M - ORT America

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tJSIZA
FOR REHABILITATION
THROUGH TRAIIVIJXG
YEARBOOK 1966

TOWARD NEW HORIZONS
CROSS CURRENTS OF
CHANGE
People in Need
Winds of Change
1965 Facts
Schools for the Times
That They May Learn
Class of '65
International Center
Aid to Developing Nations
In West Africa
Tibetan Refugees and UNICEF
For the Youth of Kenya
Africans in Israel
Perspective
EUROPE-WEST AND EAST 1O
France—a New Community in Formation
The Casbah of Paris
Massive Response
Planning Ahead
Poland—Eight Years After
IN MOSLEM LANDS 13
North African Change
Effects of Exodus
No Let Up
Iran—Easing the Grip of Poverty
ISRAEL-LOOKING TOWARD
197O 17
Israel's Nightmare
One Israel or Two
Breakthrough in '65
The Apprenticeship Way
But Who Will Teach Them
A Many-Storied Program
Quantity Plus Quality
The Purpose of it All
SOURCES OF SUPPORT 24
NOTES 24
CHARTS
The Program in 1965 2
The Schools in Israel 16
Income and Expenditures 23
Architect's rendering o
the ORT Vocatio
Center under const
tion at Ramat Gan,
Israel.
WORLD OUT UIVIOIN
CENTRE INTERNATIONAL
PLACE DES NATIONS
GENEVA, SWITZERLAND

TOWARD NEW HORIZONS
Delegates from 25 countries assembled in Rome in the summer of 1965 for an international
congress of ORT, set to coincide with the 85th anniversary of its founding. Main conclusion of the
conference was that the programs of education and training would have to tool up at an accelerated
pace and extend their aid to many more people in the years ahead if they are to ameliorate misery,
deprivation and displacment on the scale required.
To implement these deeply human purposes, the Congress adopted a series of guiding directives
for the years ahead. The report that follows indicates the major activities of ORT during 1965.
It also points up the directions that development is taking to meet the vast unfinished tasks, the
new horizons being opened.
What emerges from these pages is the anguished cry of refugees caught in the limbo between
the world they left behind and the one they have yet to gain; of youth who knock at the doors
of the ORT schools in desperate hope that there will be place for them; of whole communities whose
ancient way of life has become untenable and who look to ORT to assist in their renovation; of
the people of Israel searching, through education, for the means of overcoming the burdens of
backwardness which so many of its youth brought with them from their native lands; of new nations
seeking to become modern nations by borrowing ORT experience to introduce their people to the
knowledge and skills of modern technology.
ORT's perspectives for the coming period are being structured by these aspirations. All that is
described in this Yearbook, and all that is projected, is geared to their realization.
WILLIAM HABER
President, Central Board
DANIEL MAYER
Chairman, Executive Committee
MAX A. BRAUDE
Director General

THE ORT PROGRAM IN 1965
COUNTRY*
ARGENTINA
AUSTRIA
BELGIUM
BRAZIL
FRANCE
HOLLAND
INDIA
IRAN
ISRAEL
ITALY
MOROCCO
POLAND
SOUTH AFRICA
TUNISIA
URUGUAY
U.S.A.
SWITZERLAND
CENTRAL INSTITUTE
TOTAL
*Does not include Greece,
**ln-Plant Training
ENROLL-
MENT
525
265
334
153
5,293
200
341
2,294
24,924
4,127
2,275
2,786
320
1,182
243
733
197
TEACHING
STAFF
27
7
1
7
192
4
9
70
952
60
61
72
1
33
6
4
30
46,192 1,536
Guinea and Mali
TRAINING
UNITS
12
4
6
4
86
7
9
25
228
67
31
120
1
19
5
3
6
VOCA-
TIONAL
SCHOOLS
55
20
1,921
68
869
14,566
393
987
441
105
TRAINING
WORK
SHOPS
396
214
153
876
62
34
76
412
145
805
223
168
733
VOCA-
TIONAL
COURSES
36
51
1,259
34
65
2,963
2,791
186
561
20
116
75
92
CHIL-
DREN'S
MANUAL
TRAINING
38
314
138
205
1,284
798
595
927
APPREN-
TICE AND
PRE APPR.
PLANS
1,237
6,983
507
493**
300
402
633 19,425 4,297 8,249 4,299 9,922

AMIDST THE
CROSS
Tens of thousands of individuals in 20 countries
around the world turned to the ORT services in
their communities for help last year.
Who were they? What did they seek? How did
they fare?
PEOPLE IN NEED
Not very long ago, he had wandered the narrow
corridors of a North African ghetto, his present
bleak, his future a question mark. Last year, waving
his welding torch like a wand, he sat at his
workbench in the ORT school at Holon, Israel,
and wondered at the transformation that had
overtaken his young life in so short a span. For
the first time, he felt secure and confident about
what would become of him.
In Paris, a boy the same age, who had been
raised in a similar North African ghetto, looked
up from the whirling headstock of his high-speed
lathe in the ORT school's machine shop and
smiled to himself. Together with his family, he had
abandoned the familiar to resettle in a strange,
perplexing setting. It had been a frightful interlude,
but he finally felt he had arrived at his
destination. As he looked across at his fellow students,
he recognized old friends who shared a
common past and had also, at long last, found a
hopeful path.
Strange news came to a village on the Konkan
coast of India, where Jews are supposed to have
settled on their first arrival to the subcontinent
some 2,000 years ago. It told about a school in
Bombay that offered educational opportunity to
the young men of the B'nei Israel community, a
different kind of education, one that led to jobs
at good wages in the new industries the villagers
had heard about. Several of the more adventurous
compacted to make the journey together. Because
their previous schooling left much to be desired,
they were placed in a preparatory class at the
CURRENTS
OF CHANGE
recently established ORT Polytechnic to bring
them up to par.
Refugees from eastern countries arriving in
Rome to have their papers processed before moving
on, sat in cubicles of the electronically equipped
ORT language laboratory, acquiring the rudiments
of the language of their country of destination,
and several hours a day studied the skills
they will need to start a new life at journey's end.
At the ORT school in Warsaw, a 40-year-old
man who had survived the European catastrophe,
was being tutored for the licensing examination required
on his job, while at the ORT school in New
York another 40 year old who had been a store
proprietor in Havana the year before, wielded an
electric cloth-cutting knife, whose mastery since
is giving him his livelihood.
WINDS OF CHANGE
For all their diverse backgrounds, these men
and women, adolescents just starting out in life,
and middle-aged adults with memories crammed
with bitterness—whether in the sophisticated cosmopolitanism
of France or in an immigrant town
in Israel—all shared a common denominator. They
had been caught up in the capricious cross currents
of the times, displaced from the familiar and
customary.
For some the habitual way of life had become
untenable. The boy who abandoned his family
hearth in Hamadan, Iran, to study refrigeration
at the ORT school in Teheran would not follow
in his father's footsteps because he had decided
they lead nowhere.
Thousands more in Moslem lands, India and
elsewhere—the first generation to try to break
into the modern age—will follow in the coming
years, and the ORT schools will have to adapt to
aid them.
For others, political or economic circumstances

had compelled the agonizing decision to take the
much traveled refugee road, whose markers are
the tears and hopes of the stream of humanity
that has passed over it in unwaning procession
since the end of the Second World War. A half
million Jews migrated just during the first half
of the sixties. Some 50,000 more are expected to
follow this year and between 200,000 and 300,000
by 1970.
Whether their hopes are blighted or fulfilled
depends very largely on whether they can carve
a new place for themselves. The decisive fact is
being able to make a living. That is why so many
migrants, either in transit or recently arrived, are
to be found in the ORT programs, particularly in
Israel and France.
1965 FACTS AND FIGURES
There is another element which these, and all
the other students in ORT, have in common. They
have learned the lesson of the technological age,
that to be able to function within it requires
study and training, systematic preparation toward
relevant skills. They come to ORT because they
know it as a program whose services are directed
toward the transmission of technical knowledge
and the broadening of occupational opportunities,
the infusion of newly awakened communities with
modern ways of work, the replacement of antiquated
or automated crafts with those that assure
employment—all with the goal of improving income
prospects and raising living standards.
The following figures indicate how these aims
were advanced during 1965.
NUMBERS SERVED. A total of 46,192 persons enrolled
in 633 ORT training units last year. A few
comparisons will indicate the trend. In 1965, trainees
numbered 4,000 more than the year before.
Over the past decade, since 1955, the number has
considerably more than doubled. Indeed, 1965 saw
the largest ORT enrollment since the end of the
Second World War, with the single exception of
the peak Displaced Person year of 1948.
BREAKTHROUGH IN ISRAEL. A milestone was
achieved in Israel, with the student body coming
within an eyelash of 25,000. More than half of all
ORT trainees last year were in Israel, a clear indication
of the extent of the ORT commitment to
the development of a broad-based vocational education
system there, geared to a five-year expansion
plan.
LATIN AMERICA. A new phase of ORT activities
took shape last year in the programs in Argentina
and Uruguay. A well-equipped electronics school
was installed in the Buenos Aires center, and this
has stimulated a considerable increase of enrollment
and community interest. In Montevideo, the
relocation of the school in more suitable premises,
thanks to the aid of Women's American ORT,
has completely transformed the prospects of this
operation. Additional improvements are projected
for 1966 in Argentina, Uruguay and Brazil.
THE TRAINING PATTERN. The ways in which instruction
was given were numerous. They varied
with the needs of the community, the nature of
employment prospects, the ages and aptitudes of
the trainees.
In Wroclaw, Poland, a one-year course trained
garment trades operators, while a three-year
course trained television men.
Adults in Marseilles learned typing and stenography
over a nine-month period in evening classes,
while high school age youth attended the fouryear
school leading toward a certificate in electronics.
Simultaneously, apprenticeship placement
served those who did not fit the in-school programs,
because the trade they sought was not in
the curriculum, they could not meet the standards
of existing courses or home poverty was so extreme
as to compel immediate employment.
At the Syngalowski ORT Center in Tel Aviv,
the lights burned late each evening with men trying
to improve their skills and learn the latest
techniques of their trade. And each morning saw
busloads of youngsters swarm through the entrance
to their high school classes. While at the
Jaffa Apprenticeship Center, working youth released
from their jobs one day a week, caught up
on the studies they had missed.
Rather than limit the reach of ORT exclusively
to those who fit a preconceived norm, the types of
training were adapted to the needs and circumstances
of those who applied for help. This latitude
made it possible, for example, to operate in industrially
advanced societies as well as in those just
emerging to modernity, to provide equally for
those with eight and ten years of prior schooling
and those still struggling with literacy. But others,
no less in need, are yet to be reached. The coming
years will necessitate even greater ingenuity of
means and far more funds to do the whole job.
THE OCCUPATIONAL RANGE. In a technological
age that is constantly rendering existing jobs obsolete
and creating new ones, the roster of occupations
taught must be equally resilient—from telecommunications
to tailoring, from interior decorating
to metallurgy, from fashion design and
maintenance of automated equipment to electronics,
paper making and mining.
During 1965 alone, a dozen or more occupations
were introduced into the different ORT schools:
marine mechanics and die making in Israel; pneumatics
at Milan; refrigeration and technical designing
in Iran; repair of electronic office equipment
in Paris; to cite a few.
The basic courses in the vocational high schools
were geared, however, to those skills which are
fundamental to any modern economy and which
are trans-industrial, used to one degree or another
in most plants. These include metal work of all

