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ABSTRACT
DOCUMENT RESUME
CE 063 259
Investing in People: Education and the Work Force.Report on the National Meeting (Baltimore, Maryland,September 17-18, 1992).Labor/Higher Education Council, Washington, DC.Sep 92119p.
Executive Director, Labor/Higher EducationCouncil,3429 34th Place, N.W., Washington, DC 20016.Collected Works Conference Proceedings (021)
MF01/PC05 Plus Postage.Adult Education; Dislocated Workers; EconomicDevelopment; *Educational Policy; *Education WorkRelationship; Employer Employee Relationship; FederalGovernment; Futures (of Society); *Government Role;Job Development; *Job Training; Labor ForceDevelopment; Labor Relations; Public Policy;*Retraining; *Unions
This report presents the views expressed at theLabor/Higher Education Council's National Meeting, the theme of whichwas "Education and Work: Redefinitions and New Strategies." Section 1includes two keynote speeches: "Priorities for Economic Investment inPeople, Technology, and Public Works" (Ira Magaziner) and "OrganizedLabor's Stake in the Work-Learning Connection" (Thomas Donahue).Three presentations in section 2 focus on national education policy:"Introduction: Setting the Context" (Roscoe Brown, Jr.); "NationalEducation Policy: Ready for Change?" (Al Shanker); and "HigherEducation and Education Policy: A Response" (Hoke Smith). Section 3explores work force retraining and government's role in thatretraining in these three papers: "Introduction: The UAW (United AutoWorkers) Experience with Retraining" (Owen Bieber); "Retraining: OurMeans for Economic Survival" (David Gordon); and "Kenosha's ChryslerPlant: A Case Study in Higher Education Retraining" (Sheila Kaplan).Three papers in section 4 examine the future of work and nationalpolicy and emphasize changing perceptions of work: "Introduction: AreWe Ready for the Work Force/Work Place Changes Ahead?" (JamesAppleberry); "Hong Kong and Singapore: How Much Economic Planning inThis New World of Work?" (David Warsh); and "Changes in the WorkPlace: Our Response Is Our Future" (Jack Golodner). Section 5discusses government's role in creating jobs and economic growth inthree papers: "Introduction: Individual and Government Action"(William Lucy); "Government as a Positive Force in Job Creation"(Jeff Faux); and "The Swedish Government's Proactive Stance in JobCreation" (Alf Karlsson). Appendixes include information on theLabor/Higher Education Council and its statement on "Labor in HigherEducation Governance." (YU)
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4,
I
Fa.
NV
EST
ING
PEO
PLE
Edu
catio
n an
d th
e W
ork
Forc
e
Rep
ort i
n th
e N
atio
nal M
eetin
gS
e,ite
mhe
r 17
-18,
199
2B
altim
ore,
Mar
ylan
d
LAB
OR
/HIG
HE
R E
DU
CA
TIO
N C
OU
NC
ILof
the
Am
eric
an C
ounc
il on
Edu
catio
n an
d th
e A
FL/
C10
BE
ST
CO
PY
AV
AIL
AB
LE
INV
EST
ING
PEO
PLE
Edu
catio
n an
d th
e W
ork
Forc
e
Rep
ort o
n th
e N
atio
nal M
eetin
gSep
tem
ber
17-1
8, 1
992
Bal
timor
e, M
aryl
and
LAB
OR
/HIG
HE
R E
DU
CA
TIO
N C
OU
NC
ILof
the
Am
eric
an C
ounc
il on
Edu
catio
n an
d th
e A
FLJ
CIO
6
For
add
ition
al c
opie
s or
for
furt
her
info
rmat
ion
abou
tth
e La
bor/
Hig
her
Edu
catio
n C
ounc
il, c
all o
r w
rite
to:
Dr.
Len
Oliv
erE
xecu
tive
Dire
ctor
Labo
r/H
ighe
r E
duca
tion
Cou
ncil
3429
34t
h P
lace
, N.W
.W
ashi
ngto
n, D
.C. 2
001
202/
362-
1522
CO
NT
EN
TS
Page
PRE
FAC
E
INT
RO
DU
CT
OR
Y R
EM
AR
KS
iii
1. G
RO
WIN
G T
HE
AM
ER
ICA
N E
CO
NO
MY
TH
RO
UG
H E
DU
CA
TIO
N A
ND
JO
BS
Prio
ritie
s fo
r E
cono
mic
Inv
estm
ent i
n Pe
ople
, Tec
hnol
ogy,
and
Pub
lic W
orks
1
Ira
Mag
azin
er
Org
aniz
ed L
abor
's S
take
in th
e W
ork-
Lca
min
g C
onse
ctio
n10
Tho
mas
R. D
onah
ue
AT
TH
E M
EE
TIN
G...
14
2. R
ET
HIN
KIN
G E
DU
CA
TIO
N P
OL
ICY
: WH
O A
RE
WE
ED
UC
AT
ING
?W
HA
T A
RE
TH
E I
NC
EN
TIV
ES
FOR
LE
AR
NIN
G?
Intr
oduc
tion:
Set
ting
the
Con
text
16
Ros
coe
C. B
row
n, J
r.
Nat
iona
l Edu
catio
n Po
licy:
Rea
dy f
or C
hang
e?17
Al S
hank
er
Hig
her
Edu
catio
n an
d E
duca
tion
Polic
y: A
Res
pons
e24
Hok
e Sm
ith
3. T
HE
RE
TR
AIN
ING
DIL
EM
MA
: EC
ON
OM
IC H
OPE
AFT
ER
TH
E J
OB
EN
DS
Intr
oduc
tion:
The
UA
W E
xper
ienc
e w
ith R
etra
inin
g26
Ow
en B
iebe
r
Ret
rain
ing:
Our
Mea
ns f
or E
cono
mic
Sur
viva
l27
Dav
id G
ordo
n
Ken
osha
's C
hrys
ler
Plan
t: A
Cas
e St
udy
in H
ighe
r E
duca
tion
Ret
rain
ing
31
Shei
la K
apla
n
4. W
OR
K A
ND
TH
E Q
UA
LIT
Y O
F O
UR
LIV
ES
Intr
oduc
tion:
Are
We
Rea
dy f
or th
e W
ork
Forc
e/W
ork
Plac
e C
hang
es A
head
?33
Jam
es B
. App
lebe
rry
Hon
g K
ong
and
Sing
apor
e: H
ow M
uch
Eco
nom
ic P
lann
ing
in T
his
New
Wor
ld o
f W
ork%
35
Dav
id W
arsh
Cha
nges
in th
e W
ork
Plac
es. O
ur R
espo
nse
Is O
ur F
utur
e37
Jack
Gol
odne
r
5. G
OV
ER
NM
EN
T'S
RO
LL
IN
JO
B C
RE
AT
ION
Intr
oduc
tion:
indi
vidu
al a
nd G
over
nmen
t Act
ion
39
Will
iam
Luc
y
Gov
ernm
ent a
s a
Posi
tive
Forc
t n J
ob C
reat
ion
40Je
ff F
aux
The
Sw
edis
h G
ovem
n...!
nt's
Pro
activ
e St
ance
in J
ob C
reat
ion
43
Alf
Kar
lsso
n
AP
PE
ND
ICE
SA
. The
Lab
or/H
ighe
r E
duca
tion
Cou
ncil
45
B. S
tate
men
t: L
abor
in H
ighe
r E
duca
tion
Gov
erna
nce
48
PRE
FAC
E
N.
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce
BE
ST
CO
PY
AV
AIL
AB
LE
Thi
s re
port
pre
sent
s th
e vi
ews
expr
esse
d at
the
Lab
or/H
ighe
r E
duca
tion
Cou
ncil'
s N
atio
nal
Mee
ting
held
at t
he B
altim
ore
Om
ni I
nner
Har
bor
Hot
el, S
epte
mbe
r 17
-18,
199
2. T
he m
eetin
g th
eme,
"Edu
catio
n an
d W
ork:
Red
efin
ition
s an
d N
ewSt
rate
gies
," e
mer
ged
from
dis
cuss
ions
bet
wee
n th
eA
mer
ican
Cou
ncil
on E
duca
tion
(AC
E)
and
the
AFL
-CIO
on
the
criti
cal r
elat
ions
hip
betw
een
educ
atio
n an
d w
ork
and
its im
pact
on
the
natio
n's
econ
omic
gro
wth
and
pro
sper
ity.
Org
aniz
ed la
bor
and
high
er e
duca
tion
are
idea
lly p
ositi
oned
to r
aise
the
polic
y is
sues
ass
oci-
ated
with
the
lear
ning
-wor
k re
latio
nshi
p w
ith th
eor
gani
zatio
ns th
ey r
epre
sent
, the
ir c
onst
ituen
ts, a
ndth
e A
mer
ican
pub
lic. T
he m
eetin
g fo
rmat
bal
ance
dpr
esen
tatio
ns b
y la
bor
and
high
er e
duca
tion
repr
esen
tativ
es.
Form
al p
rese
ntat
ions
by
natio
nally
rec
ogni
zed
expe
rts
addr
esse
d ed
ucat
ion,
trai
ning
, the
fut
ure
wor
k pl
ace,
and
the
appr
opri
ate
role
of
gove
rnm
ent
in d
evel
opin
g th
ese
area
s. T
he m
eetin
g fe
atur
ed a
keyn
ote
pres
enta
tion
by I
ra M
agaz
iner
, adv
isor
toth
e ne
w a
dmin
istr
atio
n, a
nd s
ubse
quen
t pan
els
expl
ored
the
issu
es o
f ed
ucat
ion
polic
y, o
rgan
ized
labo
r's s
take
in th
e ed
ucat
ion
deba
te, t
he q
uest
ion
of tr
aini
ng a
nd r
etra
inin
g ou
r w
ork
forc
e, th
equ
ality
of
our
wor
k liv
es in
a c
hang
ing
wor
k pl
ace,
and
the
gove
rnm
ent's
rol
e in
stim
ulat
ing
jobs
and
grow
th.
The
re w
ere
62 p
artic
ipan
ts. T
he 3
0 la
bor
part
icip
ants
rep
rese
nted
18
inte
rnat
iona
l uni
ons,
4st
ate
AFL
-CIO
fed
erat
ions
, and
9 A
FL-C
IO o
ffic
ials
and
depa
rtm
ent l
eade
rs. F
rom
aca
dem
ia c
ame
repr
esen
tativ
es o
f 18
hig
her
educ
atio
n in
stitu
tions
and
6 A
CE
-aff
iliat
ed a
ssoc
iatio
ns.
"The
cou
ncil
belie
ves
this
rep
ort
can
enco
urag
e th
e la
bor
and
high
er
educ
atio
n co
mm
uniti
es to
dis
cuss
the
criti
cal i
ssue
s of
edu
catio
n an
d w
ork.
We
also
ant
icip
ate
the
publ
icat
ion
will
add
to th
e st
ate
dial
ogue
s be
twee
n la
bor
and
high
er e
duca
tion,
thro
ugh
whi
ch p
olic
y
and
prog
ram
s ca
n be
join
ed o
n a
prac
tical
leve
l."
ii
Thi
s re
port
fol
low
s th
e ch
rono
logy
of
the
natio
nal m
eetin
g. S
EC
TIO
N 1
incl
udes
the
pres
enta
-tio
ns o
ffer
ed b
y ke
ynot
e sp
eake
r M
agaz
iner
and
AFL
-CIO
Sec
reta
ry-T
reas
urer
Tho
mas
R. D
onah
ue,
who
set
the
tone
for
the
mee
ting
and
laye
d ou
t som
eof
the
chal
leng
es w
e fa
ce.
SEC
TIO
N 2
foc
uses
on
natio
nal e
duca
tion
polic
yan
d in
clud
es p
rese
ntat
ions
by
Ros
coe
C. B
row
n, J
r.,
pres
iden
t of
Bro
nx C
omm
unity
Col
lege
, who
intr
oduc
ed th
e se
ssio
n; A
l Sha
nker
, pre
side
nt o
f th
eA
mer
ican
Fed
erat
ion
of T
each
ers
(AFT
), w
hodi
scus
sed
scho
ol a
chie
vem
ent a
nd in
cent
ives
for
lear
ning
; and
Hok
e Sm
ith, p
resi
dent
of
Tow
son
Stat
eU
nive
rsity
, who
off
ered
som
e of
hig
her
educ
atio
n's
pers
pect
ives
on
educ
atio
n po
licy.
SEC
TIO
N 3
exp
lore
s w
ork
forc
e re
trai
ning
and
gove
rnm
ent's
rol
e in
that
ret
rain
ing.
Ow
en B
iebe
r,pr
esid
ent o
f U
nite
d A
uto
Wor
kers
(U
AW
), w
asre
pres
ente
d by
Ter
ry L
int,
UA
W's
dir
ecto
r of
educ
atio
n. D
avid
Gor
don,
pro
fess
or o
f ec
onom
ics
atth
e N
ew S
choo
l for
Soc
ial R
esea
rch,
pre
sent
ed a
prov
ocat
ive
mod
el f
or r
etra
inin
g ba
sed
on th
esu
cces
sful
GI
Bill
of
the
post
Wor
ld W
ar I
I pe
riod
.Sh
eila
Kap
lan,
cha
ncel
lor
of th
e U
nive
rsity
of
Wis
cons
inPa
rksi
de, p
rovi
ded
usef
ul in
sigh
ts o
n th
eis
sue
by r
ecou
ntin
g th
e cl
osin
g of
the
Chr
ysle
rau
tom
obile
pla
nt in
Ken
osha
.
SEC
TIO
N 4
exa
min
es th
e fu
ture
of
wor
k an
d
natio
nal p
olic
y an
d em
phas
izes
our
cha
ngin
gpe
rcep
tions
of
wor
k. L
ed b
y Ja
mes
B. A
pple
berr
y,pr
esid
ent o
f th
e A
mer
ican
Ass
ocia
tion
of S
tate
Col
lege
s an
d U
nive
rsiti
es, w
ho o
ffer
ed h
is o
wn
view
of th
e fu
ture
of
wor
k in
his
intr
oduc
tion,
the
sess
ion
incl
uded
Dav
id W
arsh
, syn
dica
ted
colu
mni
st f
or th
eB
osto
n G
lo le
,w
ho c
ompa
red
natio
nal p
olic
ies
inH
ong
Kon
g an
d Si
ngap
ore,
and
Jac
k G
olod
ner,
pres
iden
t of
the
AFL
-CIO
's D
epar
tmen
t for
Pro
fes-
sion
al E
mpl
oyee
s, w
ho e
xam
ined
the
stat
e of
labo
r-m
anag
emen
t rel
atio
ns to
day.
SEC
TIO
N 5
con
clud
es th
e re
port
with
a d
iscu
ssio
nof
gov
ernm
ent's
rol
e in
cre
atin
g jo
bs a
nd e
cono
mic
grow
th. W
illia
m L
ucy,
inte
rnat
iona
l sec
reta
ry-
trea
sure
r of
the
Am
eric
an F
eder
atio
n of
Sta
te,
Cou
nty
and
Mun
icip
al E
mpl
oyee
s (A
FSC
ME
) le
dth
e se
ssio
n, f
ollo
wed
by
Jeff
Fau
x, p
resi
dent
of
the
Eco
nom
ic P
olic
y In
stitu
te, w
ho o
ffer
ed a
his
tori
cal
pers
pect
ive
on g
over
nmen
t int
erve
ntio
n in
eco
nom
icpo
licy,
and
Alf
Kar
lsso
n of
the
Swed
ish
Em
bass
y,w
ho ta
lked
abo
ut h
is g
over
nmen
t's a
ctiv
e ro
le in
Swed
ish
econ
omic
mat
ters
.T
he c
ounc
il be
lieve
s th
is r
epor
t can
enc
oura
geth
e la
bor
and
high
er e
duca
tion
com
mun
ities
todi
scus
s th
e cr
itica
l iss
ues
of e
duca
tion
and
wor
k. W
eal
so a
ntic
ipat
e th
e pu
blic
atio
n w
ill a
dd to
the
stat
edi
alog
ues
betw
een
labo
r an
d hi
gher
edu
catio
n,th
roug
h w
hich
pol
icy
and
prog
ram
s ca
n be
join
ed o
na
prac
tical
leve
l.
The
AC
E /A
FL
-CIO
Lab
or /H
ighe
r E
duca
tion
Cou
ncil
15
INT
RO
DU
CT
OR
Y R
EM
AR
KS
Rob
ert H
. Atw
ell
Tho
mas
R. D
onah
ue
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e
1
Rob
ert H
. Atw
ell
Pres
iden
t, A
CE
The
Lab
or/H
ighe
r E
duca
tion
Cou
ncil,
whi
ch h
eld
itsfi
rst m
eetin
g in
198
3 at
the
Geo
rge
Mea
ny C
ente
r fo
rL
abor
Stu
dies
, is
a jo
int v
entu
re o
f A
CE
and
the
AFL
-CIO
. The
se a
nnua
l mee
tings
off
er a
uni
que
oppo
rtun
ity f
or th
e le
ader
ship
in th
ese
two
impo
rtan
tse
ctor
s to
mee
t inf
orm
ally
, exc
hang
e id
eas,
and
com
e to
und
erst
and
one
anot
her's
thin
king
reg
ardi
ngim
port
ant n
atio
nal i
ssue
s. T
hese
exc
hang
es h
ave
attim
es c
ontin
ued
thro
ugho
ut th
e ye
ar, t
hank
s to
the
rela
tions
hips
for
ged
at th
e na
tiona
l gat
heri
ngs
and
our
mut
ual i
nter
ests
in n
atio
nal p
olic
y.O
ur a
gend
as o
verl
ap, a
nd w
e ha
ve a
sen
se o
f
com
mon
pur
pose
and
pro
gram
s. T
he h
ighe
r ed
uca-
tion
com
mun
ity is
gra
tefu
l to
the
AFL
-CIO
for
join
ing
us in
this
pro
mis
ing
join
t ven
ture
. We
look
forw
ard
to a
n ex
citin
g se
ries
of
pres
enta
tions
and
disc
ussi
ons
on e
duca
tion
and
its r
elat
ions
hip
to th
ew
orld
of
wor
k an
d th
e po
licy
impl
icat
ions
that
can
emer
ge f
rom
suc
h a
dial
ogue
.
Tho
mas
R. D
onah
ueSe
cret
ary-
Tre
asur
er, A
FL-C
IO
For
the
AFL
-CIO
, I w
elco
me
you
to th
is n
atio
nal
mee
ting.
Ove
r th
e ye
ars,
our
mee
tings
hav
e ge
ner-
ated
an
impr
essi
ve r
ecor
d of
coo
pera
tion
r,nd
agr
owin
g re
cogn
ition
of
the
valu
e of
gat
heri
ng la
bor
and
high
er e
duca
tion
lead
ers
to ta
lk w
ith o
ne a
noth
eran
d fi
nd c
omm
on g
roun
d on
impo
rtan
t iss
ues.
In
rece
nt y
ears
, the
cou
ncil
has
been
eff
ectiv
e in
publ
ishi
ng p
roce
edin
gs o
f th
ese
mee
tings
, in
diss
emin
atin
g a
seri
es o
f in
sigh
tful
rep
orts
, and
inin
itiat
ing
stat
e di
alog
ues
and
othe
r in
itiat
ives
that
iii
enco
urag
e la
bor
and
high
er e
duca
tion
to in
tera
ct o
n
mut
ual i
nter
ests
and
pro
blem
s.I'm
gla
d to
be
here
for
wha
t pro
mis
es to
be
an
exce
llent
exp
lora
tion
of e
duca
tion
and
wor
k, a
topi
ccl
ose
to u
s at
the
AF
L-C
IO.
Prim
o P
adel
etti
Secr
etar
y-T
reas
urer
. Mar
ylan
d St
ate
and
Dis
tric
tof
Col
umbi
a A
FL-C
IO
I'm h
onor
ed to
brin
g gr
eetin
gs fr
om th
e M
aryl
and
Sta
te a
nd D
.C. A
FL-
CIO
and
our
400
,000
mem
bers
,w
ho h
ave
alw
ays
supp
orte
d hi
gher
edu
catio
n. W
e've
initi
ated
talk
s w
ith D
r. W
illia
m K
irwan
, pre
side
nt o
fth
e U
nive
rsity
of M
aryl
and
at C
olle
ge P
ark,
and
with
Dun
dalk
Com
mun
ity C
olle
ge, w
hich
has
a s
tron
gLa
bor
Stu
dies
Pro
gram
. The
Sta
te F
eder
atio
n ha
s
esta
blis
hed
rela
tions
hips
with
oth
er h
ighe
r ed
ucat
ion
inst
itutio
ns b
y cr
eatin
g se
min
ars,
enc
oura
ging
labo
rst
udie
s pr
ogra
ms,
and
pro
vidi
ng s
trat
egic
lobb
ying
efco
rts
on b
ehal
f of h
ighe
r ed
ucat
ion
in A
nnap
olis
.In
Mar
ylan
d, a
s in
oth
er s
tate
s, w
e ar
e fa
cing
maj
or b
udge
t pro
blem
s. S
tate
rev
enue
s ar
e do
wn
and
high
er e
duca
tion
has
had
to a
bsor
b a
larg
e po
rtio
n of
the
$450
mill
ion
shor
tfall
this
yea
r. B
ut w
e're
wor
king
on
rest
orin
g so
me
of th
e cu
ts.
In M
aryl
and
and
acro
ss th
e na
tion,
labo
r ha
s
been
con
sist
ently
str
ong
as a
n ad
voca
te fo
r hi
gher
educ
atio
n. E
duca
tion
is v
ital i
n pr
omot
ing
dem
o-cr
atic
val
ues
and
stre
ngth
enin
g ou
r co
mm
uniti
es.
Hig
her
educ
atio
n pl
ays
an e
spec
ially
impo
rtan
t rol
ein
pre
parin
g ou
r w
ork
forc
e to
com
pete
with
in a
nin
crea
sing
ly g
loba
l eco
nom
y. T
hat's
why
we
are
plea
sed
to b
e m
eetin
g w
ith y
ou, e
xplo
ring
our
com
mon
pro
blem
s an
d op
port
uniti
es.
iv
Ern
est R
. Gre
cco
Pres
iden
t, M
etro
polit
an B
altim
ore
Cou
ncil
of A
FL-
CIO
Uni
ons
Wel
com
e to
Bal
timor
e. T
he B
altim
ore
Cen
tral
Lab
orC
ounc
il ha
s 21
0 un
ions
in th
e m
etro
polit
an a
rea,
with
125
,000
-150
,000
mem
bers
. In
rela
tions
hip
tohi
gher
edu
catio
n, I
mig
ht m
entio
n tw
o pr
ogra
ms.
One
is a
dis
loca
ted
wor
kers
pro
gram
that
atte
mpt
s to
assi
st w
orke
rs s
eeki
ng c
ouns
elin
g, in
terv
iew
s, a
ndjo
bs. T
he s
econ
d is
a p
artn
ersh
ip w
ith th
e M
aryl
and
Sta
te D
epar
tmen
t of E
duca
tion,
thro
ugh
whi
ch w
ere
ceiv
e st
ate
fund
s to
wor
k on
the
o-ob
lem
s of
wor
k-pl
ace
illite
racy
. Thi
s pr
ogra
m is
in it
s fo
urth
yea
r an
dha
s be
en h
ighl
y su
cces
sful
. Any
city
em
ploy
ee, f
orex
ampl
e, c
an e
nrol
l for
12
wee
ks, t
wo
days
a w
eek,
two
hour
s a
day.
The
may
or p
ays
for
the
first
hou
r,
the
gran
t for
the
seco
nd. W
e of
fer
child
car
e an
d
tran
spor
tatio
n co
sts.
We
valu
e ou
r lin
kage
with
edu
catio
n an
d w
ish
you
wel
l in
your
dia
logu
e.
The
AC
E /A
FL -
CIO
Lab
ordl
if,h
er E
duca
tion
C
1
1. G
RO
WIN
G T
HE
AM
ER
ICA
N E
CO
NO
MY
TH
RO
UG
H E
DU
CA
TIO
N A
ND
JOB
S
Ira
Mag
azin
er
PR
IOR
ITIE
S F
OR
EC
ON
OM
ICIN
VE
ST
ME
NT
IN P
EO
PLE
,T
EC
HN
OLO
GY
, AN
D P
UB
LIC
WO
RK
S
Ira
Mag
azin
erPr
esid
ent,
SJS,
Inc
.
I'd li
ke to
take
a lo
ok a
t the
Am
eric
an e
cono
my
and
shar
e w
hat 1
thin
k ne
eds
to b
e do
ne to
add
ress
our
econ
omic
pro
blem
s. C
onsi
der
our
econ
omy
over
the
last
20
year
s as
a b
ackd
rop
for
the
curr
ent r
eces
sion
,w
hich
has
not
bee
n re
cept
ive
to th
e no
rmal
cur
es f
ora
rece
ssio
n.
Cre
atin
g G
row
th:
Fact
ors
Oth
er T
han
Prod
uctiv
ityPr
oduc
tivity
impr
ovem
ent i
s th
e re
al e
ngin
e of
livin
g st
anda
rd g
row
th. I
t allo
ws
natio
ns to
pro
duce
mor
e w
ith th
e sa
me
num
ber
of w
orke
rs. B
ut s
ince
1973
, Am
eric
a ha
s be
en im
prov
ing
prod
uctiv
ity b
yle
ss th
an 1
per
cent
a y
ear.
In
this
sam
e pe
riod
,E
urop
ean
coun
trie
s ha
ve b
een
incr
easi
ng p
rodu
c-tiv
ity b
y ab
out 3
per
cent
a y
ear,
and
the
Japa
nese
by 6
per
cent
per
yea
r.D
urin
g th
e fi
rst p
art o
f th
is c
entu
ry, o
ur p
rodu
c-tiv
ity im
prov
ed b
y ab
out 3
per
cent
a y
ear,
but
dur
ing
the
past
20
year
s, w
e've
bee
n al
mos
t fro
zen
in o
urab
ility
to im
prov
e pr
oduc
tivity
. If
we
have
n't b
een
impr
ovin
g pr
oduc
tivity
, wha
t hav
e w
e be
en d
oing
togr
ow th
e ec
onom
y? T
wo
thin
gs h
ave
driv
en o
urec
onom
ic g
row
th d
urin
g th
is p
erio
d:
1. U
sing
Oth
er P
eopl
e's
Mon
eyPa
rtic
ular
ly in
the
1980
s, w
e've
sim
ply
spen
tot
her
peop
le's
mon
ey. T
ake
all t
he m
oney
we
loan
edto
for
eign
ers
and
the
mon
ey th
ey lo
aned
to u
s. T
hen
take
the
mon
ey w
e in
vest
ed in
thei
r co
untr
ies
and
the
mon
ey th
ey in
vest
ed in
the
Uni
ted
Stat
es. S
ubtr
act i
tal
l out
. The
res
ult:
we
have
bro
ught
into
the
coun
try
slig
htly
ove
r $1
trill
ion
net s
ince
198
0.T
his
mon
ey a
lone
acc
ount
s fo
r th
e cu
mul
ativ
e,ye
ar-t
o-ye
ar in
crea
se in
our
tota
l eco
nom
y du
ring
the
past
dec
ade.
For
exa
mpl
e, c
onsi
der
a fa
mily
four
in 1
982,
ear
ning
$20
,000
a y
ear,
spe
ndin
g $2
0,00
0 a
year
, and
hav
ing
inhe
rite
d a
hous
e. T
he s
ame
fam
ilysp
ent $
30,0
00 in
199
0 (i
nste
ad o
f $2
0;00
0): t
hat
show
s ec
onom
ic g
row
th. T
he p
robl
em is
that
whi
leth
e fa
mily
's s
pend
ing
rose
fro
m $
20,0
00 t3
$30
,000
,its
ear
ning
s ro
se :r
om $
20,0
00 to
just
$22
,000
. The
fam
ily m
ade
up th
e di
ffer
ence
fir
st b
y ta
king
am
ortg
age
on th
e ho
use
and
then
by
selli
ng o
ff p
iece
sof
the
hous
e. T
his
allo
wed
them
to m
aint
ain
thei
rst
anda
rd o
f liv
ing.
If w
e as
ked
that
fam
ily a
bout
wha
t mos
tec
onom
ic s
tatis
tics
mea
sure
, i.e
., ho
w th
ey a
re d
oing
base
d on
how
muc
h th
ey a
re s
pend
ing,
the
answ
erw
ould
be
"Fin
e. W
e ha
ve $
30,0
00 to
spe
nd e
very
year
, whe
reas
we
used
to h
ave
only
$20
,000
." B
utw
e'd
get a
dif
fere
nt a
nsw
er b
y as
king
a m
uch
mor
eim
port
ant q
uest
ion:
"W
hat a
re y
ou b
uild
ing
to le
ave
for
your
chi
ldre
n?"
The
ans
wer
: a h
uge
debt
!T
hey'
re a
lso
selli
ng o
ff th
e ho
use
they
inhe
rite
d, s
oth
ey c
an't
pass
it o
n to
thei
r ch
ildre
n. N
ow, f
ewfa
mili
es w
ould
do
that
to th
eir
child
ren,
but
as
ana
tion,
that
's w
hat w
e've
bee
n do
ing.
We'
veba
sica
lly b
een
grow
ing
our
econ
omy
by s
pend
ing
2In
vest
ing
in P
eopl
e: E
duca
tion
and
the
Wor
k Fo
rce
1
20
"For
mos
t mid
dle
clas
s an
d
wor
king
poo
r in
our
cou
ntry
, rea
l wag
e
decl
ines
hav
e be
en d
ram
atic
."
mon
ey w
e ha
ve b
roug
ht in
fro
m a
broa
d th
roug
hbo
rrow
ing
and
thro
ugh
selli
ng o
ff o
ur a
sset
s.
2. In
crea
sing
'he
Ava
ilabl
e W
ork
For
ce
Sinc
e 19
73, w
e've
thro
wn
mor
e pe
ople
into
our
econ
omy.
In
1973
, 40
perc
ent o
f th
e A
mer
ican
peop
le w
ere
in th
e w
ork
forc
e. B
y 19
90, 5
0 pe
rcen
tof
the
Am
eric
an p
eopl
e w
ere
in th
e w
ork
forc
e, y
etth
e un
empl
oym
ent r
ate
was
the
sam
e as
in 1
973.
How
do
we
acco
unt f
or th
e di
ffer
ence
s?Fi
;st,
the
baby
boo
m g
ener
atio
n ca
me
of w
ork
forc
e ag
e, s
o w
e ha
d m
ore
peop
le s
eeki
ng w
ork.
And
seco
nd, w
e ha
d a
high
er p
ropo
rtio
n of
wom
enw
orki
ng. M
ore
wor
kers
, mor
e gr
owth
!B
ut b
e.-l
use
prod
uctiv
ity h
asn'
t bee
n im
prov
ing,
the
real
a-.
.era
ge w
age
an A
mer
ican
ear
ns f
or a
n ho
urof
wor
k ha
s dr
oppe
d 16
per
cent
sin
ce 1
973.
In
fact
,w
e've
had
no
real
wag
e im
prov
emen
t for
abo
ut34
yea
rs.
3. M
aldi
strib
utio
n of
Inco
me
One
oth
er f
acto
r: 2
5 ye
ars
ago,
Am
eric
a ha
d th
efo
urth
mos
t equ
al d
istr
ibut
ion
of in
com
e am
ong
the
wor
ld's
22
deve
lope
d co
untr
ies.
Jus
t ten
yea
rs a
go,
we
wer
e tw
elft
h. T
he m
ost r
ecen
t sta
tistic
s sh
ow w
eha
ve th
e m
ost u
nequ
al d
istr
ibut
ion
of in
com
e am
ong
the
wor
ld's
dev
elop
ed n
atio
ns.
Eve
n th
ough
rea
l wag
es h
ave
drop
ped
bysl
ight
ly m
ore
than
16
perc
ent s
ince
197
3, th
e re
alw
ages
of
the
top
30 p
erce
nt o
f A
mer
ican
inco
me
earn
ers
have
act
ually
ris
en b
y ab
out 4
per
cent
. But
for
Am
eric
ans
in th
e bo
ttom
70
perc
ent,
real
wag
es
have
dec
reas
ed b
y m
ore
than
25
perc
ent.
For
mos
tm
iddl
e cl
ass
and
wor
king
poo
r in
our
cou
ntry
, rea
lw
age
decl
ines
hav
e be
en d
ram
atic
.
A N
eed
to C
hang
e D
irec
tion
Prod
uctiv
ity is
sta
gnan
t, re
al w
ages
hav
ede
clin
ed, o
ur d
ebt i
s in
crea
sing
, and
our
inco
me
dist
ribu
tion
is b
ecom
ing
mor
e an
d m
ore
skew
ed.
The
se f
acto
rs h
eral
d se
riou
s pr
oble
ms
for
the
1990
s.E
ven
if it
wer
e de
sira
ble
to c
ontin
ue to
gro
w th
eec
onom
y as
we
have
don
e in
the
past
and
I w
ould
argu
e th
at it
is n
otsu
ch m
etho
ds w
ill n
o lo
nger
be
poss
it! Firs
t, th
e G
erm
an a
nd J
apan
ese
bank
s, a
mon
got
hers
, tha
t hav
e be
en in
vest
ing
mon
ey in
Am
eric
anin
tere
sts,
now
hav
e ot
her
thin
gs to
do
with
thei
rm
oney
. The
Jap
anes
e in
crea
sing
ly a
re in
vest
ing
inth
eir
own
infr
astr
uctu
re d
evel
opm
ent a
nd in
Sou
th-
east
Asi
a. T
he G
erm
ans
are
inve
stin
g dr
amat
ical
ly in
Eas
tern
Eur
opea
n re
unif
icat
ion.
At t
he v
ery
leas
t,th
ese
peop
le a
re g
oing
to c
harg
e m
ore
for
the
mon
eyth
ey s
end
our
way
. So
it's
goin
g to
be
hard
er to
attr
act f
orei
gn f
unds
to k
eep
our
econ
omy
mov
ing.
Seco
nd, f
or th
e fi
rst t
ime
sinc
e th
e im
med
iate
post
-Wor
ld W
ar 1
1 er
a, th
e nu
mbe
r of
peo
ple
reac
hing
ret
irem
ent a
ge r
ough
ly e
qual
s th
e nu
mbe
rco
rnin
g in
to th
e w
ork
forc
e. A
nd th
e pr
opor
tion
ofw
orki
ng w
omen
has
beg
un to
pla
teau
at f
airl
y hi
ghle
vels
. We
are
just
not
goi
ng to
be
able
to th
row
mor
e pe
ople
at t
he e
cono
my
in o
rder
to s
pur
grow
th.
I w
ould
arg
ue th
at if
we
cont
inue
our
ske
wed
dist
ribu
tion
of in
com
e, it
's g
oing
to b
e di
ffic
olt t
om
aint
ain
our
soci
al a
nd p
oliti
cal i
deal
s. O
ne o
f ev
ery
four
chi
ldre
n is
bei
ng b
orn
into
pov
erty
, up
from
one
2T
he A
CE
/AFL
-C
IO L
abor
/Hig
her
Edu
catio
n C
ounc
il
r.
of e
very
six
just
15
year
s ag
o. W
e ha
ve a
"de
velo
p-in
g co
untr
y" s
ittin
g in
the
mid
st o
f ou
r de
velo
ped
coun
try.
Tha
t dev
elop
ing
coun
try,
viv
idly
dis
play
edin
Los
Ang
eles
last
spr
ing,
is g
row
ing
fast
er th
an th
ede
velo
ped
coun
try,
and
the
inco
me
disp
arity
bet
wee
nth
e tw
o co
untr
ies
is g
row
ing
wid
er e
very
yea
r. I
t will
be d
iffi
cult
to m
aint
ain
the
soci
al a
nd p
oliti
cal
cohe
sion
of
our
natio
n if
;he
gap
cont
inue
s to
gro
w.
