />
Institute is designed to become the main plant for<br />
training trade school staffers.<br />
Other <strong>ORT</strong> schools will be used as well. Some<br />
instructors will be recruited from the technician<br />
institutes which have grown in number, size and<br />
diversity within the Israel <strong>ORT</strong> network in recent<br />
years.<br />
The first steps were also taken last year in a<br />
radically new approach. A number of entering<br />
freshmen at the Syngalowski Center were preselected<br />
on the basis of testing and aptitude indications<br />
for a two-year program of carefully patterned<br />
studies. They will then be transferred to<br />
the Central <strong>ORT</strong> Institute in Switzerland for four<br />
more years of schooling, at the conclusion of which<br />
they will have qualified as shop instructors. It is<br />
an innovation in the whole concept of teacher<br />
education.<br />
A MANY-STORIED PROGRAM<br />
These large vistas are possible only because of<br />
the sound experiential foundation that is already<br />
embodied in the <strong>ORT</strong> program in Israel. The his-
tory of vocational education in Israel these past<br />
sixteen years is very largely the record of <strong>ORT</strong><br />
development.<br />
Educational authorities define the nature of a<br />
given vocational unit according to the level of<br />
skill it intends to produce. A two-year school produces<br />
a qualified worker, a three-year school turns<br />
out a skilled craftsman, a four-year school creates<br />
superior craftsmen and the five-year school a technician.<br />
All are part of the <strong>ORT</strong> system, and then some.<br />
<strong>ORT</strong> also provides pre-secondary instruction for<br />
children in the upper grades of several state primary<br />
schools, while over 3,300 adults attended<br />
evening classes last year.<br />
Several years ago, <strong>ORT</strong> introduced occupational<br />
training in the religious schools, the yeshivas. This<br />
has now grown into a significant segment of the<br />
whole, with 3,100 students in 17 yeshivas, during<br />
1965.<br />
In several instances, what began as simple trade<br />
schools matured into elaborate complexes of many<br />
structures and variegated functions. The Syngalowski<br />
Center, on the main road into Tel Aviv from<br />
Lydda Airport is the largest and most modern<br />
vocational center in the Middle East. What are in<br />
effect clusters of several schools and institutes<br />
have evolved at the <strong>ORT</strong> centers in Nathanya,<br />
Givatayim and Ramat Gan.<br />
QUANTITY PLUS QUALITY<br />
A feature that has been built into every phase<br />
of this country-wide network is the stress on quality<br />
and standards. This is far from simple in a<br />
school system that has been expanding at the rate<br />
of 25 to 30 percent annually. Quality is an ingredient<br />
that has to be nurtured by constant vigilance.<br />
Its institutionalization has been achieved<br />
by teacher seminars, in-service upgrading, administrative<br />
conferences, an elaborate program of publication<br />
of books and manuals for both teachers<br />
and pupils, employment of programmed instruction<br />
on a growing scale, and above all, a climate<br />
that is responsive to experimentation.<br />
Below—Photo offset room in the printing trades section of <strong>ORT</strong>-operated vocational school at Boystown, Jerusalem<br />
21
22<br />
Above—Learning to weld at the <strong>ORT</strong> Vocational Center in Holon, Israel.<br />
THE PURPOSE OF IT ALL<br />
This truly impressive program has now embarked<br />
on its most challenging task. What is at<br />
issue transcends the schools as such. What matters<br />
is that by 1970 there shall be no child in<br />
Israel, who, when the moment of truth arrives,<br />
when the decision has to be made whether he will<br />
be able to continue his education beyond the<br />
elementary grades in accordance with his capacities,<br />
need fear that his future will stop right there.<br />
What matters is that the generation of Asian-<br />
African youth shall not be blighted before they<br />
reach manhood, because the educational corridor<br />
to equal opportunity will be large enough and<br />
wide enough to include them. More than the<br />
fulfillment of the promise of Israel is involved; the<br />
only assurance that Israel can preserve its dynamic,<br />
progressive and democratic culture may<br />
very well depend on the creation of an educational<br />
system that is purposefully geared to pass on these<br />
values and fuse them into the lives of all its youth,<br />
regardless of origin.