Above—Learning automechanics at ORT School for Boys
in Tunis. Below—Entrance to the recently established
ORT Polytechnic in Bombay, India.
kinds, electrical installation and maintenance, motor
and automobile mechanics.
THE UPPER REACHES-TECHNICIANS. A new type
of worker has evolved in recent years, in response
to the technical revolution. He is the technician
and he is expected to operate in the middle ground
between the graduate engineer and the skilled
worker, able to translate the mathematical formulas
and blueprints of the former into the production
activities of the latter. ORT schools have
been giving increasing attention to the development
of technicians.
While most advanced in the Israel and French
programs, similar courses and institutes have been
organized in Tunis, Casablanca and elsewhere. It
is evident that more will be done at this level, as
the demand for technicians spirals. The schools
will both diversify and intensify this phase of
training in the coming years.
SCHOOLS FOR THE TIMES
For the 14-to-18-year olds, who make up the
great majority of students, the ORT school ter-
Treatment for trachoma is administered at ORT school
in Casablanca.
minates their formal education. In most instances,
the existence of this school is the only possibility
for such an education. What is taught cannot,
therefore, be limited exclusively to trade-related
matters. In fact, the curriculum includes the humanities,
history, literature, one, two, and sometimes
three languages.
Nevertheless, the ORT school is far from being
a knowledge factory, to be endured for the sake
of the promise at the end of the rainbow. Adolescence
is a pliant, formative age, when the piling
up of external facts and techniques is fused with
the formation of internal attitudes, values and a
positive sense of self. The leap which many of the
youngsters must make up to emerge from an
antiquated environment into the latter half of the
twentieth century calls for a regrooving of familiar
ways of regarding the world and one's place in it.
Perhaps more significant than the formal knowledge
imparted in the structured setting of the
classrooms and workshops is this making of the
modern mind. Many observers have remarked on
the esprit de corps, the sense of mission and optimism
prevalent in the ORT schools, the intangibles
which turn the learning process within them
into a crucible for the formation of competent
craftsmen who are also competent at the larger
business of living in the present age.
ORT seeks to anchor the student's identity in
the history and culture of his people. And through
community participation, relate him to its living
present. The Jewish youngster studies Hebrew,
takes part in Oneg Shabat programs, observes the
holidays, all in the normal course of association
in an institute for technological instruction.
The trend within ORT over the coming years,
as presently projected, is to enlarge the facilities
of this kind of vocational secondary school, geared
to an even greater accent on youth enrollment.
THAT THEY MAY LEARN
"In a country where the Jewish community is
as poor as in Tunisia, social assistance is of the
greatest importance," writes the director of that
program.
"The number of students receiving lunches has
risen to 5,500, more than double the number in
1960. Breakfast and light snacks are served in
several of the large centers, so are school supplies,
carfare and medical care," notes a report from
Israel.
French ORT reports not only on meals provided
but on work clothes distributed and vacations
made possible, "because most of our students
come from needy families."
The poverty of these youngsters makes these
provisions absolute necessities. Without them,
many would not be able to attend school at all,
nor would they have the mental and physical energies
for learning.

THE CLASS OF '65
Mastery of technical skills is no end in itself. It
is only the means of engineering an escape from
that poverty and backwardness which impedes
meaningful participation in modern productive
labors. The effectiveness of a particular effort in
vocational education is subject to instant verification
by the most pragmatic of tests: Does the
graduate get a job and does he use what he has
learned?
Some 12,000 persons completed ORT training
last year. Reports from the schools indicate that,
almost without exception, all found work. Indeed,
many had been spoken for by employers in advance.
The following from French ORT is typical: "All
students who completed their training in 1965,
with or without a diploma, were placed by ORT,
and work in their trades."
The first crop of graduates of the Bombay school
will go out into the world this year, but planning
for their employment has been proceeding for
some time. "We have every hope that we will find
satisfactory work opportunities for them at earning
levels considerably above those of other members
of their families," writes the director.
There is another test, deferred in time, which is
perhaps more crucial: Does ORT education enable
the graduate to progress over a period of years,
does it set him on a path of upward mobility in
earnings and status? No firm figures are available,
but there are sufficiently numerous indicators to
venture an affirmative reply.
For example, there is hardly an industrial enterprise
in Israel that does not have ORT graduates,
not only in its shops, but in all echelons, including
the executive suite. Large numbers of former ORT
students have moved into the middle layer of
foremen and other supervisors in such plants.
From Paris, comes the story of a man who
received his ORT certificate as a machinist, then
moved successively to become a technician, and is
now the industrial engineer in charge of his plant.
Another began his refrigeration studies at the
ORT school in Tunis, continued them at the ORT
school in Paris and is now the teacher in refrigeration
at the ORT school in Teheran.
A young lady, who graduated with honors from
the Paris ORT School, is now curator of textiles
and costumes at the Museum of Man. A group of
plumbing graduates from the Tunis school last
year formed their own business in Paris. As for
other graduates from the Tunis school, "there are
no jobless among them, many are working in the
railroads, telecommunications and the public utilities,"
reports its director.
INTERNATIONAL STUDY CENTER
The critical factor in any school is not the brick
and mortar that went into its construction, the
equipment it deploys or the curriculum. The
teacher is the activating force. He alone combines
all the elements present into the process of education.
Good teachers are hard to find anywhere, and
in many parts of the world, in the underdeveloped
areas, there is no point even in looking; they just
don't exist.
The Central ORT Institute was established in
1949 to break the impasse. Located at Anieres,
outside Geneva, Switzerland, it has been the main
plant for the production of teachers for the ORT
schools. Their availability is the most important
single factor that has given ORT the capacity to
respond to the changing geography of Jewish
need. These are likewise the people who have
made up the hard core of administrators and technicians
in the technical assistance projects which
ORT has undertaken in the last few years. The
caliber of these men, their thorough grounding in
the ORT approach to vocational education, and
their zeal have been decisive.
The demands of a rapidly evolving program
have stimulated new functions, however. Five
projects, supplementary to the continuing programs
of teacher and technician training, were in
progress during 1965. Their scope indicates the
versatility of this unique international center.
AGRICULTURAL TECHNICIANS FOR ISRAEL. Some
15 farm settlements, kibbutzim, and other Israel
farm organizations were represented in the sev-
Language laboratory at the ORT Central Institute in
Switzerland.