The
Fal
lacy
of
Tri
ckle
-D
own
Eco
nom
ics
Star
ting
in 1
980,
we
had
thru
st u
pon
us a
sim
ple
econ
omic
theo
ry: t
o en
cour
age
grow
th in
pro
duct
iv-
ity a
nd g
row
th in
the
econ
omy,
the
gove
rnm
ent
shou
ld c
ut ta
xes
on th
e w
ealth
iest
Am
eric
ans,
who
have
a h
ighe
r pr
open
sity
to s
ave
than
"av
erag
e"A
mer
ican
s. T
he s
avin
gs w
ould
then
be
conv
erte
din
to in
vest
men
ts, w
hich
, in
turn
, wou
ld c
reat
epr
oduc
tivity
, job
., an
d gr
owth
.It
has
n't w
orke
d th
at w
ay. T
he w
ealth
iest
hav
esi
mpl
y go
tten
wea
lthie
r. S
avin
gs r
ates
are
dow
n,in
vest
men
t rat
es a
re d
own,
ther
e is
no
econ
omic
grow
th. a
nd p
rodu
ctiv
ity is
low
er th
an it
was
in th
eea
rly
1980
s.
Rem
edie
s to
Im
prov
e Pr
oduc
tivity
To
corr
ect t
his
situ
atio
n, A
mer
ica
mus
t red
is-
cove
r ho
w to
impr
ove
prod
uctiv
ity a
t a h
ighe
r ra
te(3
-4 p
erce
nt p
er y
ear
inst
ead
of th
e cu
rren
t les
s th
anI
perc
ent p
er y
ear)
, and
mak
e su
re th
e fr
uits
of
a:iy
prod
uctiv
ity im
prov
emen
ts a
rc s
prea
d to
eve
ryon
e in
the
econ
omy,
not
just
to th
ose
at th
e to
p of
the
inco
me
ladd
er.
Four
ste
ps w
ill h
elp
us im
prov
e pr
oduc
tivity
:
1. Im
prov
e th
e E
duca
tion
and
Ski
llsof
the
Wor
k F
orce
Mos
t eco
nom
ists
agr
ee th
at th
e m
ost i
mpo
rtan
tin
gred
ient
to lo
ng-t
erm
pro
duct
ivity
is e
duca
tion
and
skill
s im
prov
emen
t. R
elat
ive
to o
ther
cou
ntri
es, w
eha
ve d
one
a re
ason
ably
goo
d jo
b of
edu
catin
g th
e25
per
cent
of
our
peop
le w
ho g
radu
ate
from
fou
r-ye
ar c
olle
ges.
We
have
not
don
e as
wel
l rel
ativ
e to
othe
r co
untr
ies
in e
duca
ting
the
rem
aini
ng 7
5 pe
rcen
tof
the
popu
latio
n.In
oth
er n
atio
ns, s
erio
us e
ffor
ts a
re m
ade
toed
ucat
e an
d co
ntin
ually
upd
ate
the
skill
s of
thos
ew
ho d
o no
t atte
nd c
olle
ge. H
ere,
we
allo
w 2
5 pe
rcen
tof
our
you
ng to
dro
p ou
t bef
ore
they
fin
ish
high
scho
ol. M
any
are
alre
ady
on a
pat
h to
dro
ppin
g ou
tbe
fore
they
get
out
of
elem
enta
ry s
choo
l. A
noth
er25
per
cent
gra
duat
e fr
om h
igh
scho
ol w
ithou
tle
arni
ng to
rea
d or
wri
te o
r so
lve
mat
h pr
oble
ms
abov
e an
eig
hth-
grad
e le
vel.
For
the
75 p
erce
nt w
ho d
o no
t atte
nd f
our-
year
colle
ges,
we
also
do
not h
ave
enou
gh s
erio
uspr
ofes
sion
al a
nd te
chni
cal p
rogr
ams
to e
nabl
e th
emto
mee
t the
wor
k-w
orld
dem
ands
of
the
1990
s an
dbe
yond
. If
we
are
to im
prov
e pr
oduc
tivity
, tha
t wor
kw
orld
is g
oing
to h
ave
to b
e ve
ry d
iffe
rent
fro
m th
eon
e w
e no
w k
now
. Fro
nt-l
ine
wor
kers
are
no
long
ergo
ing
to b
e lik
e m
achi
nes
in a
n in
dust
rial
pla
nnin
gsy
stem
. The
day
s ar
c go
ne w
hen
a co
mpa
ny c
ould
incr
ease
pro
duct
ivity
by
havi
ng in
divi
dual
wor
kers
repe
at th
e sa
me
task
s 80
0 tim
es a
day
on
two-
min
ute
cycl
es.
"lf w
e co
ntin
ue o
ur s
kew
ed
dist
ribut
ion
of in
com
e, it
's'g
oing
to
be d
iffic
ult t
o m
aint
ain
our
soci
al a
nd
polit
ical
idea
ls."
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce3
0 "
"We
need
edu
catio
nal s
tand
ards
that
will
ena
ble
us to
exe
rcis
e
qual
ity c
ontr
ol o
ver
our
educ
atio
n sy
stem
."
We
need
new
for
ms
of w
ork
orga
niza
tion
that
requ
ire
fron
t-lin
e w
orke
rs to
be
mor
e br
oadl
y sk
illed
,to
take
mor
e br
oad-
base
d re
spon
sibi
lity
for
a la
rger
sect
ion
of p
rodu
ctio
n, to
adv
ise
on p
lant
pro
duct
ion,
and
to b
e th
inki
ng m
embe
rs o
f th
e pr
oduc
ing
orga
niza
tion.
The
old
"T
aylo
rist
Mod
el"
of a
nin
dust
rial
eng
inee
r an
d a
man
ager
des
igni
ng s
impl
ew
ork
proc
esse
s to
be
repe
ated
ove
r an
d ov
er b
y th
ew
orke
rsw
here
man
ager
s us
ed c
arro
ts a
nd s
ticks
tom
otiv
ate
the
wor
kers
thos
e da
ys a
re o
ver.
Unf
ortu
nate
ly, t
oo m
any
of o
ur c
ompa
nies
stil
lre
ly o
n th
ose
form
s of
wor
k or
gani
zatio
n. B
ut if
they
are
goin
g to
suc
ceed
and
be
com
petit
ive,
they
mus
tch
ange
. We
need
a f
ront
-lin
e w
ork
forc
e th
at is
capa
ble
of d
oing
mor
e, a
nd b
ette
r ed
ucat
ion
is th
e ke
y.L
et m
e de
scri
be w
hat I
bel
ieve
sho
uld
mak
e up
a tr
ue "
lifel
ong
lear
ning
sys
tem
":A
. Inv
estin
g in
the
Ear
ly Y
ears
. Par
ticul
arly
for
our
disa
dvan
tage
d ch
ildre
n, s
tart
ing
educ
atio
n ea
rly
with
goo
d pa
rent
edu
catio
n an
d ch
ild n
utri
tion
prog
ram
s, a
nd w
ith f
ully
fun
ded
Hea
d St
art p
ro-
gram
s, is
ess
entia
l to
thei
r de
velo
pmen
t. T
oo m
any
kids
are
lost
bef
ore
they
eve
r ge
t to
scho
ol. W
e ha
veto
kee
p ki
ds f
rom
dro
ppin
g ou
t by
givi
ng th
em a
good
sta
rt.
We
know
that
sm
all s
choo
ls a
nd s
mal
l cla
sssi
zes,
par
enta
l inv
olve
men
t, in
tegr
ated
soc
ial
serv
ices
that
sup
port
the
teac
hing
eff
ort,
and
teac
her
"tea
ms"
are
the
kind
s of
thin
gs th
at w
ork
to p
reve
ntdr
opou
ts, e
spec
ially
in th
e el
emen
tary
sch
ool y
ears
.Y
et w
e do
n't d
o th
ese
thin
gs s
yste
mat
ical
ly. I
t'sm
uch
chea
per
to in
vest
in e
arly
pre
vent
ion
than
to le
tki
ds d
rop
out a
nd tr
y to
rec
over
them
late
r. S
o w
ene
ed to
inve
st m
ore
in th
e ea
rly
year
s.
B. S
ettin
g E
duca
tiona
l Goa
ls a
nd S
tand
ards
.W
e ne
ed e
duca
tiona
l sta
ndar
ds th
at w
ill e
nabl
e us
toex
erci
se q
ualit
y co
ntro
l ove
r ou
r ed
ucat
ion
syst
em.
We
have
to a
sses
s ou
tcom
es a
nd e
stab
lish
goal
s to
mov
e to
war
d a
high
-per
form
ance
wor
k or
gani
zatio
nin
our
sch
ools
. Tea
cher
s m
ust b
e gi
ven
grea
ter
resp
onsi
bilit
y fo
r th
e da
y-to
-day
pro
cess
es o
fed
ucat
ion,
rat
her
than
bei
ng s
ubm
itted
to b
urea
u-cr
atic
mic
rom
anag
emen
t.C
. Pro
mot
ing
Prof
essi
onal
-Tec
hnic
al E
duca
-tio
n. W
e ha
ve to
inst
itute
ser
ious
pro
fess
iona
l,te
chni
cal,
and
appr
entic
eshi
p pr
ogra
ms
for
thos
ew
ho d
o no
t cho
ose
to g
o to
col
lege
. Oth
er c
ount
ries
have
a v
arie
ty o
f su
ch p
rogr
ams,
and
we
need
toes
tabl
ish
sim
ilar
trai
ning
.In
Ger
man
y, f
or e
xam
ple,
thos
e as
piri
ng to
beco
me
reta
il w
orke
rs m
ight
con
tinue
aft
er h
igh
scho
ol f
or th
ree
to f
our
year
s st
udyi
ng m
ath,
Ger
man
, and
com
pute
rs, a
long
with
pri
ncip
les
ofre
taili
ng, i
nven
tory
con
trol
, and
fab
rics
. The
ypr
obab
ly w
ork
part
tim
e. W
hen
they
gra
duat
e, th
eygo
to w
ork
for
a re
taile
r. A
nd th
ey c
ontin
ue to
stu
dyas
they
wor
k th
eir
way
up
in th
e re
taili
ng in
dust
ry.
I. G
erm
any,
Jap
an, S
wed
en, K
orea
, and
Sing
apor
e, 7
0 pe
rcen
t of
the
top
corp
orat
e an
dgo
vern
men
t man
ager
s ne
ver
wen
t to
colle
ge. T
hey
part
icip
ated
in a
ppre
ntic
eshi
p pr
ogra
ms
and
wor
ked
thei
r w
ay u
p. W
e ne
ed to
get
ser
ious
abo
ut p
rovi
ding
appr
entic
eshi
p pr
ogra
ms
in a
wid
e va
riet
y of
indu
stri
es f
or th
ose
not g
radu
atin
g fr
om f
our-
year
colle
ges.
We
need
to c
reat
e al
tern
ativ
e pa
ths
tosu
cces
s in
our
soc
iety
.In
our
cou
ntry
, with
the
exce
ptio
n of
the
unio
nize
d ap
pren
tices
hip
prog
ram
s in
con
stru
ctio
nan
d a
few
man
ufac
turi
ng tr
ades
, we
don'
t hav
e
4T
he A
CE
/AFL
-C
IO L
abor
Illig
he, E
duca
tion
Cou
ncil
2C
anyt
hing
like
that
. Onl
y 30
0,00
0 w
orke
rs o
ut o
f a
wor
k fo
rce
of 1
20 m
illio
n ar
e in
volv
ed in
app
ren-
tices
hip
prog
ram
s. T
heir
ave
rage
age
is la
tetw
entie
s, s
o th
ey d
on't
have
con
tinui
ty w
ithed
ucat
ion
and
wor
k.D
. Uni
vers
al F
inan
cing
of
Hig
her/
Con
tinui
ngE
duca
tion.
We
also
nee
d a
univ
ersa
l fin
anci
ngsc
hem
e to
ena
ble
youn
g pe
ople
to p
ursu
e pr
ofes
-si
onal
, tec
hnic
al, a
nd a
ppre
ntic
eshi
p pr
ogra
ms,
and
to e
nabl
e ot
hers
to p
ursu
e a
colle
ge e
duca
tion.
As
deT
ocqu
evill
e ob
serv
ed e
arly
in th
e la
stce
ntur
y, o
ne o
f th
e di
stin
guis
hing
fea
ture
s of
our
soci
ety
was
that
peo
ple
did
not h
ave
to b
e bo
rnar
isto
crat
s to
suc
ceed
. The
re w
a. e
qual
ity o
f op
por-
tuni
ty f
or e
very
one,
no
mat
ter
how
poo
r yo
urba
ckgr
ound
. Alth
ough
we
can
poin
t to
peop
le in
pove
rty
who
stil
l wor
k th
eir
way
up,
toda
y th
e de
ckis
sta
cked
aga
inst
them
. We
all k
now
of
youn
gpe
ople
who
, whi
le h
ighl
y qu
alif
ied
to g
o to
the
best
univ
ersi
ties,
cou
ldn'
t atte
nd f
or la
ck o
f fi
nanc
ing.
If
we
are
to m
aint
ain
the
upw
ard
mob
ility
so
impo
rtan
tto
our
soc
iety
, we
have
to f
ind
way
s to
fin
ance
all
stud
ents
wis
hing
to g
o on
to h
ighe
r ed
ucat
ion,
to b
epa
id b
ack
thro
ugh
an in
com
e ta
x su
rcha
rge.
We
have
to b
uild
on
the
exis
ting
Pell
Gra
nts
to m
ake
high
ered
ucat
ion
poss
ible
for
the
trul
y di
sadv
anta
ged
and
for
the
mid
dle
clas
s.T
his
kind
of
educ
atio
n fi
nanc
ing
wou
ld e
nabl
eus
to im
prov
e ou
r pr
oduc
tivity
whi
le m
aint
aini
ng o
urid
eals
of
equa
lity
of o
ppor
tuni
ty.
E. I
nves
ting
in A
dult
Tra
inin
g Sy
stem
s. W
esp
end
$300
bill
ion
annu
ally
edu
catin
g pe
ople
betw
een
the
ages
of
6 an
d 21
, and
$30
bill
ion
annu
ally
(ju
st 1
0 pe
rcen
t as
muc
h) e
duca
ting
thos
ebe
twee
n 2l
and
65.
We
mus
t be
assu
min
g th
at
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e,r
)4
(..)
peop
le h
ave
lear
ned
90 p
erce
nt o
f w
hat t
hey
need
tokn
ow b
y ag
e 21
. Tha
t's s
impl
y no
t tru
e.E
ven
wor
se, w
e al
so p
erpe
tuat
e el
itism
:70
per
cent
of
wha
t we
spen
d on
adu
lt ed
ucat
ion
and
trai
ning
goe
s to
the
colle
ge e
duca
ted.
We
are
agai
nem
phas
izin
g th
at s
mal
l gro
up a
t the
top
of th
epy
ram
id. I
n th
e hi
gh-p
erfo
rman
ce w
ork
wor
ld o
f th
efu
ture
, tha
t's n
ot g
oing
to b
ring
pro
duct
ivity
to o
urco
untr
y.
2. E
ncou
rage
Tec
hnol
ogic
al D
evel
opm
ent
The
re h
as n
ever
bee
n a
wor
ld e
cono
mic
lead
erth
at h
as n
ot a
lso
been
a w
orld
tech
nolo
gy le
ader
. In
a19
79 D
efen
se S
cien
ce B
oard
stu
dy o
f th
e 25
lead
ing
tech
nolo
gies
to e
xpec
t in
the
1980
s, A
mer
ica
led
the
wor
ld in
22
of th
e 25
lead
ing
tech
nolo
gies
. In
the
1989
stu
dy, w
hich
look
ed a
head
to th
e 19
90s,
Am
eric
a le
d th
e w
orld
in o
nly
eigh
t of
the
lead
ing
tech
nolo
gies
. It's
not
sur
pris
ing.
Rea
l R&
D s
pend
ing
in o
ur c
ount
ry h
as b
een
decr
easi
ng f
or th
e la
st f
our
year
s. I
t has
ris
enth
roug
hout
the
deca
de a
t onl
y on
e-ha
lf th
e E
urop
ean
and
Japa
nese
rat
es. W
e ar
e un
der-
inve
stin
g in
our
coun
try'
s co
mm
erci
al r
esea
rch
deve
lopm
ent.
In a
dditi
on, o
ver
one-
half
of
our
tota
l R&
Dbu
dget
is s
pent
by
the
fede
ral g
over
nmen
tsom
e$7
6 bi
llion
per
yea
r. U
ntil
1980
, one
-hal
f of
our
R&
D b
udge
t wen
t for
def
ense
, the
oth
er o
ne-h
alf
for
civi
lian
purp
oses
. Dur
ing
the
1980
s, w
e sh
ifte
d th
eba
lanc
e to
70
perc
ent f
or d
efen
se. I
t is
time
to d
ow
hat o
ur tr
adin
g pa
rtne
rs a
broa
d do
pull
som
e of
thos
e fu
nds
back
into
com
mer
cial
R&
D s
uppo
rt. T
hede
bate
is n
ot id
eolo
gica
l, i.e
., w
heth
er th
e go
vern
-m
ent s
houl
d or
sho
uld
not b
e do
ing
it. I
t is
a po
litic
alde
bate
.O
ur c
ompa
nies
oft
en c
ompe
te w
ith o
ne h
and
tied
behi
nd th
eir
back
s w
hen
it co
mes
to lo
ng-t
erm
R&
D. I
've
been
a c
orpo
rate
str
ateg
y co
nsul
tant
for
alm
ost 2
0 ye
ars,
and
I'v
e se
en m
any
circ
umst
ance
sw
here
Am
eric
an c
ompa
nies
had
to c
ompe
te a
gain
stfo
reig
n co
mpa
nies
rec
eivi
ng R
&D
ass
ista
nce
from
thei
r go
vern
men
ts. I
t was
alm
ost i
mpo
ssib
le f
or th
eA
mer
ican
com
pani
es to
kee
p pa
ce.
In m
y op
inio
n, it
is p
ossi
ble
to h
ave
gove
rnm
ent
inve
stm
ent i
n co
mm
erci
al R
&D
and
stil
l hav
e it
beke
y-in
dust
ry-l
ed r
athe
r th
an g
over
nmen
t-le
d de
vel-
opm
ent.
It w
ould
be
disa
stro
us to
hav
e go
vern
men
tbu
reau
crat
s pi
ckin
g w
inne
rs a
nd lo
sers
am
ong
tech
nolo
gies
. In
othe
r co
untr
ies,
indu
stry
set
s th
epr
iori
ties,
but
inde
pend
ent g
roup
ssep
arat
e fr
omgo
vern
men
t and
incl
udin
g pe
ople
fro
m in
dust
rype
rfor
m th
e fu
nctio
n of
allo
catin
g go
vern
men
tre
sour
ces
to R
&D
.In
the
proc
ess,
we
coul
d re
dire
ct s
ome
of th
ede
fens
e-or
ient
ed la
bs to
war
d su
ppor
ting
our
com
-m
erci
al e
ffor
t. W
e al
so h
ave
to m
ake
the
R&
DIn
vest
men
t Tax
Cre
dit p
erm
anen
t to
enco
urag
e R
&D
inve
stm
ents
.
"We
need
to r
aise
the
natio
n's
leve
l
of p
ublic
inve
stm
ent i
n in
fras
truc
ture
to b
e co
mpe
titiv
e w
ith o
ther
nat
ions
'
infr
astr
uctu
re in
vest
men
ts. W
e ha
ve to
mod
erni
ze o
ur in
fras
truc
ture
so
that
we
can
ente
r th
e tw
enty
-firs
t cen
tury
with
a
wor
ld-c
lass
sys
tem
of t
rans
port
atio
n,
cc. n
mun
icat
ions
, and
env
ironm
enta
l
prog
ram
s."
63
ti
3. In
crea
se O
ur O
vera
ll C
apita
l Inv
estm
ent L
evel
Inve
stm
ent a
s a
perc
enta
ge o
f G
NP.
Dur
ing
the
1960
s an
d 19
70s,
the
aver
age
net f
ixed
pri
vate
inve
stm
ent r
ate
was
8-9
per
cent
of
GN
P, le
ss th
anou
r m
ajor
trad
ing
part
ners
but
stil
l suf
fici
ent t
o ke
epou
r pr
oduc
tivity
mov
ing.
Dur
ing
the
1980
s, th
e ra
teor
oppe
d to
a li
ttle
mor
e th
an 5
per
cent
. Ove
r th
epa
st f
our
year
s, w
e ha
ve b
een
inve
stin
g at
a le
ss th
an3
perc
ent r
ate.
No
econ
omis
t any
whe
re w
ill te
ll yo
uth
at y
ou c
an g
row
an
econ
omy
or g
row
pro
duct
ivity
if th
e an
nual
net
fix
ed p
riva
te in
vest
men
t is
less
than
3 pe
rcen
t of
the
econ
omy.
Inv
estm
ent h
as d
ecre
ased
dram
atic
ally
in A
mer
ica.
Dec
linin
g Pu
blic
Inv
estm
ent.
We
spen
d le
ssth
an o
ne-h
alf
the
rate
we
did
in th
e 19
60s
and
1970
son
our
pub
lic in
fras
truc
ture
. Mos
t eco
nom
ists
reco
gniz
e th
at th
e pu
blic
sec
tor
has
a ro
le to
pla
y in
inve
stin
g in
our
cou
ntry
's in
fras
truc
ture
. The
payb
ack
time
on p
riva
te in
dust
ry in
vest
men
t in
infr
astr
uctu
re is
too
long
to e
xpec
t com
pani
es to
do
it on
thei
r ow
n. R
ecal
l tha
t Geo
rge
Was
hing
ton
inve
sted
in th
e in
land
wat
erw
ays,
Abr
aham
Lin
coln
in r
ailw
ay b
uild
ing,
and
Dw
ight
Eis
enho
wer
in o
urna
tion'
s in
ters
tate
hig
hway
sys
tem
.W
e ne
ed to
rai
se th
e na
tion'
s le
vel o
f pu
blic
inve
stm
ent i
n in
fras
truc
ture
to b
e co
mpe
titiv
e w
ithot
her
natio
ns' i
nfra
stru
ctur
e in
vest
men
ts. W
e ha
ve to
mod
erni
ze o
ur in
fras
truc
ture
so
that
we
can
ente
r th
etw
enty
-fir
st c
entu
ry w
ith a
wor
ld-c
lass
sys
tem
of
tran
spor
tatio
n, c
omm
unic
atio
ns, a
nd e
nvir
onm
enta
lpr
ogra
ms.
Thi
s ty
pe o
f pu
blic
inve
stm
ent c
an h
elp
mee
t tw
o ov
erla
ppin
g go
als:
Def
ense
Con
vers
ion:
Def
ense
wor
kers
a:e
losi
ng th
eir
jobs
und
er e
cono
mic
con
vers
ion.
Whe
redo
they
go?
Wha
t hap
pens
to th
e pe
ople
who
sup
ply
defe
nse
cont
ract
ors?
Wha
t abo
ut r
etai
l sho
ps lo
cate
dne
ar d
efen
se p
lant
s? L
ayin
g of
f de
fens
e w
orke
rsm
eans
not
onl
y lo
sing
thei
r sk
ills,
but
als
o in
crea
sing
the
burd
ens
on th
e U
.S. T
reas
ury
for
unem
ploy
men
tbe
nefi
t pay
men
ts. W
e ha
ve r
ecom
men
ded
a se
ries
of
trai
ning
pro
gram
s to
ass
ist l
aid-
off
defe
nse
wor
kers
,al
ong
with
ow
ners
and
man
ager
s of
def
ense
est
ab-
lishm
ents
, to
star
t new
bus
ines
ses.
In
mos
t com
mun
i-tie
s w
here
we
have
con
duct
ed s
tudi
es, w
e fi
nd th
atw
hile
we
may
be
able
to tr
ain
thes
e pe
ople
, it w
ill b
edi
ffic
ult t
o fi
nd th
em jo
bs a
fter
war
d.M
oder
nizi
ng O
ur I
nfra
stru
ctur
e: T
o m
oder
nize
our
infr
astr
uctu
re, w
e ne
ed to
inve
st in
mod
em tr
ansp
or-
tatio
n sy
stem
s (e
.g.,
hi!;
h-sp
eed
railw
ays
and
inte
lli-
gent
hig
hway
s). W
e ne
ed m
oder
n co
mm
unic
atio
nssy
stem
s (e
.g.,
broa
d-ba
sed
fibe
rs th
at w
ill g
o to
hom
esan
d of
fice
s, d
igiti
zed
info
rmat
ion
stoc
ks, a
nd d
igita
lsw
itchi
ng f
or th
e fi
ber
netw
ork)
. We
need
to in
vest
inou
r en
viro
nmen
tal s
yste
ms.
The
com
bine
d se
wer
-ov
erfl
ow s
yste
ms
of 1
,100
of
our
citie
s ar
e m
ore
than
100
year
s ol
d. R
ain
dum
ps ju
nk in
to w
ater
way
s be
caus
e
stor
m s
yste
ms
are
com
bine
d w
ith s
ewag
e tr
eatm
ent
plan
ts a
nd o
verf
low
. Tha
t nee
ds c
orre
ctin
g. M
ore
than
two-
thir
ds o
f ou
r so
lid-w
aste
dis
posa
l site
s ar
e go
ing
tobe
ful
l with
in 6
to 7
yea
rs, !
cach
ing
into
gro
und
wat
er.
The
se p
robl
ems
will
gro
w. S
o w
e ne
ed to
mod
erni
ze o
ur in
fras
truc
ture
. But
how
doe
s m
oder
n-iz
ing
our
infr
astr
uctu
re r
elat
e to
def
ense
con
vers
ion?
If w
e ex
amin
e th
e sk
ills
requ
ired
to b
uild
this
mod
ern
infr
astr
uctu
re, t
he s
kill
sets
are
sim
ilar
toth
ose
held
by
man
y of
the
peop
le w
e ar
e la
ying
off
from
our
def
ense
pla
nts.
How
do
we
mat
ch th
em u
pto
mak
e a
smoo
th tr
ansi
tion?
We
coul
d ta
ke a
cer
tain
am
ount
of
the
fund
sfr
om d
efen
se (
Gov
erno
r C
linto
n re
com
men
ds a
bout
The
AC
E /A
FL -
CIO
Lah
orIl
lighe
r E
duca
tion
Cou
ncil
$20
billi
on p
er y
ear)
and
put
it to
war
d m
oder
nizi
ngth
e in
fras
truc
ture
. We
coul
d th
en s
ay to
loca
lm
unic
ipal
ities
, pri
vate
inve
stor
gro
ups,
sta
tes,
and
publ
ic-p
riva
te p
artn
ersh
ips:
"T
he f
eder
al g
over
n-m
ent w
ill b
ack
the
crea
tion
of 1
0 hi
gh-s
peed
rai
lsy
stem
s, o
r 50
mod
ern
recy
clin
g sy
stem
s. A
s a
mun
icip
ality
, you
can
bid
on
thes
e by
rai
sing
som
eof
you
r ow
n fu
nds.
You
will
rec
eive
fed
eral
fun
dson
a m
atch
ing
basi
s to
dev
elop
thes
e pr
ojec
ts."
For
priv
ate
indu
stry
, we
coul
d sa
y: "
We
are
goin
g to
cre
ate
a $1
0 bi
llion
mar
ket i
n ra
il, o
r a
$20
billi
on m
arke
t in
recy
clin
g sy
stem
s, w
hich
will
be o
f in
tere
st to
pri
vate
indu
stry
." S
o th
e be
st th
ing
the
fede
ral g
over
nmen
t can
do
for
priv
ate
indu
stry
rega
rdin
g th
e in
fras
truc
ture
is n
ot to
dir
ect t
hem
on
wha
t to
do, b
ut r
athe
r to
hel
p cr
eate
mar
kets
to g
et it
done
. Tha
t's w
hat w
orks
bes
t.T
here
wou
ld h
ave
to b
e tw
o st
ipul
atio
ns: L
ocal
inve
stor
gro
ups
or m
unic
ipal
ities
wou
ld h
ave
firs
tca
ll on
the
user
fee
s so
the
busi
ness
pro
ject
s ca
n be
amon
g th
ose
that
pay
bac
k. F
or p
riva
te in
dust
ry, t
hebi
ds w
ould
be
hand
led
dece
ntra
lly b
y th
e m
unic
ipal
-ity
or
the
priv
ate
inve
stor
gro
up to
avo
id f
eder
albu
reau
crac
ies
choo
sing
at t
he lo
cal l
evel
.T
here
wou
ld b
e tw
o re
quir
emen
ts f
or p
riva
te-
sect
or b
idde
rs: (
1) d
emon
stra
tion
of h
ow a
n ex
istin
gde
fens
e pl
ant w
ould
be
used
in th
e pr
ojec
t (by
subc
ontr
actin
g or
buy
ing
it ou
trig
ht a
nd c
onve
rtin
git)
; and
(2)
dem
onst
ratio
n th
at th
e m
anuf
actu
ring
proj
ect w
ould
em
ploy
at l
east
som
e pe
ople
cur
rent
lyun
empl
oyed
and
on
wel
fare
.T
he f
inan
cial
ret
urns
to th
e fe
dera
l gov
ernm
ent
wou
ld b
e dr
amat
ic. W
ithou
t the
se p
roje
cts,
the
feds
wou
ld b
e pa
ying
for
wel
fare
and
une
mp'
oym
ent
insu
ranc
e fo
r la
rge
num
bers
of
wor
kers
. And
pri
vate
-
sect
or in
volv
emen
t wou
ld m
ean
that
we
wou
ldn'
tha
ve to
dep
end
on e
xist
ing
defe
nse
cont
ract
ors
toco
nver
t the
ir o
pera
tions
into
com
mer
cial
bus
ines
ses,
whi
ch h
as a
lway
s be
en a
maj
or p
robl
em in
def
ense
conv
ersi
on.
The
re a
re f
our
adva
ntag
es to
this
app
roac
h. I
tw
ould
dra
mat
ical
ly in
crea
se p
riva
te a
s w
ell a
s pu
blic
inve
stm
ent,
mod
erni
ze th
e in
fras
truc
ture
, pro
vide
for
a sm
ooth
def
ense
con
vers
ion
and
leav
e fe
wer
peo
ple
jobl
ess,
and
hel
p cr
eate
a n
ew g
ener
atio
n of
U.S
.m
anuf
actu
ring
fir
ms
prod
ucin
g go
ods
for
mar
kets
that
can
then
be
expo
rted
.I
wou
ld a
lso
argu
e fo
r an
exp
ande
d, a
cros
s-th
e-bo
ard
inve
stm
ent t
ax c
redi
t for
com
pani
es in
vest
ing
in th
e U
nite
d St
ates
, and
for
cap
ital g
ains
tax
cuts
,bu
t onl
y fo
r th
e cr
eatio
n an
d de
velo
pmen
t of
new
busi
ness
es. T
his
cut w
ould
stim
ulat
e pr
ivat
e-se
ctor
inve
stm
ent.
4. R
ethi
nk R
ewar
ds fo
r W
ork
As
to th
e in
crea
se in
the
fede
ral d
efic
it ov
erth
e pa
st f
our
year
s, th
ree
maj
or f
acto
rs a
ppea
r to
be b
ustin
g th
e bu
dget
: (I)
incr
ease
d en
title
men
ts-
3 m
illio
n m
ore
peop
le a
re u
nem
ploy
ed; (
2) in
crea
sed
entit
lem
ents
-3 m
illio
n m
ore
peop
le a
re o
n w
elfa
re;
and
(3)
a dr
amat
ic in
crea
se in
hea
lth c
are
cost
s,w
hich
hit
hard
est o
n th
e M
edic
are
and
Med
icai
dbu
dget
s. W
e ca
n ad
dres
s th
ese
issu
es in
sev
eral
way
s. O
ur s
ocie
ty h
as u
p to
now
rew
arde
d pe
ople
for
not w
orki
ng a
nd p
enal
ized
them
for
wor
king
. Our
stud
y of
1,0
00 p
eopl
e on
wel
fare
rea
ched
the
follo
win
g co
nclu
sion
s:
I.W
e co
uldn
't fi
nd a
sin
gle
pers
on w
ho d
id n
otw
ant t
o w
ork.
Peo
ple
on w
elfa
re d
on't
like
thei
r
"Peo
ple
who
wor
k fu
ll tim
e an
d
play
by
the
rule
s sh
ould
be
able
to r
aise
a fa
mily
and
live
abo
ve th
e po
vert
y le
vel.
But
20
perc
ent o
f our
jobs
pay
less
than
a p
over
ty w
age.
In s
ome
case
s,
the
wor
kers
can
mak
e it.
But
cata
stro
phe
alw
ays
loom
s."
3,;
inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e7
stat
us o
r th
e lo
w s
elf-
este
em th
at w
elfa
repr
omot
es.
2.T
he v
ast m
ajor
ity o
f re
spon
dent
s ha
d m
ade
ara
tiona
l eco
nom
ic c
hoic
e to
not
wor
k. I
f th
eyw
orke
d, th
eir
wag
es w
ould
stil
l kee
p th
em b
elow
the
pove
rty
leve
l, an
d th
ey w
ould
lose
thei
rm
edic
al b
enef
its a
nd d
ay c
are.
It d
idn'
t mak
ese
nse
for
them
to g
o to
wor
k. T
he o
nly
way
itw
ould
mak
e se
nse
wou
ld b
e to
wor
k "u
nder
the
tabl
e,"
risk
ing
loss
of
thei
r w
elfa
re p
aym
ents
.
We
have
to tu
rn th
is r
ewar
d sy
stem
aro
und.
Peop
le w
ho w
ork
full
time
and
play
by
the
rule
ssh
ould
be
able
to r
aise
a f
amily
and
live
abo
ve th
epo
vert
y le
vel.
But
20
perc
ent o
f ou
r jo
bs p
ay le
ssth
an a
pov
erty
wag
e. I
n so
me
case
s, th
e w
orke
rs c
anm
ake
it. B
ut c
atas
trop
he a
lway
s lo
oms.
For
man
yfa
mili
es w
ith tw
o fu
ll-tim
e ea
rner
s, w
ith k
ids,
just
one
even
t, e.
g., a
n ill
ness
, will
put
them
ove
r th
eed
ge. W
e ar
e se
ndin
g al
l the
wro
ng s
igna
ls. W
e ca
n't
have
a p
rodu
ctiv
e so
ciet
y on
that
bas
is.
We
mus
t fin
d w
ays
to c
reat
e m
ore
jobs
and
esta
blis
h a
univ
ersa
l mon
thly
(no
t ann
ual)
ear
ned
inco
me
tax
cred
it. A
nd w
e ne
ed a
uni
vers
al h
ealth
care
sys
tem
to r
epla
ce th
e M
edic
are
bene
fits
peo
ple
lose
whe
n th
ey g
o fr
om w
elfa
re to
wor
k. L
et's
take
away
the
disi
ncen
tives
for
wor
k.A
nyon
e ca
n fa
ll on
har
d tim
es, a
s G
over
nor
Clin
ton
has
sugg
este
d, s
o an
yone
sho
uld
be e
ligib
lefo
r a
shor
t-te
rm a
ssis
tanc
e sy
stem
that
wou
ld p
rovi
deed
ucat
ion,
trai
ning
, and
chi
ld s
uppo
rt w
hile
peo
ple
get t
heir
fee
t on
the
grou
nd. B
ut th
ey s
houl
d no
t be
enco
urag
ed to
sta
y on
wel
fare
for
ever
. Thi
s is
the
only
way
our
soc
iety
can
set
the
ince
ntiv
es in
the
righ
t dir
ectio
n.