INCOME<br />
AS ANTICIPATED FOR 1966—AS RECEIVED FOR 1965<br />
<strong>America</strong>n <strong>ORT</strong> Federation:<br />
—Joint Distribution Committee<br />
—Women's <strong>America</strong>n <strong>ORT</strong><br />
-Other<br />
Argentine <strong>ORT</strong><br />
Belgium <strong>ORT</strong><br />
Brazilian <strong>ORT</strong><br />
British <strong>ORT</strong><br />
Canadian <strong>ORT</strong> Federation:<br />
—United Jewish Relief Association<br />
—Women's Canadian <strong>ORT</strong><br />
Danish <strong>ORT</strong><br />
French <strong>ORT</strong><br />
German <strong>ORT</strong><br />
Holland <strong>ORT</strong><br />
Indian <strong>ORT</strong><br />
Iranian <strong>ORT</strong><br />
Israeli <strong>ORT</strong><br />
Italian <strong>ORT</strong><br />
Mexico Women's <strong>ORT</strong><br />
Moroccan <strong>ORT</strong><br />
Norwegian <strong>ORT</strong><br />
Polish <strong>ORT</strong><br />
South African <strong>ORT</strong>-OZE:<br />
—South African Jewish Appeal<br />
—South African Women's <strong>ORT</strong>-OZE<br />
—Other<br />
—Swiss <strong>ORT</strong><br />
—Central Institute<br />
Swedish <strong>ORT</strong><br />
Tunisian <strong>ORT</strong><br />
Uruguayan <strong>ORT</strong><br />
Conference on Material Claims<br />
Jewish Colonization Association<br />
South and Central <strong>America</strong><br />
Women's International <strong>ORT</strong><br />
Other<br />
1966<br />
Estimated<br />
$<br />
1,950,000.—<br />
1,335,085.—<br />
217,625.-<br />
75,000.-<br />
5,000.—<br />
15,000.—<br />
168,000.—<br />
79,000.-<br />
73,000.-<br />
10,000.—<br />
1,855,875.—<br />
25,000.—<br />
15,000.—<br />
29,300.—<br />
108,300.—<br />
4,686,000.—<br />
167,500.—<br />
10,000.—<br />
167,000.—<br />
15,000.-<br />
30,000.—<br />
43,000.—<br />
7,000.—<br />
28,000.—<br />
80,000.—<br />
71,240.—<br />
20,000.—<br />
36,600.—<br />
7,500.—<br />
27,500.—<br />
169,000.—<br />
30,000.—<br />
30,000.—<br />
84,500.—<br />
Grand Total $11,671,025.—<br />
1965<br />
Actual<br />
$<br />
1,850,000.-<br />
1,212,748.80<br />
405,255.00<br />
16,508.44<br />
600.00<br />
15,000.00<br />
203,433.33<br />
69,516.34<br />
79,391.66<br />
28,801.60<br />
1,916,966.01<br />
22,807.79<br />
9,665.77<br />
5,263.90<br />
176,254.20<br />
4,451,320.96<br />
151,390.10<br />
7,400.00<br />
196,605.20<br />
15,000.00<br />
16,133.54<br />
64,680.00<br />
7,557.73<br />
28,000.00<br />
80,453.38<br />
53,972.70<br />
26,899.62<br />
3,947.33<br />
13,998.47<br />
100,000.00<br />
149,996.00<br />
20,327.69<br />
31,615.89<br />
116,892.18<br />
$11,548,403.63<br />
EXPENDITURES<br />
1966 PROJECTED NEEDS—1965 ACTUAL OUTLAYS<br />
Iran<br />
Israel<br />
India<br />
Other<br />
Total Middle and Far East<br />
Morocco<br />
Tunisia<br />
Total Africa<br />
Austria<br />
Belgium<br />
France<br />
Greece<br />
Holland<br />
Italy<br />
Poland<br />
Total Europe<br />
Argentina<br />
Brazil<br />
Uruguay<br />
South <strong>America</strong>n Office<br />
Total South <strong>America</strong><br />
Central Institute (Switzerland)<br />
New York School<br />
South Africa<br />
Total Other<br />
Functional For Training<br />
Other Operating Expenditures<br />
Administration<br />
<strong>America</strong>n <strong>ORT</strong> Federation<br />