enth seminar and skill-upgrading course, organized
by the Institute. The project's intent is to expose
a selected group of Israeli farm managers and specialists
to the latest in agricultural equipment,
research and experimentation. While the Institute
served as the project's administrative center and
home base, the student group visited plants for the
manufacture of implements, laboratories, model
farms and demonstration centers in several countries
of Europe. Last year's class concentrated on
cultivators for sugar beets, potatoes and other
vegetables.
FUTURE TEACHERS FOR WEST AFRICA. The training
programs which ORT conducts in Guinea and
Mali, under contract to the U.S. Agency for International
Development, specifies that ORT will
prepare the specialists who will take over from the
ORT personnel. Sixty-two graduates from the
schools in Guinea and Mali were at the Institute
last year. They were learning to become teachers in
auto-mechanics, electronics and civil engineering.
SWISS SCHOLARSHIPS FOR IRANIANS. Several
years ago, the Swiss government invited the Institute
to train a group of Congolese as technical
instructors. The U.N.'s International Labor Organization
participated. The course was taken by
18 Congolese. Feedback on what they were doing
indicates that each now occupies a post of importance
in his country's economy or educational system.
The Swiss subsequently sponsored a group
of 15 Iranian young men for a similar program.
Last year, another group of Iranians arrived for
two years of study.
ORIENTATION CENTER FOR AFRICAN STAFFERS.
Instructors who have been assigned to the ORT
projects in West Africa receive their briefings and
orientation at the Institute. A highly intensive
syllabus has been prepared for them. They are
put through refresher classes in teaching methods
and in their specialties.
Latest model "teaching machine" is demonstrated at instructors
seminar held at the Institute.
CENTER FOR EDUCATIONAL EXPERIMENTATION.
This phase of the Institute has three aspects—
programmed instruction; audio visual methods
and materials; and language training through the
use of language laboratory procedures.
The Institute has pioneered in the development
of programming. Through seminars and publications,
it has spread knowledge of this revolutionary
educational approach in Europe, Israel and
Africa. The project is under the guidance of Dr.
Robert Silverman, Professor of Psychology at
New York University. A second seminar on programming
took place at the Institute last summer,
with 30 ORT teachers and a number of other
educators present from France, Israel, India, Italy
and Tunisia.
A school that receives students from a dozen
different countries has a continuing language
problem. As an aid to solving this, the Institute
has established a language laboratory, and this
has worked well enough so that most students
acquire a working proficiency in three months
time.
Audio-visual procedures and materials developed
by the Institute staff have attracted the
attention of many educators, and last year a conference,
sponsored by the Swiss authorities, was
held for European teachers to introduce them to
these and to the concepts of programming.
This catalogue of current Institute activities
encapsulates the dynamic nature of the entire
program, its infinite adaptability and constant
metamorphosis as new conditions and new requirements
come to the fore.
AID TO DEVELOPING NATIONS
In an address to an ORT conference in New York
in January 1966, U.S. Supreme Court Justice Abe
Fortas spoke of "a new frontier": "the hundreds
of millions of people in Africa, Asia and Latin
America, who have for generations waited, useless
and unused, outside the boundaries of modern life
and the comforts and opportunities which it offers
in such abundance. . . . The road which ORT has
pioneered is, I think, the road to the future . . . for
those who have begun the painful ascent from the
pit of despair."
Much of the work in which ORT has engaged
over the decades, particularly its services to communities
in developing countries, would today be
described as technical assistance. Five years ago,
direct services to new nations were instituted and
this has now become a significant feature of the
program.
IN WEST AFRICA
The largest such projects were begun in 1962,
under contract to and funded by the Agency for
International Development, the foreign aid arm
of the U.S. government. The Locale: the West
African states of Guinea and Mali. The Assignment:
to create centers for training of vocational
school teachers, technicians, administrators and
other highly qualified technical personnel who

Learning the slide-rule at training center in Conakry, Guinea,
operated by ORT for the U.S. Agency for International Development.
would become part of the force of "new men" who
are constructing and who will man the modern
sectors of the economies. The projects were the
outgrowth of recommendations contained in surveys
of vocational needs of African countries
which ORT had undertaken the previous year for
AID.
These ventures began from scratch. Everything
had to be created or brought in. Teachers and
administrators, of course; but also site selection
and construction of buildings. Inventories of equipment,
furnishings, supplies and practice materials
were prepared, purchased, shipped and installed
by the ORT staffs. Lesson plans, curricula, admission
and screening procedures, texts and other
didactic materials were selected and, in many instances,
originated for the particular circumstances.
All this in areas of the world whose
resources for such enterprises were meager, when
they were not entirely absent.
By 1965, these were, nevertheless, going institutions.
The ORT staffs in Guinea numbered 36
last year, and 17 in Mali. The original scope of
the projects had broadened considerably.
In Mali, ORT took under its wing the organization
of a Science Center, which is to become one
of the nation's chief resources for scientific studies
and manpower. Complementary to the full time,
day courses, an evening program for adults has
been introduced which is attended by over 300
persons.
At the request of the President of Mali, the
ORT instructors have organized courses for state
controllers, directors of enterprises, auditors and
inspectors. In-service training was given to employees
of the Bank of Mali and of the Ministry
of Public Works.
In Guinea, the original assignment had been to
organize a technical-vocational school for the purpose
of training skilled mechanics and technicians,
and as an integral part of the program . . . "to give
specialized teacher training to selected students
in order that they may carry on similar instruction
in this and other schools." Last year, these
objectives were enlarged by the addition of new
fields—electric motor repair, topographical technicians
and executive secretaries. The Guinean
government requested the ORT team to plan a
Technical and Pedagogical Bureau for the Ministry
of Education.
The contracts for these projects has been renewed—for
Guinea until 1970 and for Mali until
1967 at least—so that during the next few years,
the programs will continue under ORT administration.
But the focus of the operation will shift.
The emphasis will be on the maturation of these
institutions and the gradual assumption of functions
by indigenous specialists whom ORT has
trained for this.
The end goal is to assure stability, permanence
and high standards, to make these schools the
powerhouses for quality education in skills vital
to these developing economies.
FOR TIBETAN REFUGEES AND UNICEF
Toward the end of 1964, a group of 15 Tibetan
refugee youth arrived at the ORT school in Teheran.
On completion of two years of study, they
will return to India to become instructors at a
proposed trade school for the youth among the
80,000 Tibetan refugees who have found haven in
northern India. The project is sponsored and
funded by the Norwegian Refugee Council.
In many Asian and African countries, trade
instruction is being shored up by the circulation
of a study manual covering 14 "infrastructure"
skills, prepared by ORT for the United Nations
Children's Fund.
FOR THE YOUTH OF KENYA
The government of Kenya, in East Africa, last
year invited ORT, "to provide assistance to the
National Youth Service of the Ministry of Labor
and Social Services in developing and implementing
a formal vocational training program for approximately
7,000 youth." This is the objective
set forth in an agreement signed toward the end
of 1965.
The agreement specifies that ORT will provide
specialists to advise the National Youth Service

as well as to lay out training facilities, prepare
courses and teach them. A Chief of Party will be
stationed at N.Y.S. headquarters in Nairobi to
develop such programs nationally. As in Guinea
and Mali, the ORT team is not self-perpetuating.
It will train its own replacements to take over the
service.
The impulse behind the project was described
by AID advisor in Kenya, Leland E. Fallon:
"They were unemployed and most had never had
a paid job. They had little prospect of ever having
one, unless they could be made employable
through training."
The government of Kenya denned the objective
in terms of its own national goals. "The training
is to produce as many servicemen as possible with
the capability of passing the Kenya trade tests in
selected trades in which there is a national short-
page brochure of extracts from letters received
from graduates. Typical is this paragraph written
by Joseph 0. Alaba, now back in Nigeria:
"I am an Assistant Technical Officer under the
Electrical Corporation of Nigeria. I am doing my
best therein and I am sure that all will be well.
My training has been pure and of good value to
me. . . . Many people have invited me to lecture
about your country and the system of education
there. . . . I shall try all my best to elevate the
name of that noble country as well as the school,
not only by words but by action."
PERSPECTIVE
These programs, which are proffering new skills
to new nations, have their roots in the 86 years of
ORT experience in vocational training under a
variety of conditions. As with the basic ORT
program, many different ways and means are em-
M .!>• A—I ^
First class of Tibetans studying to be technical teachers at the ORT Center in Teheran, Iran.
age . . . and to enable such servicemen to obtain
useful employment after their training."
AFRICANS IN ISRAEL
Last June, diplomats, government officials and
hundreds of residents of the city of Nathanya in
Israel, assembled to witness what has become an
annual ritual, the graduation of students from the
Technical Center for Students from Developing
Countries, which is part of the ORT school there.
The graduates were from Nigeria, Ghana, Liberia,
Sierra Leone, Gambia, Ethiopia, Basutoland,
from every corner of Africa—120 young men
from 20 countries. They had lived in a dormitory
on the school premises and studied general mechanics,
automotive skills, electricity in all its
phases, carpentry and farm technology. After the
first year, a few are selected to stay on for further
study to become teachers. The places left by the
graduates have already been filled by their successors.
The Center is sponsored by the Israel Government's
Department for International Cooperation.
Many of those who have returned to their countries
maintain contact with the school and with
each other. ORT Israel has just published an 18
ployed to accomplish the purpose of developing
human resources, and rendering people productive.
Of all the skills that are lacking in developing
societies, one of the most severe is the paucity
of teachers and overcoming it has top priority in
these endeavors.
We are only at the beginning of the great
adventure to extend to the long blighted peoples
of these continents the blessings of technology
with its promise of plenty. "Technical Assistance
is a long term task," observes a report issued last
year by the Organization for Economic Cooperation
and Development of Paris. "The job will only
be completed when training and research institutions
in developing countries are on a self-sustaining
basis." Within its limited resources and without
impairment to its basic commitments, ORT is
now lending its know-how to these ends.
Many of the projects begun in the first half of
the sixties will continue into the second. Others
will be added. A new project is in the making, for
example, in Chad and Gabon. Such services have
become another strand in the cloak of many patterns
which is ORT. Because the function of ORT
dovetails with a basic necessity of development,
more requests for these services can be anticipated.

