ERIC Number: ED271836
Record Type: RIE
Publication Date: 1986-Feb
Reference Count: 0
Educational Requirements for New Technologies: Visions, Possibilities, and Current Realities.
Levin, Henry M.; Rumberger, Russell W.
The debate over the nature of effects that new technologies will have on job skill requirements has consequences for public policy and education. Much of the controversy over how to prepare students for the workplace of the future arises because different questions are being addressed. This report examines the disparate visions and disagreements over current realities and trends, including, for example, the assumption that new technologies with heavy reliance on microcomputers will require an increasingly technical work force. These forecast disagreements suggest a lack of harmony with respect to a shared vision rather than flaws in the forecasts themselves. Policymakers must explore ways of altering current trends in order to pursue a course where technologies expand employment possibilities, raise skill requirements, and fully utilize education of the work force. Three types of public policies can assist this task. Increased research on possiblities and their consequences should be encouraged. Second, employers, unions, workers, and government agencies can be informed about these alternative possibilities and consequences. Third, education should assume a more proactive role, responding not only to needs of the work place with such goals as technological literacy but also assuming the power to shape them. Two tables and 41 references are appended. (CJH)
Descriptors: Education Work Relationship, Educational Improvement, Educational Policy, Educational Trends, Elementary Secondary Education, Employment Projections, Evaluative Thinking, Futures (of Society), Labor Force Development, Microcomputers, Needs Assessment, Prediction, Public Policy, Technological Advancement, Technological Literacy
Publication Sales, Stanford Education Policy Institute, CERAS Building 402S, Stanford University, Stanford, CA 94305 ($2.00).
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: Researchers; Practitioners
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: Stanford Univ., CA. Stanford Education Policy Inst.