GRAND TOTAL<br />
1966<br />
Needs<br />
$<br />
412,300.—<br />
6,477,085.-<br />
126,800.—<br />
5,500.—<br />
7,021,685.—<br />
493,000.—<br />
172,600.—<br />
665,600.—<br />
9,000.—<br />
2,000.-<br />
2,607,000.—<br />
2,000.-<br />
15,000.—<br />
324,500.—<br />
125,000.—<br />
3,084,500.-<br />
100,000.—<br />
20,000.—<br />
22,500.—<br />
10,000.—<br />
152,500.—<br />
295,200.—<br />
27,725.-<br />
28,000.—<br />
350,925.—<br />
289,000.—<br />
139,000.-<br />
198,000.—<br />
154,900.—<br />
$12,056,110.—<br />
1965<br />
Expenditures<br />
$<br />
435,254.20<br />
6,274,710.81<br />
76,513.90<br />
3,979.36<br />
6,790,458.27<br />
504,605.20<br />
146,947.33<br />
651,552.53<br />
9,900.84<br />
2,771.88<br />
2,575,503.11<br />
2,018.74<br />
9,665.77<br />
287,150.10<br />
116,133.54<br />
3,003,143.98<br />
31,508.44<br />
15,000.00<br />
32,998.47<br />
4,305.38<br />
83,812.29<br />
254,997.40<br />
26,376.76<br />
28,000.00<br />
309,374.16<br />
267,885.58<br />
147,267.93<br />
183,026.90<br />
145,402.66<br />
$11,581,924.30<br />
23
24<br />
SOURCES OF SUPP<strong>ORT</strong><br />
The preceding page lists <strong>ORT</strong> income and expenditures<br />
last year and the indicated needs for<br />
1966.<br />
The discrepancy between anticipated income<br />
and these needs speaks for itself. Yet the table of<br />
required sums is no more than a translation into<br />
dollars of the tasks <strong>ORT</strong> is being called on to<br />
carry out in the year ahead.<br />
No report would be complete without reference<br />
to those who, by their generosity, made possible<br />
the activities recorded in this report.<br />
First among them is the Joint Distribution<br />
Committee, from which <strong>America</strong>n <strong>ORT</strong> Federation<br />
receives support, out of income of the United<br />
Jewish Appeal. This financial bond is but one<br />
aspect of an integrated relationship between JDC<br />
and <strong>ORT</strong> at many levels.<br />
The 65,000 members of Women's <strong>America</strong>n<br />
<strong>ORT</strong>, through their sustained devotion and hard<br />
work will, in 1966, contribute over $1,335,000,<br />
a result reflecting an almost incalculable effort in<br />
every major community in the country.<br />
<strong>ORT</strong> groups in Canada, Mexico, Scandinavia,<br />
South Africa, South <strong>America</strong>, Switzerland, United<br />
Kingdom and elsewhere are part of the pattern<br />
NOTES<br />
of support. So are the Jewish Colonization Association,<br />
the Canadian Jewish Congress and the<br />
Combined Appeals in South Africa, South <strong>America</strong><br />
and other areas.<br />
We take pride in the proportion of the total cost<br />
met within the communities served. In France, for<br />
example, three-fourths of the budget is covered<br />
locally, most of it from the government's authorization<br />
to <strong>ORT</strong> to collect an apprenticeship tax.<br />
Much of the budget in Italy, and all of it in Holland,<br />
are covered by local resources. Thanks to<br />
partnership arrangements with many of the municipalities<br />
served and with the institutions in<br />
which <strong>ORT</strong> provides vocational instruction, as<br />
well as the growing support of the government,<br />