10
FRANCE-A NEW COMMUNITY FORMATION
The white dome of the Church of Sacre Coeur
dominates that hodge-podge artist's quarter, bohemia
and tourist attraction called Montmartre.
By bus, taxi and afoot, visitors by the thousands
throng to feast on the sights Montmartre has to
offer, and to partake of its cafes and paintings.
Few venture below to the labyrinth of twisted
cobblestone streets that turn greasy and grey
when it rains, streets lined with dingy hotels and
unheated tenements facing on courtyards that
never know the sun. On the maps of Paris, this is
shown as the 18th arrondissement.
THE CASBAH OF PARIS
There are an estimated 300,000 Jews in Paris,
and more of them are in the Casbah than anywhere
else. The Casbah is something new in Paris,
a slum teeming with Jews from Algeria, Tunisia,
Morocco, even Egypt.
They are likely to remain—packed six to the
room, stifling in the summer, shivering in the
winter—until they find jobs and earn livelihoods
that will free them to move to better quarters.
Charles Jordan, executive vice-chairman of the
Joint Distribution Committee, which is aiding
52,000 of these refugees this year, defines the
problem as "the difficulty in getting jobs, which
pay enough to support their families, for people
who do not possess the skills that are currently
needed in France."
The facts are as simple as they are stark. Not
too many years ago, there were about 300,000
Jews in France. The latest estimate is 520,000. A
recent study shows that 100,000 came from North
Africa between 1956 and 1961. Another 110,000
arrived in the spring of 1962, in the wake of the
Algerian revolution. The influx has slowed down
since, but "they still keep coming from Tunisia,
and now increasingly from Morocco," Mr. Jordan
reports. No community could be expected to cope
on its own with a problem of such magnitude.
The French authorities have been generous to
the newcomers from Algeria, but time has run out
WEST
on most of this aid and there are still tens of
thousands who have yet to make a place for
themselves. Tunisians are in a still different category.
Unlike the Algerians, they are not, in the
main, French citizens, and therefore not eligible
for the same kind of help.
The French economy is prosperous and there
are jobs for all who qualify. The rub is that few
among this mass of over 200,000 newcomers have
the necessary skills. They were middlemen, clerks,
shopkeepers, hairdressers, druggists, artisans in
purely local crafts—and of these, France has more
than enough.
MASSIVE RESPONSE
The sheer numbers involved have overwhelmed
the efforts of French ORT to supply the training
that can lead the immigrants to better prospects.
Nevertheless, in a kind of forced march, much has
been done.
Dozens of classes were rushed into operation
for adults, so that the family breadwinner could
find his economic feet in his new environment as
fast as possible. Apprenticeship services were enlarged
and extended to each of the five cities with
ORT programs, so that young adults and others
just beyond school age could get on the employment
ladder. Last year alone, over 1,200 persons
were placed in this manner.
There are thousands of youngsters who are just
outside the regular French high school age limit
and just below the minimum age for admission
to adult programs. For these young men in the
middle, ORT organized a new kind of young
adult training service, which the authorities have
Top of page 10, left—Refrigeration repair at the ORT
Vocational Center in Montreuil, Paris. Right—Plumber
in training at the ORT Ecole de Travail, Paris. Top of
page 11, left—Welding instruction at ORT Center in Marseilles.
Right—Electrical installation at the ORT Center
in Strasbourg. Bottom of page 11, left—Electrical shop at
the Montreuil ORT Center, Paris. Right — Tailoring
course at the ORT School for Youth in Toulouse.

EAST
watched with interest as a possible answer to
the larger social problems of this age group.
The ORT vocational high schools were expanded
to the maximum. Buildings were constructed
to house two new centers in Toulouse. A
whole complex of structures was built at Marseilles,
where the community's population had
exploded from some 5,000 to 70,000. The Lyon
center was enlarged. The school in the Paris suburb
of Montreuil, which had been comfortably
full with 900 students, last year accommodated
1,300 by installing classrooms in the hallways,
corridors and roof. The other ORT school in the
Paris region, the Ecole de Travail, added new
sections. The Strasbourg school bulged with new
students.
This is where the program stood in 1965. Not
much more could be done within the existing
facilities. It was hardly an idle year, however.
Enrollment was at an all time peak.
The Montreuil center was rated as one of the
foremost vocational institutions in Europe. Gov-
ernment and industry sponsored the technician
courses which are regarded as models of their
kind. An evening course in office equipment maintenance
was begun at the request of the Association
of Office Machine Manufacturers. A class
in industrial production of women's clothing was
organized at the Lyon school in conjunction with
the local employers' association. A class for plumbers
was started in Marseilles.
PLANNING AHEAD
All the schools had reached a point of supersaturation.
Further advances on the scale called
for by the number of applicants and the extent
of the need, were choked off by lack of space.
1965 was the year for planning ahead, for blueprinting
the construction for the next period so
that French ORT acquires the necessary amplitude
to service a community of more than a halfmillion.
New facilities are projected in a number
of critical areas.
A new structure is going up at Colomiers, a
suburb of Toulouse, which will become the enlarged
training center of that community.
A search is underway in Strasbourg for land
on which to put up a new school so that the
present one can be converted into a dormitory
for provincial youth; and there are plans to add a
year to the electronics course to raise it to the
technician level.

12
Some 30,000 of the newcomers have settled
along the Riviera, and the Nice community has
asked ORT to come in and organize a school there.
PARIS IS THE KEY
But the heart of the problem is in Paris, for
the youth of the Casbah and in the Little Algerias
and Little Tunisias of the suburbs that ring the
city.
Land has been acquired adjacent to the present
Montreuil school on which a new wing will be
constructed and this will bring some relief. With
government support, buildings are going up on a
sizable plot in the Villiers-el-Bel quarter, where
10,000 immigrants have created a community that
did not exist five years ago. The first classrooms
POLAND-^AFTER EIGHT YEARS
The present phase of ORT work in Poland began
late in 1957. Both ORT and JDC responded
to the appeal of the community which was unable
to cope with the sudden arrival of tens of thousands
of repatriates who had been released from
the Soviet Union. A remarkable job has been
done, in the interval, not only to restore the repatriates
to economic well being, most of whom
have long since emigrated, but to assist practically
every Jewish family in Poland to a better economic
footing.
The remarkable fact is that, eight years after
the program was begun, so much remains to be
done, as exemplified by an enrollment last year of
almost 2,800 in 120 training units, functioning in
13 cities. The explanation lies in the extraordinarily
creative patterning of the program to every
possible requirement.
This program has trained the bulk of the 2,000
employees in the Jewish production cooperatives.
There are special classes for the elderly, and an
increasing number of young people are being ac-
Below—An ORT trained worker in a plastics cooperative
in Warsaw, Poland. Right—Pipefitter trainee at the ORT
Center in Legnica, Poland.
should be ready in the fall of 1966. It will be a
dormitory school, specializing in electronics, machine
shop and mechanics, and secretarial skills.
These are the components that will come into
play in the coming years. The French government
has underwritten much of this development. Women's
American ORT has responded in this critical
situation, as to every other, with substantial
assistance. These new schools will become permanent
additions to the educational and vocational
institutions of the community.
As they bring their efforts to bear, they will
accelerate the conversion of yesterday's lost and
bewildered refugee into tomorrow's self-confident
and productive member of society.
commodated in three year trade high school
courses.
Women who must care for young children and
invalids or disabled persons who can only work at
home are trained to do it. They are helped to
acquire the machines and material they need,
supervised in the maintenance of standards and
assisted in marketing the product.
Men who must comply with licensing requirements
to hold their jobs or to move ahead on
them, are given tutorial instruction. Most training
takes place on ORT premises, but other training
takes place within factories and cooperatives. At
the same time, children in Jewish primary schools
take simple shopwork courses for orientation to
work skills.
This inclusive sweep is the program's source of
strength. Its performance has been a positive morale
factor in this community of survivors of the
holocaust.
In the next period, the numbers enrolled are
sure to decline, but the gamut of services will be
extensive, subject to constant change in accordance
with changing economic conditions. The tendency
to upgrade the quality of work will call for
more intensive instruction at higher levels. And
many more young people will have to be served.
Given the energetic imagination which has informed
these activities, ORT in Poland is in a
good position to meet these future challenges.