Nat
iona
l Hea
lth C
are
Ref
orm
Nat
iona
l hea
lth c
are
refo
rm is
cri
tical
tore
gain
ing
cont
rol o
f th
e na
tiona
l bud
get.
It is
key
tota
king
wha
t is
an e
norm
ous
tax
off
our
busi
ness
es,
cons
umer
s, a
nd s
tate
s. I
n ou
r re
cent
maj
or s
tudy
on
heal
th c
are,
we
anal
yzed
the
cost
bui
ldup
in th
ehe
alth
car
e sy
stem
. We
wen
t int
o ho
spita
ls, f
orex
ampl
e, a
nd f
ollo
wed
nur
ses
on th
eir
shif
ts to
see
how
they
use
d th
eir
time
and
how
cos
ts g
et b
uilt
up.
From
this
stu
dy, w
e co
nclu
ded
that
two
fund
a-m
enta
l fac
tors
hav
e dr
iven
hea
lth c
are
cost
s ou
t of
cont
rol:
I. H
uge
adm
inis
trat
ive
cost
s in
the
syst
em.
With
$80
0 bi
llion
in h
ealth
car
e co
sts,
we
estim
ate
that
$80
bill
ion
is w
aste
d in
adm
inis
trat
ive
cost
s.2.
Inc
entiv
es a
re s
et in
the
wro
ng d
irec
tion.
Our
pay
men
t sch
emes
gen
eral
ly p
ay b
y th
e te
st o
rpr
oced
ure,
so
heal
th c
are
prov
ider
s ha
ve a
n in
cent
ive
to d
o m
ore
test
s an
d pr
oced
ures
.M
ost s
tudi
es e
stim
ate
that
som
e $1
30 b
illio
n pe
ran
num
pay
s fo
r un
nece
ssar
y te
sts
and
proc
edur
esth
at a
re d
rive
n bo
th b
y th
e re
imbu
rsem
ent s
yste
man
d by
the
thre
at o
f m
alpr
actic
e su
its. T
his
mea
nsth
at $
210
billi
on p
er y
ear
of a
n $8
00 b
illio
n sy
stem
is w
aste
. For
exa
mpl
e, a
hos
pita
l nur
se c
an s
pend
50 p
erce
nt o
f he
r tim
e fi
lling
out
for
ms
that
are
driv
en to
a g
reat
ext
ent b
y th
e M
edic
are
and
Med
i-ca
id r
eim
burs
emen
t sys
tem
s.E
very
hos
pita
l has
a "
utili
zatio
n re
view
dep
art-
men
t" w
hose
sol
e pu
rpos
e is
to r
evie
w th
ose
piec
esof
pap
er a
nd m
ake
sure
they
con
form
to M
edic
are
guid
elin
es. T
hen
the
"cod
ing
depa
rtm
ent"
take
s th
e
form
s an
d m
axim
izes
the
Med
icar
e re
imbu
rsem
ent
by d
evel
opin
g a
num
ber
of c
oded
dia
gnos
es to
fit
the
pres
crib
ed tr
eatm
ent.
We
also
fou
nd a
"bi
lling
depa
rtm
ent"
that
det
ails
the
bills
req
uire
d fo
rM
edic
are,
Med
icai
d, a
nd 1
5 di
ffer
ent i
nsur
ance
com
pani
es (
each
has
its
own
form
at).
If a
hos
pita
l is
billi
ng M
edic
are
or M
edic
aid,
two
sepa
rate
bill
s ar
e ne
cess
ary.
One
goe
s to
a"f
isca
l int
erm
edia
ry,"
a c
ontr
acto
r of
the
Hea
lth C
are
Fina
ncin
g A
dmin
istr
atio
n (H
CFA
), w
hich
rev
iew
sbi
lls f
or a
ccur
acy.
The
Fis
cal I
nter
med
iary
inva
riab
lyki
cks
back
abo
ut 5
per
cent
of
the
bills
to ju
stif
y its
exis
tenc
e. T
he b
ill th
en g
oes
thro
ugh
a "d
ispu
tem
echa
nism
" an
d is
eve
ntua
lly p
asse
d on
to a
n H
CFA
Reg
iona
l Off
ice
and
then
to th
e na
tiona
l off
ice
for
revi
ew a
nd p
aym
ent.
Som
e bi
lls w
ind
up in
a "
Peer
Rev
iew
Org
aniz
a-tio
n" (
PPO
), w
hich
mus
t jud
ge th
e qu
ality
of
care
appr
opri
ate
befo
re th
e bi
ll ca
n be
pai
d. T
here
is e
ven
a "S
uper
PPO
" in
Cal
ifor
nia,
con
trac
ted
by th
eH
CFA
, whi
ch d
eter
min
es w
heth
er th
e PP
O h
as d
one
its jo
b. T
hey
also
kic
k ba
ck a
cer
tain
per
cent
age
offo
rms. U
nfor
tuna
tely
, we
foun
d th
ousa
nds
of e
xam
ples
of h
ow w
e've
'tre
ated
a h
uge
bure
aucr
acy
in th
ehe
alth
car
e in
stitu
tions
them
selv
es, b
ut y
ou c
an f
ind
the
sam
e si
tuat
ion
in y
our
loca
l doc
tor's
off
ice.
For
exam
ple,
the
real
take
-hom
e pa
y of
doc
tors
has
not
gone
up
in te
n ye
ars,
yet
the
amou
nt w
e pa
y do
ctor
sha
s in
crea
sed
dram
atic
ally
. The
dis
crep
ancy
lies
isin
the
stru
ctur
e of
a d
octo
r's o
ffic
e. T
en y
ears
ago
,
8T
he A
CE
/AFL
-C
10 L
ahor
lHig
her
Edu
catio
n C
ounc
il
3
25 p
erce
nt o
f a
doct
or's
rev
enue
wen
t to
adm
inis
tra-
tive
staf
f. T
oday
, tha
t fig
ure
is 5
0 pe
rcen
t.Fi
ndin
g a
solu
tion
to th
e he
alth
car
e cr
isis
requ
ires
:
Get
ting
rid
of th
e m
icro
man
agem
ent o
f be
Li
the
reim
burs
emen
t sys
tem
and
the
qual
ity o
fca
re in
Med
icar
e an
d M
edic
aid.
The
se c
osts
are
driv
ing
cost
s up
thro
ugho
ut th
e sy
stem
.
Get
ting
rid
of in
sura
nce
com
pani
es th
at o
nly
insu
re h
ealth
y pe
ople
, an
unde
rwri
ting
proc
ess
that
eat
s up
$30
bill
ion
a ye
ar.
Rev
ersi
ng th
e in
cent
ives
by
havi
ng s
ome
natio
nal g
uara
ntee
on
bene
fit l
evel
s th
at w
ill b
epr
ovid
ed, a
nd a
sta
te-b
y-st
ate
cap
on h
ealth
car
eco
sts
and
prem
ium
s fo
r th
at h
ealth
car
e be
nefi
tpa
ckag
e.
We'
re b
asic
ally
in f
avor
of
a pr
ivat
ely
run
syst
em th
at o
ffer
s a
choi
ce o
f do
ctor
s an
d ho
spita
ls,
but w
e ad
voca
te a
cap
itatio
n pe
r pe
rson
for
mul
aba
sed
on c
rite
ria
for
bene
fits
. The
insu
rers
wou
ldha
ve to
com
pete
with
in th
at f
orm
ula.
Thi
s w
ould
elim
inat
e m
icro
regu
latio
n an
d m
inim
ize
adm
inis
tra-
tive
cost
s. W
e al
so h
ave
to e
nsur
e th
at th
e in
sura
nce
netw
orks
cov
er e
very
one,
reg
ardl
ess
of p
rior
cond
ition
.T
hese
mea
sure
s w
ould
off
er th
e ad
vant
ages
of
com
petit
ion,
put
the
ince
ntiv
es in
the
righ
t dir
ectio
n,an
d ev
entu
ally
get
hea
lth c
are
cost
s un
der
cont
rol.
Oth
erw
ise,
we
cann
ot im
prov
e pr
oduc
tivity
.
Wra
ppin
g up
A n
atio
nal a
gend
a th
at f
ocus
es o
n sk
ills
deve
l-op
men
t, on
tech
nolo
gica
l dev
elop
men
t, on
incr
eas-
ing
inve
stm
ent,
on in
cent
ives
to w
ork,
and
on
cont
rolli
ng h
ealth
car
e co
sts
is n
eces
sary
to g
et o
urec
onom
y m
ovin
g. I
f w
e do
n't a
ddre
ss th
ese
issu
eshe
ad-o
n, it
will
be
diff
icul
t to
reve
rse
the
stru
ctur
alpr
oble
ms.
We
need
new
idea
s.A
rist
otle
sai
d th
e di
ffer
ence
bet
wee
n a
barb
aric
cultu
re a
nd a
civ
iliza
tion
is th
at th
e ba
rbar
ic c
ultu
rew
orks
day
to d
ay, w
eek
to w
eek,
plu
nder
ing,
cons
umin
g, a
nd p
lund
erin
g. A
civ
iliza
tion,
on
the
othe
r ha
nd, c
ondu
cts
its e
cono
mic
act
iviti
es to
bui
ldfo
r th
e ne
xt g
ener
atio
n an
d pa
ys b
ack
its p
aren
ts b
ydo
ing
mor
e fo
r its
chi
ldre
n. A
civ
iliza
tion
will
alw
ays
beat
a b
arba
ric
cultu
re b
ecau
se it
is b
uild
ing
for
the
next
gen
erat
ion.
Sinc
e ou
r fo
undi
ng, t
en g
ener
atio
ns o
f A
mer
i-ca
ns h
ave
fulf
illed
t1ie
req
uire
men
ts o
f a
civi
lizat
ion,
leav
ing
thei
r ch
ildre
n m
ore
than
wha
t the
y in
heri
ted.
Our
s is
the
firs
t gen
erat
ion
in d
ange
r of
doi
ng th
eop
posi
te. I
n th
e 19
80s,
we
accu
mul
ated
a h
uge
debt
,so
ld o
ff o
ur a
sset
s, a
nd a
void
ed g
ivin
g ou
r ch
ildre
nth
e sk
ills,
the
tech
nolo
gica
l bas
e, a
nd th
e in
fras
truc
-tu
re n
eces
sary
for
a w
orld
-lea
ding
eco
nom
y in
the
twen
ty-f
irst
cen
tury
.I
don'
t thi
nk w
e w
ant t
hat t
o be
our
lega
cy.
We'
re in
for
a p
erio
d of
bol
d ch
ange
and
opp
ortu
nity
that
will
det
erm
ine
whe
ther
we
can
fulf
ill tl
requ
irem
ents
of
a ci
viliz
atio
n.
"Nat
iona
l hea
lth c
are
refo
rm is
crit
ical
to r
egai
ning
con
trol
of t
he n
atio
nal b
udge
t.
It is
key
to ta
king
wha
t is
an e
norm
ous
tax
off o
ur b
usin
esse
s, c
onsu
mer
s,
and
stat
es."
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
affo
rce
9
7
Tho
mas
R. D
onah
ue
10
OR
GA
NIZ
ED
LA
BO
R'S
ST
AK
E IN
TH
E W
OR
K -
LE
AR
NIN
G C
ON
NE
CT
ION
Tho
mas
R. D
onah
ueSe
cret
ary-
Tre
asur
er. A
FL-C
IO
I al
way
s en
joy
atte
ndin
g th
e co
unci
l's m
eetin
gs, b
utth
is y
ear's
nat
iona
l mee
ting
is e
spec
ially
impo
rtan
t.W
e ha
ve a
rriv
ed. W
e've
hit
the
big
time.
Our
topi
c,"E
duca
tion
and
Wor
k,"
seem
s to
be
on e
very
one'
spo
litic
al a
nd e
cono
mic
age
nda.
Som
e ye
ars
ago,
;Alm
ost n
o on
e pa
id a
ttent
ion
to
the
conn
ectio
n be
twee
n ed
ucat
ion
and
the
wor
k pl
ace.
But
it's
bee
n a
conc
ern
of tr
ade
unio
nist
s fo
r a
long
time,
and
now
nea
rly
ever
yone
has
com
e ar
ound
.St
ill, w
e sh
ould
be
a lit
tle c
autio
us. W
hen
ever
yone
agre
es o
n an
issu
e, th
e di
scus
sion
can
get
mus
hy. F
orex
ampl
e, w
e he
ar f
rom
the
Bus
h ad
min
istr
atio
n a
new
prop
osal
for
fed
eral
job-
trai
ning
pro
gram
s co
mpl
ete
with
vou
cher
s an
d va
gue
prom
ises
, but
the
fund
ing
rem
ains
a d
ark
secr
et. T
his
conf
eren
ce c
an b
ring
cla
rity
and
focu
s to
the
issu
e, d
efin
e la
ngua
ge, a
nd ta
lk a
bout
whe
re w
e w
ant t
o go
and
how
we
get f
rom
her
e to
ther
e.
Edu
catio
n an
d T
rain
ing
as I
nves
tmen
t
Mor
e an
d m
ore,
we
are
find
ing
that
peo
ple
unde
rsta
nd e
duca
tion
and
job
trai
ning
as
prud
ent a
ndne
cess
ary
inve
stm
ents
, not
as
char
ity f
or w
elfa
rem
othe
rs a
nd d
islo
cate
d w
orke
rs. I
n ad
ditio
n, m
ost
peop
le u
nder
stan
d th
at th
is is
a d
iffe
rent
kin
d of
inve
stm
ent f
rom
Tre
asur
y bo
nds
or p
ork-
belly
futu
res.
The
mos
t sig
nifi
cant
dif
fere
nce
is th
at th
is is
an in
vest
men
t in
peop
le, a
nd th
e in
vest
ing
mus
t be
ajo
int p
roje
ct o
f go
vern
men
t, m
anag
emen
t, la
bor,
and
BL
E
the
educ
atio
n co
mm
unity
from
Hea
d St
art c
lass
-ro
oms
to th
e gr
oves
of
acad
eme.
In w
hat g
lib r
heto
rici
ans
love
to d
escr
ibe
as a
"glo
bal e
cono
my,
" m
ost i
nves
tmen
ts a
re o
rgan
ized
so th
at th
ey c
an z
ip a
long
fro
m c
ontin
ent t
o co
ntin
ent
with
a c
oupl
e of
str
okes
on
a co
mpu
t:r k
eybo
ard.
Not
onl
y m
oney
, but
pla
nts,
info
rmat
ion,
and
cert
ainl
y co
rpor
ate
logo
s an
d na
tiona
l alle
gian
ces
are
foot
loos
e, a
s R
ober
t Rei
ch p
oint
s ou
t. T
he v
ice
pres
iden
t of
Col
gate
-Pal
mol
ive
note
d th
at "
no s
ingl
ena
tion
has
a sp
ecia
l cal
l on
our
reso
urce
s."
So a
fact
ory
can
be in
Ohi
o to
day,
Mex
ico
next
sum
mer
,an
d T
haila
nd th
e ye
ar a
fter
that
. Del
co's
pla
nt in
Kok
omo
now
em
ploy
s on
ly 7
00 to
800
wor
kers
beca
use
Del
co in
Mat
amor
os e
mpl
oys
4,20
0.T
wo
inve
stm
ents
that
are
far
mor
e lik
ely
to s
tay
righ
t her
e in
the
long
term
and
ben
efit
our
peop
le a
rein
fras
truc
ture
and
the
educ
atio
n, tr
aini
ng, a
ndre
trai
ning
of
wor
king
peo
ple.
Tha
i's o
ur c
onte
xt.
Tha
t's w
hy w
e ta
ke th
e w
ork-
lear
ning
con
nect
ion
seri
ousl
y.
The
Rol
e of
Tra
de U
nion
s
In a
ll of
the
disc
ussi
on a
bout
trai
ning
and
ski
llsup
grad
ing,
few
com
men
tato
rs th
ink
abou
t the
rol
e of
trad
e un
ions
. For
tuna
tely
, the
re a
re e
xcep
tions
to th
atru
le, b
ut r
eadi
ng th
e lit
erat
ure
give
s on
e th
e im
prcN
-si
on th
at tr
ade
unio
ns a
re e
ither
an
obst
acle
to jo
btr
aini
ng, o
r el
se a
sor
t of
win
dow
dre
ssin
g. N
othi
ngco
uld
be f
urth
er f
rom
the
trut
h.T
rade
uni
onsf
rom
the
time
of th
e gu
ild to
toda
yhav
e be
en c
once
rned
with
trai
ning
and
upgr
adin
g sk
ills
and
with
mai
ntai
ning
a h
igh
leve
l of
craf
tsm
ansh
ip. O
ur u
nion
s ar
e in
volv
ed in
hel
ping
The
AC
E /A
FL -
CIO
Lah
orlH
ighe
r E
duca
tion
Cou
ncil
thei
r m
embe
rs u
pgra
de th
eir
skill
s. T
his
is u
sual
lyor
gani
zed
in c
oope
ratio
n w
ith m
anag
emen
t, an
d w
e're
doin
g it
in a
wid
e va
riet
y of
way
s an
d ac
ross
a w
ide
rang
e of
indi
vidu
als
and
occu
patio
ns.
We'
ve d
emon
stra
ted
over
and
ove
r th
at a
ppre
n-tic
eshi
p tr
aini
ng, t
oget
her
with
uni
on r
epre
sent
atio
n,im
prov
es w
orke
rs' w
ages
, pro
duct
ivity
, fle
xibi
lity,
and
empl
oym
ent o
ppor
tuni
ties.
The
re h
ave
been
som
ebu
mps
alo
ng th
e ro
ad w
ith r
espe
ct to
pro
duct
ivity
and
flex
ibili
ty w
hen
wor
kers
hav
e be
en f
righ
tene
d ab
out
job
secu
rity
or
empl
oym
ent p
rosp
ects
, but
thos
e ar
eex
cept
ions
in th
e ov
eral
l sch
eme.
Cle
arly
the
bigg
est s
ucce
ss s
tory
in jo
b tr
aini
ngfo
r A
mer
ican
wor
kers
is th
e ap
pren
tices
hip
prog
ram
s
in th
e bu
ildin
g, m
achi
nist
, and
pri
ntin
g tr
ades
, whi
chem
ploy
som
e 30
0,00
0 ap
pren
tices
nat
ionw
ide.
In
1986
, app
rent
ice-
trai
ned
wor
kers
had
a la
bor-
forc
epa
rtic
ipat
ion
rate
of
94 p
erce
nt, t
he h
ighe
st f
or a
nyw
ork-
base
d le
arni
ng g
roup
. Wha
t's m
ore,
thes
eap
pren
tices
hip
prog
ram
s ha
ve b
een
the
ladd
er to
the
mid
dle
clas
s fo
r te
ns o
f th
ousa
nds
of m
inor
ity y
outh
sov
er th
e pa
st 3
0 or
mor
e ye
ars.
Min
oriti
es m
ake
upab
out 1
2 pe
rcen
t of
the
wor
k fo
rce,
but
they
mak
e up
20 p
erce
nt o
f th
e yo
ung
wor
kers
in a
ppre
ntic
eabl
etr
ades
. But
app
rent
ices
hip
isn'
t the
onl
y fo
rm o
f jo
btr
aini
ng in
whi
ch tr
ade
unio
ns a
re h
eavi
ly in
volv
ed.
Dif
fere
nt in
dust
ries
cal
l for
dif
fere
nt a
ppro
ache
s, a
ndou
r un
ions
hav
e be
en s
ensi
tive
to th
at f
act.
Thu
s, w
efi
nd th
e C
omm
unic
atio
ns W
orke
rs a
nd th
e In
tern
a-tio
nal B
roth
erho
od o
f E
lect
rica
l Wor
kers
neg
otia
ting
educ
atio
n an
d tr
aini
ng b
enef
its w
ith A
T&
T, s
ome
ofB
ell's
gia
nt r
egio
nal o
pera
ting
com
pani
es, s
uch
asN
ynex
and
Bel
lSou
th, a
nd o
ther
com
mun
icat
ions
com
pani
es.
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce
n
The
Uni
ted
Stee
lwor
kers
hav
e se
t up
join
ttr
aini
ng p
rogr
ams
for
disp
lace
d w
orke
rs. T
he U
nite
dA
uto
Wor
kers
hav
e es
tabl
ishe
d pr
ogra
ms
with
For
d,C
hrys
ler,
and
GM
that
off
er jo
b tr
aini
ng, t
uitio
n,sk
ills
enha
ncem
ent,
and
pers
onal
dev
elop
men
t.T
he A
mer
ican
Soc
iety
for
Tra
inin
g an
d D
evel
-op
men
t sai
d in
a r
ecen
t rep
ort t
hat "
unio
ns a
rebe
com
ing
lead
ers
in p
rovi
ding
car
eer-
rela
ted
trai
ning
to in
divi
dual
em
ploy
ees.
" T
he r
epor
t not
ed th
attr
aini
ng p
rogr
ams
join
tly a
dmin
iste
red
by u
nion
s an
dm
anag
emen
t now
spe
nd m
ore
than
$30
0 m
illio
n pe
rye
ar, r
epre
sent
ing
"the
fas
test
-gro
win
g se
gmen
t in
the
natio
n's
lear
ning
sys
tem
."It
mak
es s
ense
. Tim
e af
ter
time,
in o
ne in
dust
ryaf
ter
anot
her,
we
find
that
job
trai
ning
and
ski
llsup
grad
ing
are
mor
e su
cces
sful
and
run
mor
esm
ooth
ly in
thos
e in
dust
ries
and
ser
vice
s th
at a
reun
ioni
zed.
In
the
vast
maj
ority
of
thos
e ca
ses,
the
prog
ram
s w
ere
crea
ted
in th
e co
llect
ive
barg
aini
ngpr
oces
s, a
nd th
e un
ions
hel
p ru
n th
em.
The
re a
re g
ood
reas
ons
they
suc
ceed
. Con
side
rth
e in
cent
ives
. Man
y co
mpa
nies
wan
t a h
ighl
ytr
aine
d w
ork
forc
e, b
ut f
ew a
re e
ager
to p
ay f
or it
.A
lso,
the
vast
maj
ority
of
non-
unio
n co
mpa
nies
do
noth
ing
to u
pgra
de th
e sk
ills
of th
eir
empl
oyee
s on
the
mid
dle
and
botto
m r
ungs
of
the
corp
orat
e la
dder
.L
eft t
o th
eir
own
devi
ces,
acc
ordi
ng to
for
mer
Secr
etar
y of
Lab
or R
ay M
arsh
all,
corp
orat
e tr
aini
ngpr
ogra
ms
are
gene
rally
nar
row
, fra
gmen
ted,
and
chea
p. T
he m
ajor
ity o
f tr
aini
ng is
for
man
ager
s an
dhi
ghly
ski
lled
tech
nici
ans,
not
for
fro
nt-l
ine
wor
kers
.
"Tw
o in
vest
men
ts th
at a
re fa
r m
ore
likel
y
to s
tay
right
her
e in
the
long
term
and
adva
ntag
e ou
r pe
ople
are
infr
astr
uctu
re
and
the
educ
atio
n, tr
aini
ng, a
nd r
etra
inin
g
of w
orki
ng p
eopl
e. T
hat's
our
con
text
.
Tha
t's w
hy w
e ta
ke th
e w
ork-
lear
ning
conn
ectio
n se
rious
ly."
4I
I
"Tim
e af
ter
time,
in o
ne in
dust
ry
afte
r an
othe
r, w
e fin
d th
at jo
b tr
aini
ng
and
skill
s up
grad
ing
are
mor
e su
cces
sful
and
run
mor
e sm
ooth
ly in
thos
e in
dust
ries
and
serv
ices
that
are
uni
oniz
ed.
In th
e va
st m
ajor
ity o
f tho
se c
ases
,
the
prog
ram
s w
ere
crea
ted
in th
e
colle
ctiv
e ba
rgai
ning
pro
cess
, and
the
unio
ns h
elp
run
them
."
Job
trai
ning
izid
ski
lls u
pgra
ding
are
a p
ublic
good
, but
in a
non
-uni
on e
nvir
onm
ent,
the
econ
omic
ince
ntiv
es a
re f
ar to
o w
eak
to h
elp
mee
t tha
t nee
d.T
he s
ituat
ion
can
be d
iffe
rent
whe
n th
e un
ions
are
am
ajor
pla
yer.
We
can
crea
te th
e ri
ght i
ncen
tives
for
empl
oyer
s. W
hen
we
win
hig
her
wag
es a
nd b
enef
itsat
the
barg
aini
ng ta
ble,
whe
n w
e ob
tain
mor
e jo
bse
curi
ty f
or o
ur m
embe
rs, a
nd w
hen
we
win
thos
evi
ctor
ies
acro
ss a
n en
tire
indu
stry
, the
n em
ploy
ers
have
mor
e in
cent
ive
to v
alue
thei
r em
ploy
ees,
mak
ea
long
-ter
m c
omm
itmen
t to
them
, jus
tify
thei
r hi
ghw
ages
, and
giv
e em
ploy
ees
the
trai
ning
they
nee
d to
be m
ore
prod
uctiv
e.In
con
tras
t, th
e un
orga
nize
d lo
w-w
age
wor
kpl
ace
is th
e le
ast p
rodu
ctiv
e be
caus
e th
e em
ploy
erdo
esn'
t hav
e th
e sa
me
ince
ntiv
e or
nee
d to
be
effi
cien
t. It
is th
e or
gani
zed
wor
k pl
ace
that
is m
ost
effi
cien
t and
pro
duct
ive.
In
the
end,
the
entir
ein
dust
ry, t
he w
orke
rs, t
he c
onsu
mer
s, a
nd th
eec
onom
y al
l ben
efit.
It c
erta
inly
has
bee
n tr
ue in
othe
r co
untr
ies.
The
se d
ays,
it is
suc
h an
app
aren
ttr
uth
that
we
can
spea
k in
sho
rtha
nd o
f "t
he G
erm
anM
odel
" or
"th
e Sw
edis
h M
odel
" fo
r lin
king
edu
ca-
tion
and
wor
k.
Uni
on-N
egot
iate
d T
rain
ing
Mod
els
It u
sed
to b
e fa
ir to
que
stio
n w
heth
er w
e sh
ould
nego
tiate
for
dol
lars
for
trai
ning
. It a
lway
s se
emed
tom
e th
at w
e sh
ould
not
hav
e to
for
go w
ages
for
that
purp
ose.
Rat
her,
the
boss
oug
ht to
pay
, and
soc
iety
ough
t to
pay.
But
that
phi
loso
phic
al is
sue
is b
ehin
d us
. It h
asbe
en s
houl
dere
d as
ide
by th
e pr
agm
atic
nee
d to
do
som
ethi
ng to
mak
e ou
r em
ploy
ees
pay
atte
ntio
n to
trai
ning
and
ret
rain
ing
in a
n ef
fort
to m
aint
ain
som
ede
gree
of
job
secu
rity
. So
we
have
neg
otia
ted
trai
ning
and
ret
rain
ing
bene
fits
.T
hat i
s no
t the
sol
utio
n, h
owev
er, w
hen
we
are
deal
ing
with
sm
all e
mpl
oyer
s or
in lo
w-w
age
indu
stri
es w
here
em
ploy
ees
cann
ot a
ffor
d to
for
gow
ages
. Nor
is it
the
case
in th
ose
indu
stri
es in
whi
chth
e or
gani
zed
sect
ion
is o
nly
a sm
all f
ragm
ent o
f th
ein
dust
ry. T
here
, we
have
to r
ely
on g
over
nmen
tfu
ndin
g of
trai
ning
.
Gov
ernm
ent S
uppo
rt f
or T
rain
ing
I be
lieve
Gov
erno
r C
linto
n's
sugg
estio
n of
are
quite
d le
vel o
f sp
endi
ng o
n tr
aini
ng-1
.5 p
erce
nt o
fpa
yrol
lis a
sou
nd id
ea. I
t will
nee
d a
lot o
f ta
ilori
ng,
but i
t will
foc
us th
e na
tion'
s at
tent
ion
on th
e su
bjec
t.A
rel
ated
que
stio
n is
wha
t mix
of
empl
oyer
cont
ribu
tions
and
gov
ernm
ent c
ontr
ibut
ions
sho
uld
be u
sed.
Em
ploy
ers
have
a r
ight
to e
xpec
t an
educ
atio
n sy
stem
that
giv
es th
em a
wor
ker
with
ago
od b
asic
edu
catio
n an
d pe
rhap
s so
me
skill
leve
l.B
ut th
ere
is a
lot o
f jo
b tr
aini
ng th
at is
rea
llyem
ploy
er s
peci
fic
or jo
b sp
ecif
ic, a
nd I
hav
ere
serv
atio
ns a
bout
letti
ng e
mpl
oyer
s of
f-lo
ad m
uch
of th
at o
nto
the
educ
atio
n sy
stem
or
the
gove
rnm
ent.
I ec
ho I
ra M
agaz
iner
's o
bser
vatio
n th
at it
is n
oten
ough
just
to tr
ain
and
empo
wer
wor
kers
. We
mus
tal
so r
efor
m th
e w
ork
proc
ess.
Whe
n th
ey f
ace
that
hur
dle,
com
pani
es te
nd to
beha
ve in
one
of
seve
ral w
ays.
Som
e fl
inch
. An
exam
ple
of th
is is
Mou
ntai
n B
ell,
afte
r th
e C
omm
u-
12,
AC
E /A
FL -
CIO
Lab
or /H
ighe
rE
duca
tion
Cou
ncil
4
nica
tions
Wor
kers
won
a c
ontr
act w
ith g
ener
ous
trai
ning
pro
visi
ons
and
tuiti
on r
eim
burs
emen
t. A
thir
d of
the
wor
k fo
rce
was
ret
rain
ed, b
ut th
eco
mpa
ny c
ould
n't b
ring
itse
lf to
take
adv
anta
ge o
fth
e ne
w o
ppor
tuni
ty f
or p
rodu
ctiv
ity b
ecau
se th
eco
mpa
ny c
ould
n't g
ive
up c
ontr
ol.
On
the
othe
r ha
nd, e
mpl
oyer
s in
org
aniz
edsh
ops
som
etim
es s
eek
and
achi
eve
true
par
ticip
atio
nof
the
unio
ns in
dec
isio
n m
akin
g. I
n un
orga
nize
dsh
ops,
they
inst
all a
who
le n
ew la
yer
of f
acili
tato
rs,
grou
p le
ader
s, a
nd h
uman
res
ourc
e ty
pes,
wat
erin
gdo
wn
the
prod
uctiv
ity g
ains
. The
y ke
ep c
ontr
olw
hile
giv
ing
the
impr
essi
on o
f m
ore
wor
ker
invo
lve-
men
t in
deci
sion
mak
ing.
Tho
se a
re th
e ac
tions
we
can
usua
lly e
xpec
t fro
m m
anag
emen
t.A
s fo
r th
e go
vern
men
t's r
ole,
I c
ould
giv
ean
othe
r w
hole
spe
ech
on th
e ne
ed f
or g
over
nmen
tst
imul
us a
nd s
uppo
rt f
or jo
b tr
aini
ng p
rogr
ams,
and
the
need
for
labo
r, m
anag
emen
t, an
d th
e ed
ucat
ion
com
mun
ity to
par
ticip
ate
with
gov
ernm
ent i
nsh
apin
g th
ose
prog
ram
s.
Job
Cre
atio
n as
the
Key
Am
id a
ll th
e ta
lk o
f tr
aini
ng, e
mpo
wer
men
t,in
crea
sing
pro
duct
ivity
, and
incr
easi
ng c
ompe
titiv
e-ne
ss, t
he s
ine
qua
non
is th
e cr
eatio
n of
dec
ent j
obs.
With
out t
hose
jobs
, we'
ll si
mpl
y ha
ve a
bet
ter
trai
ned
cadr
e of
une
mpl
oyed
wor
kers
.A
ll of
the
trai
ning
in th
e w
orld
isn'
t eno
ugh
tom
ake
the
econ
omy
righ
t. W
e al
so n
eed
a co
here
ntin
dust
rial
pol
icy,
def
icit
redu
ctio
n, tr
ade
polic
y, ta
xre
form
, inf
rast
ruct
ure
repa
ir, h
ealth
car
e co
st c
onta
in-
men
t, an
d m
uch
mor
e. A
bet
ter
wor
k fo
rce
is a
n im
-po
rtan
t par
t of
a la
rger
pac
kage
, no
mor
e an
d no
less
.
So th
e cu
rren
t que
stio
n is
: How
man
y jo
bs a
reac
tual
ly o
ut th
ere
now
that
cou
ld b
e fi
lled
byw
orke
rs if
they
had
mor
e tr
aini
ng?
Tha
t is
not e
asy
to a
nsw
er. A
mer
ica'
s m
anag
ers
have
set
tled
into
a lo
w-s
kill,
low
-wag
e eq
uilib
rium
. The
y ar
e co
m-
fort
able
with
shi
ppin
g jo
bs o
ffsh
ore
or, t
o us
etw
o fa
shio
nabl
e ph
rase
s, w
ith "
enga
ging
in c
o-pr
oduc
tion
stra
tegi
es"
or "
inte
grat
ing
prod
uctio
nst
rate
gies
." C
hang
e w
ill n
ot c
ome
from
them
.It
will
com
e fr
om th
e re
st o
f us
.T
here
is n
o si
lver
bul
let i
n ou
r ar
sena
l. N
o on
eha
s a
perf
ect p
iece
of
legi
slat
ion
or a
six
-ste
p pl
anth
at w
ill s
et th
ings
rig
ht in
500
day
s. I
f w
e ar
e to
be
succ
essf
ul, o
ur a
gend
a w
ill h
ave
to b
e br
oade
r an
dm
ore
com
plex
than
that
. We
will
hav
e to
wor
k to
alte
r th
e en
tire
ecos
yste
m o
f th
e A
mer
ican
wor
kpl
ace.
All
of o
ur e
xper
ienc
e te
lls u
s th
at th
e w
ork
plac
e w
here
wom
en a
nd m
en g
et th
e tr
aini
ng th
eyne
ed is
als
o w
here
they
hav
e de
cent
wag
es, g
ood
bene
fits
, job
sec
urity
, dig
nity
, and
a s
tron
g sy
stem
of
colle
ctiv
e ba
rgai
ning
. Eac
h of
thos
e el
emen
ts is
clos
ely
linke
d to
all
of th
e ot
hers
.T
he d
ay w
e su
ccee
d at
one
of
them
will
be
the
day
we
succ
eed
at a
ll of
them
. And
that
won
't co
me
abou
t with
out a
str
ong
part
ners
hip
betw
een
the
acad
emic
com
mun
ity a
nd th
e tr
ade
unio
n m
ovem
ent.
:t is
our
hop
e th
at th
is m
eetin
g an
d m
ore
like
it w
illco
ntin
ue to
hel
p us
for
ge th
at p
artn
ersh
ip a
nd f
ind
our
resp
ectiv
e ro
les
and
resp
ectiv
e be
nefi
ts.
"All
of o
ur e
xper
ienc
e te
lls u
s th
at
the
wor
k pl
ace
whe
re w
omen
and
men
get t
he tr
aini
ng th
ey n
eed
is a
lso
whe
re
they
hav
e de
cent
wag
es, g
ood
bene
fits,
job
secu
rity,
dig
nity
, and
a s
tron
g
syst
em o
f col
lect
ive
barg
aini
ng.
Eac
h of
thos
e el
emen
ts is
clo
sely
linke
d to
all
of th
e ot
hers
."
4In
vest
ing
in P
eopl
e: E
duca
tion
and
the
Wor
k Fo
rce
13
AT
TH
E M
EE
G. .
.