over two-thirds of the cost of the Israel program<br />
is being met within the country.<br />
To these organizations, and to such cooperating<br />
bodies as the Alliance Israelite Universelle and<br />
others, we convey our gratitude. Above all, we<br />
express our fraternal appreciation to our colleagues<br />
of the <strong>ORT</strong> committees in the various<br />
countries, and of the World <strong>ORT</strong> Union, which so<br />
effectively coordinates the activities of the entire<br />
<strong>ORT</strong> community.<br />
1. The charts on 1965 income and expenditures are based on financial reports. An independent<br />
certified audit of each country and operation is prepared each year by Loeb & Troper, certified public<br />
accountants in the State of New York. The 1966 figures represent anticipated income and projected<br />
needs.<br />
2. Monthly enrollment, attendance and other country activity reports from all <strong>ORT</strong> institutions<br />
are received by the Central Office of the World <strong>ORT</strong> Union in Geneva. On the basis of these reports and<br />
other information gathered through inspection trips, <strong>ORT</strong> operations are regularly reviewed by the<br />
Administrative Committee and Executive Committee of the World <strong>ORT</strong> Union and quarterly with<br />
the <strong>America</strong>n Jewish Joint Distribution Committee.<br />
3. Besides the JDC, the World <strong>ORT</strong> Union has cooperative working relations with the Alliance<br />
Israelite Universelle, the Jewish Colonization Association, the Ozar Hatorah and many other Jewish<br />
community and welfare organizations in the various countries of operation.<br />
4. The World <strong>ORT</strong> Union participates in functions of and works with the United Nations Educational,<br />
Scientific and Cultural Organization (UNESCO), the International Labor Office, the Economic<br />
and Social Council (ECOSOC), the High Commissioner for Refugees, the International Council of<br />
Jewish Social Service Agencies (INTERCO) and the International Council of Voluntary Agencies.<br />
5. Not shown on the income and expenditure chart on page 23 are the funds allocated by the U.S.<br />
government, under terms of the contracts between the Agency for International Development and the<br />
<strong>America</strong>n <strong>ORT</strong> Federation for operation of the programs in Guinea and Mali. Between August 1962<br />
and the end of 1965, approximately $1,318,000 in U.S. government funds were expended in Mali and<br />
approximately $2,054,000 in Guinea.
President, Central Board<br />
Dr. William Haber, U.S.A.<br />
Argentina<br />
Yatay 240<br />
Buenos Aires<br />
Pres.—Numo Werthein<br />
Hon. Sec—B. D. Waissbein<br />
Australia and New Zealand<br />
146 Darlinghurst Road<br />
Sydney N.S.W.<br />
Chm.—Sydney Einfeld<br />
Austria<br />
Ruthgasse 21<br />
Vienna 19<br />
Pres.—Bernhard Braver<br />
Hon. Dir.—Albert Goldman<br />
Belgium<br />
501, Avenue Moliere<br />
Brussels<br />
Chm.— Mr. Jean Bloch<br />
Exec. Sec—Andre Farhi<br />
Brazil<br />
Rua Mexico 74<br />
Rio de Janeiro<br />
Pres.—Dr. Alexander Keller<br />
Canada<br />
293 Villeneuve St. W.<br />
Montreal 2, Quebec<br />
Pres.—D. Lou Harris<br />
Denmark<br />
