S C T E CHN I CA L CO L L E G E S Y S T EM ’ S
F I R S T 5 0 Y EAR S
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The 1980s
A D E S I G N F O R T E C H N O L O G I C A L C H A N G E
want to continue changing South Carolina for the better? In the
spring of 1979, the state board issued a report on its plan for the
1980s. “Given the accelerating technological change, the training
methods of the 1960s may no longer be adequate.”
That same March 1979 a
Columbia Record
story reported that
the tech system sought a revolution. Part of that revolution would
be “innovative technical training to meet industry’s need for so-
phisticated workers who could handle computer-age machinery.”
The revolution hinged on a plan called “Design for the Eighties,”
and its price tag was $10 million. “Design for the Eighties” con-
sisted of five components.
Cooperative Education—the technical college system would
develop consortia of businesses, industries, and technical institu-
tions where students could learn on the job even while they took
job-related courses at local technical colleges. Private sector con-
sortium members would employ or offer students scholarships
while providing the technical colleges with technical support.
Relevant Coursework—Emphasis would be placed on ensur-
ing courses would meet the needs of businesses and industry.
Providing training for emerging technologies in advance of in-
dustry’s need for them was part of the plan.
Special Schools—Electronics and chemical engineers would
join Special Schools to keep it on the forefront of technological
change. Technical writers and curriculum developers would up-
grade training manuals. More on-the-job training and in-plant
training would better meet changing industrial needs. Extend-
ed training programs—ten years long if necessary—would help
expanding industries. Mobile training units equipped with the
latest technologies would take training where it was needed.
Continuing Education—Renewed emphasis on continuing
Executive Director James R. Morris, Jr.
(1986-1994)