CLO
CK
WIS
E F
RO
M T
OP
:Jo
hn B
urto
n; (
left
to r
ight
)Ja
ck G
olod
ner,
Len
Oliv
er,
Dav
id W
arsh
, and
Jam
esA
pple
berr
y; N
orm
Hill
; (le
ftto
rig
ht)
Dav
e M
erko
witz
,Ja
ne M
cDon
ald-
Pin
es, K
eir
Jorg
ense
n, A
nne
Gre
en,
and
Rud
y O
swal
d; E
dwar
dC
lear
y; D
orot
hy S
hiel
ds.
144C
OM
, r.
M P
KO
WIT
Z
BE
ST
CO
PY
AV
AIL
AB
LE
t^
411r
%
"k
The
AC
E /A
FL
-CIO
Lab
or/H
ighe
r E
duca
tion
Cou
ncil
47
si
_4
CLO
CK
WIS
E F
RO
MT
OP
:(le
ft to
rig
ht)
John
Bur
ton,
Rob
ert S
ilves
tre,
Jeff
Fau
x, a
nd D
avid
War
sh; P
erry
Rob
inso
n,R
ober
t Ple
asur
e, a
ndLe
nore
Mill
er; K
athy
Sch
rier;
John
M. K
ings
mor
e an
dJu
dith
Eat
on.
n1
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce5
uB
EST
CO
PY A
VA
IIIT
,E
2. R
ET
HIN
KIN
G E
DU
CA
TIO
N P
OL
ICY
: WH
O A
RE
WE
ED
UC
AT
ING
?
WH
AT
AR
E T
HE
IN
CE
NT
IVE
S FO
R L
EA
RN
ING
?
7
,tr
Ros
coe
C. B
row
n, J
r.A
l She
nker
5u
fr fr
INT
RO
DU
CT
ION
:S
ET
TIN
G T
HE
CO
NT
EX
T
Ros
coe
C. B
row
n, J
r.Pr
esid
ent,
Bro
nx C
omm
unity
Col
lege
ha M
agaz
iner
talk
ed a
bout
cha
nge
and
chal
-le
nge.
Tha
t's w
hat w
e ar
e ta
lkin
g ab
out i
n th
isse
ssio
n on
edu
catio
n po
licy:
cha
nge
in o
ur s
ocie
ty,
chan
ge in
our
pop
ulat
ion,
cha
nge
in o
ur w
ork
plac
es,
and
chan
ge in
our
edu
catio
n sy
stem
. Cha
nge
and
the
chal
leng
es it
bri
ngs.
At B
ronx
Com
mun
ity C
olle
ge, w
e ha
ve d
ozen
sof
pro
gram
s w
ith b
usin
ess
and
labo
r an
d w
ith o
urco
mm
unity
. We
serv
e 8,
000
stud
ents
in o
ur c
lass
esan
d an
othe
r 20
,000
ann
ually
in o
ur c
omm
unity
.I
rem
embe
r go
ing
to a
mee
ting
on 3
9th
Stre
et. I
saw
all
of th
ese
folk
s co
min
g ou
t of
the
subw
aybl
acks
, His
pani
cs, A
sian
s, w
omen
, and
a f
eww
hite
sall
goin
g to
wor
k in
dow
ntow
n M
anha
ttan.
And
nin
e ou
t of
ten
wer
e pe
ople
of
colo
r.H
ow o
ur w
orld
has
cha
nged
! I
ask
mys
elf,
has
my
inst
itutio
n ch
ange
d? D
o w
e pa
rtic
ipat
e en
ough
inth
e w
ork
envi
ronm
ent?
Do
we
do e
noug
h te
achi
ng?
Do
we
do e
noug
h co
llect
ive
plan
ning
? A
re e
mpl
oy-
ers
read
y to
take
our
stu
dent
s?W
e ha
ve tw
o pr
esen
ters
with
us,
bot
h pr
otot
ypi-
cal o
f le
ader
s in
labo
r an
d hi
gher
edu
catio
n, w
how
ill b
e re
spon
ding
to th
ese
type
s of
que
stio
ns.
16T
he A
CE
/AFL
-C
IO L
abor
/Nig
her
Edu
catio
n C
ounc
il
BE
ST C
OPY
AV
AIL
AB
LE
NA
TIO
NA
L E
DU
CA
TIO
N P
OLI
CY
:R
EA
DY
FO
R C
HA
NG
E?
Al S
hank
erPr
esid
ent,
Am
eric
an F
eder
atio
n of
Tea
cher
s (A
FT)
We
need
to s
tart
with
a p
ictu
re o
f w
hat i
sha
ppen
ing
in K
-12
educ
atio
n. T
he b
est w
ay to
get t
hat p
ictu
re is
to e
xam
ine
som
e ch
arts
that
show
wha
t you
ngst
ers
grad
uatin
g fr
om h
igh
scho
olkn
ow. A
rec
ent n
atio
nal a
sses
smen
t has
giv
en u
sch
arts
on
mat
h, b
ut a
lmos
t eve
ry o
ther
sub
ject
read
ing,
sci
ence
follo
ws
appr
oxim
atel
y th
e sa
me
dist
ribu
tion.
Ave
rage
Stu
dent
Pro
fici
enci
es: P
ublic
Scho
ol-P
riva
te S
choo
l Com
pari
sons
Cha
rt 1
sho
ws
stud
ent m
ath
prof
icie
ncy
atdi
ffer
ent g
rade
s. T
he te
sts
wer
e gi
ven
to k
ids
ingr
ades
4, 8
, and
12.
Wha
t is
mis
sing
is k
ids
who
have
dro
pped
out
, so
by a
ge 1
8, 2
5 pe
rcen
t of
the
kids
are
not
ther
e.L
ook
at g
rade
12.
The
leve
ls r
epre
sent
thos
efu
nctio
ning
at t
he th
ird-
grad
e le
vel (
200)
, fif
th -
grad
ele
vel (
250)
, sev
enth
-gra
de le
vel (
300)
, and
hig
hsc
hool
colle
ge le
vel (
350)
. The
last
col
umn
show
sth
at 1
00 p
erce
nt o
f th
ose
who
sta
yed
in s
choo
l unt
ilag
e 18
wer
e ab
le to
han
dle
sim
ple
mat
h, w
ith91
per
cent
abl
e to
han
dle
fift
h-gr
ade
mat
h (m
ulti-
plic
atio
n an
d di
visi
on).
So th
e in
vest
men
t of
the
"bac
k to
bas
ics"
mov
emen
t, ..f
dri
lling
kid
s on
sim
ple
thin
gs, h
asw
orke
d. W
hat h
asn'
t wor
ked
as w
ell i
s le
arni
ngm
ore
than
bas
icsr
easo
ning
and
pro
blem
-sol
ving
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e5,
Cha
rt 1
Ove
rall
Ave
rage
Pro
ficie
ncy
and
Per
cent
age
of S
tude
nts
At o
rA
bove
Fou
r A
ncho
r Le
vels
on
the
NA
EP
Mat
hem
atic
s S
cale
at
Gra
des
4, 8
, and
12
Gra
de 4
Gra
de 8
Gra
de 1
2
Ave
rage
Pro
ficie
ncy
216
(0.7
)26
5 (1
.0)
295
(1.1
)
Leve
lD
escr
iptio
nP
erce
ntag
e of
Stu
dent
s A
t or
Abo
ve
200
Sim
ple
Add
itive
Rea
soni
ng a
ndP
robl
em S
olvi
ng w
ith W
hole
Num
bers
72 (
1.1)
98 (
0.4)
100
(0.0
)
250
Sim
ple
Mul
tiplic
ativ
e R
easo
ning
and
Tw
o-S
tep
Pro
blem
Sol
ving
11 (
0.6)
67 (
1.1)
91 (
0.6)
300
Rea
soni
ng a
nd P
robl
em S
olvi
ng In
volv
ing
Fra
ctio
ns, D
ecim
als,
Per
cent
s, E
lem
enta
ryG
eom
etry
, and
Sim
ple
Alg
ebra
0 (0
.0)
14 (
1.1)
46 (
1.4)
350
Rea
soni
ng a
nd P
robl
em S
olvi
ng In
volv
ing
Geo
met
ry, A
lgeb
ra, a
nd B
egin
ning
Sta
tistic
san
d P
roba
bilit
y0
(0.0
)0
(0.1
)5
(0.6
)
The
sta
ndar
d er
rors
of t
he e
stim
ated
per
cent
ages
and
pro
ficie
ncie
s ap
pear
in p
aren
thes
es. I
t can
be
said
with
95
perc
ent c
erta
inty
that
for
each
pop
ulat
ion
of in
tere
st, t
he v
alue
for
the
who
le p
opul
atio
n is
with
in p
lus
or m
inus
two
stan
dard
err
ors
of th
e es
timat
e fo
r th
esa
mpl
e. W
hen
the
prop
ortio
n of
stu
dent
s is
eith
er 0
per
cent
or
100
perc
ent,
the
stan
dard
err
or is
ines
timab
le. A
lthou
gh n
o fo
urth
-gra
dest
uden
ts a
chie
ved
at o
r ab
ove
Leve
l 300
, a fe
w e
ight
h-gr
ade
stud
ents
(0.
3 pe
rcen
t) d
id p
erfo
rm a
t or
abov
e Le
vel 3
50. H
owev
er,
perc
enta
ges
less
than
0.5
per
cent
are
rou
nded
to 0
per
cent
.
BE
ST C
OPY
AV
AIL
AB
LE
rr
17
(300
and
350
leve
ls).
Of
thos
e st
uden
ts g
radu
atin
g,on
ly 4
6 pe
rcen
t cou
ld h
andl
e se
vent
h-gr
ade-
leve
lm
ath,
and
onl
y 5
perc
ent h
ad r
eally
lear
ned
high
scho
ol m
ath
and
coul
d ha
ndle
col
lege
-lev
el m
ath.
Rem
embe
r, th
at is
onl
y 5
perc
ent o
f th
e 75
per
cent
still
in s
choo
l, so
in r
ealit
y, o
nly
3.5
perc
ent o
f th
eto
tal c
ohor
t was
abl
e to
han
dle
this
leve
l.C
hart
2 s
how
s th
e sa
me
resu
lts f
or r
eadi
ng a
ndw
ritin
g. O
nly
5 pe
rcen
t of
the
youn
gste
rs g
radu
atin
gin
198
8 w
ere
able
to w
rite
a g
ood
lette
r or
ess
ay(A
dvan
ced-
350
leve
l).
The
Bus
h ad
min
istr
atio
n sa
ys th
at th
e an
swer
is to
let p
ublic
sch
ool k
ids
go to
pri
vate
sch
ool;
beca
use
priv
ate
scho
ols
do a
bet
ter
job.
But
Cha
rts
3 an
d 4
disp
ute
that
ass
umpt
ion.
In
Cha
rt 3
,w
hich
sho
ws
mat
h pr
ofic
ienc
y, th
e pr
ivat
esc
hool
s (9
0 pe
rcen
t par
ochi
al a
nd 1
0 pe
rcen
t non
-de
nom
inat
iona
l) h
ad a
slig
ht e
dge
at th
e 25
0 (f
ifth
grad
e) a
nd 3
00 (
seve
nth
grad
e) le
vels
. At t
he 3
50(h
igh
scho
ol)
leve
l, pu
blic
sch
ool y
oung
ster
s w
ere
ahea
d. Y
ou c
anno
t rea
lly c
onsi
der
this
an
edge
beca
use
the
drop
out r
ate
in p
ublic
sch
ools
is h
ighe
rth
an in
pri
vate
sch
ools
. The
pub
lics
lose
a h
ighe
rpe
rcen
tage
of
low
-sco
ring
kid
s. I
f w
e eq
uate
for
the
drop
out r
ate,
pri
vate
and
pub
lic s
choo
ls w
ould
be
roug
hly
equa
l.So
me
publ
ic s
choo
ls d
on't
offe
r al
gebr
a,ca
lcul
us, o
r tr
igon
omet
ry b
ecau
se th
ey a
re v
ocat
iona
lsc
hool
s. S
o if
we
com
pare
kid
s in
pub
lic a
nd p
riva
tesc
hool
s w
ho h
ave
take
n th
e sa
me
cour
sesC
hart
4it b
alan
ces
out.
In s
ome
case
s, th
e ad
vant
age
isw
ith th
e pu
blic
sch
ools
, in
som
e w
ith th
e pr
ivat
esc
hool
s.
Bas
ic20
0
Inte
rmed
iate
250
Ade
pt30
0
Adv
ance
d35
0
Cha
rt 2
Rea
ding
Pro
ficie
ncy:
Per
cent
ages
of 1
7-Y
ear-
Old
s at
Eac
h Le
vel
,,,,,,
,,..,
96 96 97 98 99
79 80 81
86
sesW
sese
sIse
sIse
ssoy
.As
39 39 39 4042
5
1971
fa19
759
1980 19
8419
88
010
2030
4050
60Pe
rcen
t70
8090
100
Sour
ce:
The
Rea
ding
Rep
ort C
ard,
197
1-88
, NA
EP
Jan
uary
199
0, U
nite
d S
tate
s D
epar
tmen
t of E
duca
tion,
Am
eric
an F
eder
atio
n of
Tea
cher
s G
raph
ics.
18T
he A
CE
/AFL
-C
IO L
ahor
lHig
her
Edu
catio
n C
ounc
il5r
350
-
Hig
hS
choo
l
300
7th
Gra
de
Cha
rt 3
Ave
rage
Ove
rall
Mat
hem
atic
s P
rofic
ienc
yby
Stu
dent
s ta
king
Sim
ilar
Cou
rses
: Gra
de12
Pub
lic
Priv
ate
292
250
-5t
h G
rade 20
0 -
3th
Gra
de 150
Not
Stu
died
Pre
-Alg
ebra
Alg
ebra
Onl
yA
lgeb
ra I
Onl
yA
lgeb
ra II
Up
toP
re-C
alcu
lus
Sou
rce:
NA
EP
199
0 N
atio
nal M
ath
Ass
essm
ent,
Stu
dent
Dat
a, A
mer
ican
Fed
erat
ion
of T
each
ers
Cha
rt
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e
0 L
Cal
culu
s
ST
CO
PY
AV
AIL
AB
LE
Cha
rt 4
Per
cent
of S
tude
nts
At o
rA
bove
Anc
hor
Poi
nts
Gra
de T
wel
ve N
atio
nal R
espo
nden
ts
Pub
licP
rivat
e
200
250
300
350
Gra
de 3
Gra
de 5
Gra
de 7
Hig
h S
choo
l
Anc
hor
Poi
nts
Sou
rce:
NA
EP
199
0 N
atio
nal M
ath
Ass
essm
ent,
Gra
de 1
2:S
tude
nt D
ata,
Am
eric
an F
eder
atio
n of
Tea
cher
s C
hart
19
Cha
rt 5
Edu
catio
n Le
vel o
f Par
ents
for
Pub
lic a
nd P
rivat
e S
choo
lS
tude
nts,
Gra
de 1
2
Mot
her
Som
e H
igh
Fat
her
Sch
ool
Mot
her
Fat
her
7.2 8.
5
14.1
13.9
El P
ublic
Priv
ate
Gra
duat
edM
othe
rF
athe
rH
igh
Sch
ool
Mot
her
Fat
her
25.1
27.9
117.
9
32.9
Mot
her
Pos
t Hig
hF
athe
rS
choo
lM
othe
rF
athe
r
#Z
22.024
.1
1 21
.1
26.2
Gra
duat
edM
athe
rF
athe
rC
olle
geM
othe
rF
athe
r
25.1
31.2
010
2030
Per
cent
Sour
ce:
Nat
iona
l Ass
essm
ent o
f Edu
catio
nal P
rogr
ess,
Am
eric
an F
eder
atio
n of
Tea
cher
s C
hart
20
36.2
1 47
.5
4050
Cha
rt 5
exa
min
es th
e ed
ucat
iona
l lev
el o
fpa
rent
s fo
r pu
blic
and
pri
vate
sch
ool y
oung
ster
s. T
hepr
evio
us c
hart
sho
wed
that
the
resu
lts o
f th
e pr
ivat
ean
d pu
blic
sch
ools
wer
e ab
out t
he s
ame.
May
be th
eki
ds c
ame
from
the
sam
e ki
nds
of f
amili
es. M
aybe
priv
ate
scho
ols,
esp
ecia
lly p
aroc
hial
, tak
e ki
ds w
hoar
e no
t fro
m w
ealth
y fa
mili
es o
r ki
ds in
urb
an a
reas
.A
t the
bot
tom
of
Cha
rt 5
, the
col
lege
gra
duat
eca
tego
ry s
how
s th
e pe
rcen
tage
of
child
ren
with
mot
hers
or
fath
ers
who
gra
duat
ed f
rom
col
lege
.So
me
47.5
per
cent
of
the
kids
in p
riva
te s
choo
lha
d fa
ther
s w
ho g
radu
ated
fro
m c
olle
ge, w
here
as31
.2 p
erce
nt o
f th
e pu
blic
sch
ool k
ids
had
fath
ers
who
gra
duat
ed f
rom
col
lege
. Tha
t's a
sub
stan
tial
diff
eren
ce in
the
educ
atio
nal l
evel
of
the
pare
nts.
At t
he to
p of
Cha
rt 5
, the
"So
me
Hig
h Sc
hool
"ca
tego
ry r
efer
s to
par
ents
who
dro
pped
out
of
high
scho
ol. F
ourt
een
perc
ent o
f th
e pa
rent
s of
pub
licsc
hool
kid
s w
ere
drop
outs
, whe
reas
7-8
per
cent
of
the
pare
nts
of p
riva
te s
choo
l kid
s w
ere
drop
outs
.T
his
corr
elat
es w
ith in
com
e an
d ot
her
fact
ors.
It t
ells
us th
at k
ids
in p
riva
te s
choo
ls s
houl
d be
doi
ng b
ette
rbe
caus
e of
hom
e ad
vant
ages
.C
hart
6 c
ompa
res
publ
ic a
nd p
riva
te s
choo
l kid
s'ac
hiev
emen
ts in
mat
h ba
sed
on th
eir
pare
nts'
edu
ca-
tion.
It s
how
s th
at w
hen
both
mot
hers
and
fat
hers
hav
egr
adua
ted
from
col
lege
, the
re is
no
scor
e di
ffer
ence
betw
een
publ
ic a
nd p
riva
te s
choo
l you
ngst
ers.
The
rea
ding
pro
fici
enci
es o
f bl
ack
stud
ents
,sh
own
in C
hart
7, i
llust
rate
the
trem
endo
us p
rogr
ess
we
have
mad
e ov
er th
e la
st 2
0 ye
ars.
At b
asic
200
(rea
ding
bel
ow th
at le
vel a
mou
nts
to b
eing
illit
erat
e),
alm
ost 2
0 pe
rcen
t of
blac
k yo
ungs
ters
who
wer
e st
illin
sch
ool i
n 19
71 w
ere
illite
rate
. Tha
t fig
ure
is d
own
to 3
per
cent
toda
y.
The
AC
E /A
FL -
CIO
Lah
orlH
ighe
r E
duca
tion
Cou
ncil
5°'=
Tha
t is
asto
undi
ng b
ecau
se th
e dr
opou
t rat
e of
blac
ks h
as d
ropp
ed. T
hus,
eve
n w
ith a
larg
er p
ool,
only
3 p
erce
nt o
f 17
-yea
r-ol
d bl
ack
stud
ents
wer
eill
itera
te. A
nd w
hile
onl
y 40
per
cent
had
rea
ched
the
inte
rmed
iate
leve
l in
1971
, now
76
perc
ent h
avea
huge
jum
p. M
ovin
g to
"ad
ept"
and
"ad
vanc
ed"
(beg
inni
ng c
olle
ge-l
evel
text
s), w
e fi
nd s
tron
gm
ovem
ent,
but w
e st
ill h
ave
a lo
ng w
ay to
go.
Ret
urn
to C
hart
2 f
or a
mom
ent t
o ex
amin
e w
hat
happ
ened
with
all
stud
ents
fro
m 1
971
to 1
988.
The
char
t sho
ws
a sl
ight
impr
ovem
ent i
n th
e lit
erac
y of
17-y
ear-
olds
(95
per
cent
to 9
7 pe
rcen
t), a
nd s
ome
impr
ovem
ent a
t the
inte
rmed
iate
leve
l. T
here
was
no
chan
ge in
the
"ade
pt"
cate
gory
, and
few
er p
eopl
ew
ere
"adv
ance
d."
Few
er y
oung
ster
s to
day
than
in19
71 a
re a
ble
to r
ead
som
ethi
ng th
at is
adv
ance
d.W
hat's
the
stor
y? F
or w
hite
stu
dent
s in
the
U.S
.,th
ere
has
been
littl
e pr
ogre
ss in
mat
h, r
eadi
ng, a
ndw
ritin
g ov
er 2
0 ye
ars.
With
res
pect
to b
lack
stu
dent
s,th
ere
has
been
a s
ubst
antia
l im
prov
emen
teve
nm
ore
subs
tant
ial b
ecau
se w
e ar
e te
stin
g a
larg
ernu
mbe
r of
stu
dent
s w
ho h
ave
stay
ed in
sch
ool.
Com
pari
sons
with
Oth
er C
ount
ries
How
do
thes
e fi
gure
s co
mpa
re to
dat
a fr
omot
her
coun
trie
s? A
Nat
iona
l End
owm
ent f
or th
eH
uman
ities
boo
klet
of
a fe
w y
ears
ago
pre
sent
ed te
stqu
estio
ns f
or y
oung
ster
s ab
out t
o en
ter
colle
ge in
the
Uni
ted
Stat
es, F
ranc
e, G
erm
any,
Gre
at B
rita
in,
Japa
n, a
nd o
ther
cou
ntri
es.
Exa
min
ing
som
e of
the
ques
tions
alo
ne c
an b
ein
stru
ctiv
e. F
or e
xam
ple,
Fre
nch
stud
ents
wer
eas
ked,
"L
ist a
ll U
.S. p
resi
dent
s fr
om T
rum
an to
the
pres
ent,
date
s of
thei
r pr
esid
enci
es, a
nd th
e na
me
of
In e
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce
6 0
Cha
rt 6
Com
posi
te P
rofic
ienc
y M
eans
, Gra
de T
wel
ve N
atio
nal
Ass
essm
ent R
espo
nden
ts, b
y P
aren
ts' E
duca
tion
Leve
l35
0
300
250
200
150
100 50
0N
ot C
ompl
eted
Gra
duat
ed H
igh
Pos
tH
igh
Sch
ool
Sch
ool
Hig
h S
choo
l
Sou
rce:
NA
EP
199
0 N
atio
nal M
ath
Ass
essm
ent,
Gra
de 1
2: S
tude
nt D
ata
Gra
duat
edC
olle
geU
nkno
wn
6.T
21
Cha
rt 7
Rea
ding
Pro
ficie
ncy
Am
ong
Bla
ck S
tude
nts
Per
ecen
tage
s of
17-
Yea
r-O
lds
at E
ach
Leve
l
100
-
90 80 70 -
c60
a) c ai:?)
50a.
40 30 20 10 0
82 8
185
96 9
7
66
76
40 4
2
Bas
ic 2
00In
term
edia
te 2
50A
dept
300
1971
0 19
7519
8019
8419
88
00
01
2
Sour
ce:
The
Rea
ding
Rep
ort C
ard.
197
1-88
, NA
EP
Jan
uary
199
0, U
nite
d S
tate
s D
epar
tmen
t of E
duca
tion
Adv
ance
d 35
0
thei
r po
litic
al p
arty
." F
renc
h st
uden
ts h
ave
four
hour
s to
ans
wer
thes
e qu
estio
ns a
nd to
wri
te a
n es
say
on m
ajor
cha
nges
in U
.S. d
omes
tic a
nd f
orei
gnpo
licy
duri
ng th
e ad
min
istr
atio
ns o
f th
ese
pres
iden
ts.
Ger
man
stu
dent
s ar
e as
ked:
"Fr
om S
talin
to th
epr
esen
t, lis
t the
hea
ds o
f th
e So
viet
Uni
on w
ith th
eda
tes
of th
eir
tenu
re in
off
ice.
" T
hey
are
also
ask
edth
e sa
me
kind
of
ques
tion
as th
e Fr
ench
"Lis
t the
maj
or c
hang
es in
dom
estic
and
for
eign
pol
icy
duri
ngth
eir
adm
inis
trat
ions
." T
he F
renc
h te
st a
lso
give
s th
est
uden
ts f
our
hour
s to
ans
wer
the
ques
tion:
"W
hat
have
you
gai
ned
whe
n yo
u ha
ve lo
st y
our
illus
ions
?"Fo
r th
e m
ath
exam
s, w
e kn
ow th
at in
thes
esa
me
coun
trie
s, e
very
stu
dent
hea
ded
to c
olle
geor
to u
nive
rsity
wou
ld b
e in
the
350
grou
p, w
here
3-5
perc
ent o
f th
e U
.S. s
tude
nts
are
plac
ed.
Wha
t per
cent
pas
sed
thes
e ex
ams?
In
Ger
man
y,30
per
cent
of
the
entir
e co
hort
pas
sed
the
exam
. Tha
tis
a to
p gr
oup
of 3
0 pe
rcen
t com
pare
d w
ith a
top
grou
p of
3 p
erce
nt o
f U
.S. s
tude
nts.
For
the
Bri
tish,
16 p
erce
nt p
asse
d th
e G
ener
al C
ertif
icat
e, tw
o-da
yed
ucat
iona
l exa
ms.
We
have
the
stan
dard
com
ebac
k. W
e to
ss th
epr
oble
m k
ids
out,
or w
e ju
st f
ocus
on
the
elite
. Tha
t'ssi
.ipl
y no
t tru
e in
Ger
man
y, w
here
ther
e ar
e pr
ogra
ms
for
kids
in th
e m
iddl
e an
d w
ork-
stud
y ap
pren
tices
hip
prog
ram
s fo
r ki
ds a
t the
low
end
aca
dem
ical
ly. I
n fa
ct,
kids
at t
he b
otto
m a
cade
mic
ally
in G
erm
any
do a
bout
as w
ell a
s ou
r av
erag
e ki
ds d
o.In
Bri
tain
and
Aus
tral
ia, i
t is
true
that
the
kids
who
don
't m
ake
it ar
e lo
okin
g fo
r jo
bs f
or a
long
timec
onst
itutin
g so
met
hing
of
a lo
st g
ener
atio
nbu
t tha
t's n
ot g
ener
ally
true
of
mos
t ind
ustr
ial
coun
trie
s.
22T
he A
CE
/AF
L -C
10 L
abor
/Hig
her
Edu
catio
n C
ounc
il
Seek
ing
Ans
wer
s to
Our
Edu
catio
n Pr
oble
ms
One
ans
wer
lies
in th
e tit
le o
f th
is s
essi
onde
alin
g w
ith in
cent
ives
. Wha
t mak
es k
ids
lear
n?K
ids
lear
n by
wor
king
har
d at
lear
ning
. The
y lis
ten,
read
, wri
te, a
nd d
o th
eir
hom
ewor
k. T
hey
ask
for
help
if th
ey d
on't
unde
rsta
nd s
omet
hing
; the
y go
toth
eir
pare
nts,
to li
brar
ies,
to th
eir
teac
hers
. It's
wor
kth
at c
reat
es le
arni
ng.
The
fac
t tha
t kid
s in
oth
er c
ount
ries
are
lear
ning
mor
e th
an o
ur k
ids
mea
ns th
ey w
ork
a lo
t mor
e at
lear
ning
. The
y al
so h
ave
TV
set
s, s
ingl
e-pa
rent
fam
ilies
, and
sch
ools
with
kid
s fr
om m
any
cultu
res.
In th
e U
nite
d St
ates
. 26
perc
ent o
f ou
r sc
hool
kid
sw
ere
born
out
of
wed
lock
; in
the
Uni
ted
Kin
gdom
,th
e fi
gure
is th
e sa
me.
The
tren
ds a
re e
very
whe
re.
Why
do
peop
le w
ork
at a
nyth
ing?
Fir
st, t
hey
may
be
intr
insi
cally
inte
rest
ed in
the
wor
k. I
f th
eylo
ve a
spo
rt o
r a
hobb
y, th
ey g
o an
d do
it. B
ut m
ost
peop
le w
ho w
ork
hard
do
it be
caus
e it
help
s th
emac
hiev
e so
met
hing
they
wan
thav
ing
mon
ey,
keep
ing
a jo
b, p
ayilg
bill
s.B
asic
ally
, kid
s w
ork
in s
choo
l bec
ause
it o
ffer
sa
piec
e of
pap
er th
at w
ill g
ive
them
wha
t the
y w
ant
at th
e ot
her
end.
The
pie
ce o
f pa
per
give
s on
e of
two
thin
gs: 1. A
Col
lege
Edu
catio
n. T
he p
aper
pro
vide
sen
try
to a
col
lege
. The
rea
son
kids
wor
k so
har
d in
Ger
man
y an
d in
oth
er c
ount
ries
is n
ot b
ecau
se th
eyha
ve a
n in
trin
sic
love
of
lear
ning
. The
y kn
ow n
oun
iver
sity
will
acc
ept t
hem
unl
ess
they
rea
d at
ace
rtai
n le
vel.
Tha
t's a
n in
cent
ive.
One
hyp
othe
sis
we
have
to e
nter
tain
abo
ut th
e lo
w r
ates
of
educ
atio
nal
atta
inm
ent i
n th
e U
nite
d St
ates
is th
e qu
estio
n of
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce
whe
ther
a s
yste
m o
f al
mos
t com
plet
ely
open
enro
llmen
t can
pro
duce
the
ince
ntiv
es to
lear
n on
the
part
of
stud
ents
. Is
it po
ssib
le to
pro
vide
ince
ntiv
esw
ithou
t red
ucin
g th
e ra
tes
of p
artic
ipat
ion?
Obv
i-ou
sly,
we
can
rais
e ob
stac
les
that
wou
ld k
eep
som
eki
ds o
ut. B
ut th
e po
int i
s no
t to
keep
kid
s ou
t. T
hepo
int i
s to
get
them
to w
ork
hard
er to
go
to c
olle
gean
d ge
t a c
olle
ge e
duca
tion
rath
er th
an to
hav
e th
emge
t the
ir h
igh
scho
ol e
duca
tion
in c
olle
ge th
roug
hre
med
ial c
lass
es.
2. H
elp
in th
e W
ork
Plac
e. T
he h
igh
scho
olce
rtif
icat
e ca
n he
lp s
tude
nts
in th
e w
ork
plac
e. I
n th
eU
nite
d St
ates
, 95
perc
ent o
f ou
r em
ploy
ers
do n
otlo
ok a
t a h
igh
scho
ol tr
ansc
ript
. McD
onal
d's
does
not s
ay, "
Bri
ng a
not
e fr
om y
our
teac
her
sayi
ng y
ouca
n w
ork
at n
ight
." M
ost o
f ou
r la
rger
and
bet
ter
com
pani
es d
on't
hire
18-
year
-old
s an
yway
. The
ysa
y, w
hy h
ire
18-y
ear-
olds
with
no
wor
k re
cord
?T
he n
et e
ffec
t is
that
all
stud
ents
, whe
ther
they
did
wel
l or
poor
ly in
sch
ool,
get l
ousy
jobs
whe
nth
ey le
ave
scho
ol a
t 18.
Tha
t's a
less
on w
e're
teac
hing
our
kid
s. T
he k
id w
ho g
oofe
d of
f in
hig
hsc
hool
and
the
kid
who
turn
ed o
ff th
e T
V a
ndst
udie
d bo
th g
et th
e sa
me
lous
y jo
bs w
hen
they
grad
uate
. At a
ge 2
4, th
e ki
d w
ho w
orke
d ha
rd is
muc
h m
ore
likel
y to
be
disc
over
ed b
y a
good
com
pany
. But
at a
ge 2
4, n
o on
e w
ill s
ay th
ey're
hiri
ng th
e w
orke
r be
caus
e he
or
she
was
a g
ood
stud
ent i
n sc
hool
. The
y'll
call
it lu
ck. T
here
is n
ovi
sibl
e co
nnec
tion
amon
g ha
rd w
ork,
suc
cess
insc
hool
, col
lege
ent
ry (
unle
ss y
ou a
re g
oing
to a
n el
iteco
llege
), a
nd a
goo
d jo
b. S
o th
e qu
estio
n of
ince
n-tiv
es is
ext
rem
ely
impo
rtan
t.
"The
fact
that
kid
s in
oth
er c
ount
ries
are
lear
ning
mor
e th
an o
ur k
ids
mea
ns
they
wor
k a
lot m
ore
at le
arni
ng."
"The
bes
t sin
gle
ques
tion
I've
ever
been
ask
ed a
bout
edu
catio
n ca
me
from
a P
eace
Cor
ps o
ffici
al 2
0-25
yea
rs a
go.
He
aske
d: 'I
f you
wer
e th
e m
inis
ter
of
educ
atio
n fo
r a
deve
lopi
ng c
ount
ry
and
had
just
eno
ugh
mon
ey to
pro
vide
peop
le w
ith th
ree
year
s of
pub
lic
educ
atio
n, w
hat y
ears
wou
ld y
ou p
ick?
"'
246C
HIG
HE
R E
DU
CA
TIO
N A
ND
ED
UC
AT
ION
PO
LIC
Y: A
RE
SP
ON
SE
Hok
e Sm
ithPr
esid
ent,
Tow
son
Stat
e U
nive
rsity
The
bes
t sin
gle
ques
tion
I've
ever
bee
n as
ked
abou
ted
ucat
ion
cam
e fr
om a
Pea
ce C
orps
off
icia
l 20-
25ye
ars
ago.
He
aske
d: "
If y
ou w
ere
the
min
iste
r of
educ
atio
n fo
r a
deve
lopi
ng c
ount
ry a
nd h
ad ju
sten
ough
mon
ey to
pro
vide
peo
ple
with
thre
e ye
ars
ofpu
blic
edu
catio
n, w
hat y
ears
wou
ld y
ou p
ick?
"T
hat's
an
intr
igui
ng q
uest
ion.
Eve
n m
ore
intr
igui
ng a
re th
ese
ques
tions
: If
peop
le a
re in
sch
ool
for
only
thre
e ye
ars,
wha
t are
they
lear
ning
? W
ho a
reth
ey le
arni
ng f
rom
whe
n th
ey a
re n
ot in
sch
ool?
Wha
t's th
e re
latio
nshi
p be
twee
n th
e fo
rmal
lear
ning
syst
em a
nd th
e in
form
al le
arni
ng s
yste
m?
How
do
they
art
icul
ate,
par
ticul
arly
in a
cha
ngin
g so
ciet
y? I
na
stab
le s
ocie
ty, t
radi
tiona
l lea
rnin
g do
es ta
ke p
lace
out o
f sc
hool
. But
how
do
you
use
that
lim
ited
win
dow
to b
ring
abo
ut s
ocia
l cha
nge?
I'm g
oing
to g
ive
you
a te
n-se
cond
exe
rcis
e.W
hat i
s th
e m
ost i
mpo
rtan
t pri
ority
for
cha
nge
inA
mer
ican
hig
her
educ
atio
n? W
hat i
s th
e on
e th
ing
that
wou
ld m
ake
our
scho
ols
mor
e pr
oduc
tive?
Ith
ough
t Al S
hank
er w
as ju
st g
ettin
g to
the
exci
ting
answ
er: s
tude
nts
who
rea
lly w
ant t
o le
arn.