Jaegersborg Allee, 136<br />
Gentofte<br />
Chm.—Prof. Isi Foighel<br />
England<br />
24 South Molton St.<br />
London W. 1<br />
Chm.—Gabriel Sacher<br />
Dir.—Hilary Goldberg<br />
Finland<br />
c/o I. Davidkin<br />
Mechelingatan 10. A. G.<br />
Helsinki<br />
Chm.—I. Davidkin<br />
Otto Heim, Switzerland<br />
Julius Hochman, U.S.A.<br />
Daniel Aboulker, France<br />
Paul Aginski, France*<br />
Joseph Ain, Canada**<br />
Louis Altermann, Denmark<br />
David Amar, Morocco**<br />
fosef Ami/ Israel*<br />
Shelley Appleton, U.S.A.<br />
Mrs. S. Bacharach, France<br />
George Backer U.S.A.<br />
Mrs. Leon Bader, U.S.A.**<br />
Hans J. Bar, Switzerland*<br />
Mrs. V. Baroukh, Iran<br />
Israel Bar-Shira, Israel**<br />
Dr. E. Baruel, Portugal<br />
Gen. A. Ben-Arzi, Israel**<br />
F. Benichou, France<br />
Mrs. A. B. Bennett, Canada**<br />
Elias Benouaich, Morocco<br />
Joseph Benusiglio, Greece<br />
Meir Berger, Israel*<br />
Albert Bessis, Tunisia*<br />
Yvon Bessis, Tunisia<br />
Jean Bloch, Belgium<br />
Robert Blum, France<br />
Robert Borgel, Tunisia**<br />
Bernhard Braver, Austria<br />
Philip Braver, U.S.A.<br />
Hans Cappelen, Norway<br />
Mrs. Louis Cessine, U.S.A.<br />
Joseph Chorin, Switzerland*<br />
M. Cohanim, Iran*<br />
Leonard Cohen, Switzerland**<br />
Michel Cremer, France*<br />
Mrs. Sophie Crestohl, Canada<br />
I. Davidkin, Finland**<br />
A. S. Diamond, England<br />
Mrs. E. Dubovoy, Mexico<br />
Sydney Einfeld, Australia<br />
Eire Eliachar, Israel*<br />
Gershon Etlenbogen, England**<br />
Mrs. F. Esquier, France<br />
Dr. H. R. Eyl, Holland<br />
Mrs. Richard Feldman, South Africa*<br />
Dr. Ing. Guido Fiorentino, Italy**<br />
Prof. !si Foighel, Denmark*<br />
G. L. Gabriel, India<br />
Jacques Garcon, Morocco<br />
Marcel Ginsburg, Belgium<br />
Moshe Goldstein/ Israel<br />
Paris Office<br />
10 Villa d'Eylau<br />
(44 Av. Victor Hugo)<br />
Dir.—F. Schrager<br />
Franca<br />
10, Villa d'Eylau<br />
(44 Av. Victor Hugo)<br />
Paris 16e<br />
Pres.—Roger Nathan<br />
Dir.—F. Schrager<br />
Germany<br />
Hebel Str. 17<br />
6 Frankfurt am Main 1<br />
Pres.—Rabbi Dr. I. E. Lichtigfeld<br />
Rep.—Dr. H. Steinfeldt<br />
Greece<br />
40a Rue Stadiou<br />
Athens<br />
Pres.—Joseph Benusiglio<br />
Hon. Dir.—Nissim Alcalay<br />
Holland<br />
Ruysdaelstraat 22<br />
Amsterdam<br />
Pres.—Dr. H. R. Eyl<br />
India<br />
P.O. Box 16233<br />
Bombay 10<br />
Chm.—G. L. Gabriel<br />
Dir.—Raphael Nachmias<br />
Iran<br />
P.O. Box 1525<br />
Teheran<br />
Pres.—Morteza Senehi<br />
Acting Dir.—A. Eskenazi<br />
Israel<br />
9 Yehuda Halevy St.<br />
Tel Aviv<br />
Pres.—E. Lewin-Epstein<br />
Dir.—Jacob Oleiski<br />
WORLD <strong>ORT</strong> UNION<br />
CENTRE INTERNATIONAL<br />
Place des Nations<br />
Geneva 20, Switzerland<br />
Vice-Presidents, Central Board<br />
Mrs. Ludwig Kaphan, U.S.A.<br />
Renzo, Levi, Italy<br />
Honorary Vice-President<br />
Armand Brunschvig, Switzerland<br />
M. A. Braude, Director-General<br />
Dr. Vladimir Halperin, Director<br />
Italy<br />
Via S. Francesco di Sales 5<br />
Rome<br />
Chm. Exec Comm.—Renzo Levi<br />
Dir.—Dr. E. Schoenkopf<br />
16, ViaSolari<br />
Milan<br />
Dir.—Eng. Izidor Alkalay<br />
Luxembourg<br />
26 Rue Glesener<br />
Luxembourg<br />
Pres.—Dr. S. Hertz<br />
Mexico<br />
