The need for higher education to plan curricula based upon generalizable human, analytical, and technical skills is discussed in view of historical and economic changes, productivity questions, demographic projections, and employment forecasts. Questions are posed regarding the form of undergraduate education that will best prepare the college graduate for employment in a society marked by high technology and automation and characterized by a more impersonalized, highly efficient work and nonwork environment. The following factors are credited as affecting the implementation of automated equipment and robotics: productivity rates, manpower supply, preparation of manpower, cost of physical capital, cost of human capital, and the state of the art of the technologies. It is concluded that the education of the 1980s, 1990s, and the 21st century must prepare the graduate for growth, adaptability, and further learning. Students must be prepared to be skilled in analysis and problem solving. The new technologies will require a higher level of verbal and mathematical literacy to work in the processing of information. Higher education in the future should contain essential elements for on-the-job scientific and technical training. (SW)