Right—A Jewish tinsmith plying his trade in a mellah
of Morocco. Above—The tinsmith's son is studying
motor repair in the automechanics school at the ORT
Center for Boys in Casablanca.
NORTH AFRICAN CHANGE
The young man whirls the dials on his machine
with the expertise of familiarity, while, with a serious
mien, he examines the blueprint mounted on
a plate above it. He was born and raised in the
mellah of Fez. There are few Jews left in his
native city. Those who have not emigrated are to
be found in Casablanca.
His father had been a tinsmith, whose "shop"
was in the cobbled courtyard of the souk, without
roof or walls. His "equipment" had consisted of a
soldering iron and a charcoal brazier. The son is
enrolled in a four-year course in advanced machine
tooling, opened last year at the ORT Center for
Boys at Ain Sebaa in Casablanca, the first of its
kind in the country. The difference between the
father's and son's occupation is a measure of the
distance covered in this one generation.
During the past decade and a half some 40,000
young men in Moslem lands have passed over this
same bridge from the past to the present via the
ORT schools. A large segment of the Jewish
youth of Morocco, Tunisia and Iran have been set
on a path of no return to the abyss of poverty,
misery and backwardness that previously seemed
their inexorable destiny.
EFFECTS OF EXODUS
Many have taken up this new life in other
countries. The big reality about North African
Jewry in the sixties has been exodus. In an area
that contained 500,000 Jews not so many years
ago, there are now fewer than 100,000. The ORT
schools in Algeria closed when all but a handful
of elderly people departed. But the proportion of
decline in Moroccan and Tunisian ORT services
has not been at all commensurate with the rate
of emigration. The student bodies are smaller
than in years past, but the schools are actually
serving a larger proportion of the remaining population.
One reason is the disappearance of many other
communal educational facilities. Another is the
impact of ORT on the communities and the iden-
IN
MOSLEM
LANDS
tification of young people with the aspirations it
nurtures.
For example, the Casablanca schools received
students last year from 29 towns and villages.
Similarly, the director of ORT in Tunis writes:
"We now have many more pupils from the interior,
or pupils from families who moved to Tunis
from the interior only very recently." These programs,
more than ever, reach the broadest sweep
of their communities, and are recognized as crucial
to their continuing modernization, for those who
stay and for those who move on.
13

14
NO LET UP
Nor have the programs simply remained as before,
from an educational viewpoint, amidst this
mass emigration.
Last year, Moroccan ORT, for example, extended
manual training to schools in Fez, Meknes
and Safi; and plans are afoot to do the same in
Kenitra and Marrakech. A co-educational course
in secretarial skills was begun at the Val D'Anfa
girls' school.
The Center for Basic Education, whose function
is to prepare youth for apprenticeship and to bring
semi-literate and otherwise uneducated youngsters
to a high school level, was able to send 40 of its salvaged
pupils to the ORT secondary vocational
school. Additional opportunities were also opened
for post-secondary technician level achievement.
And at the school for deaf-mute children in
Casablanca, first in the country to provide any
hope for those so afflicted, methods and equipment
were updated in line with current findings on how
the deaf may be freed from their prisons of silence.
The school likewise inaugurated internships for
training of teachers for the handicapped on behalf
of the Ministry of Public Health.
Above—Newly begun class in manual training for children
in a Jewish primary school in Morocco. Below—A
scene in the first grade at the ORT School for Deaf Mute
Children in Casablanca.

IRAN —EASING THE 6RIP OF POVERTY
In the ancient land once known as Persia and
now as Iran, time is still measured by the season
rather than the clock. Fixed ancestral molds still
hold the great majority in tow. But change has
come in the form of extensive industrialization
which is transforming the Iranian vista. For the
80,000 Jews of Iran, the ORT schools in Teheran
with their focus on technology, are the symbols of
this change.
The schools reached peak enrollment last year.
The new dormitory, constructed with the aid of
Above—Examining newest equipment in the electrical
laboratory at the ORT School for Boys in Teheran. Below
—Typing class, part of the bi-lingual secretarial training
program at the ORT School for Girls in Teheran, Iran.
Women's International ORT, was filled to capacity
with young men from Shiraz, Ispahan, Hamadan
and remote villages in the mountains and
desert oases.
The process of diversification was carried several
steps forward. A new wing was completed to
house what is rated as the most up-to-date refrigeration
school in the Middle East, its equipment
donated by the government of Denmark.
The girls' school was likewise enlarged to expand
the bi-lingual secretarial courses and to hold a
language laboratory and audio-visual equipment
so that trainees become adept in English and Farsi.
These are contributions by the National Plan
Organization, which is charged with economic development,
and which has long regarded the ORT
school as a testing ground for innovations.
With these new structures and equipment, the
horizons of Iranian youth will expand much further
in the years ahead.
15

16
THE SC!HC
/
AFULA
AHUZAT NAFTALI
ASHKELON
AZATA
BEERSHEBA
BNEI BRAK
EIN HAROD
GAN YAVNE
GIVATAYIM
HAIFA
HEREV LE'ET
HERZLIYA
HOLON
JERUSALEM
KFAR AVRAHAM
KFAR ATA
KFAR C1TRIN
KFAR HABAD
KFAR SABA
KIRYAT BIALIK
KIRYAT YEARIM
LYDDA
MAGDIEL
MIRON
NATHANYA
NAZARETH
NEHALIM
PETACH TIKVA
RAMAT GAN
RAMLEH
REHOVOTH
SDEH ELIYAHU
SDEH HEMED
SHAFIR
TEL AVIV
TEL LITWINSKY
ZOFIYA
TOTAL
/
503
110
910
154
110
221
55
189
1,081
1,695
71
279
765
3,022
305
318
363
527
503
72
35
579
398
60
1,488
142
83
217
1,215
192
660
122
39
325
8,080
21
15
24,924
OL
• ^
//
229
204
167
55
1,081
92
225
750
616
305
451
52
440
398
1,231
142
27
809
192
524
1,797
9,787
S IN
] SF tAE
TR> XINEES>
DUFiiNe
1965
no
54
87
54
52
20
147
347
109
980
/ /
•i $
no
63
154
189
71
565
139
363
527
25
60
83
190
136
122
39
325
3,161
/A //
274
179
35
114
21
15
638
/
/
15
671
no
59
2,520
3,375
]L
/
/
643
1,516
1,170
3,654
6,983

Above—The John F. Kennedy ORT Apprenticeship Center
rises in Jerusalem. Left—Youngsters in an immigrant
town in Israel on the way to elementary school.
Question for 1970: will high schools be ready for them
when they are ready for high school?
ISRAEL--
LOOKING TOWARD 1970
The name of the place is Lod: Lydda to visitors.
The origin of its name is lost in the obscurity
of time. Its fate has been determined by its geography.
Situated at the crossroads between the northsouth
and east-west highways, it has been conquered
and reconquered times without number.
Because of this, it was said in ancient days,
"There are ten measures of poverty in the world.
Nine of them are in Lod."
Lod is the transport hub of Israel today. Besides
the highways that cross it, there is the main line
of the railroad, and, of course, the country's busiest
airport. Lod is also a place called home by
23,000 people, not one of whom lived there on
May 14, 1948, the day Israel came into being.
ISRAEL'S NIGHTMARE
Lod is not more or less typical than a score of
other places. Its people are, in microcosm, the
people of Israel; and its problems illuminate the
problems of the whole country.
Its 23,000 inhabitants are composed of an estimated
13,000 of Oriental or North African origin
and 10,000 who are Western. Average size of an
Asian-African family is six; and of a Western
family three to four. Average number of rooms
one and a half for Oriental Jews and two for
Westerners. Monthly earnings follow the same
pattern: 300 Israeli pounds for Orientals and 400
for Westerners.
Fifteen percent of the people of Lod are totally
illiterate and 25 percent are functionally illiterate
in Hebrew, both categories being overwhelmingly
Oriental.
This is the statistical profile of the "Two Israels."
There are very few Lodites who can claim
a reasonable degree of affluence. They are all overwhelmingly
poor. But even in their poverty, there
is a vital difference. The danger is that this difference
will be perpetuated into the next generation
and beyond, that it will harden into two
separate and distinct social, economic and cultural
entities, the Western gradually moving up with
the country's progress, the Oriental left behind.
This is Israel's nightmare.
What are the prospects for Lod? There are
4,901 children between the ages of 6 and 13. All
of them attend primary school, as required by the
compulsory education law. But the law stops
there. The cleavage occurs at age 14—between
those who go on to learn and acquire the knowledge
and techniques with which to advance in
life and those who do not. Thus do the deficiencies
which the oriental Jews brought with them to
Israel become the legacy bequeathed to their
young.
Of Lod's 1,722 youths of high school age, 502
17

18
are in high schools. Some 240 are enrolled in the
ORT vocational high school in Lod and 25 girls
travel to the ORT school in Ramie. Last year,
ORT opened a factory school for working youth
at the Bedek Aircraft plant, which provides onthe-job
work-study programs for 164 teen-agers.
ONE ISRAEL OR TWO
But what of the two-thirds of Lod's adolescents
who do not go on to secondary schooling, for the
simple reason that none is available. Demographic
projections indicate that the high school age population
will reach 3,500 by 1970, twice what it is
now. Because of the higher birth rate among
Oriental Jews, the great majority of these children
will come from these homes.
How will Lod, a community too poor to establish
and maintain high schools and vocational
schools for its youth now, be able to do so for
twice as many, five years from now?
The economic outlook is not bad. Parts manufacture
and repair work for the aircraft industry
will expand, as will metal products, pumps and
instrument making. These are part of the economic
blueprint for the Lod of 1970. But will it
have the instrument makers, the technicians, the
machinists to do the work? That will depend very
largely on whether vocational education on a
sufficient scale is made available to its young
people.
Left—Getting acquainted with the real thing at the ORT
Aircraft Repair Factory School at Lydda, Israel. Right—
Telecommunications class at the Syngalowski ORT Center,
Tel Aviv.
Yet Lod is by no means worse off than other
localities, quite the contrary. A study of the Jewish
Agency on "The Dimensions of Absorption"
notes: "While there is a shortage of facilities along
the entire educational front, the need is particularly
great in the area of secondary education,
both academic and vocational."
Abraham Hyman of the United Jewish Appeal's
Israel Education Fund, in the most searching analysis
yet made of the school problem, warned
that the teen-age population explosion of the next
five years "will inevitably aggravate all of Israel's
serious secondary education problems, including
. . . the low number of enrolled children of Asian-
African origin." Ruth Gruber, in her study of
conditions in immigrant settlement towns, sums
up with a formula, J+H+E=A: Jobs plus housing
plus education equals absorption. And the absence
of any one factor retards it.
BREAKTHROUGH IN '65
1965 was the year of the turning point, when
the first rays of hope began to break through. A
master plan was prepared, whose grand design
aims at overcoming the high school bottleneck. It
is to be achieved as a combined operation of government,
local and national, and the Israel Education
Fund.
ORT has been assigned a basic role in the plan.
At the end of 1964, an agreement was reached