We
can
reor
gani
ze a
ll w
e w
ant,
refo
rm th
ecu
rric
ulum
all
we
wan
t, an
d ch
ange
alm
ost a
nyth
ing
stru
ctur
ally
publ
ic o
r pr
ivat
e, u
nion
or
non-
unio
n.B
ut w
hat c
an m
ake
a st
uden
t wan
t to
lear
n?C
onsi
der
my
Peac
e C
orps
que
stio
n. O
n ci
tyst
reet
s, w
here
ther
e is
a lo
t of
free
ent
erpr
ise
(mos
tlyin
dru
gs),
how
do
the
deal
ers
lear
n th
eir
entr
epre
-
neur
ial s
ki'.
The
y do
n't l
earn
them
in s
choo
l.W
here
do
they
lear
n th
e m
athe
mat
ics
invo
lved
?W
here
do
they
;cam
abo
ut c
apita
l inv
estm
ent?
Whe
re d
o th
ey le
arn
the
prin
cipl
es o
f la
w?
The
re a
rea
lot o
f so
phis
ticat
ed p
eopl
e in
soc
iety
, and
they
are
lear
ning
som
ethi
ng f
rom
som
ebod
y.O
ne o
f th
e is
sues
edu
cato
rs a
nd la
bor
lead
ers
mus
t exp
lore
is w
hat t
ypes
of
polic
ies
and
prog
ram
sw
e ne
ed to
est
ablis
h to
take
adv
anta
ge o
f th
ein
form
al, o
ut-o
f-sc
hool
lear
ning
sys
tem
s fr
om w
hich
so m
any
of o
ur s
tude
nts
seem
to w
ant t
o le
arn?
Ret
hink
ing
Edu
catio
nal S
trat
egie
s
We
give
mix
ed m
essa
ges
abou
t our
atti
tude
sto
war
d th
e in
telle
ct a
nd le
arni
ng in
Am
eric
a. P
art o
fou
r di
lem
ma
is g
ettin
g ou
r si
xth
grad
ers
to le
arn
insc
hool
whe
n th
ey a
re a
t the
sam
e tim
e tr
ying
to b
eco
ol, l
earn
ing
to c
onfo
rm to
the
loca
l str
eet d
ress
code
, and
bac
king
off
and
dis
enga
ging
fro
m in
-sc
hool
lear
ning
. The
y ar
e st
ill le
arni
ng s
omep
lace
.H
ow c
an w
e re
late
that
lear
ning
to o
ur s
choo
l sys
tem
and
capi
taliz
e on
it?
I ju
st m
oved
. In
the
proc
ess
of p
acki
ng, I
cam
eac
ross
my
fath
er's
hig
h sc
hool
boo
ks f
rom
his
rur
alIl
linoi
s sc
hool
. I f
ound
a v
olum
e of
Sha
kesp
eare
inth
e or
igin
al v
ersi
on, w
hich
is e
ssen
tially
col
lege
-le
vel r
eadi
ng. W
here
wou
ld y
ou f
ind
such
a te
xt o
nou
r sc
hool
rea
ding
list
s to
day?
By
publ
ic p
olic
y, w
eha
ve "
dum
bed
dow
n" o
ur te
achi
ng a
nd le
arni
ng.
Ano
ther
que
stio
n I
pond
er is
wha
t giv
esin
form
atio
n ec
onom
ic v
alue
? W
e're
par
ticip
atin
g in
a la
bor-
high
er e
duca
tion
conf
eren
ce. W
e're
livi
ng in
an in
form
atio
n ag
e. B
ut th
e qu
estio
n is
dif
ficu
lt to
answ
er. O
ne r
espo
nse
is "
cont
rolle
d in
form
atio
n"
The
AC
EA
FL-C
IO L
abor
/Hig
her
Edu
catio
n C
ounc
il
r-/ ;
like
the
ticke
r ta
pe a
t the
sto
ck e
xcha
nge,
whi
chpe
ople
nee
d an
d re
ad. O
r co
nsid
er th
e co
mpu
ter
that
off
ers
info
rmat
ion
on th
e fu
nctio
ning
of
the
com
pute
r.H
ow d
o w
e pl
ace
valu
e on
lear
ning
in o
urso
ciet
y? W
hat c
an w
e do
to p
rovi
de e
xam
ples
for
thos
e in
tere
sted
in k
now
ledg
e an
d w
isdo
m?
As
we
mov
e ar
ound
in o
ur e
cono
mic
, pol
itica
l sci
ence
, or
hist
ory
disc
iplin
es a
nd c
lass
room
s, w
e ar
e in
the
busi
ness
of
selli
ng a
sch
olar
ly s
ervi
ce. O
ur s
tude
nts
are
also
our
clie
nts;
we
advi
se th
em o
n ho
w to
use
our
serv
ices
. The
y ar
e al
so o
ur c
usto
mer
s; w
e br
ibe
them
to u
se o
ur s
ervi
ces.
But
in h
ighe
r ed
ucat
ion,
we
are
selli
ng s
omet
hing
of
econ
omic
val
ue, e
ven
thou
gh it
may
not
be
perc
eive
d th
at w
ay. W
e ar
eof
feri
ng o
ur s
tude
nts
cont
ent a
nd p
ersp
ectiv
ethe
abili
ty to
ana
lyze
dat
a, to
han
dle
know
ledg
e.O
ne o
f ou
r m
ajor
cha
lleng
es is
to tu
rn o
n th
elig
ht b
ulb.
Stu
dent
s ha
ve to
wan
t to
lear
n. W
e ca
nta
lk a
bout
ince
ntiv
es, a
s A
l Sha
nker
just
did
, but
we
also
nee
d na
tiona
l lea
ders
hip
to s
ay th
at f
orm
alle
arni
ng is
impo
rtan
t, th
at it
rel
ates
to th
e le
arni
ngst
uden
ts f
ind
in li
fe, a
nd th
at it
has
use
in th
eir
lives
.T
he q
uest
ion
of th
e ex
cite
men
t of
lear
ning
isal
so o
ne o
f w
ho c
ontr
ols
the
ente
rpri
se. I
hav
e be
enfa
scin
ated
and
app
alle
d by
the
pron
ounc
emen
ts a
ndm
anda
tes
issu
ed b
y a
fede
ral g
over
nmen
t tha
t set
slo
fty
goal
s ou
t doe
s no
t pro
vide
fun
ds to
mak
e th
emat
tain
able
.A
lso
of c
once
rn is
who
set
s st
anda
rds
and
shap
es o
ur c
once
ptio
n of
info
rmat
ion
and
know
l-ed
ge?
I'd m
uch
rath
er h
ave
it be
the
teac
her
or th
ead
min
istr
ator
who
sel
ecte
d m
y fa
ther
's b
ooks
than
the
scho
ol o
ffic
ials
who
sel
ect o
ur c
urre
nt b
ooks
.
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e
6 r
In M
aryl
and,
we
have
fac
ed s
ubst
antia
l bud
get
cuts
, eve
n th
ough
our
gov
erno
r is
a s
tron
g ed
ucat
ion
advo
cate
. I to
ld o
ur f
acul
ty th
at w
e sh
ould
be
mor
epr
oact
ive
in c
onfr
ontin
g ou
r fi
nanc
ial s
ituat
ion.
Thu
s, I
rec
omm
ende
d w
e go
to a
fou
rfou
r (f
our
cour
ses
for
four
cre
dit h
ours
inst
ead
of f
ive
cour
ses
for
thre
e cr
edit
hour
s ea
ch)
sem
este
r sy
stem
and
use
the
extr
a ho
urs
for
teac
hing
cri
tical
thin
king
, wri
ting,
and
appl
icat
ion.
In
prop
osin
g th
is c
hang
e, w
e ha
veto
com
e to
gri
ps w
ith th
e po
licy
issu
e of
eva
luat
ing
32 c
ours
es in
stea
d of
40
cour
ses.
Peop
le o
utsi
de th
e ac
adem
y se
em to
be
mor
ecr
itica
l of
our
grad
uate
s fo
r w
hat t
hey
can
and
cann
otdo
in th
eir
skill
are
as th
an f
or th
e br
eadt
h of
thei
red
ucat
ion.
But
if w
e do
n't h
ave
the
reso
urce
s to
do
ital
l, w
hat d
o yo
u co
ncen
trat
e on
? I'm
pro
posi
ng w
etr
ade
brea
dth
for
dept
h, g
o de
eper
with
few
erre
sour
ces.
As
a na
tion,
we
have
to a
nsw
er th
e sa
me
ques
tion:
Is
our
obje
ctiv
e br
eadt
h or
dep
th in
our
educ
atio
n sy
stem
? H
ow a
re w
e go
ing
to u
se o
urlim
ited
reso
urce
s m
ost p
rodu
ctiv
ely?
How
do
we
com
mun
icat
e to
our
you
ng p
eopl
e th
e va
lue
ofed
ucat
ion,
lear
ning
, and
a w
ay o
f th
inki
ng th
atw
ill s
tay
with
them
for
a li
fetim
e?
PEST
CO
PY A
VA
ILA
BL
E
Hok
e Sm
ith
3. T
HE
RE
TR
AIN
ING
DIL
EM
MA
: EC
ON
OM
IC H
OPE
AFT
ER
TH
E J
OB
EN
DS
INT
RO
DU
CT
ION
: TH
E U
AW
EX
PE
RIE
NC
E W
ITH
RE
TR
AIN
ING
Ow
en B
iebe
rP
resi
dent
, UA
W
(Del
iver
ed b
y T
erry
Lin
t, D
irect
or o
f Edu
catio
nP
rogr
ams.
UA
W )
In r
ecen
t yea
rs, m
uch
natio
nal a
ttent
ion
has
been
focu
sed
on tr
aini
ng a
nd r
etra
inin
g ef
fort
s. T
he U
AW
has
inve
sted
a g
reat
dea
l of
time
and
effo
rt in
prov
idin
g re
trai
ning
opp
ortu
nitie
s fo
r ou
r m
embe
rs.
Our
Edu
catio
n D
epar
tmen
t and
our
Hea
lth a
ndSa
fety
Dep
artm
ent h
ave
desi
gned
som
e ex
celle
ntpr
ogra
ms
for
our
lead
ersh
ip. T
rade
uni
ons
natio
n-w
ide
ask
us f
or a
ssis
tanc
e w
ith th
eir
educ
atio
nal
prog
ram
s.M
any
peop
le h
ave
hear
d of
our
con
fere
nce
cent
er a
t Bla
ck L
ake
in N
orth
ern
Mic
higa
n. T
hece
nter
off
ers
cont
inui
ng e
duca
tion
oppo
rtun
ities
for
our
lead
ers
and
our
mem
bers
. We
occa
sion
ally
invi
tele
ader
s fr
om f
orei
gn tr
ade
unio
ns to
join
us
at th
ese
Bla
ck L
ake
sess
ions
.O
ver
the
last
dec
ade,
our
mem
bers
' nee
ds f
ored
ucat
ion
and
retr
aini
ng h
ave
expa
nded
rap
idly
. So
one
of o
ur m
ajor
goa
ls a
t the
bar
gain
ing
tabl
e w
as to
obta
in a
com
mitm
ent f
rom
em
ploy
ers
to s
uppo
rt th
em
embe
rs' e
duca
tion
and
trai
ning
nee
ds. T
he r
esul
tha
s be
en b
road
edu
catio
nal u
nder
taki
ngs,
incl
udin
ghe
lp w
ith d
islo
cate
d an
d di
spla
ced
wor
kers
.M
ost o
f yo
u ar
e pr
obab
ly a
war
e of
the
Com
pre-
hens
ive
Join
t Tra
inin
g Pr
ogra
m w
e ne
gotia
ted
with
Gen
eral
Mot
ors.
The
pro
gram
is th
e w
orld
'sla
rges
t pri
vate
ly f
unde
d ed
ucat
iona
l und
erta
king
.W
e ha
ve s
imila
r pr
ogra
ms
with
For
d an
d C
hrys
ler.
26
70
-41L
ate!
,
Ter
ry L
int
Wor
kers
take
col
lege
-lev
el c
ours
es a
t the
wor
kpl
ace,
and
thes
e pr
ogra
ms
are
extr
emel
y po
pula
rw
ith o
ur m
embe
rs. A
nd in
crea
sing
ly, o
ur m
embe
rs'
spou
ses
are
elig
ible
for
our
trai
ning
and
edu
catio
npr
ogra
ms.
Let
me
men
tior
brie
fly
the
UA
W p
rogr
ams
atFo
rd, G
M, a
nd C
hrys
ler.
Som
e 20
0 pe
r ho
ur g
oes
toou
r tr
aini
ng p
rogr
ams.
Som
e m
oney
sta
ys a
t the
loca
lle
vel,
som
e go
es to
the
natio
nal l
evel
. The
mon
eyco
vers
a v
arie
ty o
f tr
aini
ng a
nd e
duca
tiona
l nee
dsfo
r jo
b sk
ills,
job
relo
catio
n sk
ills,
hig
h sc
hool
com
plet
ion,
lite
racy
, Eng
lish
as a
sec
ond
lang
uage
,da
y ca
re p
rogr
ams,
atta
inm
ent o
f co
llege
deg
rees
,an
d pe
rson
al im
prov
emen
t ski
lls. F
or e
xam
ple,
the
Ford
Tra
inin
g C
ente
r ha
s a
prog
ram
in w
hich
mem
bers
lear
n ba
sic
carp
entr
y, e
lect
rici
ty, p
lum
bing
,sm
all e
ngin
e re
pair
, and
VC
R r
epai
r. W
e ev
en o
ffer
cour
ses
in ta
xide
rmy!
If 1
0 to
12
mem
bers
sig
n up
, the
cla
ss is
off
ered
.M
ost a
re c
ondu
cted
at t
he w
ork
plac
e. C
hrys
ler,
whi
ch le
ads
the
fiel
d in
tele
com
mun
icat
ions
, can
beam
its
trai
ning
pro
gram
s by
sat
ellit
e ri
ght o
ut o
f its
trai
ning
cen
ter
on J
effe
rson
Ave
nue
to tr
aini
ng s
ites
acro
ss th
e co
untr
y. W
orke
rs v
isit
the
loca
l site
s an
dle
arn
from
the
mas
ter
inst
ruct
ors
in D
etro
it. A
t the
setr
aini
ng s
ites,
we
don'
t nee
d te
n pa
rtic
ipan
tsan
yone
can
lear
n. T
hey
have
bec
ome
extr
emel
ypo
pula
r w
ith th
e m
embe
rs.
We'
ve e
stab
lishe
d pa
rtne
rshi
ps w
ith c
olle
ges
and
univ
ersi
ties
and
with
com
mun
ity c
olle
ges
toen
hanc
e w
orke
r sk
ills
and
know
ledg
e at
the
high
scho
ol le
vel.
If th
ere
is o
ne id
ea w
e co
mm
unic
ate
to o
urm
embe
rs, i
t is
that
it is
nev
er to
o la
te to
lear
n.H
opef
ully
, if
wor
kers
take
cla
sses
at a
ny le
vel t
hat
appe
als
to th
em, t
hey
will
pro
ve to
them
selv
esev
en a
t 40
or 5
0 ye
ars
of a
geth
at th
ey c
an s
till
lear
n. T
his
can
then
car
ry o
ver
to o
ther
cla
sses
, to
othe
r le
arni
ng e
xper
ienc
es. T
he r
esul
ts a
re m
agni
fi-
cent
. Man
y of
our
mem
bers
hav
e co
mpl
eted
thei
rhi
gh s
choo
l edu
catio
n or
are
com
plet
ing
it. M
any
are
getti
ng c
olle
ge d
egre
es. S
ome
leav
e th
e w
ork
plac
e,so
me
stay
. The
y're
all
bette
r fo
r it.
As
you
can
imag
ine,
we
are
prou
d of
thes
eac
com
plis
hmen
ts. B
ut a
s ex
tens
ive
as th
ese
pro-
gram
s ar
e, d
o th
ey r
eally
sol
ve th
e pr
oble
m o
fw
orke
r tr
aini
ng?
Hav
e w
e go
ne to
o fa
r in
pri
vatiz
ing
wor
ker
trai
ning
and
ret
rain
ing
initi
ativ
es?
Giv
en th
em
agni
tude
of
the
trai
ning
/ret
rain
ing
issu
e, s
houl
d th
e
The
AC
E /A
FL
-CIO
Lab
or /H
ighe
r E
duca
tion
Cou
ncil
71
unio
ns a
nd th
e co
mpa
nies
take
so
muc
h of
the
resp
onsi
bilit
y fo
r it?
Wha
t are
som
e al
tern
ativ
es?
One
opt
ion
wou
ld b
e to
mak
e co
mpr
ehen
sive
gove
rnm
ent-
spon
sore
d tr
aini
ng a
nd r
etra
inin
gav
aila
ble
to a
ll w
orke
rs. P
resi
dent
Bus
h re
cent
lyan
noun
ced
his
plan
s fo
r a
new
wor
ker
retr
aini
ngin
itiat
ive.
Unf
ortu
nate
ly, t
here
was
littl
e th
at w
asne
w in
the
plan
and
ther
e w
as n
o m
oney
. The
trai
ning
bud
get w
ould
not
eve
n be
gin
to h
elp
the
natio
n's
mill
ions
of
wor
kers
who
nee
d tr
aini
ng.
Bey
ond
that
, is
it pr
ofita
ble
for
a m
an o
rw
oman
to tr
ain
for
a ba
d jo
b, a
low
-pay
ing
job
with
no f
utur
e, o
r a
job
that
isn'
t rea
lly th
ere
at a
ll? D
oes
it re
ally
mat
ter
who
is d
oing
the
trai
ning
if th
ena
tion
itsel
f do
es n
ot h
ave
an e
cono
mic
str
ateg
yan
d a
com
preh
ensi
ve in
dust
rial
pol
icy
that
ens
ures
that
jobs
will
be
avai
labl
e w
hen
the
trai
ning
is
com
plet
ed?
Tw
o cr
eativ
e pe
ople
with
us
toda
y ha
ve g
iven
agr
eat d
eal o
f th
ough
t to
thes
e cr
itica
l iss
ues.
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce
A,
Dav
id G
ordo
n
RE
TR
AIN
ING
: OU
R M
EA
NS
FO
R E
CO
NO
MIC
SU
RV
IVA
L
Dav
id G
ordo
nP
rofe
ssor
of E
cono
mic
s, N
ew S
choo
l
for
Soc
ial R
esea
rch
Thi
s m
eetin
g re
pres
ents
a u
niqu
e op
port
unity
for
me
to c
ombi
ne s
ome
of th
e pr
inci
ples
and
idea
s th
atgu
ide
my
life
and
wor
k. I
'm a
labo
r ec
onom
ist.
Iha
ve n
ot s
pent
a lo
t of
time
stud
ying
ret
rain
ing
prog
ram
s sp
ecif
ical
ly, b
ut I
hav
e sp
ent a
lot o
f th
etim
e ta
lkin
g ab
out e
cono
mic
and
labo
r pr
oble
ms
inth
e U
nite
d St
ates
wor
king
to b
ridg
e th
e ga
p be
twee
nth
e la
bor
mov
emen
t and
hig
her
educ
atio
n.
BE
ST
CO
PY
AV
AIL
AB
LE
Som
e Pr
emis
es
I'd li
ke to
rev
iew
som
e pr
emis
es a
bout
ret
rain
ing
that
I th
ink
we
can
all a
gree
on:
I.W
e ne
ed m
ore
retr
aini
ng in
our
cou
ntry
.
2.W
e ca
n't t
alk
abou
t ret
rain
ing
unle
ss w
e ta
lkab
out t
he jo
bs f
or w
hich
we
are
retr
aini
ng. W
ene
ed m
ore
than
mor
e jo
bs, w
e ne
ed m
ore
good
jobs
.
3.It
is c
lear
that
the
pend
ulum
has
sw
ung
too
far
tow
ard
shif
ting
resp
onsi
bilit
y fo
r re
trai
ning
toth
e pr
ivat
e se
ctor
inde
ed, e
ven
tow
ard
unio
nsth
emse
lves
. We
have
to th
ink
muc
h m
ore
abou
tin
volv
ing
the
publ
ic s
ecto
r. I
n th
at r
espe
ct, I
wel
com
e G
over
nor
Clin
ton'
s id
eas
for
dram
atic
expa
nsio
n of
col
lege
edu
catio
n an
d re
trai
ning
.
Ret
hink
ing
Ret
rain
ing
Eve
n th
ose
who
wou
ld ta
ke a
n am
bitio
uspo
sitio
n w
ith r
espe
ct to
ret
rain
ing
have
bee
n tr
appe
din
a f
ram
ewor
k of
too
little
, too
late
. The
ret
rain
ing
met
apho
r an
d th
e w
ay w
e ta
lk a
bout
it d
on't
addr
ess
som
e of
the
mos
t im
port
ant p
robl
ems
we
need
toco
nfro
nt.
I'd li
ke to
con
tras
t the
way
we
trad
ition
ally
thin
k of
ret
rain
ing
by o
ffer
ing
up s
omet
hing
1 c
all
the
"Rec
onve
rsio
n E
duca
tion
Act
of
the
1990
s"--
am
eans
of
supp
ortin
g co
llege
edu
catio
n fo
r a
muc
hw
ider
gro
up a
nd a
muc
h m
ore
dive
rse
set o
f w
orke
rsth
an w
e us
ually
talk
abo
ut. I
n m
any
way
s, th
is g
oes
back
to th
e la
te 1
940s
and
the
"GI
Bill
," o
ne o
f th
em
ost f
orw
ard-
thin
king
, im
pres
sive
pie
ces
of le
gisl
a-tio
n ou
r co
untr
y ha
s ev
er s
een.
27
"We
need
to r
eviv
e ed
ucat
ion
for
dem
ocra
cy, f
or c
itize
nshi
p, a
nd to
pro
mot
e
the
qual
ity o
f peo
ple'
s liv
es. W
e ne
ver
reac
h th
at le
vel w
hen
we
talk
abo
ut
retr
aini
ng p
urel
y in
the
skill
s se
nse.
"
Firs
t, le
r m
e of
fer
the
follo
win
g pr
emis
es:
1. E
cono
mic
Res
truc
turi
ng W
ill C
ontin
ue. O
urec
onom
y ha
s be
en u
nder
goin
g an
eno
rmou
s am
ount
of r
estr
uctu
ring
, but
ther
e's
mor
e to
com
e. T
heec
onom
ic r
estr
uctu
ring
we
expe
rien
ced
in th
e 19
80s
will
be
ampl
ifie
d du
ring
the
1990
s. T
he g
loba
lec
onom
y is
cha
ngin
g. W
e do
n't k
now
wha
t im
pact
the
Nor
th A
mer
ican
Fre
e T
rade
Agr
eem
ent
(NA
FTA
) w
ill h
ave.
The
pac
e of
tech
nolo
gica
lch
ange
has
acc
eler
ated
. The
rol
e of
the
U.S
.ec
onom
y in
the
glob
al e
cono
my
is c
ontin
ually
bei
ngre
defi
ned.
Man
y in
dust
ries
are
hea
vy s
uppo
rter
s of
the
U.S
. eco
nom
y, s
uch
as th
e de
fens
e in
dust
ry,
whi
ch m
any
of u
s w
ould
like
to s
ee r
estr
icte
d. S
o th
efi
rst p
rem
ise
is th
at e
ven
if w
e se
e th
e ne
ed f
orre
trai
ning
now
bec
ause
of
econ
omic
res
tnir
nnin
g,th
e pr
oble
ms
will
sim
ply
grow
larg
er.
2. T
rain
ing
Peop
le T
o T
hink
. The
U.S
.ec
onom
y de
sper
atel
y ne
eds
both
pub
lic a
nd p
riva
tein
terv
entio
n to
impr
ove
the
prod
uctiv
ity o
f ou
rpl
ants
, our
wor
kers
, and
our
infr
astr
uctu
re. A
sR
ober
t Rei
ch h
as a
rgue
d in
The
Wor
k of
Nat
ions
,on
e of
the
mos
t im
port
ant d
imen
sion
s in
the
effo
rt to
impr
ove
prod
uctiv
ity h
as to
be
the
dram
atic
exp
an-
sion
of
our
capa
city
to p
rodu
ce tr
aine
d "s
ymbo
lican
alys
ts"t
he p
eopl
e w
ho w
ork
with
info
rmat
ion.
Peop
le n
eed
gene
ral,
broa
dly
base
d sk
ills
to b
eab
le to
wor
k in
the
econ
omy
of th
e ne
xt 2
0-30
yea
rs.
So m
y se
cond
pre
mis
e is
that
we
need
an
expa
nded
publ
ic-p
riva
te e
ffor
t to
trai
n an
d re
trai
n pe
ople
in th
ege
nera
l cap
aciti
es to
thin
k, s
olve
pro
blem
s, b
ecr
itica
l, an
d be
ref
lect
ive.
3. P
rovi
ding
Eco
nom
ic C
apac
ity f
or R
econ
ver-
sion
. Man
y of
our
pol
icy
obje
ctiv
es a
re c
augh
t in
a"b
lack
mai
l tra
p" b
ecau
se o
f th
e po
or la
bor
mar
ket
adju
stm
ents
and
ret
rain
ing
prog
ram
s w
e pr
ovid
e to
curr
ently
em
ploy
ed w
orke
rs. P
resi
dent
Bus
h en
joys
bein
g ab
le to
go
to T
exas
and
Mis
sour
i and
mak
ing
prom
ises
to s
ell f
ight
er p
lane
s. T
hat w
on't
solv
e ou
rpr
oble
ms.
For
thos
e w
ho w
ould
like
to r
educ
e de
fens
esp
endi
ng o
r pr
otec
t the
env
iron
men
t by
doin
gso
met
hing
abo
ut c
hem
ical
pol
lutio
n an
d to
xic
was
te,
the
initi
ativ
es to
mov
e in
thos
e di
rect
ions
hav
e be
enbl
unte
d to
som
e de
gree
by
the
clea
r co
ncer
n fo
r th
ejo
bs o
f pe
ople
wor
king
in th
e de
fens
e in
dust
ries
.R
econ
vers
ion
basi
cally
mea
ns h
elpi
ng in
dust
ries
and
wor
kers
mov
e ou
t of
area
s in
whi
ch w
e w
ould
like
to s
pend
less
mon
ey in
to a
reas
suc
h as
chi
ldca
re, h
ealth
car
e, tr
ansp
orta
tion,
the
envi
ronm
ent,
and
othe
r ar
eas
in w
hich
we
wou
ld li
ke to
spe
ndm
ore
mon
ey.
We
need
to th
ink
abou
t way
s to
pro
vide
the
capa
city
for
rec
onve
rsio
n, e
arlie
r no
t lat
er. J
ust
imag
ine
the
hue
and
cry
abou
t hea
lth in
sura
nce
indu
stry
em
ploy
ees
if w
e ev
er w
ere
to m
ove
tow
ard
a "s
ingl
e-pa
yer"
hea
lth c
are
syst
em. W
hat w
ould
happ
en to
thei
r jo
bs?
Shou
ld w
e av
oid
mov
ing
tona
tiona
l hea
lth c
are
beca
use
of a
cou
ple
mill
ion
insu
ranc
e w
orke
rs?
Thi
s pr
oble
m w
ill g
row
mor
ean
d m
ore
seve
re a
s ec
onom
ic r
estr
uctu
ring
and
econ
omic
pol
icy
requ
ire
a re
al r
etra
inin
g ef
fort
.4.
Shi
ftin
g fr
om W
ork
to L
eisu
re. W
e ha
ve to
cons
ider
shi
ftin
g ou
r pr
iori
ties
away
fro
m in
crea
sing
wor
k to
incr
easi
ng le
isur
e. J
ulie
t Sch
or o
f H
arva
rdw
rote
a b
ook,
The
Ove
rwor
ked
Am
eric
an, w
hich
has
gotte
n so
me
atte
ntio
n. S
ince
the
late
196
0s, i
nco
mpa
riso
n to
thei
r E
urop
ean
coun
terp
arts
inpa
rtic
ular
, Am
eric
ans
are
wor
king
long
er a
nd lo
nger
hour
s. S
chor
fou
nd a
n er
osio
n of
vac
atio
ns, a
n
28T
he A
CE
IAFL
-C10
Lab
or /H
ighe
r E
duca
tion
Cou
ncil
7'
incr
ease
in o
vert
ime,
and
a d
ram
atic
incr
ease
inm
oonl
ight
ing.
Our
hou
seho
lds
and
our
fam
ilies
are
wor
king
10-
20 p
erce
nt m
ore
than
we
used
to in
the
1960
s. O
ne r
easo
n is
red
uced
ear
ning
s; p
eopl
e ar
etr
ying
mak
e en
ds m
eet.
With
sta
gnan
t wag
es,
they
'll w
ork
mor
e.5.
Ret
rain
ing
Bey
ond
Skill
Acq
uisi
tion.
indi
scus
sion
s of
ret
rain
ing,
we'
ve m
oved
too
far
tow
ard
thin
king
of
retr
aini
ng in
pur
ely
inst
rum
enta
lte
rmss
omet
hing
we
do to
pro
vide
peo
ple
with
skill
s th
ey n
eed
to e
arn
a liv
ing.
We
need
to r
eviv
eed
ucat
ion
for
dem
ocra
cy, f
or c
itize
nshi
p, a
nd to
prom
ote
the
qual
ity o
f pe
ople
's li
ves.
We
neve
rre
ach
that
leve
l whe
n w
e ta
lk a
bout
ret
rain
ing
pure
ly in
the
skill
s se
nse.
Ant
icip
atin
g N
eeds
for
Ret
rain
ing
Why
ret
hink
ret
rain
ing?
Why
isn'
t the
trad
i-tio
nal w
ay w
e th
ink
abou
t ret
rain
ing
good
eno
ugh
for
som
e of
the
prob
lem
s w
e ha
ve to
uche
d on
? Fi
rst,
retr
aini
ng e
ffor
ts a
re r
arel
y m
ade
until
an
indu
stry
isco
llaps
ing.
By
that
tim
e, p
eopl
e ha
ve a
lrea
dyex
peri
ence
d a
lot o
f th
e st
ress
that
job
adju
stm
ent
and
unem
ploy
men
t bri
ng.
We
need
to th
ink
abou
t how
to a
ntic
ipat
e an
dpl
an f
or e
cono
mic
adj
ustm
ents
, to
build
our
edu
ca-
tion
and
trai
ning
pol
icie
s in
to a
muc
h br
oade
rec
onom
ic p
lan
and
indu
stri
al p
olic
yas
Ira
Mag
azin
er d
iscu
ssed
ear
lier.
Eve
n ec
onom
ists
can
not f
ores
ee th
e fu
ture
. It
beco
mes
eve
n m
ore
diff
icul
t with
the
rest
ruct
urin
gth
at h
as b
een
goin
g on
in th
e U
nite
d St
ates
. So
we
need
to th
ink
abou
t ret
rain
ing
from
a m
uch
broa
der
pers
pect
ive.
We
need
to th
ink
abou
t tra
inin
g an
d
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce
7 6
/./T
erry
Lin
t, D
avid
Gor
don,
and
She
ila K
apla
n, C
hanc
ello
r, U
nive
rsity
of W
isco
nsin
Par
ksid
e
educ
atio
n fo
r w
orke
rs a
s ge
nera
l edu
catio
ned
ucat
ion
that
will
hel
p th
em th
ink,
ana
lyze
, and
solv
e pr
oble
ms.
The
ski
lls tr
aini
ng w
ill c
ome.
As
the
econ
omy
impr
oves
, em
ploy
ers
will
pro
vide
the
trai
ning
nee
ded
for
thei
r w
ork
forc
es. T
hat w
as o
urex
peri
ence
in th
e 19
60s,
and
that
will
be
our
expe
ri-
Lnc
e in
the
tran
sitio
ns o
f th
e fu
ture
.T
hose
in h
ighe
r ed
ucat
ion
shou
ldn'
t jus
t be
thin
king
abo
ut p
rovi
ding
wor
kers
with
spe
cifi
ctr
aini
ng. T
here
are
too
man
y yo
unge
r w
orke
rs in
thei
r ea
rly
and
mid
-20s
who
hol
d th
e ke
y to
fut
ure
incr
ease
s in
Am
eric
a's
prod
uctiv
ity. A
nd w
ith s
kills
,ex
peri
ence
s, a
nd m
atur
ity, t
hey
can
prov
ide
exac
tlyw
hat w
e ne
ed. W
e m
ust f
ind
way
s to
mak
e it
poss
ible
for
the
kind
of
peop
le w
ho to
ok a
dvan
tage
of th
e G
I B
ill to
hav
e th
e sa
me
oppo
rtun
ities
toda
y.
RE
ST C
OPY
AY
AR
V
We
tend
to th
ink
abou
t get
ting
such
wor
kers
into
a
retr
aini
ng o
r tr
ade
adju
stm
ent a
ssis
tanc
e pr
ogra
m to
lear
n so
me
com
pute
r pr
ogra
mm
ing.
We
need
muc
hm
ore
than
that
. We
need
to m
ake
it po
ssib
le f
orpe
ople
in tr
aditi
onal
indu
stri
es th
at a
re in
dec
line
to g
o to
colle
ge a
nd b
ecom
e "g
ener
alis
ts"
and
stro
nger
citiz
ens.
The
not
ioi,
of a
"R
econ
vers
ion
Edu
catio
n
Act
for
the
1990
s" f
oilo
ws
alon
g th
ese
lines
.
The
Rec
onve
rsio
nE
duca
tion
Act
of
the
1990
s
The
P.e
conv
ersi
on E
duca
tion
Act
is b
ased
on
two
prec
eden
ts. T
he G
I B
ill e
nabl
ed 2
.2 m
illio
nve
tera
ns to
atte
nd c
olle
ge im
med
iate
ly a
fter
Wor
ldW
ar I
I an
d up
to th
e 19
50s.
The
y re
ceiv
ed tu
ition
7 "
29
an' w
ere
paid
a s
tipen
d. A
nyon
e w
ho h
as lo
oked
at
that
exp
erie
nce
asse
sses
it a
s on
e of
the
mos
tsu
cces
sful
pie
ces
of le
gisl
atio
n w
e ha
ve k
now
n.T
here
is a
sec
ond
prec
eden
t. O
CA
W h
aspr
opos
ed a
"Su
perf
und
for
Wor
kers
." W
orke
rs in
capt
ive
indu
stri
es (
e.g.
, ind
ustr
ies
invo
lved
inpr
oduc
tion
of to
xics
or
nucl
ear
arm
s) w
ould
be
give
na
stip
end
and
tuiti
on to
go
to c
olle
ge. O
CA
Wpr
opos
es th
at th
e "S
uper
fund
" no
t jus
t be
for
prof
essi
onal
s. O
CA
W's
pro
posa
l gre
w o
ut o
f th
een
viro
nmen
tal c
once
rn th
at w
e w
on't
be a
ble
tore
duce
toxi
c w
aste
s an
d ad
vanc
e en
viro
nmen
tal
inte
rest
s if
wor
kers
in th
ose
pollu
ting
indu
stri
esco
ntin
ue to
be
fear
ful a
bout
thei
r jo
bs. T
he p
ropo
sal
is n
ow o
n O
CA
W's
legi
slat
ive
cale
ndar
.W
hat w
ould
the
Rec
onve
rsio
n A
ct lo
ok li
ke?
Imag
ine
that
the
act t
arge
ts in
dust
ries
with
two
char
acte
rist
ics:
1.In
dust
ries
alr
eady
targ
eted
for
Tra
de A
djus
tmen
tA
ct a
ssis
tanc
e (i
.e.,
indu
stri
es f
acin
g sh
arp
disl
ocat
ions
bec
ause
of
inte
rnat
iona
l com
peti-
tion
or a
shi
ft in
dem
and)
.
2.In
dust
ries
that
we
wou
ld li
ke to
see
dec
line
inim
port
ance
in th
e U
nite
d St
ates
(e.
g., t
hose
that
prod
uce
arm
s or
toxi
c w
aste
).
