The United States needs a vocational educational system that delivers, in an applied technological setting, the new basic skills that industry needs, as well as a general education system that provides creative instruction in applied math, physics, and science. To be effective, technological training should encompass, along with machine-specific training, four components: (1) the basic reading, math, and study skills needed to cope with training for new technologies; (2) problem-solving skills that will enable workers to work out procedures, form theories, and draw abstract conclusions; (3) teamwork skills needed to identify the goals, values, and culture of the group, communicate with all members of a group, show sensitivity to others, and use a team approach to solving problems; and (4) technological literacy training in electronics, computers, robotics, applications, socioeconomic issues, and supporting subjects, such as physics and mathematics. Technological literacy provides an important bridge between basic skills training and machine-specific training, and enables workers to function in complex, ever-changing environments. Only through cooperation among industry, government, and individuals can a technologically literate workforce be developed. Information on how this model is applied at the Advanced Center for Technology Training in Michigan is provided throughout the text. (ALB)