with the Ministry of Education, under terms of
which ORT will d©uble the number of youngsters
attending its vocational and technical high schools,
from 7,500 to about 15,000 by 1970.
Major construction costs will be borne by the
municipalities and the government. The Ministry
of Education will provide most of the maintenance,
and share equipment cost with ORT. Women's
American ORT has pledged $1,000,000 toward the
total.
Buildings, shops, laboratories, classrooms will
be added in practically all the 31 ORT secondary
schools. New schools will be built, and among
them will be two schools for Lod.
Another dimension will be added to Israel's
education, the comprehensive high school, which
combines academic and vocational studies under
one roof. The proportions between the two tracks
will be two students in technical studies for every
one in academic. This is the balance considered
crucial to meet the anticipated manpower needs
of an expanding industrial economy, which even
now suffers from shortages of technicians and
craftsmen.
The first ORT-operated comprehensive high
school opened in September 1965 at Kyriat Bialik.
A trade school for boys was opened at Ramat Gan
at the same time. In these and existing schools,
59 classes were opened to open the way for 1,500
additional youngsters, the first down payment
against the goal to be reached by 1970.
Above—Cooking class in the School for Hotel Trades at
the ORT Center in Nathanya. Below—Tractor repair at
School for Agromechanics in the Nathanya ORT Center,
one of many' specializations taught there.
THE APPRENTICESHIP WAY
The plan to double vocational high school enrollment
will not solve all the problems of the
Second Israel, or of the country's manpower requirements.
For many, the indicated road is apprenticeship.
Slow to emerge as a substantial
influence in the life of Israel's youth, apprenticeship
has now acquired a clear direction and is in
the process of acquiring the means to accomplish
its purposes. The key factors have been an agreement
between the Ministry of Labor and ORT,
and legislation which releases youngsters in employment
for one day a week of study and skill
upgrading at ORT centers established for that
purpose.
The first of the new centers opened two years
ago in Haifa. It bears the name of Jeannette
Orleans Gayl, the late president of Women's American
ORT, the organization that has provided substantial
aid to the entire apprenticeship development.
The Joseph S. Shapiro Center, named for
the late chairman of ORT Israel, opened last year
in Tel Aviv. A John F. Kennedy Center is under
construction in Jerusalem. A fourth will be located
in the south.
Apprenticeship has been defined in several ways.
The day center approach is one of them. The factory
school is another; and there are now five of
them with some 600 students. Guided apprenticeship
is a third approach, which is intended for
school dropouts and others whose educational
Above—Visitors to the Syngalowski ORT Center in Tel
Aviv, largest vocational school in the Middle East. Below
—A father instructor teaching his daughter who is a student
in the electronics course at Jerusalem ORT School.

20
Above—A workshop in the ORT Textile Institute, at Ramat Gan, Israel.
deficiencies limit their prospects, even for apprenticeship.
They are given a year of highly intensive
practical lessons to prepare them for employment
under an apprenticeship plan.
In 1960, ORT apprentice services were given to
1,608 adolescents. Last year, they enrolled almost
7,000. When the new projects come into full operation,
they will embrace some 15,000 youngsters,
and constitute a second major weapon in the
struggle to overcome the barriers that hobble so
many.
BUT WHO WILL TEACH THEM
Few of these bright hopes will come to fruition
if there are not enough teachers. "The problem of
teachers and instructors has for some years been
one of the main difficulties," reports the director
of ORT Israel. If the teacher shortage has already
proven a serious bottleneck, it could well become
the Achilles heel which could trip up many of the
plans that are so promising.
Mr. Hyman's study states bluntly, "Israel's
most pressing educational problem is the shortage
of qualified teachers." He estimates that Israel
needs 1,000 new high school teachers annually to
staff the schools now on the planning boards.
If the teacher scarcity is acute for all schools,
it is especially so in occupational education. Those
who effectively qualify in both technical and
teaching competence are rare indeed. They will
not just spring out of the soil in some natural
manner, they have to be trained.
ORT has maintained a number of teaching institutes
in Israel, has given occasional teaching
courses at some of its schools, and, of course, has
availed itself of the facilities of the Central ORT
Institute in Switzerland. But none of these, separately
or together, has been geared to the teacher
supply that will be necessary.
On this, too, a page has been turned. The Ministry
of Education has proposed several approaches,
and in 1965 the first steps were initiated toward
their implementation.
Instructor preparation classes were begun at
ORT schools in Holon, Jerusalem and at the Syngalowski
Center in Tel Aviv. Eventually, these
will be consolidated at an Institute for Instructors,
Foremen and Technicians, under construction as
part of the Syngalowski Center complex. This
Institute is designed to become the main plant for
training trade school staffers.
Other ORT schools will be used as well. Some
instructors will be recruited from the technician
institutes which have grown in number, size and
diversity within the Israel ORT network in recent
years.
The first steps were also taken last year in a
radically new approach. A number of entering
freshmen at the Syngalowski Center were preselected
on the basis of testing and aptitude indications
for a two-year program of carefully patterned
studies. They will then be transferred to
the Central ORT Institute in Switzerland for four
more years of schooling, at the conclusion of which
they will have qualified as shop instructors. It is
an innovation in the whole concept of teacher
education.
A MANY-STORIED PROGRAM
These large vistas are possible only because of
the sound experiential foundation that is already
embodied in the ORT program in Israel. The his-

tory of vocational education in Israel these past
sixteen years is very largely the record of ORT
development.
Educational authorities define the nature of a
given vocational unit according to the level of
skill it intends to produce. A two-year school produces
a qualified worker, a three-year school turns
out a skilled craftsman, a four-year school creates
superior craftsmen and the five-year school a technician.
All are part of the ORT system, and then some.
ORT also provides pre-secondary instruction for
children in the upper grades of several state primary
schools, while over 3,300 adults attended
evening classes last year.
Several years ago, ORT introduced occupational
training in the religious schools, the yeshivas. This
has now grown into a significant segment of the
whole, with 3,100 students in 17 yeshivas, during
1965.
In several instances, what began as simple trade
schools matured into elaborate complexes of many
structures and variegated functions. The Syngalowski
Center, on the main road into Tel Aviv from
Lydda Airport is the largest and most modern
vocational center in the Middle East. What are in
effect clusters of several schools and institutes
have evolved at the ORT centers in Nathanya,
Givatayim and Ramat Gan.
QUANTITY PLUS QUALITY
A feature that has been built into every phase
of this country-wide network is the stress on quality
and standards. This is far from simple in a
school system that has been expanding at the rate
of 25 to 30 percent annually. Quality is an ingredient
that has to be nurtured by constant vigilance.
Its institutionalization has been achieved
by teacher seminars, in-service upgrading, administrative
conferences, an elaborate program of publication
of books and manuals for both teachers
and pupils, employment of programmed instruction
on a growing scale, and above all, a climate
that is responsive to experimentation.
Below—Photo offset room in the printing trades section of ORT-operated vocational school at Boystown, Jerusalem
21

22
Above—Learning to weld at the ORT Vocational Center in Holon, Israel.
THE PURPOSE OF IT ALL
This truly impressive program has now embarked
on its most challenging task. What is at
issue transcends the schools as such. What matters
is that by 1970 there shall be no child in
Israel, who, when the moment of truth arrives,
when the decision has to be made whether he will
be able to continue his education beyond the
elementary grades in accordance with his capacities,
need fear that his future will stop right there.
What matters is that the generation of Asian-
African youth shall not be blighted before they
reach manhood, because the educational corridor
to equal opportunity will be large enough and
wide enough to include them. More than the
fulfillment of the promise of Israel is involved; the
only assurance that Israel can preserve its dynamic,
progressive and democratic culture may
very well depend on the creation of an educational
system that is purposefully geared to pass on these
values and fuse them into the lives of all its youth,
regardless of origin.