We
coul
d of
fer
wor
kers
in th
ese
decl
inin
gin
dust
ries
with
som
e m
inim
um y
ears
of
expe
rien
ce a
stip
end,
per
haps
an
inco
me
leve
l to
supp
ort a
fam
ilyof
fou
r fo
r up
to f
our
year
s of
und
ergr
adua
teed
ucat
ion
and
up to
two
year
s of
add
ition
al g
radu
ate
educ
atio
n. P
ay th
eir
tuiti
on, w
ith a
cap
, and
mak
elo
ans
avai
labl
e if
ther
e's
a ga
p. I
n pa
rtic
ular
, we
shou
ld ta
rget
thos
e in
def
ense
indu
stri
es w
ho h
ave
degr
ees
and
who
can
get
mor
e co
llege
or
post
-gr
adua
te e
duca
tion
to r
etoo
l the
mse
lves
.
Prob
lem
s w
ith th
e R
econ
vers
ion
Act
Wha
t are
som
e pr
oble
ms
asso
ciat
ed w
ith th
e ac
t?C
osts
: We
can
play
with
cos
ts b
y do
wng
radi
ngth
e nu
mbe
r of
indu
stri
es ta
rget
ed a
t any
one
tim
e.W
e co
uld
exer
cise
som
e di
scre
tion
over
how
ambi
tious
a p
rogr
am w
e w
ant.
One
of
the
less
ons
we
lear
ned
from
the
GI
Bill
is th
at w
e sh
ould
nev
erun
dere
stim
ate
the
num
ber
of p
eopl
e w
ho w
ould
go
to c
olle
ge if
they
had
the
chan
ce.
1 es
timat
e th
at w
e co
uld
supp
ort 2
mill
ion
colle
ge s
tude
nts
a ye
ar b
eyon
d th
ose
now
atte
ndin
g.Si
nce
we
wou
ld b
e en
cour
agin
g on
ly th
ose
with
am
inim
um le
vel o
f w
ork
expe
rien
ce, t
he a
ct w
ould
to s
ome
degr
ee b
e ta
rget
ed to
old
er w
orke
rs.
If w
e pl
anne
d fo
r st
ipen
ds o
f $2
0,00
0-25
,000
per
year
, per
haps
with
a c
hild
allo
wan
ce, a
ndav
erag
e tu
ition
of
$7,5
00 to
a c
ap o
f $1
0,00
0, w
em
ight
be
talk
ing
abou
t a p
rogr
am c
ostin
g $6
5-70
billi
on p
er y
ear.
Com
pare
that
to w
hat o
ur g
over
n-m
ent n
ow s
pend
s on
the
mili
tary
and
on
inte
rest
paym
ents
. We
wou
ld g
et a
lot o
ut o
f th
at $
70 b
illio
n.W
orke
r A
bilit
ies:
Hig
her
educ
atio
n pe
ople
mig
ht le
gitim
atel
y as
k w
heth
er w
orke
rs o
ut o
f sc
hool
for
10 to
15
year
s co
uld
hack
it. T
wo
of th
e m
ost
dram
atic
fea
ture
s of
the
GI
Bill
wer
e th
e pa
rtic
i-pa
nts'
ded
icat
ion
to s
tudy
and
thei
r ab
ility
to h
andl
eco
llege
-lev
el w
ork.
At W
isco
nsin
, the
y w
ere
calle
d"D
AR
s" o
r "d
amne
d av
erag
e ra
iser
s" b
ecau
se th
eyw
orke
d so
har
d an
d st
udie
d so
muc
h m
ore
effe
c-tiv
ely
than
the
non-
vete
rans
on
cam
pus.
Peop
le s
tudi
ed th
e G
I B
ill. T
hey
did
expe
ri-
men
ts. T
hey
com
pare
d ba
ckgr
ound
s an
d te
st s
core
s.T
hey
neve
r co
uld
expl
ain
it, b
ut th
ere
was
som
ethi
ngab
out t
he m
atur
ity, e
xper
ienc
e, c
omm
itmen
t, an
dha
ving
bee
n ou
t the
re a
nd d
one
som
ethi
ng e
lse
that
appe
ars
to h
ave
mad
e a
big
diff
eren
ce. I
thin
k w
e ca
nsa
fely
ass
ume
that
the
peop
le w
ho h
ave
been
wor
king
in A
mer
ica'
s in
dust
ries
blue
col
lar,
whi
teco
llarw
ould
be
just
as
good
at c
olle
ge a
s th
epe
ople
goi
ng in
now
.A
ge: W
ould
we
wan
t to
limit
the
prov
isio
ns to
peop
le f
rom
who
se la
ter
wor
k ex
peri
ence
we
can
expe
ct to
rec
oup
our
inve
stm
ent?
I a
m s
ure
this
is o
neis
sue
that
will
com
e up
. If
som
eone
has
bee
n w
orki
ngin
an
indu
stry
for
25
year
s an
d w
ants
to g
o ba
ck to
colle
ge, w
hy n
ot?
Exp
and
the
indi
vidu
al's
wor
k lif
ean
othe
r 10
to 1
5 ye
ars
and
we
wou
ld r
ecou
p th
ein
vest
men
t in
term
s of
incr
ease
d pr
oduc
tivity
, in-
crea
sed
inco
me
and
cons
umpt
ion,
and
incr
ease
d ta
xes.
Col
lege
and
Uni
vers
ity C
apac
ities
: Cou
ldco
llege
s an
d un
iver
sitie
s ha
ndle
an
addi
tiona
l 2 m
illio
nst
uden
ts?
The
exp
erie
nce
of th
e G
I B
ill is
inst
ruct
ive.
Uni
vers
ities
wer
e bi
gger
in th
e la
te 1
930s
than
in th
ela
te 1
940s
, as
peop
le w
ent o
ff to
war
inst
ead
of to
colle
ge. T
here
was
an
unde
r-ut
ilize
d ca
paci
ty. I
sn't
that
aga
in th
e ca
se?
Uni
vers
ities
wer
e bu
ilt u
p in
the
1960
s an
d 19
70s,
but
with
our
cur
rent
dem
ogra
phic
s,do
n't w
e ha
ve s
ome
unde
r-ut
ilize
d ca
paci
ty to
day?
Eve
n if
col
lege
s an
d un
iver
sitie
s w
ere
oper
atin
gat
pea
k ca
paci
ty, c
ould
n't s
ome
of th
e fu
nds
Gov
er-
nor
Clin
ton
is p
ropo
sing
for
the
rebu
ildin
g of
our
infr
astr
uctu
re g
o to
sup
port
and
impr
ove
high
ered
ucat
ion'
s ac
adem
ic p
lant
? T
here
is p
lent
y of
roo
mfo
r ab
sorp
tion.
Mos
t hig
her
educ
atio
n ad
min
istr
ator
sw
ould
love
to f
ace
that
pro
blem
.
30T
he A
CE
/AFL
-C
IO L
abor
lHig
her
Edu
catio
n C
ounc
il."
)7
Shei
la K
apla
n
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e
C
KE
NO
SH
A'S
CH
RY
SLE
R P
LAN
T:
A C
AS
E S
TU
DY
IN H
IGH
ER
ED
UC
AT
ION
RE
TR
AIN
ING
Shei
la K
apla
nC
hanc
ello
r, U
nive
rsity
of
Wis
cons
inPa
rksi
de
My
univ
ersi
ty is
in K
enos
ha, w
hich
has
bee
n a
hom
eto
aut
omob
ile m
anuf
actu
ring
for
a lo
ng ti
me.
In
the
1970
s, th
e A
MC
pla
nt in
Ken
osha
em
ploy
ed 1
6,00
0w
orke
rs. I
n 19
86, A
MC
em
ploy
ed 7
,000
wor
kers
,th
ough
it w
as s
till t
he la
rges
t em
ploy
er in
tow
n. I
n19
87, A
MC
was
in tr
oubl
e. N
obod
y w
as b
uyin
gG
rem
lins,
and
the
com
pany
was
bou
ght o
ut b
yC
hrys
ler.
Chr
ysle
r pr
omis
ed to
kee
p th
e pl
ant o
pen
and
inve
sted
tens
of
mill
ions
of
dolla
rs in
impr
ove-
men
ts. D
urin
g th
e pr
esid
entia
l ele
ctio
n ye
ar o
f 19
88,
our
billb
oard
s ev
en to
uted
Lee
Iac
occa
for
pre
side
nt.
In 1
988,
Iac
occa
ann
ounc
ed th
at th
e ca
r pl
ant
wou
ld c
lose
, elim
inat
ing
5,00
0 jo
bs, a
lthou
gh th
een
gine
pla
nt, w
ith 1
,500
jobs
, wou
ld s
tay.
The
Lee
Iaco
cca
for
Pres
iden
t sig
ns n
ever
rea
ppea
red.
At u
nive
rsiti
es, w
e ar
e to
ld to
ope
rate
like
busi
ness
eto
thin
k an
d be
have
like
bus
ines
s pe
ople
.If
I h
ad in
vest
ed te
ns o
f m
illio
ns o
f do
llars
in o
neye
ar in
a u
nive
rsity
that
was
abo
ut to
clo
se, t
hetr
uste
es w
ould
hav
e ha
d ev
ery
righ
t to
rem
ove
me
from
my
posi
tion.
The
ups
hot i
n K
enos
ha w
as th
at o
ur c
omm
unity
lost
5,0
00 h
igh-
payi
ng u
nion
jobs
, with
impl
icat
ions
for
our
entir
e ec
onom
ic b
ase.
The
com
mun
ityre
spon
se w
as r
apid
and
uni
fied
. It b
roug
ht to
geth
erU
AW
off
icia
ls, w
ith lo
cal o
ffic
ers
and
inte
rnat
iona
l,go
vern
men
t, so
cial
ser
vice
age
ncy,
bus
ines
s, a
ndhi
gher
edu
catio
n le
ader
s. T
he la
tter
incl
uded
bot
h
our
univ
ersi
ty a
nd G
atew
ay T
echn
ical
Col
lege
, our
two-
year
voc
atio
nal-
tech
nica
l cen
ter.
We
set u
p a
"one
-sto
p sh
oppi
ng"
offi
ce. A
disl
ocat
ed w
orke
r co
uld
com
e to
one
pla
ce a
nd ta
kead
vant
age
of a
ll th
e se
rvic
es a
nd s
uppo
rts
thes
eor
gani
zatio
ns p
rovi
de. O
ut o
f 5,
000
peop
le la
id o
ff,
abou
t 1,5
00 to
ok e
arly
ret
irem
ent.
Som
e m
oved
out
of to
wn,
and
som
e tr
ansf
ered
to C
hrys
ler
unio
n jo
bsin
oth
er p
lace
s. B
ut w
e st
ill h
ad a
bout
1,0
00 w
orke
rsw
ho n
eede
d so
me
kind
of
retr
aini
ng.
The
wor
kers
wer
en't
in b
ad s
hape
fin
anci
ally
.T
heir
sev
eran
ce p
ay c
ontin
ued
unde
r th
e un
ion
cont
ract
, and
hea
lth b
enef
its la
sted
for
two
to th
ree
year
s un
der
the
cont
ract
. The
y w
ere
prim
e ca
ndi-
date
s fo
r co
ntin
uing
edu
catio
n, a
s th
ey d
id h
ave
som
e fi
nanc
ial s
tabi
lity.
So w
e th
ough
t thi
s w
ould
be
a pe
rfec
t opp
ortu
-ni
ty f
or h
ighe
r ed
ucat
ion
to s
how
our
com
mitm
ent t
oou
r co
mm
unity
. The
uni
vers
ity a
nd G
atew
ayT
echn
ical
Col
lege
took
the
lead
in w
orki
ng w
ithth
ese
peop
le.
The
Ret
rain
ing
Prog
ram
s an
d th
eO
bsta
cles
One
thin
g th
at tr
oubl
ed u
s fr
om th
e st
art a
nd th
atpr
ovid
es a
gra
phic
exa
mpl
e of
wha
t we
have
bee
nta
lkin
g ab
out i
n th
is m
eetin
g w
as th
e le
vel o
fill
itera
cy a
mon
g th
e w
orke
rs. O
f th
e m
ore
than
2,0
00pe
ople
req
uest
ing
retr
aini
ng, o
ver
50 p
erce
nt w
ere
func
tiona
lly il
liter
ate,
with
rea
ding
leve
ls a
t the
sixt
h-gr
ade
leve
l. T
hey
wer
e in
gre
at n
eed
of b
asic
skill
s w
ork.
The
loca
l voc
atio
nal-
tech
nica
l cen
ter
and
othe
r se
rvic
e ag
enci
es ju
st c
ould
n't h
andl
e th
epr
oble
m.
31
lam
mi
"One
fund
amen
tal p
robl
em w
e fa
ced
from
the
begi
nnin
g is
how
to h
elp
a w
orke
r
mak
e th
e tr
ansi
tion
from
bei
ng e
mpl
oyed
to b
eing
a s
tude
nt. H
ow c
an w
e gu
aran
tee
wor
k at
the
end
of tr
aini
ng?
8 2
32
We
also
fou
nd a
rel
ucta
nce
on th
e pa
rt o
f a
sign
ific
ant n
umbe
r of
the
laid
-off
wor
kers
to e
nter
into
a v
ocat
iona
l-te
chni
cal p
rogr
am to
lear
n a
new
skill
. The
re w
as e
ven
mor
e re
luct
ance
on
thei
r pa
rt to
ente
r a
univ
ersi
ty p
rogr
am. T
heyt
old
us th
at o
nere
ason
was
that
spe
ndin
g on
e to
two
year
s at
Gat
eway
to le
arn
a ne
w s
kill
seem
ed to
o lo
ng. T
hey
also
ask
ed if
we
coul
d gu
aran
tee
them
a jo
b ut
ilizi
ngth
at s
kill
whe
n th
ey f
inis
hed.
With
som
e ex
cept
ions
,fo
r ex
ampl
e th
ose
in th
e he
alth
pro
fess
ions
, we
coul
dpr
obab
ly g
uara
ntee
a jo
b. B
ut A
u on
e in
tow
n co
uld
abso
lute
ly g
uara
ntee
a jo
b af
ter
trai
ning
.T
he u
nive
rsity
pro
gram
was
eve
n m
ore
proh
ibi-
tive.
It t
ook
four
yea
rs a
nd w
orke
rs m
ight
not
.wen
have
a u
sabl
e sk
ill o
r a
job
at th
e en
d. W
hat d
oes
one
do w
ith a
deg
ree
in h
isto
ry o
r E
nglis
h? W
e ha
d no
good
ans
wer
s.In
spi
te o
f th
e ob
stac
les,
som
e w
orke
rs d
id ta
kead
vant
age
of b
oth
the
four
-yea
r un
iver
sity
pro
gram
and
the
two-
year
tech
nica
l pro
gram
. One
hun
dred
blue
- an
d w
hite
-col
lar
wor
kers
cam
e to
our
uni
ver-
sity
. The
y us
ed th
e la
y-of
f pe
riod
to g
o to
sch
ool f
ull
time
to c
ompl
ete
degr
ees
they
had
bee
n w
orki
ng o
nfo
r ye
ars.
But
a la
rger
num
ber
of w
orke
rs th
an w
e w
ould
have
like
d di
d no
t tak
e ad
vant
age
of th
e op
port
uni-
ties
to g
o ba
ck to
sch
ool.
The
y fo
und
low
-pay
ing,
sem
i-sk
illed
wor
k in
the
area
, oft
en w
ith n
o be
nefi
ts.
One
of
our
facu
lty m
embe
rs c
ondu
cted
a lo
ngitu
di-
nal s
tudy
, and
it w
as r
emar
kabl
e to
see
wha
t kin
d of
jobs
the
wor
kers
acc
epte
d.
Wha
t We
Lea
rned
The
re a
re s
ome
less
ons
here
. One
is th
at it
isn'
tal
l tha
t eas
y to
just
off
er tr
aini
ng a
nd r
etra
inin
gpr
ogra
ms.
I d
on't
wan
t to
sugg
est t
hat w
e bl
ame
the
vict
im, b
ut it
is im
port
ant t
o no
te th
e nu
mbe
r of
peop
le w
ho d
id n
ot ta
ke a
dvan
tage
of
the
oppo
rtu-
nity
for
ret
rain
ing.
Why
did
n't t
hey?
I th
ink
my
answ
er w
ould
be
beca
use
it's
not e
asy.
It's
har
d to
go b
ack
to s
choo
l, ad
mit
you'
re f
unct
iona
lly il
liter
-at
e, a
nd tr
y to
lear
n th
e m
ath
you
shou
ld h
ave
lear
ned
in s
econ
dary
sch
ool.
And
it's
not
eas
y to
go
on a
nd le
arn
the
kind
of
skill
s pe
ople
nee
d fo
r hi
gh-
payi
ng jo
bs.
May
be it
's a
mot
ivat
iona
l pro
blem
. As
Al
Shan
ker
poin
ted
out,
if p
eopl
e ca
n en
visi
on a
hig
h-w
age
job
at th
e en
d of
the
trai
ning
, the
y m
ay d
obe
tter
in s
choo
l.O
ne f
unda
men
tal p
robl
em w
e fa
ced
from
the
begi
nnin
g is
how
to h
elp
a w
orke
r m
ake
the
tran
si-
tion
from
bei
ng e
mpl
oyed
to b
eing
a s
tude
nt. H
owca
n w
e gu
aran
tee
wor
k at
the
end
of tr
aini
ng?
Giv
enou
r ex
peri
ence
in K
enos
ha, I
wou
ld q
uest
ion
wha
t it
take
s to
mot
ivat
e la
id-o
ff w
orke
rs. E
ven
with
the
best
will
, hig
her
educ
atio
n m
ay n
ot b
e th
e an
swer
.
The
AC
EIA
FL-C
eprL
abor
lHig
her
Edu
catio
n C
ounc
il
4. W
OR
K A
ND
TH
E Q
UA
LIT
Y O
F O
UR
LIV
ES
Ctr
.,)-
1
Jam
es B
. App
lebe
rry
INT
RO
DU
CT
ION
: AR
E W
E R
EA
DY
FO
R T
HE
WO
RK
FO
RC
E/W
OR
K P
LAC
EC
HA
NG
ES
AH
EA
D?
Jam
es B
. App
lebe
rry
Pres
iden
t, A
mer
ican
Ass
ocia
tion
of S
tate
Col
lege
san
d U
nive
rsiti
es (
MSC
U)
Our
con
cept
s of
wor
k, w
hat i
t is,
and
its
mea
ning
for
our
lives
are
cha
ngin
g al
l ove
r th
e w
orld
. Our
fut
ure
in th
e U
nite
d St
ates
lies
in th
e in
form
atio
n ag
e.W
e kn
ow th
at k
now
ledg
e w
ill b
e th
e ke
y to
fut
ure
econ
omic
and
pol
itica
l pow
er. T
he p
lace
s w
here
we
do o
ur w
ork
are
chan
ging
, and
mos
t fut
ure
jobs
will
requ
ire
som
e ki
nd o
f ad
vanc
ed tr
aini
ng o
r ed
ucat
ion.
We'
re to
ld th
at e
very
per
son
will
hav
e fr
om th
ree
tose
ven
jobs
in th
eir
lifet
imes
, and
that
50
perc
ent o
fth
e jo
bs th
at n
ow e
xist
won
't ex
ist t
en y
ears
fro
mno
w. L
et m
e re
flec
t on
som
e id
eas
I pi
cked
up
whi
letr
avel
ing
outs
ide
the
coun
try
over
the
past
few
mon
ths.
Som
etim
es it
's im
port
ant t
o se
e ho
w o
ther
sse
e us
. Whi
le I
was
in C
hile
, thr
ee c
oncl
usio
ns e
mer
ged
from
a m
eetin
g af
edu
catio
n le
ader
s, u
nive
rsity
rect
ors,
bus
ines
smen
fro
m a
ll ov
er S
outh
Am
eric
a,
and
relig
ious
lead
ers:
Cou
ntry
bor
ders
will
com
e to
mea
n lit
tle.
Mul
tinat
iona
l cor
pora
tions
will
hav
e m
ore
to d
ow
ith in
divi
dual
live
s th
an th
e na
tions
in w
hich
they
res
ide.
The
mul
tinat
iona
ls c
an m
ove
wea
lthan
d jo
bs f
rom
one
par
t of
the
wor
ld to
ano
ther
.
It is
the
educ
atio
nal c
apac
ity o
f a
natio
n th
at w
illde
term
ine
its r
elat
ive
stan
ding
in th
e fu
ture
,re
gard
less
of
its c
urre
nt s
tand
ing.
The
nat
ions
that
do
emer
ge a
nd th
e w
inne
rs in
this
wor
ldw
ide
com
petit
ion
will
be
thos
eco
untr
ies
that
use
thei
r ed
ucat
iona
l, po
litic
al,
and
econ
omic
ent
ities
in p
lann
ing
for
a be
tter
life
for
thei
r ci
tizen
s.
Surp
risi
ngly
, con
fere
nce
part
icip
ants
did
not
thin
k th
ey c
ould
look
to th
e U
nite
d St
ates
for
lead
ersh
ip a
nd m
odel
s. T
hey
thin
k of
us
as c
ontin
u-in
g to
ser
ve o
ur s
hort
-ter
m in
tere
sts
until
the
next
elec
tion.
We
also
talk
ed a
bout
the
futu
re o
f kn
owle
dge,
adm
ittin
g th
at k
now
ledg
e m
ay b
e do
ublin
g ev
ery
73 d
ays
by th
e ye
ar 2
020.
We
don'
t kno
w w
heth
erth
at w
ill b
e tr
ue, b
ut if
it is
, our
cur
rent
edu
catio
nal
stru
ctur
es c
anno
t pos
sibl
y be
exp
ecte
d to
pro
vide
our
citiz
ens
with
the
know
ledg
e an
d ed
ucat
ion
they
will
need
. In a
rec
ent s
peec
h to
fac
ulty
mem
bers
, I to
ldth
em th
at th
eir
maj
or ta
sk is
to e
xam
ine
thei
rpa
rtic
ular
dis
cipl
ine
and
to m
odul
ize.
We
are
goin
gto
hav
e to
teac
h in
divi
dual
s ho
w to
acc
ess
info
rma-
tion
and
use
cont
ent d
iffe
rent
ly. W
e si
mpl
y w
on't
beab
le to
kee
p up
with
the
info
rmat
ion.
Inve
stin
g in
Peo
ple:
Edu
catio
n ar
k' th
e W
ork
Forc
e33
"Our
futu
re in
the
Uni
ted
Sta
tes
lies
in th
e in
form
atio
n ag
e. W
e kn
ow th
at
know
ledg
e w
ill b
e th
e ke
y to
futu
re
econ
omic
and
pol
itica
l pow
er."
Sc
The
line
ar e
duca
tion
syst
em th
at c
urre
ntly
pred
omin
ates
in th
e U
nite
d St
ates
will
not
pre
pare
our
citiz
ens
for
a ra
ndom
-acc
ess
envi
ronm
ent.
We
have
to s
truc
ture
our
sys
tem
so
indi
vidu
als
can
rand
omly
acc
ess
info
rmat
ion,
ski
lls, a
nd a
bilit
ies
thro
ugho
ut th
eir
lifet
imes
no
mat
ter
whe
re th
ey a
re.
We
may
be
faci
ng a
wor
ld in
whi
ch p
eopl
e w
illbe
cyc
led
thro
ugh
a m
odul
e w
here
we
iden
tify
inad
vanc
e w
hat s
kill
or a
bilit
y w
e w
ant t
he in
divi
dual
to le
arn.
If
they
ach
ieve
and
are
suc
cess
ful,
it w
illbe
rec
orde
d. I
f no
t, th
ey w
ill g
o th
roug
h an
othe
rcy
cle
(or
mod
ule)
unt
il th
ey le
arn.
Deg
rees
will
be
less
impo
rtan
t tha
n ce
rtif
icat
ion
of th
e ab
ility
and
info
rmat
ion
that
an
indi
vidu
al p
osse
sses
. And
the
info
rmat
ion
will
be
avai
labl
e w
orld
wid
e, n
ot ju
st in
the
Uni
ted
Stat
es.
In S
anto
Dom
ingo
, whe
re I
rec
ently
gav
e a
spee
ch, s
ever
al in
divi
dual
s sa
id th
at th
e U
nite
dSt
ates
can
not a
nd w
ill n
ot c
ompe
te f
or lo
w-s
kill,
larg
e-qu
antit
y, r
epet
itive
man
ufac
turi
ng p
rodu
cts
and
jobs
eve
r ag
ain.
Ins
tead
, the
U.S
. edg
e w
ill b
e
in c
usto
miz
ing
wha
t we
deliv
er f
or th
e w
orld
'sco
nsum
ptio
n. I
f th
at is
true
, it i
s a
clue
to w
hat a
llof
us
in la
bor
and
high
er e
duca
tion
need
to p
lan
for
in th
e fu
ture
.A
long
with
thes
e ch
ange
s, a
nd w
ith u
ncer
tain
tyau
out o
ur e
cono
mic
, pol
itica
l, an
d so
cial
fut
ure,
our
attit
udes
abo
ut w
ork
are
chan
ging
as
wel
l. O
ur jo
bsar
e lin
ear
in c
hara
cter
; tom
orro
w th
ey m
ay b
era
ndom
acc
ess.
Do
we
expe
ct o
ur e
mpl
oyee
s to
be
com
mitt
ed to
ran
dom
acc
ess
as w
ell?
Wha
t will
itm
ean
whe
n w
e ta
lk a
bout
"a
job
wel
l don
e?"
Or
how
will
we
even
kno
w if
it's
don
e w
ell?
Doe
sso
meo
ne o
we
us a
job?
Wha
t is
the
resp
onsi
bilit
yof
gov
ernm
ent t
o pr
ovid
e w
ork?
Eve
n if
we
mov
e to
a b
orde
rles
s ec
onom
icw
orld
, can
a g
over
nmen
t in
a gi
ven
coun
try
orna
tion
do a
nyth
ing
to a
ssur
e us
a jo
b? I
s it
still
poss
ible
for
an
indi
vidu
al to
con
trol
his
or
her
own
wor
k fu
ture
? O
r is
Hor
atio
Alg
er d
ead
in a
wor
ld-
wid
e, c
ompe
titiv
e en
viro
nmen
t? T
hat's
our
cha
l-le
nge.
C.1app
Iti
34T
he A
CE
/AF
L -C
IO L
abor
/Hig
her
Edu
catio
n C
ounc
il
Dav
id W
arsh
HO
NG
KO
NG
AN
D S
ING
AP
OR
E:
HO
W M
UC
H E
CO
NO
MIC
PLA
NN
ING
IN T
HIS
NE
W W
OR
LD O
F W
OR
K?
Dav
id W
arsh
Synd
icat
ed C
olur
n,ns
t, B
osto
n G
lobe
I re
cent
ly w
rote
a c
olum
n to
the
effe
ct th
at if
Gov
erno
r C
linto
n is
ele
cted
, the
re w
ill b
e an
imm
edia
te te
nsio
n be
twee
n C
linto
n's
old
frie
nds
atO
xfor
d, e
.g..
Rob
ert R
eich
and
Ira
Mag
azin
er, a
ndth
ose
liber
al e
cono
mis
ts li
ke A
lan
Blin
der
atPr
ince
ton,
all
of w
hom
will
be
part
of
gove
rnm
ent.
Tho
se c
lose
st to
him
cou
ld b
e co
mpa
red
to R
eaga
n's
Inve
stin
g in
Peo
ple:
Edu
catio
n at
ukix
Wor
k Fo
rce
earl
y "s
uppl
y ci
ders
." T
hey
are
not d
isci
plin
e ba
sed
or p
rodu
cts
of th
e sa
me
long
dis
cour
se w
e fi
ndam
ong
man
y ac
adem
ic e
cono
mis
ts, y
et th
ey c
ome
tom
any
of th
e sa
me
conc
lusi
ons.
The
dif
fere
nce
is th
at R
eaga
n ha
d no
t bee
n to
Oxf
ord
with
Art
hur
Lap
per.
If
you
don'
t kno
w A
lan
Blin
der,
that
's w
hy I
am
her
e to
dis
cuss
som
e of
the
thin
gs th
at m
ay f
all o
utsi
de o
f w
hat w
e co
nven
tion-
ally
def
ine
as e
cono
mic
pol
icy.
Blin
der
wro
teL
iber
al E
cono
mic
s fo
r a
Just
Soc
iety
, sub
title
d, "
Soft
Hea
ds, H
ard
Hat
s."
He'
s be
en r
each
ing
to th
e m
iddl
eof
the
road
with
a m
essa
ge th
at h
as b
een
left
out
of
the
natio
nal d
ebat
e ev
er s
ince
Jim
my
Car
ter.
"Cyc
les"
Ver
sus
"Rea
lignm
ent"
The
ory
The
re a
re tw
o br
oad
theo
ries
abo
ut w
hat i
s go
ing
on in
our
pol
itico
-eco
nom
ic s
yste
m. O
ne is
a "
cycl
es"
theo
ry a
nd th
e ot
her
is a
"re
alig
nmen
t" th
eory
.C
ycle
s T
heor
y. W
e re
ad a
bout
cyc
les
theo
ry in
high
sch
ool;
it de
scri
bes
the
peri
odic
pul
ls o
f lib
eral
ener
gy a
nd c
onse
rvat
ive
reac
tion
that
hav
e fl
owed
thro
ugh
Am
eric
an h
isto
ry in
this
cen
tury
. Acc
ordi
ngto
this
theo
ry, a
"Pr
ogre
ssiv
e E
ra"
star
ted
in 1
901
with
the
elec
tion
of T
eddy
Roo
seve
lt. I
t pur
sued
apr
ogre
ssiv
e ag
enda
of
build
ing
a tr
ade
unio
r,m
ovem
ent,
of u
sin,
gov
ernm
ent a
s a
forc
e fo
rch
ange
, and
of
prog
ress
ive
taxa
tion
to e
ffec
t inc
ome
redi
stri
butio
n, a
mon
g ot
her
polic
ies.
It p
laye
d ou
t by
the
1920
s w
ith th
e el
ectio
n of
War
ren
Har
ding
. We
then
got
ano
ther
pro
foun
dim
puls
e of
libe
ral t
hink
ing
with
the
New
Dea
l. T
his
20-y
ear
cycl
e of
ext
endi
ng th
e ri
ghts
of
man
ran
thro
ugh
1948
, whe
n w
e fa
ced
anot
her
ten-
year
peri
od o
f re
grou
ping
and
pul
ling
back
.
The
thir
d pu
lse
star
ted
in 1
960
and
cont
inue
dev
en th
roug
h th
e N
ixon
yea
rs. N
ixon
act
ually
expe
rim
ente
d w
ith th
e ne
gativ
e in
com
e ta
x, w
age-
pric
e co
ntro
ls, C
ET
A, a
nd o
ther
pro
gres
sive
pol
icie
s.T
hat p
laye
d ou
t by
1980
, and
the
1980
s se
t in
like
the
1920
s, w
ith R
epub
lican
rhe
tori
c ab
out l
aiss
ez-f
aire
and
free
mar
kets
. And
we
only
hav
e to
wai
t for
the
cons
erva
tive
cycl
e to
end
to f
ind
anot
her
peri
od o
fpr
ogre
ssiv
e lib
eral
exp
ansi
on.
Rea
lignm
ent T
heor
y. T
he r
ealig
nmen
t sto
ry is
esse
ntia
lly a
Rep
ublic
an s
tory
. It s
ays
ther
e ar
epe
riod
ic b
ig p
oliti
cal a
nd e
cono
mic
cha
nges
. One
occu
rred
in 1
942
with
the
New
Dea
l and
the
asse
m-
blag
e of
the
grea
t coa
litio
n re
pres
ente
d by
the
New
Dea
l. T
hat w
as a
str
uctu
ral c
hang
e so
pro
foun
d th
at it
gove
rned
Am
eric
an p
oliti
cs u
p to
the
Nix
on e
lect
ion
in19
68. D
urin
g th
is p
erio
d, th
e on
ly w
ay a
Rep
ublic
anlik
e E
isen
how
er c
ould
get
ele
cted
was
to p
rom
ise
toco
ntin
ue th
e po
licie
s, b
ut to
do
so le
ss e
xpen
sive
ly.
Rep
ublic
ans
say
ther
e ha
s be
en a
sec
ond
grea
tre
alig
nmen
t. In
197
6, it
sta
rted
rat
her
tent
ativ
ely,
but
it em
erge
d w
ith g
reat
for
ce in
198
0. I
t did
n't i
nvol
veth
e re
pudi
atio
n of
the
New
Dea
l rea
lignm
ent,
but i
tin
volv
ed r
unni
ng N
ew D
eal p
rogr
ams
mor
e ef
fi-
cien
tly, s
topp
ing
the
grow
th o
f go
vern
men
t, an
dre
stor
ing
com
petit
ion
to m
arke
t mec
hani
sms.
Eco
nom
ic P
olic
y in
a W
orld
Con
text
A h
ot a
rea
in u
nive
rsity
eco
nom
ic d
epar
tmen
ts is
wha
t is
calle
d "n
ew g
row
th e
cono
mic
s."
Eco
nom
ists
at th
e U
nive
rsity
of
Chi
cago
, for
exa
mpl
e, a
relo
okin
g at
the
way
the
wor
ld w
orks
. The
Chi
cago
ans
are
as f
ree
mar
ket a
s yo
u ca
n ge
t. T
hey
also
bel
ieve
stro
ngly
in e
cono
mic
rea
soni
ng. I
f C
hica
go is
talk
ing 35
"We
only
hav
e to
wai
t for
the
cons
erva
tive
cycl
e to
end
to fi
nd a
noth
er p
erio
d of
prog
ress
ive
liber
al e
xpan
sion
."
abou
t "im
perf
ect c
ompe
titio
n,"
it co
uld
be a
nen
dura
ble
argu
men
t in
econ
omic
s.O
ne o
f th
e ar
gum
ents
you
hea
r re
peat
edly
inec
onom
ic c
ircl
es is
the
diff
eren
tial g
row
th r
ates
betw
een
Sing
apor
e an
d H
ong
Kon
g. P
rofe
ssor
Alw
yn Y
oung
of
MIT
wro
te a
"T
ale
of T
wo
Citi
es,"
a pa
per
com
pari
ng H
ong
Kon
g an
d Si
ngap
ore.
He
was
rai
sed
in S
inga
pore
.
The
Hon
g K
ong
and
Sing
apor
eE
cono
mic
Mod
els
Bot
h H
ong
Kon
g an
d Si
ngap
ore
are
isla
nd n
atio
ns,
both
for
mer
Bri
tish
colo
nies
, bot
h as
sim
ilatin
g B
ritis
hin
stitu
tions
, and
bot
h go
ing
inde
pend
ent i
n 19
45. T
hey
are
two
of th
e fa
stes
t-gr
owin
g na
tions
in th
e w
orld
sinc
e 19
70. H
owev
er, o
nce
you
get p
ast t
hese
bas
icst
atis
tics,
the
coun
trie
s co
uldn
't be
mor
e di
ffer
ent.
Sing
apor
e ha
s a
stro
ng c
entr
al g
over
nmen
t tha
t is
soci
ally
con
cern
ed a
nd is
run
by
one
man
. The
gov
ern-
men
t has
insi
sted
on
wid
espr
ead
educ
atio
n, h
igh
savi
ngs
rate
s, g
ood
pens
ion
plan
s, a
nd s
tron
g ce
ntra
ldi
rect
ion
of th
e Si
ngap
ore
econ
omy.
