ERIC Number: ED229879
Record Type: Non-Journal
Publication Date: 1983-Feb
Reference Count: N/A
The Educational Implications of High Technology.
Levin, Henry M.; Rumberger, Russell W.
The changes to be effected by high technology in both projected employment growth and existing jobs seem to require significant changes in the American educational system. However, government estimates for the period 1978-90 suggest that employment growth will favor jobs that require little or no training beyond the high school level (for instance, janitors, nurses' aides, sales clerks, cashiers, and restaurant workers). Although the percentage of high technology occupations will increase quickly over this decade, the contribution of these jobs to total employment will be quite small. On the other hand, the evidence from past and present applications of technology to existing jobs suggests that future technologies will lead to further job fragmentation (where work tasks are simplified or routinized) and job "deskilling" (the reduction of opportunities for worker individuality and judgment). While such mechanization does reduce labor costs, it also allows management to control more easily the pace of production. This assessment favors a solid basic education over narrow vocational preparation, since a strong general education improves understanding of modern complexities and enhances worker adaptability in a changing job market. Quick and efficient response by educators to training needs and recurrent education are also important, since workers' skills may not be useful over their entire work lives. (PB)
Descriptors: Automation, Education Work Relationship, Employment Opportunities, Employment Projections, General Education, Job Simplification, Job Skills, Retraining, Skill Obsolescence, Tables (Data), Technological Advancement
Publications, Institute for Research on Educational Finance and Governance, School of Education, CERAS Building, Stanford University, Stanford, CA 94305 ($2.00).
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.