INCOME
AS ANTICIPATED FOR 1966—AS RECEIVED FOR 1965
American ORT Federation:
—Joint Distribution Committee
—Women's American ORT
-Other
Argentine ORT
Belgium ORT
Brazilian ORT
British ORT
Canadian ORT Federation:
—United Jewish Relief Association
—Women's Canadian ORT
Danish ORT
French ORT
German ORT
Holland ORT
Indian ORT
Iranian ORT
Israeli ORT
Italian ORT
Mexico Women's ORT
Moroccan ORT
Norwegian ORT
Polish ORT
South African ORT-OZE:
—South African Jewish Appeal
—South African Women's ORT-OZE
—Other
—Swiss ORT
—Central Institute
Swedish ORT
Tunisian ORT
Uruguayan ORT
Conference on Material Claims
Jewish Colonization Association
South and Central America
Women's International ORT
Other
1966
Estimated
$
1,950,000.—
1,335,085.—
217,625.-
75,000.-
5,000.—
15,000.—
168,000.—
79,000.-
73,000.-
10,000.—
1,855,875.—
25,000.—
15,000.—
29,300.—
108,300.—
4,686,000.—
167,500.—
10,000.—
167,000.—
15,000.-
30,000.—
43,000.—
7,000.—
28,000.—
80,000.—
71,240.—
20,000.—
36,600.—
7,500.—
27,500.—
169,000.—
30,000.—
30,000.—
84,500.—
Grand Total $11,671,025.—
1965
Actual
$
1,850,000.-
1,212,748.80
405,255.00
16,508.44
600.00
15,000.00
203,433.33
69,516.34
79,391.66
28,801.60
1,916,966.01
22,807.79
9,665.77
5,263.90
176,254.20
4,451,320.96
151,390.10
7,400.00
196,605.20
15,000.00
16,133.54
64,680.00
7,557.73
28,000.00
80,453.38
53,972.70
26,899.62
3,947.33
13,998.47
100,000.00
149,996.00
20,327.69
31,615.89
116,892.18
$11,548,403.63
EXPENDITURES
1966 PROJECTED NEEDS—1965 ACTUAL OUTLAYS
Iran
Israel
India
Other
Total Middle and Far East
Morocco
Tunisia
Total Africa
Austria
Belgium
France
Greece
Holland
Italy
Poland
Total Europe
Argentina
Brazil
Uruguay
South American Office
Total South America
Central Institute (Switzerland)
New York School
South Africa
Total Other
Functional For Training
Other Operating Expenditures
Administration
American ORT Federation
GRAND TOTAL
1966
Needs
$
412,300.—
6,477,085.-
126,800.—
5,500.—
7,021,685.—
493,000.—
172,600.—
665,600.—
9,000.—
2,000.-
2,607,000.—
2,000.-
15,000.—
324,500.—
125,000.—
3,084,500.-
100,000.—
20,000.—
22,500.—
10,000.—
152,500.—
295,200.—
27,725.-
28,000.—
350,925.—
289,000.—
139,000.-
198,000.—
154,900.—
$12,056,110.—
1965
Expenditures
$
435,254.20
6,274,710.81
76,513.90
3,979.36
6,790,458.27
504,605.20
146,947.33
651,552.53
9,900.84
2,771.88
2,575,503.11
2,018.74
9,665.77
287,150.10
116,133.54
3,003,143.98
31,508.44
15,000.00
32,998.47
4,305.38
83,812.29
254,997.40
26,376.76
28,000.00
309,374.16
267,885.58
147,267.93
183,026.90
145,402.66
$11,581,924.30
23

24
SOURCES OF SUPPORT
The preceding page lists ORT income and expenditures
last year and the indicated needs for
1966.
The discrepancy between anticipated income
and these needs speaks for itself. Yet the table of
required sums is no more than a translation into
dollars of the tasks ORT is being called on to
carry out in the year ahead.
No report would be complete without reference
to those who, by their generosity, made possible
the activities recorded in this report.
First among them is the Joint Distribution
Committee, from which American ORT Federation
receives support, out of income of the United
Jewish Appeal. This financial bond is but one
aspect of an integrated relationship between JDC
and ORT at many levels.
The 65,000 members of Women's American
ORT, through their sustained devotion and hard
work will, in 1966, contribute over $1,335,000,
a result reflecting an almost incalculable effort in
every major community in the country.
ORT groups in Canada, Mexico, Scandinavia,
South Africa, South America, Switzerland, United
Kingdom and elsewhere are part of the pattern
NOTES
of support. So are the Jewish Colonization Association,
the Canadian Jewish Congress and the
Combined Appeals in South Africa, South America
and other areas.
We take pride in the proportion of the total cost
met within the communities served. In France, for
example, three-fourths of the budget is covered
locally, most of it from the government's authorization
to ORT to collect an apprenticeship tax.
Much of the budget in Italy, and all of it in Holland,
are covered by local resources. Thanks to
partnership arrangements with many of the municipalities
served and with the institutions in
which ORT provides vocational instruction, as
well as the growing support of the government,
over two-thirds of the cost of the Israel program
is being met within the country.
To these organizations, and to such cooperating
bodies as the Alliance Israelite Universelle and
others, we convey our gratitude. Above all, we
express our fraternal appreciation to our colleagues
of the ORT committees in the various
countries, and of the World ORT Union, which so
effectively coordinates the activities of the entire
ORT community.
1. The charts on 1965 income and expenditures are based on financial reports. An independent
certified audit of each country and operation is prepared each year by Loeb & Troper, certified public
accountants in the State of New York. The 1966 figures represent anticipated income and projected
needs.
2. Monthly enrollment, attendance and other country activity reports from all ORT institutions
are received by the Central Office of the World ORT Union in Geneva. On the basis of these reports and
other information gathered through inspection trips, ORT operations are regularly reviewed by the
Administrative Committee and Executive Committee of the World ORT Union and quarterly with
the American Jewish Joint Distribution Committee.
3. Besides the JDC, the World ORT Union has cooperative working relations with the Alliance
Israelite Universelle, the Jewish Colonization Association, the Ozar Hatorah and many other Jewish
community and welfare organizations in the various countries of operation.
4. The World ORT Union participates in functions of and works with the United Nations Educational,
Scientific and Cultural Organization (UNESCO), the International Labor Office, the Economic
and Social Council (ECOSOC), the High Commissioner for Refugees, the International Council of
Jewish Social Service Agencies (INTERCO) and the International Council of Voluntary Agencies.
5. Not shown on the income and expenditure chart on page 23 are the funds allocated by the U.S.
government, under terms of the contracts between the Agency for International Development and the
American ORT Federation for operation of the programs in Guinea and Mali. Between August 1962
and the end of 1965, approximately $1,318,000 in U.S. government funds were expended in Mali and
approximately $2,054,000 in Guinea.