Sin
gapo
re h
as a
mod
em in
fras
truc
ture
and
a h
uman
e so
cial
wel
fare
syst
em, t
houg
h it
is a
littl
e sh
ort o
n fr
eedo
m o
f sp
eech
.H
ong
Kon
g is
a s
ort o
f R
eaga
n pa
radi
se a
nd h
asbe
en f
or a
long
tim
e. H
ong
Kon
g ha
s a
lot o
f hi
ghly
educ
ated
peo
ple
and
man
y in
telle
ctua
ls. M
any
fled
Chi
na w
ith e
norm
ous
ange
r at
the
Chi
nese
Com
mun
ist
Rev
olut
ion.
Hon
g K
ong
has
been
abo
ut a
s la
isse
z-fa
ire
as it
has
bee
n po
ssib
le to
be.
Pub
lic w
orks
wer
e
unde
rtak
en in
the
1960
s on
ly a
fter
peo
ple
riot
ed in
the
stre
ets
dem
andi
ng s
ervi
ces.
The
re is
no
cent
ral
gove
rnm
ent d
irec
tion
of th
e ec
onom
y, n
o pe
nsio
nsy
stem
, ver
y lit
tle e
mph
asis
on
educ
atio
n (e
xcep
t at t
hehi
ghes
t uni
vers
ity le
vels
), a
nd n
o at
tem
pt to
ach
ieve
gene
ral l
itera
cy.
For
20 y
ears
, bot
h na
tions
hav
e be
en g
row
ing
fast
.T
hat's
the
good
new
s. T
he b
ad n
ews
is th
at S
inga
pore
is s
low
ing
dow
n. A
nd th
e "n
ew e
cono
mic
gro
wth
"pe
ople
are
inte
rest
ed in
why
that
is h
appe
ning
.A
ccor
ding
to Y
oung
, Sin
gapo
re h
as a
chie
ved
itsre
sults
by
rais
ing
savi
ngs
to 4
0 pe
rcen
t of
GN
P, tw
ice
the
leve
l of
Hon
g K
ong.
Sin
gapo
re h
as ta
ken
that
savi
ngs
and
inve
sted
it e
qual
ly in
infr
astr
uctu
re a
nd to
keep
ing
its in
dust
ry a
t the
for
efro
nt o
f te
chno
logy
.Si
ngap
ore'
s la
st f
ive-
year
pla
n ca
lled
for
a bi
gco
ncen
trat
ion
in b
io-t
echn
olog
y. I
t's d
one
wha
t a c
ityor
sta
te s
houl
d do
.O
n th
e ot
her
hand
, Hon
g K
ong
appe
ars
likel
y to
surp
ass
Sing
apor
e in
the
next
fiv
e ye
ars.
You
ngsu
gges
ts th
at S
inga
pore
is d
oing
wha
t the
USS
R d
idfo
r 50
yea
rs, s
impl
y pl
owin
g ca
pita
l int
o its
eco
nom
yat
a f
ast r
ate.
Hon
g K
ong,
on
the
othe
r ha
nd, h
as b
een
doin
g w
hat t
he U
nite
d St
ates
has
bee
n do
ing
perm
ittin
g th
e "h
ollo
win
g ou
t" o
f its
eco
nom
ic s
yste
man
d sh
ippi
ng s
kills
off
shor
ebut
it h
as m
aint
aine
d a
high
er g
row
th r
ate
than
the
Uni
ted
Stat
es.
Wat
ch th
is d
ebat
e. I
f H
ong
Kon
g ou
tdis
tanc
esSi
ngap
ore,
then
it c
onfi
rms
my
belie
f th
at it
will
take
am
ajor
eff
ort t
o re
build
the
liber
al e
cono
mic
con
sens
usth
at r
an o
ur c
ount
ry f
or s
o lo
ng.
036
The
AC
E /A
FL -
CIO
Lab
or /H
ighe
r E
duca
tion
Cou
ncil
Jack
Gol
odne
r
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e
CHANGES IN THE WORK PLACE:
OUR RESPONSE IS OUR FUTURE
Jack
Gol
odne
rPr
esid
ent,
Dep
artm
ent f
or P
rofe
ssio
nal E
mpl
oyee
s,A
FL-C
IO
Cha
nge
is r
arel
y re
volu
tiona
ry. M
ostly
, it i
s ev
olut
ion-
ary
and
bare
ly p
erce
ptib
le. N
ever
thel
ess,
we
who
wor
k w
ith A
mer
ica'
s pr
ofes
sion
al, t
echn
ical
, and
high
ly s
kille
d w
hite
-col
lar
wor
k fo
rce
have
per
ceiv
edpr
ofou
nd c
hang
es o
ccur
ring
at t
he w
ork
plac
e in
rec
ent
year
s, a
nd th
ese
chan
ges
grea
tly a
ffec
t the
way
thes
epe
ople
are
em
ploy
ed a
nd th
e co
nditi
ons
unde
r w
hich
they
wor
k. U
nfor
tuna
tely
, muc
h of
the
chan
ge w
e se
eca
nnot
be
cons
ider
ed a
n im
prov
emen
t. H
appi
ly, t
hech
ange
s ar
e no
t ine
vita
ble.
The
y re
sult
from
cho
ices
bein
g m
ade.
A b
ette
r pr
oces
s fo
r de
cisi
on m
akin
g,th
eref
ore,
will
res
ult i
n be
tter
choi
ces.
For
exam
ple,
last
Jan
uary
, Dav
id W
arsh
wro
tein
one
of
his
colu
mns
abo
ut J
ulie
t Sch
or's
rec
ent
book
The
Ove
rwor
ked
Am
eric
an,
"Ms.
Sch
orr's
stu
dy te
lls u
s m
uch
abou
t how
we,
as a
soc
iety
, cho
ose
to e
xplo
it im
prov
emen
ts in
prod
uctiv
ity a
nd th
e w
ealth
that
res
ults
. She
trac
esth
e m
arch
that
led
to e
ight
hou
r da
y an
d 40
hou
rw
eek
legi
slat
ion,
its
halt
and
the
subs
eque
nt f
ull
scal
e re
trea
t fro
m e
ffor
ts to
incr
ease
tim
e aw
ayfr
om th
e jo
b so
that
toda
y m
any
fam
ilies
req
uire
the
inco
me
of m
ore
than
one
adu
lt to
kee
paf
loat
and
the
wor
k w
eek
has
crep
t up
beyo
nd40
hou
rs."
Thi
s ne
ed n
ot h
ave
happ
ened
. The
wea
lthde
rivi
ng f
rom
the
incr
ease
s in
pro
duct
ivity
whi
ch
we
have
exp
erie
nced
ove
r re
cent
yea
rs c
ould
hav
ebe
en e
mpl
oyed
to p
rovi
de w
orke
rs w
ith m
ore
time
tode
vote
to f
amily
and
sel
f-en
rich
men
t, or
to im
prov
eth
e re
al in
com
e of
Am
eric
an w
orke
rs, o
r to
inve
stm
ore
in th
e ed
ucat
ion
and
trai
ning
of
our
wor
k fo
rce.
Inst
ead,
a c
hoic
e w
as m
ade
by th
ose
with
the
pow
erto
mak
e an
d im
plem
ent s
uch
choi
ces
to u
se th
isw
ealth
to g
ener
ate
grea
ter
prof
its f
or e
ntre
pren
eurs
and
high
er c
ompe
nsat
ion
for
man
ager
s. A
s a
resu
lt,le
ss o
f th
e fr
uits
of
incr
ease
d pr
oduc
tivity
has
bee
nav
aila
ble
to s
hort
en w
orki
ng ti
me
(as
Julie
t Sch
orr
has
poin
ted
out)
or
to in
crea
se r
eal i
ncom
e (i
ndee
d,re
al in
com
e ha
s fa
llen
in th
e pa
st d
ecad
e), o
r to
inve
st in
edu
catio
n an
d tr
aini
ng o
f th
e w
ork
forc
e.Sa
dly,
Tho
reau
's o
bser
vatio
n th
at "
the
mas
s of
men
lead
live
s of
qui
et d
espe
ratio
n" is
as
true
toda
y as
whe
n he
wro
te it
.In
crea
ses
in p
rodu
ctiv
ity, w
e ar
e to
ld, r
esul
tfr
om th
e em
ploy
men
t of
new
tech
nolo
gies
. The
chan
ges
stem
min
g fr
om th
e in
trod
uctio
n of
new
tech
nolo
gy a
t the
wor
k pl
ace
are
also
the
resu
lt of
choi
ces
mad
e.T
echn
olog
y ca
n be
use
d to
dis
plac
e w
orke
rs, t
opr
ovid
e th
em w
ith m
ore
time
for
trai
ning
or
pers
onal
purs
uits
, or
to e
nric
h th
e co
nten
t of
thei
r jo
bs, t
here
bym
akin
g th
em m
ore
chal
leng
ing
and
crea
tivea
s w
ell
as r
ewar
ding
. Unf
ortu
nate
ly, a
t too
man
y w
ork
plac
es,
the
choi
ces
are
bein
g m
ade
to d
e-sk
ill th
e jo
b, to
rem
ove
hum
an in
put a
s m
uch
as p
ossi
ble,
and
even
tual
ly to
elim
inat
e th
e jo
b al
toge
ther
.A
gain
, the
cho
ices
mad
e in
bri
ngin
g ab
out
chan
ge f
orce
the
wor
ker
to ta
ke it
on
the
chin
.In
stea
d of
usi
ng te
chno
logy
to m
ake
the
job
mor
ech
alle
ngin
g. it
is m
ade
mor
e bo
ring
. Ins
tead
of
the
job
mak
ing
mor
e tim
e av
aila
ble
for
trai
ning
, the
re is 37
"We
mus
t end
the
ofte
n de
stru
ctiv
e,
divi
sive
cla
ss w
arfa
re th
at a
ims
to fr
ustr
ate
wor
kers
in th
eir
effo
rts
to
orga
nize
and
sel
ect r
epre
sent
ativ
e un
ions
and
to a
rrog
ate
all d
ecis
ion
mak
ing
to o
wne
rs a
nd m
anag
ers.
"
38
less
tim
e. I
nste
ad o
f m
akin
g jo
bs m
ore
secu
re,
wor
kers
, lac
king
pro
per
trai
ning
, are
mad
e ob
sole
tean
d le
ss s
ecur
e. I
t doe
sn't
have
to b
e th
is w
ay.
In th
e U
nite
d St
ates
, ban
k cl
erks
, who
hav
e th
em
ost d
ealin
gs w
ith th
e pu
blic
, rec
eive
the
leas
ttr
aini
ng a
nd a
re g
iven
the
mos
t rou
tine
task
s to
perf
orm
. The
opp
ortu
nity
to m
ake
sim
ple
deci
sion
san
d to
acc
ess
new
dat
a-pr
oces
sing
equ
ipm
ent i
sde
nied
them
and
is r
eser
ved
for
mid
dle
man
ager
s.In
deed
, with
the
intr
oduc
tion
of a
utom
atic
telle
rm
achi
nes
and
the
like,
the
cler
k's
job
is b
ecom
ing
even
mor
e ro
utin
e, o
f le
ss v
alue
, and
poo
rly
paid
. By
cont
rast
, in
Swed
en, b
ank
cler
ks ,I
re tr
aine
d no
t onl
yto
mee
t and
gre
et c
usto
mer
s, b
ut to
use
new
ele
c-tr
onic
equ
ipm
ent t
hat e
nabl
es th
em to
per
rorm
mor
e,no
t few
er, s
ervi
ces;
thei
r jo
b is
enr
iche
d, a
nd m
ade
mor
e in
tere
stin
g an
d ch
alle
ngin
g, a
nd th
eir
valu
e to
the
ente
rpri
se a
nd th
e re
war
car
e en
hanc
ed.
In G
erm
an m
anuf
actu
ring
pla
nts,
the
ratio
of
supe
rvis
ors
to w
orke
rs is
far
hig
her
than
in s
imiia
rpl
ants
in th
e U
nite
d St
ates
. Why
? B
ecau
se in
Ger
man
y, m
ore
time
is d
evot
ed to
trai
ning
the
aver
age
wor
ker
and
prov
idin
g hi
m w
ith th
e kn
ow-
how
to m
ake
deci
sion
s w
ithou
t sup
ervi
sion
. The
re is
less
nee
d fo
r th
e la
yers
of
mid
dle
man
agem
ent f
ound
in th
e U
nite
d St
ates
. The
wor
ker
is m
ore
know
ledg
e-ab
le, m
ore
usef
ul, b
ette
r pa
id a
nd e
njoy
s m
ore
bene
fits
than
his
or
her
peer
s in
the
Uni
ted
Stat
es.
The
intr
oduc
tion
of n
ew te
chno
logi
es b
ring
sab
out c
hang
e at
the
wor
k pl
ace.
But
cho
ices
can
be
mad
e as
to th
e ki
nd o
f ch
ange
that
is to
take
pla
ce.
In G
erm
any,
Sw
eden
, and
oth
er c
ount
ries
whe
reun
ions
and
wor
kers
arc
giv
en g
reat
er in
put i
nto
the
deci
sion
- m
akin
g pr
oces
s of
the
gove
rnm
ent a
nden
terp
riFe
s, c
hang
e br
ough
t abo
ut in
the
econ
omy
or
at th
e jo
b si
te o
ften
has
a d
iffe
rent
fac
e th
an in
the
Uni
ted
Stat
es. B
ecau
se th
e co
ncer
ns o
f th
e w
orke
rar
e vo
iced
alo
ng w
ith th
ose
of th
e en
trep
rene
ur, t
hem
anag
er, a
nd th
e po
litic
ian,
ther
e is
a d
iffe
rent
mix
to th
e ch
oice
s m
ade,
so
the
chan
ges
that
take
pla
ceha
ve d
iffe
rent
con
sequ
ence
s.A
s in
the
Uni
ted
Stat
es, g
reat
er p
rodu
ctiv
ity is
achi
eved
by
intr
oduc
ing
new
tech
nolo
gies
. But
that
tech
nolo
gy is
use
d to
enr
ich
the
job,
to m
ake
itpo
ssib
le f
or th
e w
orke
r to
do
mor
e, n
ot le
ss, i
n a
shor
ter,
not
long
er, t
ime
peri
od. A
nd to
mak
e th
ispo
ssib
ility
a r
ealit
y, th
e gr
eate
r m
easu
re o
f th
ew
ealth
rea
lized
fro
m in
crea
sed
proc
uct
ivity
is u
sed
to tr
ain
wor
kers
to p
rope
rly
mee
t the
cha
lleng
e, a
ndto
rew
ard
them
with
incr
easi
ng in
com
e an
d tim
e fo
rth
emse
lves
and
thei
r fa
mili
es.
If w
e ar
e to
sha
pe c
hang
e so
that
it f
airl
ybe
nefi
ts a
ll, w
e ne
ed to
rec
ogni
ze th
at w
orke
rs h
ave
a co
ncer
n th
at m
ust b
e vo
iced
. Thi
s is
true
at e
very
leve
l, fr
om th
e ha
lls o
f th
e le
gisl
atur
e to
the
indi
-vi
dual
wor
k pl
ace.
And
this
can
onl
y be
ach
ieve
dth
roug
h co
llect
ive
barg
aini
ng a
nd u
nion
rep
rese
nta-
tion.
Our
maj
or c
ompe
titor
s in
Wes
tern
Eur
ope
have
done
this
and
are
doi
ng w
ell.
We
mus
t end
the
ofte
nde
stru
ctiv
e, d
ivis
ive
clas
s w
arfa
re th
at a
ims
tofr
ustr
ate
wor
kers
in th
eir
effo
rts
to o
rgvn
ize
and
sele
ct r
epre
sent
ativ
e un
ions
and
to a
rre,
ate
all
deci
sion
mak
ing
to o
wne
rs a
nd m
anag
ers.
Thi
sco
nflic
t is
not c
onst
ruct
ive.
It i
s no
t wor
king
. It
cann
ot w
ork.
Unl
ess
it is
end
ed a
nd r
epla
ced
by tr
ueco
oper
atio
n an
d pa
rtne
rshi
p as
am
ong
equa
ls,
Tho
reau
's o
bser
vatio
n w
ill r
emai
n as
true
in th
epr
esen
t as
it w
as in
the
past
. And
cha
nge
in th
ew
orkp
lace
will
con
tinue
to s
hort
chan
ge th
e A
mer
i-ca
n w
orke
r.
The
AC
EIA
FL-C
IO L
ahor
Illig
her
Edu
catio
n C
ounc
il
5. G
OV
ER
NM
EN
T'S
RO
LE
IN
JO
BC
RE
AT
ION
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce
9C
INT
RO
DU
CT
ION
: IN
DIV
IDU
AL
AN
D G
OV
ER
NM
EN
T A
CT
ION
Will
iam
Luc
yIn
tern
atio
nal S
ecre
tary
-Tre
asur
er,
Am
eric
an F
eder
atio
n of
Sta
te, C
ount
y
and
Mun
icip
al E
mpl
oyee
s (A
FS
CM
E)
The
Uni
ted
Stat
es is
the
only
indu
stri
al n
atio
n th
at h
asno
nat
iona
l eco
nom
ic p
lan
or in
dust
rial
pol
icy.
To
a
cert
ain
poin
t, Pa
st g
over
nmen
t lai
ssez
-fai
re p
olic
ies
have
onl
y ad
ded
to o
ur e
cono
mic
dis
tres
s. O
ur f
ailu
reto
use
gov
ernm
ent t
o ea
se th
e na
tiona
l dis
tres
s ov
er th
epa
st s
ever
al d
ecad
es h
as b
een
delib
erat
e an
d re
flec
tsde
ep p
hilo
soph
ical
dif
fere
nces
in o
ur s
ocie
ty.
The
fir
st in
volv
es th
e ro
le o
f go
vern
men
t. O
n on
esi
de a
re th
ose
who
bel
ieve
that
gov
ernm
ent's
rol
esh
ould
be
conf
ined
to li
ttle
mor
e th
an n
atio
nal s
ecur
ityan
d la
w e
nfor
cem
ent.
Ron
ald
Rea
gan
once
sai
d, "
Ial
way
s th
ough
t the
bes
t thi
ng g
over
nmen
t can
do
isno
thin
g."
It's
a n
ice
catc
h lin
e fo
r a
spee
ch, b
ut it
leav
es a
lot t
o be
des
ired
as
natio
nal p
olic
y. W
e ne
ed a
good
deb
ate
on th
e ap
prop
riat
e ro
le o
f go
vern
men
t in
natio
nal l
ife.
The
sec
ond
maj
or d
ivis
ion
is th
e on
goin
g st
rugg
lebe
twee
n in
divi
dual
ism
and
col
lect
ive
actio
n. L
ike
ase
cond
mar
riag
e, th
e co
nflic
t dem
onst
rate
s th
e co
ncep
tof
hop
e ov
er e
xper
ienc
e. F
or b
ette
r or
for
wor
se,
Am
eric
a is
the
mos
t ind
ivid
ualis
tic s
ocie
ty in
the
wor
ld. The
se p
hilo
soph
ical
dif
fere
nces
are
as
old
as o
ur
repu
blic
and
as
curr
ent a
s th
e 19
92 p
resi
dent
ial
elec
tion
cam
paig
ns. T
hey
won
't be
dec
ided
ove
rnig
ht,
but w
e ha
ve s
erio
us p
robl
ems
in o
ur c
ount
ry, a
nd a
tle
ast w
e sh
ould
sta
rt ta
lkin
g ab
out t
hem
.
"The
Uni
ted
Sta
tes
is th
e on
ly in
dust
rial
natio
n th
at h
as n
o na
tiona
l eco
nom
ic p
lan
or in
dust
rial p
olic
y."
39
IG
OV
ER
NM
EN
T A
S A
PO
SIT
IVE
FO
RC
EIN
JO
B C
RE
AT
ION
Jeff
Fau
xPr
esid
ent,
Eco
nom
ic P
olic
y In
stitu
te
Act
ivis
t Gov
ernm
ent a
nd L
aiss
ez-F
aire
Ideo
logy
: A F
alse
Dic
hoto
my?
If y
ou lo
ok a
t U.S
. his
tory
, esp
ecia
lly o
ver
the
last
12
year
s, y
ou'll
fin
d th
at g
over
nmen
t has
bee
nm
ore
than
just
a s
pect
ator
. The
gov
ernm
ent h
as b
een
resp
onsi
ble
for
jobs
, job
sec
urity
, eco
nom
ic g
row
th,
and
man
y ot
her
area
s of
eco
nom
ic li
fe.
Ron
ald
Rea
gan
was
a s
ucce
ss b
ecau
se h
e ra
nw
hat w
as b
asic
ally
a K
eyne
sian
pol
icy
duri
ng h
iste
nure
. In
Oct
ober
198
7, th
e st
ock
mar
ket c
rash
ed.
The
Fed
eral
Res
erve
Boa
rd le
ader
s, u
nder
a c
onse
r-va
tive
pres
iden
t, di
d no
t blin
k an
eye
. The
y si
mpl
yca
lled
up N
ew Y
ork,
flo
oded
the
mar
ket w
ith m
oney
and
cred
it, a
nd s
aid
to th
e ba
nks,
"Ju
st m
ake
as m
any
loan
s as
you
wan
t bec
ause
we
don'
t wan
t thi
s st
ock
mar
ket c
rash
to s
pill
over
to a
gen
eral
rec
essi
on."
Des
pite
thei
r id
eolo
gy, t
he c
onse
rvat
ives
had
lear
ned
the
less
on o
f th
e G
reat
Dep
ress
ion.
The
sav
ings
and
loan
dis
aste
r is
ano
ther
exa
mpl
eof
how
eco
nom
ic r
ealit
y ha
s co
nfou
nded
con
serv
a-tiv
e in
tent
ions
. Der
egul
atio
n of
an
indu
stry
the
"get
-the
-gov
ernm
ent-
out-
of-t
hat-
indu
stry
" ap
-pr
oach
led
dire
ctly
to th
e U
.S. g
over
nmen
t bei
ngth
e la
rges
t hol
der
of c
omm
erci
al r
eal e
stat
e in
the
coun
try.
Con
side
r th
e N
orth
Am
eric
an F
ree
Tra
deA
gree
men
t (N
AFT
A).
Wha
teve
r yo
ur v
iew
s on
the
p7cT
CPP
Y A
VII
IIIR
IF
agre
emen
t (I'm
opp
osed
to it
), th
e 2,
000-
page
docu
men
t dro
pped
on
Con
gres
s do
es n
ot d
escr
ibe
free
trad
e. I
n ev
ery
page
of
the
docu
men
t, th
e fi
neha
nd o
f on
e in
dust
rial
inte
rest
or
anot
her
appe
ars.
So lo
okitg
at t
he le
sson
s of
his
tory
, the
que
stio
nis
not
"Sh
ould
gov
ernm
ent b
e in
volv
ed?"
Nor
is it
"Sho
uld
gove
rnm
ent b
e re
spon
sibl
e fo
r jo
bs o
rec
onom
ic g
row
th?"
Rat
her,
it is
"H
ow a
nd in
wha
tar
eas
will
gov
ernm
ent f
unct
ion
best
?" W
e liv
e in
apo
litic
al c
ultu
re w
here
peo
ple
talk
sim
plis
tical
lyab
out g
over
nmen
t and
abo
ut la
isse
z-fa
ire
econ
omic
polic
y. B
ut th
e ta
lk is
dis
conn
ecte
d fr
om r
ealit
y.U
.S. e
cono
mic
his
tory
has
bee
n fu
ll of
gov
ernm
ent
supp
ort f
or in
dust
ry a
nd f
or m
any
area
s of
the
priv
ate
sect
or.
One
of
m; f
avor
ite s
tori
es is
how
in 1
917
Bri
tish
Mar
coni
mad
e a
bid
for
som
e of
GE
'ssu
bsid
iari
es w
hich
ow
ned
pate
nts
on lo
ng-r
ange
radi
o tr
ansm
issi
on, w
hich
wa
the
lead
ing
tech
nol-
ogy
of it
s da
y. T
he s
tory
has
a p
aral
lel t
oday
info
reig
n at
tem
pts
to b
uy U
.S. f
irm
s th
at h
ave
owne
r-sh
ip o
f an
d ac
cess
to n
ew te
chno
logi
es.
The
U.S
. gov
ernm
ent d
ecid
ed in
191
9 th
at it
wou
ld n
ot a
llow
Mar
coni
to g
et it
s ha
nds
on th
ese
pate
nts.
So
Ass
ista
nt S
ecre
tary
of
the
Nav
y Fr
ankl
inD
. Roo
seve
lt w
as d
eleg
ated
to c
all o
n G
E, A
T&
T,
Wes
tingh
ouse
, and
oth
er c
ompa
nies
to w
ork
out a
stra
tegy
for
pre
vent
ing
the
Bri
tish
from
get
ting
cont
rol o
f th
is "
high
tech
nolo
gy."
The
con
sort
ium
cre
ated
a "
pate
nt p
ool c
orpo
ra-
tion,
" la
ter
nam
ing
it th
e R
adio
Cor
pora
tion
ofA
mer
ica
(RC
A),
with
the
U.S
. gov
ernm
ent t
akin
g a
stro
ng e
quity
pos
ition
in it
. Thi
s ne
w c
orpo
ratio
nw
as s
mot
here
d w
ith d
efen
se c
ontr
acts
, nur
ture
dth
roug
h its
fir
st f
ew y
ears
of
deve
lopm
ent,
and
then
The
AC
E /A
FL -
CIO
Lab
or /H
ighe
r E
duca
tion
Cou
ncil
sent
off
on
its o
wn.
RC
A b
ecam
e a
wor
ld-c
lass
tech
nolo
gica
l cor
pora
tion
and
was
cri
tical
to o
urel
ectr
onic
s ca
pabi
lity
in W
orld
War
II.
Our
his
tory
sho
ws
the
fine
han
d of
gov
ernm
ent
in a
ll so
rts
of e
nter
pris
es. S
o th
e no
tion
of a
nes
sent
ial t
ensi
on o
r di
chot
omy
betw
een
com
petin
gfo
rces
in o
ur e
cono
my
on th
e on
e ha
nd th
ose
who
wan
t gov
ernm
ent i
nter
vent
ion
and
on th
e ot
her
thos
ew
ho d
on'to
bscu
res
the
real
ity. G
over
nmen
t has
long
bee
n ac
cept
ed b
y al
l par
ties
as p
layi
ng a
nes
sent
ial r
ole
in th
e U
.S. e
cono
my.
incr
ease
d G
over
nmen
t Act
ivis
m in
the
Eco
nom
yI
thin
k th
ere
are
thre
e ar
eas
whe
re w
e ca
n ex
pect
mor
e go
vern
men
t int
erve
ntio
n ov
er th
e ne
xt d
ecad
e:
1. T
he N
eed
for
Eco
nom
ic S
timul
us
The
re s
eem
s to
be
3. g
row
ing
awar
enes
s on
the
part
of
econ
omis
ts, l
egis
lato
rs, a
nd a
naly
sts
in th
ebu
sine
ss c
omm
unity
that
we
are
goin
g to
nee
dso
met
hing
els
e to
stim
ulat
e th
is e
cono
my
besi
des
the
Fede
ral R
eser
ve's
eff
orts
to lo
wer
inte
rest
rat
es a
nd
incr
ease
exp
orts
.L
et's
go
back
two
year
s. T
hose
who
sai
d th
isre
cess
ion
wou
ld b
e sh
ort a
nd s
hallo
w w
ere
rely
ing
on tw
o th
ings
: (1)
that
inte
rest
rat
es w
ould
auto
mat
i-
cally
com
e do
wn
and
stim
ulat
e ec
onom
ic r
ecov
ery;
and
(2)
that
we
wou
ld h
ave
an e
xpo)
. boo
m. F
orm
any
reas
ons,
nei
ther
occ
urre
d. S
o th
e ot
her
wea
pon
in o
ur a
rsen
al to
fig
ht r
eces
sion
and
slo
w g
row
th
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
e
fisc
al e
xpan
sion
is s
low
ly b
ut s
urel
y co
min
g ba
ckin
to f
avor
.In
dir
ect t
erm
s, th
is m
eans
exp
andi
ng th
e de
fici
tto
cre
ate
jobs
whi
le w
e ha
ve 1
0 m
illio
n pe
ople
out
of
wor
k. W
e ne
ed a
t lea
st e
noug
h of
a s
timul
us to
get
the
unem
ploy
men
t rat
e do
wn
a co
uple
of
perc
enta
gepo
ints
. Thi
s is
an
idea
who
se ti
me
is c
omin
g.T
his
rece
ssio
n is
dif
fere
nt. T
here
is a
rea
son
the
pred
ictio
ns f
or th
e ne
xt f
ive
year
s sh
ow s
low
econ
omic
gro
wth
, eve
n am
ong
the
optim
ists
who
say
we
are
in a
rec
over
y. W
e ar
e ta
lkin
g ab
out a
si.u
atio
nin
whi
ch w
e ar
e st
ill n
ot g
oing
to h
ave
unem
ploy
-m
ent b
elow
o p
erce
nt, e
ven
four
yea
rs f
rom
now
.U
nder
thes
e ci
rcum
stan
ces,
con
ditio
ns s
eem
rig
ht f
or
fisc
al s
timul
us.
2. C
reat
ion
of a
n In
dust
rial P
olic
y
The
Bus
h ad
min
istr
atio
n is
bei
ng p
ulle
d an
dpu
shed
into
som
e so
rt o
f go
vern
men
t exp
ansi
on in
toth
ose
area
s ai
med
at p
rodu
ctiv
ity, i
nnov
atio
n, a
ndcr
eativ
ityto
war
d w
hat G
eorg
e B
ush
disd
ainf
ully
refe
rs to
as
"ind
ustr
ial p
olic
y."
The
re a
re tw
o ve
rsio
ns o
f th
is in
dust
rial
pol
icy.
The
cur
rent
ver
sion
incl
udes
dir
ect a
nd in
dire
ctsu
bsid
ies
thro
ugh
tax
cuts
for
bus
ines
s. T
he B
ush
adm
inis
trat
ion
has
cros
sed
the
line
on d
irec
t sub
si-
dies
by
acce
ptin
g th
at th
e fe
dera
l gov
ernm
ent w
illsu
bsid
ize
and
prom
ote
new
tech
nolo
gies
in th
epr
ivat
e se
ctor
.T
here
is a
noth
er v
ersi
on o
f th
is a
mon
g pr
ogre
s-si
ve e
cono
mis
ts, h
owev
er. I
t's a
not
ion
of c
ompe
ti-tiv
enes
s th
at is
muc
h m
ore
broa
dly
base
d. I
t tri
es to
"So
look
ing
at h
isto
ry, t
he q
uest
ion
is n
ot 'S
houl
d go
vern
men
t be
invo
lved
,'
or 'S
houl
d go
vern
men
t be
resp
onsi
ble
for
jobs
or
econ
omic
gro
wth
,' bu
t 'H
ow
and
in w
hat a
reas
will
gov
ernm
ent
func
tion
best
?"
41
"The
re s
eem
s to
be
a gr
owin
g aw
aren
ess
on th
e pa
rt o
f eco
nom
ists
, leg
isla
tors
, and
anal
ysts
in th
e bu
sine
ss c
omm
unity
that
we
are
goin
g to
nee
d so
met
hing
els
e to
stim
ulat
e th
is e
cono
my
besi
des
the
Fed
eral
Res
erve
's e
ffort
s to
low
er
inte
rest
rat
es a
nd in
crea
se e
xpor
ts."
1 0
242
lear
n fr
om th
e le
sson
s of
the
last
ten
year
s. T
hese
less
ons
incl
ude
such
exa
mpl
es a
s G
M's
mis
take
whe
n it
boug
ht m
assi
ve a
mou
nts
of m
achi
nery
and
hard
war
e, e
xpec
ting
that
, with
out c
hang
ing
the
way
it w
as d
oing
bus
ines
s or
wha
t was
goi
ng o
n at
the
wor
k pl
ace,
new
cap
ital e
quip
men
t alo
ne w
ould
enab
le th
e co
mpa
ny to
com
pete
aga
inst
For
d,C
hrys
ler,
and
the
Japa
nese
.T
he G
M e
xper
imen
t fai
led.
It f
aile
d be
caus
e it
did
not a
ddre
ss th
e hu
man
dim
ensi
onw
hat g
oes
on'n
the
wor
k pl
ace.
The
wor
k pl
ace
is s
low
ly b
ecom
-in
g th
e ce
nter
of
polic
y pe
ople
's a
ttent
ion.
The
reor
gani
zatio
n of
the
rela
tions
hip
betw
een
wor
kers
and
man
ager
s go
es to
the
hear
t of
the
issu
e.T
wo
thin
gs a
re g
oing
on.
Par
t of
the
wor
ld is
mov
ing
away
fro
m th
e ol
d "T
aylo
rist
" hi
erar
chic
alsy
stem
. The
oth
er p
art o
f th
e w
orld
, inc
ludi
ng th
em
ajor
ity o
f U
.S. b
usin
esse
s, r
esis
ts r
eorg
aniz
ing
the
wor
k pl
ace
and
is tr
ying
to s
olve
its
prob
lem
s by
cutti
ng w
ages
, enc
oura
ging
NA
FTA
, and
gen
eral
lyat
tem
ptin
g to
com
pete
on
the
basi
s of
low
-cos
t, lo
w-
wag
e pr
oduc
ts a
nd s
ervi
ces.
The
re is
a s
trug
gle
betw
een
thes
e tw
o tr
ends
,an
d th
e fe
dera
l gov
ernm
ent i
s go
ing
to ti
p th
e sc
ales
one
way
or
the
othe
r.
3. In
crea
sed
Gov
ernm
ent I
nvol
vem
ent i
n H
ealth
Car
e
Nat
iona
l hea
lth c
are
polic
y is
goi
ng to
see
incr
ease
d fe
dera
l inv
olve
men
t, w
heth
er it
's a
mor
eco
nser
vativ
e ve
rsio
n pu
t for
th b
y th
e ad
min
istr
atio
nor
som
e co
mbi
natio
n of
"pl
ay-o
r-pa
y" th
at e
nter
sin
to th
e ba
ck d
oor
of n
atio
nal h
ealth
car
e. B
ut it
iscl
ear
that
leav
ing
the
heal
th c
are
syst
em to
the
mar
ketp
lace
has
n't w
orke
d an
d w
ill n
ot w
ork
in th
efu
ture
.
The
Com
ing
Deb
ate
The
re is
a d
istin
ct p
ossi
bilit
y th
at o
ver
the
next
few
yea
rs, w
e w
ill e
ngag
e th
e qu
estio
n of
"so
cial
engi
neer
ing.
" W
e ha
ve h
ad a
12-
year
hia
tus
in th
edi
scus
sion
abo
ut w
hat t
his
coun
try
shou
ld lo
ok li
kein
the
futu
re.
If y
,Ju
look
bac
k to
the
1970
s, th
ere
wer
e so
me
inte
rest
ing
thin
gs g
oing
on.
Som
e ca
lled
it "l
ong-
rang
e pl
anni
ng,"
oth
ers
calle
d it
"lea
ders
hip
disc
us-
sion
s,"
espe
cial
ly a
roun
d th
e tim
e of
the
bice
nten
-ni
al. P
ract
ical
ly e
very
tow
n rR
eve
ry s
tate
had
aco
mm
issi
on h
oldi
ng o
pen
hear
ings
to a
ddre
ss th
equ
estio
n, "
Wha
t kin
d of
a c
ity d
o w
e w
ant i
n th
eye
ar 2
000?
" T
his
spill
ed o
ver
to a
nat
iona
l dis
cus-
sion
of
wha
t kin
d of
cou
ntry
we
wan
t ten
yea
rs f
rom
now
. It's
a c
entr
al p
ublic
pol
icy
ques
tion
that
cle
arly
invo
lves
the
gove
rnm
ent a
s th
e re
posi
tory
of
our
colle
ctiv
e w
ill.