Avenue Chapultepec 640/10<br />
Mexico 11, D. F. Mexico<br />
Pres.—M. Moshinski<br />
<strong>ORT</strong> Femenina de Mexico<br />
Virreyes 100<br />
Mexico 11, D.F.<br />
Pres.—Mrs. E. Dubovoy<br />
Sec.—Helen Gutverg<br />
Morocco<br />
11, rue Eleonore Fournier<br />
Casablanca<br />
Chm.—Jules Senouf<br />
Dir.—Michel Fedotin<br />
Norway<br />
Norwegian <strong>ORT</strong> Committee<br />
C/O Norwegian Refugee Council<br />
Tomtegt 8<br />
Oslo<br />
Pres.—Hans Cappelen<br />
Sec—Dr. Leif Levin<br />
Poland<br />
Nowogrodzka 5,<br />
Warsaw<br />
Pres.—Isaac Wasserstrum<br />
Dir.—David Slobodkin<br />
Other <strong>ORT</strong> Organizations and Committees<br />
Aruba • Chile • Colombia • Costa Rica • Curacao * Ecuador<br />
El Salvador • Panama • Peru • Puerto Rico • Venezuela<br />
Prof. Max Gottschalk, Belgium<br />
Jacob Grunberg, Switzerland**<br />
Baroness P. de Gunzbourg, U.S.A.<br />
Dr. Max Gurny, Switzerland*<br />
Dr. William Haber, U.S.A.*<br />
D. Lou Harris, Canada*<br />
Otto Heim, Switzerland*<br />
Adolph Held, U.S.A.<br />
Dr. Simon Hertz, Luxembourg<br />
Max Herzfeld, U.S.A.<br />
Julius Hochman, U.S.A.*<br />
Louis Hollander, U.S.A.*<br />
Mrs. M. Horn, Israel**<br />
Israel Jaffe, South Africa**<br />
Ephim Jeshurin, U.S.A.**<br />
Dr. Ing Raffaele Jona, Italy*<br />
Gunnar Josephson, Sweden*<br />
J. Jospe, France**<br />
Mrs. S. Kaganfon, South Africa**<br />
Adm. Louis Kahn, France*<br />
Paul Kahn, France<br />
Mrs. Ludwig Kaphan, U.S.A.*<br />
Dr. Alexander Keller, Brazil<br />
S. Kessel, South Africa**<br />
Mrs. H. Kingstone, Canada*<br />
Mrs. Meyer Klatsky, U.S.A.<br />
Abraham Klier, Israel<br />
Samuel Kobrin, Uruguay<br />
Mrs. E. Kotler, Iran<br />
Jorgen Lachmann, Denmark**<br />
Jacques Lazarus, France**<br />
Renzo Levi, Italy*<br />
Mrs. Marie Levy, Morocco<br />
Moise Joseph Levy, Italy<br />
E. Lewin-Epstein, Israel*<br />
Rabbi Dr. I. E. Lichtigfeld, Germany<br />
Louis A. Lipshitz, South Africa*<br />
Louis Lober, Israel**<br />
Victor Loeb, Switzerland**<br />
Mrs. Arnold Loth, U.S.A.<br />
Gen. M. Makleff, Israel<br />
Dr. Samuel Malamud, Brazil<br />
D. Beryl Manischewitz, U.S.A.<br />
Mrs. Jacqueline Maus, Switzerland**<br />
Daniel Mayer, France*<br />
Rene Mayer, France<br />
Hon. Leon Meiss, France<br />
Jacques Meyer, France**<br />
George J. Mintzer, U.S.A.*<br />
CENTRAL BOARD<br />
John I. Moss, U.S.A.<br />
Roger Nathan, France*<br />
Sergio Osimo, Italy<br />
Louis Oungre, France**<br />
Ivar Philipson, Sweden**<br />
Samuel Post, U.S.A,<br />
Jacob S. Potofsky, U.S.A.<br />
Ebrahim Raad, Iran<br />
I. Rafalowitch, Holland**<br />
Mrs. Max M. Rosenberg, U.S.A.*<br />
Mrs. Monroe M. Rosenthal, U.S.A.<br />
Louis Rosin, South Africa<br />
Mrs. Irving A. Roth, U.S.A.*<br />
Mrs. Marcelle Roubach, France*<br />
Dr. Lia Sacerdote, Italy<br />
Gabriel Sacher, England*<br />
Ragnar Sachs, Sweden<br />
Dr. Martin Schaul, England**<br />
Jacques Scheftel, France<br />
Luis Schydlowsky, Peru<br />
Jacques Schneider, France*<br />
Matthew Schoenwald, U.S.A.**<br />
Dr. Simon Segal, U.S.A.*<br />
Morteza Senehi, Iran**<br />
Jules Senouf, Morocco*<br />
Mrs. Sidney Senzer, U.S.A.**<br />
Dr. A. Serebrenick, Brazil<br />
Mrs. Renee Soskin, England*<br />
Andres Spiller, Uruguay<br />
Max Spitz, Israel**<br />