President, Central Board
Dr. William Haber, U.S.A.
Argentina
Yatay 240
Buenos Aires
Pres.—Numo Werthein
Hon. Sec—B. D. Waissbein
Australia and New Zealand
146 Darlinghurst Road
Sydney N.S.W.
Chm.—Sydney Einfeld
Austria
Ruthgasse 21
Vienna 19
Pres.—Bernhard Braver
Hon. Dir.—Albert Goldman
Belgium
501, Avenue Moliere
Brussels
Chm.— Mr. Jean Bloch
Exec. Sec—Andre Farhi
Brazil
Rua Mexico 74
Rio de Janeiro
Pres.—Dr. Alexander Keller
Canada
293 Villeneuve St. W.
Montreal 2, Quebec
Pres.—D. Lou Harris
Denmark
Jaegersborg Allee, 136
Gentofte
Chm.—Prof. Isi Foighel
England
24 South Molton St.
London W. 1
Chm.—Gabriel Sacher
Dir.—Hilary Goldberg
Finland
c/o I. Davidkin
Mechelingatan 10. A. G.
Helsinki
Chm.—I. Davidkin
Otto Heim, Switzerland
Julius Hochman, U.S.A.
Daniel Aboulker, France
Paul Aginski, France*
Joseph Ain, Canada**
Louis Altermann, Denmark
David Amar, Morocco**
fosef Ami/ Israel*
Shelley Appleton, U.S.A.
Mrs. S. Bacharach, France
George Backer U.S.A.
Mrs. Leon Bader, U.S.A.**
Hans J. Bar, Switzerland*
Mrs. V. Baroukh, Iran
Israel Bar-Shira, Israel**
Dr. E. Baruel, Portugal
Gen. A. Ben-Arzi, Israel**
F. Benichou, France
Mrs. A. B. Bennett, Canada**
Elias Benouaich, Morocco
Joseph Benusiglio, Greece
Meir Berger, Israel*
Albert Bessis, Tunisia*
Yvon Bessis, Tunisia
Jean Bloch, Belgium
Robert Blum, France
Robert Borgel, Tunisia**
Bernhard Braver, Austria
Philip Braver, U.S.A.
Hans Cappelen, Norway
Mrs. Louis Cessine, U.S.A.
Joseph Chorin, Switzerland*
M. Cohanim, Iran*
Leonard Cohen, Switzerland**
Michel Cremer, France*
Mrs. Sophie Crestohl, Canada
I. Davidkin, Finland**
A. S. Diamond, England
Mrs. E. Dubovoy, Mexico
Sydney Einfeld, Australia
Eire Eliachar, Israel*
Gershon Etlenbogen, England**
Mrs. F. Esquier, France
Dr. H. R. Eyl, Holland
Mrs. Richard Feldman, South Africa*
Dr. Ing. Guido Fiorentino, Italy**
Prof. !si Foighel, Denmark*
G. L. Gabriel, India
Jacques Garcon, Morocco
Marcel Ginsburg, Belgium
Moshe Goldstein/ Israel
Paris Office
10 Villa d'Eylau
(44 Av. Victor Hugo)
Dir.—F. Schrager
Franca
10, Villa d'Eylau
(44 Av. Victor Hugo)
Paris 16e
Pres.—Roger Nathan
Dir.—F. Schrager
Germany
Hebel Str. 17
6 Frankfurt am Main 1
Pres.—Rabbi Dr. I. E. Lichtigfeld
Rep.—Dr. H. Steinfeldt
Greece
40a Rue Stadiou
Athens
Pres.—Joseph Benusiglio
Hon. Dir.—Nissim Alcalay
Holland
Ruysdaelstraat 22
Amsterdam
Pres.—Dr. H. R. Eyl
India
P.O. Box 16233
Bombay 10
Chm.—G. L. Gabriel
Dir.—Raphael Nachmias
Iran
P.O. Box 1525
Teheran
Pres.—Morteza Senehi
Acting Dir.—A. Eskenazi
Israel
9 Yehuda Halevy St.
Tel Aviv
Pres.—E. Lewin-Epstein
Dir.—Jacob Oleiski
WORLD ORT UNION
CENTRE INTERNATIONAL
Place des Nations
Geneva 20, Switzerland
Vice-Presidents, Central Board
Mrs. Ludwig Kaphan, U.S.A.
Renzo, Levi, Italy
Honorary Vice-President
Armand Brunschvig, Switzerland
M. A. Braude, Director-General
Dr. Vladimir Halperin, Director
Italy
Via S. Francesco di Sales 5
Rome
Chm. Exec Comm.—Renzo Levi
Dir.—Dr. E. Schoenkopf
16, ViaSolari
Milan
Dir.—Eng. Izidor Alkalay
Luxembourg
26 Rue Glesener
Luxembourg
Pres.—Dr. S. Hertz
Mexico
Avenue Chapultepec 640/10
Mexico 11, D. F. Mexico
Pres.—M. Moshinski
ORT Femenina de Mexico
Virreyes 100
Mexico 11, D.F.
Pres.—Mrs. E. Dubovoy
Sec.—Helen Gutverg
Morocco
11, rue Eleonore Fournier
Casablanca
Chm.—Jules Senouf
Dir.—Michel Fedotin
Norway
Norwegian ORT Committee
C/O Norwegian Refugee Council
Tomtegt 8
Oslo
Pres.—Hans Cappelen
Sec—Dr. Leif Levin
Poland
Nowogrodzka 5,
Warsaw
Pres.—Isaac Wasserstrum
Dir.—David Slobodkin
Other ORT Organizations and Committees
Aruba • Chile • Colombia • Costa Rica • Curacao * Ecuador
El Salvador • Panama • Peru • Puerto Rico • Venezuela
Prof. Max Gottschalk, Belgium
Jacob Grunberg, Switzerland**
Baroness P. de Gunzbourg, U.S.A.
Dr. Max Gurny, Switzerland*
Dr. William Haber, U.S.A.*
D. Lou Harris, Canada*
Otto Heim, Switzerland*
Adolph Held, U.S.A.
Dr. Simon Hertz, Luxembourg
Max Herzfeld, U.S.A.
Julius Hochman, U.S.A.*
Louis Hollander, U.S.A.*
Mrs. M. Horn, Israel**
Israel Jaffe, South Africa**
Ephim Jeshurin, U.S.A.**
Dr. Ing Raffaele Jona, Italy*
Gunnar Josephson, Sweden*
J. Jospe, France**
Mrs. S. Kaganfon, South Africa**
Adm. Louis Kahn, France*
Paul Kahn, France
Mrs. Ludwig Kaphan, U.S.A.*
Dr. Alexander Keller, Brazil
S. Kessel, South Africa**
Mrs. H. Kingstone, Canada*
Mrs. Meyer Klatsky, U.S.A.
Abraham Klier, Israel
Samuel Kobrin, Uruguay
Mrs. E. Kotler, Iran
Jorgen Lachmann, Denmark**
Jacques Lazarus, France**
Renzo Levi, Italy*
Mrs. Marie Levy, Morocco
Moise Joseph Levy, Italy
E. Lewin-Epstein, Israel*
Rabbi Dr. I. E. Lichtigfeld, Germany
Louis A. Lipshitz, South Africa*
Louis Lober, Israel**
Victor Loeb, Switzerland**
Mrs. Arnold Loth, U.S.A.
Gen. M. Makleff, Israel
Dr. Samuel Malamud, Brazil
D. Beryl Manischewitz, U.S.A.
Mrs. Jacqueline Maus, Switzerland**
Daniel Mayer, France*
Rene Mayer, France
Hon. Leon Meiss, France
Jacques Meyer, France**
George J. Mintzer, U.S.A.*
CENTRAL BOARD
John I. Moss, U.S.A.
Roger Nathan, France*
Sergio Osimo, Italy
Louis Oungre, France**
Ivar Philipson, Sweden**
Samuel Post, U.S.A,
Jacob S. Potofsky, U.S.A.
Ebrahim Raad, Iran
I. Rafalowitch, Holland**
Mrs. Max M. Rosenberg, U.S.A.*
Mrs. Monroe M. Rosenthal, U.S.A.
Louis Rosin, South Africa
Mrs. Irving A. Roth, U.S.A.*
Mrs. Marcelle Roubach, France*
Dr. Lia Sacerdote, Italy
Gabriel Sacher, England*
Ragnar Sachs, Sweden
Dr. Martin Schaul, England**
Jacques Scheftel, France
Luis Schydlowsky, Peru
Jacques Schneider, France*
Matthew Schoenwald, U.S.A.**
Dr. Simon Segal, U.S.A.*
Morteza Senehi, Iran**
Jules Senouf, Morocco*
Mrs. Sidney Senzer, U.S.A.**
Dr. A. Serebrenick, Brazil
Mrs. Renee Soskin, England*
Andres Spiller, Uruguay
Max Spitz, Israel**
Joseph Spivack, U.S.A.**
George Stone, Egland*
Joseph Tuvim, U.S.A.
Theodore Vogel, France**
Dr. Meyer Waiman, Argentina*
Andre Weil, France
Rene Weil, France**
Arieh Weinberg, Israel**
Jacobo M. Wengrower, Argentina**
Numo Werthein, Argentina
M. Willner, Germany
Mrs. H. H. Wingate, England**
Berthold Wyler, Switzerland*
Jacques Zwibak, U.S.A.
Honorary Members
Abraham Alperine, France
L. Frenkiel, France
E. Lewin-Epstein, Israel
Mrs. Max M. Rosenberg, U.S.A.
New York Office:
222 Park Ave. South
Dir.—Dr. J. Frumkin
Chairman, Executive Committee
Daniel Mayer, France
Portugal
c/o Dr. E. Baruel
Comunidade Israelita de Lisboa
16 Rua do Monte Olivete
Lisbon
Chm.—Dr. E. Baruel
South Africa
93/97 Shakespeare House
Johannesburg
Chm.—Louis Rosin
Sec—Mrs. G. Cohen
Sweden
Svenska ORT Kommitten
Sandbergs Bokhandel
Sturegatan 8
Stockholm O
Chm.—Gunnar Josephson
Exec. Sec—Mr. D. Kopniwsky
Switzerland
1, Rue de Varembe
1211 Geneva 20
Pres.—Victor Loeb
Chm.—Hans J. Bar
Tunisia
Av. de I'lndependance
Ariana-Tunis
Chm. Albert Bessis
Dir.— Eugene Schach
United States
222 Park Ave. South
New York, N.Y. 10003
Pres.—Dr. William Haber
Exec. Dir.—Paul Bernick
Uruguay
Marcelino Sosa 2660-64
Montevideo
Pres.—Andres Spiller
Dir.—W. Zilber
Women's International ORT
1, Rue de Varembe
1211 Geneva 20
Pres.—Mrs. H. H. Wingate
Hon. Sec—Mrs. J. Maus
Alternates
D. Ajzenberg, Argentina
Maurice Aronson, Holland
Shimon Ben-Zvi, Israel
Hon. MauriceBernhardt, U.S.A.
M. F. Bloch-Becker, France
William Boe, Norway
Israel Breslow, U.S.A.
Mrs. G. Chapiro, France
Mrs. L. G. Cheekier, France
Mrs. Dora Cohen, Morocco
Dr. E. Cohen-Hadria, Tunisia
John F. Davidson, U.S.A.**
Mrs. Alexander Dolowitz, U.S.A.
Joseph Dorfman, U.S.A.
Jacques Dreyfus, France
A. EMas, India
Paul Ferstenberg, Belgium
Mrs. Robert Forrest, U.S.A.
Mrs. David Goldring, U.S.A.
Erik M. Goldschmidt, Denmark
Murray Gross, U.S.A.
Paul DreyfuS de Gunzburg, Switzerland
M. Hay, Iran
Mrs. Milton Herman, U.S.A.
Mrs. Ella King, Israel
Mrs. Arthur Marpet, U.S.A.
Hjalmar Mehr, Sweden
Jean Nordmann, Switzerland**
Harry Platt, U.S.A.
Mrs. H. G. Reigate, England
Mrs. William Robinson, U.S.A.
Henry Schwartz, U.S.A.
Mrs. M. Senehi, Iran
Dr. S. Serebrenick, Brazil**
Willy Steinfeld, Belgium
Pierre de Toledo, Switzerland**
Hon. Jacob T. Zukerman, U.S.A.
Control Commission
Marc M. Wolff, England-Chairman
Claude Bigar, Switzerland-Rapporteur
Philippe Herzog, France
Bruno Jarach, Italy
Edgar de Picciotto, Switzerland
*Member, Executive Committee
**Alternate Member, Executive Committee

-4
1
BGANIZATION
REHABILITATION
OUGH TRAIIVIIVG
YEARBOOK 1966