I th
ink
that
with
som
e lu
ck, t
he 1
2-ye
ar h
iatu
sm
ay .t
end
ing,
and
we
may
go
back
to th
e na
tiona
lco
nver
satio
n th
at w
e so
des
pera
tely
nee
d.
10T
he A
CE
/AF
L -C
IO L
abor
/Hig
her
Edu
catio
n C
ounc
il
Alf
Kar
lsso
n
TH
E S
WE
DIS
H G
OV
ER
NM
EN
T'S
PR
O-
AC
TIV
E S
TA
NC
E IN
JO
B C
RE
AT
ION
Alf
Kar
lFso
nC
ouns
ello
r fo
r A
dmin
istr
atio
n. E
mba
ssy
of S
wed
en
Job
Cre
atio
n O
ver
Job
Secu
rity
In S
wed
en, w
hen
it co
mes
to jo
b tr
aini
ng a
ndjo
b se
curi
ty a
nd th
e go
vern
men
t's r
ole
in b
oth,
the
prim
ary
emph
asis
has
bee
n on
job
crea
tion,
muc
hle
ss o
n jo
b se
curi
ty. T
here
is a
phi
loso
phy
behi
ndth
is. T
he g
over
nmen
t has
bee
n af
raid
of
putti
ng to
om
uch
emph
asis
on
job
secu
rity
, bec
ause
that
wou
ldm
ean
putti
ng p
eopl
e in
non
-pro
duct
ive
jobs
that
mat
ch th
eir
abili
ties.
Ove
r tim
e, th
e ec
onom
ybe
nefi
ts m
ore
from
the
job-
crea
tion
polic
y th
an f
rom
stra
ight
forw
ard
job
secu
rity
.
The
job
crea
tion
polic
y ca
rrie
s w
ith it
a g
over
n-m
ent o
blig
atio
n an
d re
spon
sibi
lity
for
prep
arin
g th
ew
ork
forc
e fo
r ch
angi
ng jo
bs. T
rain
ing
and
retr
ain-
ing
wor
kers
is th
e ba
sis
of th
is p
olic
y. W
e be
lieve
empl
oyee
ret
rain
ing,
onc
e or
twic
e du
ring
a c
aree
r, is
quite
nor
mal
. Nob
ody
shou
ld s
tay
in a
job
with
out.
peri
odic
ret
rain
ing
and
upgr
adin
g. S
ocie
ty a
nd jo
bsch
ange
too
muc
h.R
etra
inin
g sh
ould
pre
pare
peo
ple
for
chan
ges.
It
does
n't c
reat
e jo
bs a
s su
ch, b
ut it
ena
bles
com
pani
esth
at c
ome
up w
ith n
ew id
eas
and
new
pro
cess
es to
find
peo
ple
who
are
trai
ned
in th
e ne
w p
roce
dure
san
d ab
le to
be
prod
uctiv
e.
Gov
ernm
ent S
timul
us o
f th
e E
cono
my
Swed
en w
rest
les
with
the
prob
lem
of
crea
ting
age
nera
l bus
ines
s at
mos
pher
e an
d a
fina
ncia
l sys
tem
whe
re v
entu
re c
apita
l sho
uld
alw
ays
be a
vaila
ble
tode
velo
p te
chno
logi
cal i
deas
and
sta
rt u
p pr
oduc
tion
of n
ew p
rodu
cts.
Thi
s is
esp
ecia
lly im
port
ant w
hen
the
risk
is to
o hi
gh f
or a
n or
dina
ry b
ank
to s
tep
inan
d fi
nanc
e a
proj
ect.
The
gov
ernm
ent c
an m
inim
ize
this
ris
k by
hel
ping
to te
st n
ew p
rodu
cts
and
inno
va-
tions
in m
anuf
actu
ring
.D
evel
opm
ent o
f th
ese
new
pro
cess
es h
as ta
ken
plac
e pr
imar
ily in
sm
all-
scal
e an
d m
iddl
e-si
zed
com
pani
es. W
e ha
ve n
ew in
cent
ives
for
thes
e fi
rms,
and
we
have
mad
e it
easi
er f
or th
ese
firm
s to
dea
lw
ith g
over
nmen
t bur
eauc
racy
.
1F,
Inve
stin
g in
Pec
ple:
Edu
catio
n an
d th
e W
ork
Fa/Y
e43
"We'
re n
ot ju
st ta
lkin
g ab
out t
he s
kills
it ta
kes
to r
un a
mac
hine
or
keep
the
book
s, b
ut a
lso
gene
ral e
duca
tion.
The
hig
her
the
leve
l of g
ener
al e
duca
tion,
the
easi
er it
is fo
r al
l wor
kers
to ta
ke p
art
in th
e re
trai
ning
pro
gram
s. T
hey
have
incr
ease
d fle
xibi
lity"
We
borr
owed
this
idea
fro
m G
erm
any,
whi
chha
s be
en s
ucce
ssfu
l in
incr
easi
ng th
e nu
mbe
r of
jobs
in s
mal
l- a
nd m
iddl
e-sc
ale
com
pani
es. S
ever
alst
udie
s in
Sw
eden
sho
w th
at n
ew jo
b op
port
uniti
esco
me
mai
nly
from
thes
e sm
all-
and
mid
dle-
size
dco
mpa
nies
, not
fro
m o
ur b
ig c
ompa
nies
.G
row
th in
jobs
in s
uch
firm
s as
Vol
vo a
nd S
KF
com
es m
ainl
y fr
om m
erge
rs w
ith o
ther
com
pani
es.
Few
new
jobs
are
cre
ated
in th
ese
larg
e fi
rms,
so
the
smal
ler
com
pani
es a
re le
adin
g th
e w
ay.
Tra
inin
g an
d R
etra
inin
g:A
Gov
ernm
ent R
espo
nsib
ility
Sinc
e W
orld
War
II,
we
have
mad
e su
bsta
ntia
lin
vest
men
ts in
tech
nica
l edu
catio
n, b
oth
at th
ese
cond
ary
scho
ol le
vel a
nd a
t the
uni
vers
ity le
vel.
We
have
bee
n tr
ying
to s
tay
one
step
ahe
ad o
f th
ere
st o
f E
urop
e w
hen
it co
mes
to tr
aini
ng o
ur w
ork
forc
e. W
e're
not
just
talk
ing
abou
t the
ski
lls it
take
sto
run
a m
achi
ne o
r ke
ep th
e bo
oks,
but
als
o ge
nera
led
ucat
ion.
The
hig
her
the
leve
l of
gene
ral e
duca
-tio
n, th
e ea
sier
it is
for
all
wor
kers
to ta
ke p
art i
n
the
retr
aini
ng p
rogr
ams.
The
y ha
ve in
crea
sed
flex
ibili
ty.
Als
o, s
ince
Wor
ld W
ar I
I, th
e go
vern
men
t has
plac
ed g
reat
em
phas
is o
n re
sear
ch, e
spec
ially
tech
nolo
gica
l res
earc
h at
the
univ
ersi
ty. T
he m
ajor
com
pani
es a
lso
have
thei
r ow
n re
sear
ch d
epar
t-m
ents
. I th
ink
it's
fair
to s
ay th
at S
wed
en h
as b
een
rela
tivel
y su
cces
sful
in it
s re
sear
ch e
ffor
ts.
But
why
do
we
put s
uch
stre
ss o
n ed
ucat
ion
and
rese
arch
? T
his
is a
dif
ficu
lt qu
estio
n. O
nepo
ssib
le a
nsw
er is
that
dur
ing
39 o
f th
e ye
ars,
sin
ceW
orld
War
II,
our
pri
me
min
iste
rs h
ave
been
form
er m
inis
ters
of
educ
atio
n. A
nd in
our
Min
istr
yof
Edu
catio
n, r
esea
rch
and
educ
atio
n ar
e co
mbi
ned.
The
pri
me
min
iste
rs h
ave
serv
ed lo
ng te
rms,
they
have
had
str
ong
pers
onal
ities
, and
they
hav
em
aint
aine
d a
keen
inte
rest
in b
oth
educ
atio
n an
dre
sear
ch. T
wo
of th
em to
ok r
espo
nsib
ility
for
rese
arch
aw
ay f
rom
the
Min
istr
y of
Edu
catio
n an
dpu
t it i
n th
e pr
ime
min
iste
r's o
ffic
e. W
hate
ver
the
reas
on b
ehin
d it,
gov
ernm
ent i
nvol
vem
ent i
n th
eed
ucat
ion
and
trai
ning
of
the
wor
k fo
rce
and
inpr
oddi
ng r
esea
rch
has
paid
eno
rmou
s di
vide
nds.
107
441
0 L
The
AC
E /A
FL -
CIO
Lab
or /
Hig
her
Edu
catio
n C
ounc
il
APP
EN
DIC
ES
A. T
HE
LA
BO
R!H
IGH
ER
ED
UC
AT
ION
CO
UN
CIL
The
Lab
or/H
ighe
r E
duca
tion
Cou
ncil
brin
gsto
geth
er
trad
e un
ion
lead
ers
and
colle
ge a
nd u
nive
rsity
pres
iden
ts a
nd c
hanc
ello
rs a
long
with
the
CE
Os
ofhi
gher
edu
catio
n as
soci
atio
ns to
dis
cuss
issu
es o
fm
utua
l con
cern
. Lea
ders
in th
e A
mer
ican
Cou
ncil
onE
duca
tion
(AC
E)
and
the
AFL
-CIO
agr
eed
in 1
983
to f
ound
the
Cou
ncil
as a
n in
stitu
tiona
l mem
bers
hip
orga
niza
tion
to f
urth
er u
nder
stan
ding
and
join
tac
tiviti
es b
etw
een
thes
e tw
o m
ajor
seg
men
ts o
fA
mer
ican
soc
iety
.T
he C
ounc
il is
uni
que
in c
reat
ing
a na
tiona
lfo
rum
for
uni
on a
nd h
ighe
r ed
ucat
ion
lead
ersh
ip to
mee
t in
form
al a
nd in
form
al e
xcha
nges
. The
Cou
ncil
hold
s a
Nat
iona
l Mee
ting
ever
y fa
ll an
d pu
blis
hes
the
proc
eedi
ngs.
It a
lso
deve
lops
and
dis
sem
inat
esjo
int s
tate
men
ts o
n la
bor-
high
er e
duca
tion
issu
es.
Rec
ent e
xam
ples
incl
ude
a st
atem
ent o
n th
e ro
le o
fco
llect
ive
barg
aini
ng in
Am
eric
an li
fe a
nd a
sta
te-
men
t on
labo
r pa
rtic
ipat
ion
in h
ighe
r ed
ucat
ion
gove
rnan
ce.
In 1
990.
the
Cou
ncil
initi
ated
a s
erie
s of
sta
te-
leve
l pilo
t dia
logu
es to
pro
mot
e co
oper
atio
n be
twee
nla
bor
and
high
er e
duca
tion.
It a
lso
surv
eyed
the
stat
ela
bor
fede
ratio
ns to
doc
umen
t exe
mpl
ary
prog
ram
sde
mon
stra
ting
labo
r-hi
gher
edu
catio
n co
llabo
ratio
n.A
bove
all,
the
Cou
ncil
will
con
tinue
the
inva
luab
le d
ialo
gue
initi
ated
whe
n th
e C
ounc
il w
as
foun
ded
in 1
983.
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
For
ce
Rou
ndta
ble
disc
ussi
on g
roup
BE
ST C
OPY
AV
AIL
AB
LE
"The
Cou
ncil
is u
niqu
e in
cre
atin
g a
natio
nal f
orum
for
unio
n an
d hi
gher
educ
atio
n le
ader
ship
to m
eet i
n fo
rmal
and
info
rmal
exc
hang
es."
4611
0
Cou
ncil
Obj
ectiv
es
The
Cou
ncil'
s ob
ject
ives
are
I.T
o ad
vanc
e m
utua
l und
erst
andi
ng b
etw
een
the
Am
eric
an la
bor
mov
emen
t and
Am
eric
an h
ighe
red
ucat
ion
by s
ervi
ng a
s a
foru
m f
or id
eas
and
cont
acts
and
thro
ugh
exch
ange
s at
per
iodi
cm
eetin
gs.
2T
o af
firm
com
mon
pos
ition
s of
the
Am
eric
anla
bor
mov
emen
t and
Am
eric
an h
ighe
r ed
ucat
ion
on n
atio
nal p
robl
ems
and
mat
ters
of
mut
ual
inte
rest
, and
whe
n ap
prop
riat
eto
enga
ge in
coor
dina
ted
activ
ity in
thei
r su
ppor
t.
3.T
o fa
cilit
ate
unde
rsta
ndin
g on
the
natio
n's
colle
ge a
nd u
nive
rsity
cam
puse
s of
the
char
acte
rof
wor
k in
Am
eric
a an
d th
e A
mer
ican
labo
rm
ovem
ent;
sim
ilarl
y, to
fac
ilita
te u
nder
stan
ding
with
in th
e la
bor
mov
emen
t of
the
purp
ose
and
prac
tice
of c
olle
ges
and
univ
ersi
ties
in A
mer
ican
soci
ety.
4.T
o de
term
ine
way
s co
llege
s an
d un
iver
sitie
s ca
nim
prov
e th
eir
educ
atio
nal p
rogr
ams
to m
eet t
hene
eds
of th
e la
bor
mov
emen
t, an
d w
ays
the
labo
r m
ovem
ent c
an b
e su
ppor
tive
of th
e go
als
of h
ighe
r ed
ucat
ion.
The
Nat
iona
l Mee
tings
The
Cou
ncil
has
held
sev
en N
atio
nal M
eetin
gat
trac
ting
betw
een
50 a
nd 7
5 un
ion
and
high
ered
ucat
ion
lead
ers
at th
e an
nual
fal
l gat
heri
ngs.
Th
mee
tings
incl
ude
a bl
end
of o
utst
andi
ng s
peak
ers
pane
lists
with
opp
ortu
nitie
s fo
r in
tens
ive
inte
ract
ilan
d sm
all g
roup
dis
cuss
ion.
Inf
orm
al d
ialo
gue
isen
cour
aged
. Per
iodi
cally
, the
Cou
ncil
issu
es jo
int
stat
emen
ts o
n im
port
ant i
ssue
s of
mut
ual c
once
rn,
such
as
its 1
990
stat
emen
t on
labo
r in
hig
her
educ
atio
n go
vern
ance
, whi
ch w
as s
ent t
o th
e na
ticca
mpu
ses
and
labo
r or
gani
zatio
ns.
The
Sta
te D
ialo
gues
The
Cou
ncil,
bas
ed o
n a
dire
ctiv
e fr
om it
s 19
Nat
iona
l Mee
ting,
ser
ved
as a
cat
alys
t for
a s
erie
sst
ate
dial
ogue
s be
twee
n la
bor
lead
ers
and
high
ered
ucat
ion
offi
cial
s. T
hese
dia
logu
es to
ok p
lace
inR
hode
Isl
and,
Ten
ness
ee, a
nd M
inne
sota
. The
succ
ess
of th
ese
pilo
t dia
logu
es le
d th
e C
ounc
il tc
expa
nd th
e st
ate
dial
ogue
s.
Prin
cipl
es G
uidi
ng th
e C
ounc
il's
Act
iviti
es
A w
ell-
educ
ated
, we!
!- tr
aine
d, a
nd f
ully
empl
oyed
wor
k fo
rce
is e
ssen
tial t
o A
mer
ica
econ
omic
, soc
ial,
and
polit
ical
wel
l-be
ing.
Our
goa
l is
an e
duca
ted
and
trai
ned
wor
k fo
rto
clo
se th
e ga
p be
twee
n w
orke
r-ed
ucat
ion
leve
ls a
nd s
kills
and
the
emer
ging
wor
k-fo
rcne
eds
of th
e 19
90s.
111'
.A
The
AC
E /A
FL -
C10
Lab
or /H
ighe
r E
duca
tion
Col
Incr
ease
d in
vest
men
t in
educ
atio
n an
d tr
aini
ngat
all
leve
ls, i
nclu
ding
res
earc
h, is
the
prin
cipa
lm
eans
whe
reby
Am
eric
a in
the
long
run
can
incr
ease
pro
duct
ivity
, kee
p pa
ce w
ith te
chno
-lo
gica
l cha
nge,
impr
ove
wor
kers
' qua
lity
of li
fe,
enha
nce
civi
c co
mpe
tenc
y, a
nd e
nabl
e A
mer
ica
to b
e st
rong
and
inte
rnat
iona
lly c
ompe
titiv
e.
Wor
kers
sho
uld
max
imiz
e th
eir
educ
atio
nal
pote
ntia
l thr
ough
for
mal
and
info
rmal
edu
catio
nan
d tr
aini
ng p
rogr
ams,
and
bar
rier
s to
incr
ease
ded
ucat
ion
oppo
rtun
ities
for
wor
kers
and
thei
rfa
mili
es s
houl
d be
rem
oved
.
Min
ority
rec
ruitm
ent,
acce
ss, e
nrol
lmen
t, an
dre
tent
ion
shou
ld b
e a
criti
cal e
lem
e:it
of a
nyst
rate
gy to
incr
ease
wor
ker
part
icip
atio
n in
high
er e
duca
tion.
Gre
ater
pri
ority
sho
uld
be g
iven
by
orga
nize
dla
bor,
hig
her
educ
atio
n, m
anag
emen
t, an
dgo
vern
men
t to
wor
ker
skill
upg
radi
ng a
ndre
trai
ning
, with
col
lect
ivel
y ba
rgai
ned
and
empl
oyer
-spo
nsor
ed e
duca
tion
bene
fit p
lans
prov
idin
g re
plic
able
mod
els
for
effe
ctiv
e w
ork
red
ucat
ion
and
trai
ning
.
Inad
equa
te f
undi
ng is
a m
ajor
bar
rier
to w
orke
rpa
rtic
ipat
ion
in h
ighe
r ed
ucat
ion,
and
Con
gres
ssh
ould
est
ablis
h ad
equa
te b
udge
t cei
lings
for
educ
atio
n pr
ogra
ms
in th
e bu
dget
res
olut
ion
proc
ess
whi
ch e
nabl
e w
orke
rs a
nd th
eir
fam
ilies
to m
eet c
olle
ge c
osts
.
Lab
or a
nd h
ighe
r ed
ucat
ion
have
a c
omm
unity
lead
ersh
ip r
ole
in th
e er
adic
atio
n of
pro
blem
sas
soci
ated
with
fun
ctio
nal i
llite
racy
in th
e w
ork
plac
e.
Loc
al a
nd s
tate
-lev
el la
bor/
high
er e
duca
tion
part
ners
hips
and
join
t pro
gram
s ca
n be
eff
ectiv
ein
ful
filli
ng th
e C
ounc
il's
obje
ctiv
es a
ndpr
inci
ples
.
Lab
or-c
ampu
s re
latio
nshi
ps c
an b
e st
reng
then
edby
cre
atin
g an
d co
mm
unic
aLig
exe
mpl
ary
unio
n/hi
gher
edu
catio
n co
llabo
ratio
n in
teac
h-in
g, r
esea
rch,
and
com
mun
ity s
ervi
ce.
Wor
ker-
lear
ners
and
thei
r fa
mili
es n
eed
high
-qu
ality
edu
catio
nal s
ervi
ces,
and
the
mul
tiple
supp
liers
of
educ
atio
nal s
ervi
ces
shou
ld a
ssur
esu
ch q
ualit
y th
roug
h ac
cred
itatio
n, li
cens
ure,
and
othe
r m
eans
.
Gov
ernm
enta
l pol
icie
s sh
ould
fac
ilita
te th
ere
turn
of
wor
kers
to e
duca
tion
and
trai
ning
,w
hich
may
req
uire
cha
nges
in p
olic
ies
that
disc
oura
ge w
orke
r pa
rtic
ipat
ion
in e
duca
tion
and
trai
ning
(e.
g., c
hild
car
e, p
aren
tal l
eave
,fu
ndin
g pr
ogra
ms,
no
taxa
tion
of e
duca
tiona
lbe
nefi
ts, a
nd n
o pe
nalti
es f
or u
nem
ploy
edpe
rson
s re
turn
ing
to e
duca
tion)
.
"Lab
or-c
ampu
s re
latio
nshi
ps c
an
be s
tren
gthe
ned
by c
reat
ing
and
com
mun
icat
ing
exem
plar
y un
ion/
high
er
educ
atio
n co
llabo
ratio
n in
teac
hing
,
rese
arch
, and
com
mun
ity s
ervi
ce."
111
Inve
stin
g in
Peo
ple:
Edu
catio
n an
d th
e W
ork
Forc
r47
B. S
TA
TE
ME
NT
: LA
BO
R IN
HIG
HE
RE
DU
CA
TIO
N G
OV
ER
NA
NC
E
The
Lab
or /H
ighe
r E
duca
tion
Cou
ncil
adop
ted
the
follo
win
g st
atem
ent o
n un
iver
sity
-col
lege
gov
er-
nanc
e at
its
annu
al m
eetin
g, N
ovem
ber
29, 1
990
in B
osto
n, M
assa
chus
etts
.W
h.ile
the
Cou
ncil
appr
ecia
tes
that
a b
oard
of
trus
tees
in a
n ac
adem
ic in
stitu
tion
shou
ld n
ot r
efle
ctpr
escr
ibed
rep
rese
ntat
ion
of g
roup
s, g
iven
the
resp
onsi
bilit
y of
its
mem
bers
to s
erve
the
best
inte
rest
s of
soc
iety
and
the
inst
itutio
n as
a w
hole
, it
urge
s no
min
atin
g an
d ap
poin
ting
auth
oriti
es to
cons
ider
the
lead
ers
of o
rgan
ized
labo
r fo
r el
ectio
nor
app
oint
men
t to
the
boar
ds o
f hi
gher
edu
catio
n.T
he C
ounc
il ac
know
ledg
es u
nion
s as
a p
artn
erin
the
soci
al c
ontr
acts
that
hel
p to
sha
pe o
ur s
ocie
ty.
The
Cou
ncil
ferv
ently
bel
ieve
s th
at th
e le
ader
s of
orga
nize
d la
bor
brin
g co
nsid
erab
le r
esou
rces
, tal
ent,
and
know
ledg
e de
eply
roo
ted
in th
e co
mm
unity
that
can
be im
men
sely
hel
pful
to b
oard
s th
at s
eek
to b
ew
ell b
alan
ced
in th
eir
com
posi
tion
and
expe
rtis
e.T
hese
res
ourc
es a
nd a
ttrib
utes
incl
ude
repr
esen
-ta
tion
of th
ousa
nds
of w
orke
rs a
nd th
eir
fam
ilies
inte
rest
ed in
con
tinui
ng th
eir
educ
atio
n, a
str
ong
sens
e of
civ
ic r
espo
nsib
ility
and
kno
wle
dge
and
skill
s in
all
area
s of
con
cern
to b
oard
s, in
clud
ing
labo
r-m
anag
emen
t rel
atio
ns a
nd n
egot
iatin
g sk
ills,
expe
rien
ce in
bui
ldin
g an
d co
nstr
uctio
n, e
xper
tise
inso
und
pers
onne
l pol
icie
s an
d pr
actic
es, s
tron
gco
nstit
uent
rel
atio
ns, k
now
ledg
e of
org
aniz
atio
nal
and
fina
ncia
l man
agem
ent,
acce
ss to
pri
vate
sou
rces
of s
uppo
rt, m
arke
ting
and
publ
ic r
elat
ions
ski
lls, a
ndm
any
of th
e sa
me
skill
s re
flec
ted
in th
e bu
sine
ss a
ndco
rpor
ate
sect
or o
f tr
uste
es.
The
Cou
ncil
belie
ves
that
gov
erno
rs e
ndle
gisl
atur
es o
ften
mis
s op
port
uniti
es to
use
tale
nt a
ndex
pert
ise
in o
rgan
ized
labo
r in
thei
r ap
poin
tmen
ts to
boar
ds in
the
publ
ic s
ecto
r of
hig
her
educ
atio
n. I
nth
e in
depe
nden
t sec
tor,
nom
inat
ing
com
mitt
ees
ofse
lf-p
erpe
tuat
ing
boar
ds o
ften
do
likew
ise.
The
Cou
ncil
reco
gniz
es th
at m
ore
than
one
-thi
rdof
all
trus
tees
and
reg
ents
nat
iona
lly a
re f
rom
the
busi
ness
and
cor
pora
te s
ecto
r of
our
soc
iety
, eve
nth
ough
inst
itutio
nal p
olic
ies
or s
tate
law
app
ropr
i-at
ely
avoi
d re
quir
ing
such
rep
rese
ntat
ion
by q
uota
or
othe
r pr
escr
ibed
"re
pres
enta
tion.
" R
athe
r, s
o m
any
dedi
cate
d co
rpor
ate
exec
utiv
es a
re tr
uste
es b
y vi
rtue
of th
e sk
ills,
tale
nts,
and
aue
ss to
pri
vate
sou
rces
of
gran
ts a
nd g
ifts
that
can
be
imm
ense
ly h
elpf
ul to
aco
llege
or
univ
ersi
ty b
oard
and
its
man
agem
ent.
At t
he s
ame
time,
labo
r le
ader
s sh
are
man
y of
thes
e sa
me
attr
ibut
es, a
long
with
a d
eep
conc
ern
and
supp
ort f
or h
ighe
r ed
ucat
ion,
rec
ogni
tion
of h
uman
dign
ity f
or w
orke
rs, e
xem
plar
y re
cord
s of
labo
r-m
anag
emen
t rel
atio
ns, e
ncou
rage
men
t of
cont
inui
nged
ucat
ion
for
thei
r m
embe
rs, a
nd jo
int l
abor
-cam
pus
colla
bora
tive
proj
ects
whi
ch c
an b
e he
lpfu
l to
boar
dsan
d th
eir
inst
itutio
ns.
The
Cou
ncil
urge
s, th
eref
ore,
that
gre
ater
cons
ider
atio
n be
giv
en to
the
activ
e re
crui
tmen
t of
lead
ers
in o
rgan
ized
labo
r fo
r tr
uste
eshi
ps a
t the
loca
l, st
ate,
reg
iona
l, an
d na
tiona
l lev
els.
1.1
rt.)48
The
AC
EIA
FL-C
IU L
abor
/Hig
her
Edu
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1 1
PA
RT
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AN
TS
Ran
dy A
besi
t'
-less
or o
f Eco
nom
ics.
Uni
vers
ity o
f Mas
sach
uset
ts B
osto
n
Fai
th H
elm
ickV
ice
Pre
side
nt fo
r H
uman
Res
ourc
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ndIn
form
atio
n S
ervi
ces.
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o P
adel
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Sec
reta
ry-T
reas
urer
. Mar
ylan
d S
tate
and
D C
. AF
L-C
IO
The
Uni
vers
ity o
f Akr
on
Yve
tte H
Adm
inis
trat
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Ass
ista
nt to
the
Pre
side
nt, C
omm
unic
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orke
rs
of A
mer
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A)
Jam
es B
. App
lebe
r, y
Pre
side
nt. A
mer
ican
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ocia
tion
of S
tate
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lege
s an
d
Uni
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ities
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s. IJ
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nka
B. H
ill--
Cha
ncel
kw, I
ndia
na U
nive
rsity
Kok
omo
Rob
ert H
. Atw
ell--
Pre
side
nt. A
mer
ican
Cou
ncil
on E
duca
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E)
Ric
hard
Blo
ckV
ice
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side
nt fo
r P
lann
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and
Liai
son.
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stra
Uni
vers
ity
Hos
ea. B
row
n. J
r.P
resi
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. Bro
nx C
omm
unity
Col
lege
Nor
man
Hill
-P
resi
dent
. A. P
hilip
Ran
dolp
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stitu
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r Jo
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sen
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h D
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mal
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Clo
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extil
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Uni
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1131
11
Edu
ardo
J. P
adro
n C
ampu
s P
resi
dent
, Mia
mi-D
ade
Com
mun
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olle
ge
Lout
s A
. Pap
pala
rdoD
irect
or, P
hilip
Mur
ray
Inst
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of la
bor
Stu
dies
and
Pre
side
nt. A
FT
Loc
al 2
067.
Com
mun
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olle
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f Alle
ghen
yC
ount
y
Dav
id P
ierc
e --
Pre
side
nt. A
mer
ican
Ass
ocia
tion
of C
omm
unity
Col
lege
s (A
AC
C)
Rob
ert J
. Ple
asur
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Exe
cutiv
e D
irect
or. G
eorg
e M
eany
Cen
ter
for
Labo
r S
tudi
es
Per
ry R
obin
son-
Ass
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nt D
irect
or. I
ligh
er E
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Dep
artm
ent.
Am
eric
an
Fed
erat
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of T
each
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(AP
T)
She
ila K
apla
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hanc
ello
r. U
nive
rsity
of W
isco
nsin
---
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ksid
e
John
F. B
urto
n. J
r.D
irect
or. I
nstit
ute
of M
anag
emen
t and
Lab
or R
elat
ions
.Rut
gers
Ton
y S
arm
itnto
--A
ssis
tant
Dire
ctor
, Dep
artm
ent o
fEdu
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n. A
L-C
10
Uni
vers
ityA
lf K
arls
son-
-C
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ello
r fo
r A
dmin
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arih
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ofS
wed
en
Dia
na C
ecil
Exe
cutiv
eis
e A
ssis
tant
to th
e P
resi
dent
. Am
eric
an C
ounc
il on
Edu
catio
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(AC
Et
John
M. K
ings
mor
e- P
resi
dent
. Com
mun
ity C
olle
ge o
fA
llegh
eny
Cou
nty
Ste
ve S
chte
rller
Coo
rdin
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. Fed
eral
Rel
atio
ns. C
ityer
sity
of N
ew Y
ork
(CO
NY
)
Judi
th K
irkho
rn A
ssoc
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Dire
ctor
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duat
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choo
lof M
anag
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t and
Kat
hy S
chrie
r--
Adm
inst
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duca
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Fun
d. D
istn
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. AlS
CM
E.
Edu
ard
J. C
lear
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tate
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L -(
10T
echn
olog
y. U
nise
rsity
Col
lege
. Uni
vers
ity o
f Mar
ylan
d
Dan
Cos
grov
e --
Dire
ctor
, Edu
catio
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esea
rch.
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ois
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te A
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uelin
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Dea
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eafa
rers
Har
ry L
unde
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Ric
hard
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!CIT
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cy I
all)
Coo
rdin
ator
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inin
g an
d E
duca
tion.
Uni
ted
Bro
ther
hood
of C
aipn
ters
(WIC
)
Tho
mas
R. D
onah
ue.
Sec
reta
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Tre
asur
er, A
FL-
CIO
Judi
th F
:ato
nV
ice
Pre
side
nt. A
mer
ican
Cou
ncil
on E
duca
tion
(AC
E)
Jeff
Fan
sP
resi
dent
. Eco
nom
ic P
olic
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stitu
te
Phi
lip G
irard
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atio
nal R
epre
sent
ativ
e, A
mer
ican
Flin
t Gla
ssw
orke
rs.U
nion
Ter
ry li
ntD
irect
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f Edu
catio
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rogr
ams.
Uni
ted
Aut
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orke
rs(U
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,
Will
iam
Luc
y In
tern
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ecre
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reas
urer
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eric
anF
eder
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le
Cou
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and
Mun
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mpl
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es (
AF
SC
ME
)
Ira
Mag
azin
er P
resi
dent
, SIS
. Inc
Sus
an S
chur
man
Pre
side
nt. U
nive
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-Col
lege
Tab
orE
alu,
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CLE
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r E
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Dep
artm
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gers
Uni
vers
ity
Alb
ert S
hank
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-Pre
side
nt. A
mer
ican
Fed
erat
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of T
each
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(AF
T)
Dor
othy
Shi
elds
Dire
ctor
. Dep
artm
ent o
f Edu
catio
n. A
t1..C
10
Rob
ert A
. Silv
estr
i --
Vic
e P
resi
dent
for
Aca
dem
ic A
lfa r
s.C
omm
unity
Col
lege
of R
hode
Isla
nd
Hok
e l..
Sm
ith -
Pre
side
nt. T
owso
n S
tate
Uni
vers
ity
Bria
n T
urne
rExe
cutiv
e A
ssis
tant
to th
e P
resi
dent
.Ind
ustr
ial U
nion
Dep
artm
ent
(AF
GW
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(IT
IO).
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T: C
IO
Dee
Mak
iP
resi
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of F
light
Atte
ndan
ts (
AP
A)
Law
renc
e G
old
-D
irect
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lighc
r E
dus
anon
Dep
artm
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Am
eric
an F
eder
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McD
onal
d-P
ines
Exe
cutiv
e A
ssis
tant
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an R
esou
rces
Dev
elop
men
t
Inst
itute
, AE
I L10
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Goi
odne
:- P
resi
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artm
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or P
rofe
ssio
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mpl
oyee
s (O
PE
). A
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id W
arsh
. Syn
dica
ted
Col
umni
st. T
he B
osto
n G
lobe
Dav
id M
erkw
.ltx
.Dire
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ublic
Affa
irs. A
rnen
can
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id M
. Gor
don
Prn
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or S
ocia
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earc
h,
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Web
er -
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ncel
lor.
Uni
vers
ity o
f Neb
rask
a -O
mah
a
Leno
re M
iller
Pre
side
nt. R
etai
l. W
hole
sale
and
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artm
ent S
tore
Uni
onW
II
Ann
e C
. Gre
en D
irect
or. R
esea
rch
and
Edu
catio
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epar
tmen
t.In
tern
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nal
Mar
ie J
. Witt
ekD
ean.
!tar
ry V
anA
isda
te S
choo
l for
labo
r S
tudi
es. E
mpi
re S
tate
Ken
t C. T
urne
r --
Dire
ctor
of R
esea
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ucat
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Bro
ther
hood
of M
aint
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ay E
mpl
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s
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mic
al W
orke
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'mon
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WII)
lracy
Gro
ssA
ssis
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ctor
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cput
illen
t. In
tern
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dore
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Uar
men
t Win
kel.
Uni
on It
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U)
Sie
ve C
hapm
anla
bore
r's In
tern
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nal U
nion
of N
orth
Am
eric
a (E
RN
A I
Rob
ert J
. Hav
nes
Sec
reta
ry T
reas
urer
. Mas
sach
uset
ts A
ll C
IO
r
Sus
anne
Mill
er.
Dire
ctor
. Edu
catio
n an
d S
uppo
rt F
und.
Ser
vice
Em
ploy
ees
Col
lege
. SO
NY
Inte
rnat
iona
l Uni
on (
SE
RI)
M.E
. "N
kk"
Nic
hols
Fae
v 'lo
ve V
ice
Pre
side
nt. C
omm
.!, a
non,
Wor
kers
.
of A
mer
ica
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A I
Len
Oliv
er. E
xecu
tive
Dire
ctor
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or/H
ighe
r E
duca
tion
('ow
ns1
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y O
swal
d--
Dire
ctor
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artm
ent o
f Eco
nom
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esea
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AF
IXID
BE
ST
CO
PY
AV
AIL
AB
LE
Lab
or/H
ighe
r E
duca
tion
Cou
ncil
of th
e A
mer
ican
Cou
ncil
on E
duca
tion
and
the
AFL
/CIO
Rob
ert H
. Atw
ell
Pre
side
nt, A
CE
Lan
e K
irkl
and
Tho
mas
R. D
onah
ueP
resi
dent
, AF
L-C
IOS
ecre
tary
-Tre
asur
er, A
I.L-C
10
Mai
ling
Add
ress
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29 3
4th
Plac
e, N
.W.,
Was
hing
ton,
D.C
. 200
1620
2/36
2 15
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- 1
11