Joseph Spivack, U.S.A.**<br />
George Stone, Egland*<br />
Joseph Tuvim, U.S.A.<br />
Theodore Vogel, France**<br />
Dr. Meyer Waiman, Argentina*<br />
Andre Weil, France<br />
Rene Weil, France**<br />
Arieh Weinberg, Israel**<br />
Jacobo M. Wengrower, Argentina**<br />
Numo Werthein, Argentina<br />
M. Willner, Germany<br />
Mrs. H. H. Wingate, England**<br />
Berthold Wyler, Switzerland*<br />
Jacques Zwibak, U.S.A.<br />
Honorary Members<br />
Abraham Alperine, France<br />
L. Frenkiel, France<br />
E. Lewin-Epstein, Israel<br />
Mrs. Max M. Rosenberg, U.S.A.<br />
New York Office:<br />
222 Park Ave. South<br />
Dir.—Dr. J. Frumkin<br />
Chairman, Executive Committee<br />
Daniel Mayer, France<br />
Portugal<br />
c/o Dr. E. Baruel<br />
Comunidade Israelita de Lisboa<br />
16 Rua do Monte Olivete<br />
Lisbon<br />
Chm.—Dr. E. Baruel<br />
South Africa<br />
93/97 Shakespeare House<br />
Johannesburg<br />
Chm.—Louis Rosin<br />
Sec—Mrs. G. Cohen<br />
Sweden<br />
Svenska <strong>ORT</strong> Kommitten<br />
Sandbergs Bokhandel<br />
Sturegatan 8<br />
Stockholm O<br />
Chm.—Gunnar Josephson<br />
Exec. Sec—Mr. D. Kopniwsky<br />
Switzerland<br />
1, Rue de Varembe<br />
1211 Geneva 20<br />
Pres.—Victor Loeb<br />
Chm.—Hans J. Bar<br />
Tunisia<br />
Av. de I'lndependance<br />
Ariana-Tunis<br />
Chm. Albert Bessis<br />
Dir.— Eugene Schach<br />
United States<br />
222 Park Ave. South<br />
New York, N.Y. 10003<br />
Pres.—Dr. William Haber<br />
Exec. Dir.—Paul Bernick<br />
Uruguay<br />
Marcelino Sosa 2660-64<br />
Montevideo<br />
Pres.—Andres Spiller<br />
Dir.—W. Zilber<br />
Women's International <strong>ORT</strong><br />
1, Rue de Varembe<br />
1211 Geneva 20<br />
Pres.—Mrs. H. H. Wingate<br />
Hon. Sec—Mrs. J. Maus<br />
Alternates<br />
D. Ajzenberg, Argentina<br />
Maurice Aronson, Holland<br />
Shimon Ben-Zvi, Israel<br />
Hon. MauriceBernhardt, U.S.A.<br />
M. F. Bloch-Becker, France<br />
William Boe, Norway<br />
Israel Breslow, U.S.A.<br />
Mrs. G. Chapiro, France<br />
Mrs. L. G. Cheekier, France<br />
Mrs. Dora Cohen, Morocco<br />
Dr. E. Cohen-Hadria, Tunisia<br />
John F. Davidson, U.S.A.**<br />
Mrs. Alexander Dolowitz, U.S.A.<br />
Joseph Dorfman, U.S.A.<br />
Jacques Dreyfus, France<br />
A. EMas, India<br />
Paul Ferstenberg, Belgium<br />
Mrs. Robert Forrest, U.S.A.<br />
Mrs. David Goldring, U.S.A.<br />
Erik M. Goldschmidt, Denmark<br />
Murray Gross, U.S.A.<br />
Paul DreyfuS de Gunzburg, Switzerland<br />
M. Hay, Iran<br />
Mrs. Milton Herman, U.S.A.<br />
Mrs. Ella King, Israel<br />
Mrs. Arthur Marpet, U.S.A.<br />
Hjalmar Mehr, Sweden<br />
Jean Nordmann, Switzerland**<br />
Harry Platt, U.S.A.<br />
Mrs. H. G. Reigate, England<br />
Mrs. William Robinson, U.S.A.<br />
Henry Schwartz, U.S.A.<br />
Mrs. M. Senehi, Iran<br />
Dr. S. Serebrenick, Brazil**<br />
Willy Steinfeld, Belgium<br />
Pierre de Toledo, Switzerland**<br />
Hon. Jacob T. Zukerman, U.S.A.<br />
Control Commission<br />
Marc M. Wolff, England-Chairman<br />
Claude Bigar, Switzerland-Rapporteur<br />
Philippe Herzog, France<br />
Bruno Jarach, Italy<br />
Edgar de Picciotto, Switzerland<br />
*Member, Executive Committee<br />
**Alternate Member, Executive Committee
-4<br />
1<br />
BGANIZATION<br />
REHABILITATION<br />
OUGH TRAIIVIIVG<br />
YEARBOOK 1966