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ERIC Number: ED233432
Record Type: RIE
Publication Date: 1983
Pages: 60
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-86552-085-2
The Contribution of Education to Economic Productivity. Schooling in a Technological Society.
De Bevoise, Wynn
According to traditional measures, the productivity of the American worker has declined. If education's contribution to economic productivity is to be imprortant in this decade, the measures need better definition. Technology has affected our perception of how much education is required to keep pace with growth. Those who believe there is a shortage of job-specific skills want more vocational education in the schools; others, who see vocational education as a way of narrowing student competencies and lowering expectations, stress that schools' first priority should be the teaching of a core of skills. In the 1980's there has been an increase of workers holding jobs for which they are overeducated. Gains in educational equity have not produced economic equity, making the problem a concern of the workplace, not the classroom. It is evident that productivity increases as workers participate in decision-making at work. It is also becoming more apparent that the most productive workers may be those with broad educational backgrounds, yet math and science skills have declined and foreign language and international studies have been neglected. The skills needed for the evolving information society call for general training in addition to job-specific training. The challenge to educators is to meet the current needs through evaluation of the type of curriculum that best prepares students for the range of tasks the future will require. Most important in concentrating on individual productivity is maintaining a sense of balance in educational programs between job-specific training and general training. (MD)
Publications, ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 ($5.95; on billed orders, $1.50 will be added for shipping and handling).
Publication Type: Opinion Papers; ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Educational Management, Eugene, OR.
Identifiers: N/A
Note: ERIC/CEM State-of-the-Knowledge Series, Number 38.