Search

This working paper is a product of a regional study in industrial South Wales of the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. Discussion begins with an examination of the way in which the official discourse of the learning society is dominated by a particular social theory of lifelong learning, called human capital theory. It demonstrates that human capital theory involves an unwarranted abstraction of economic behavior from social relations more widely, maintaining that participation in lifetime learning cannot be understood in terms of the narrow calculation of utility maximization. This critique provides the basis for the development of the lineaments of a theoretical account in which learning behavior is conceived as the product of individual calculation and active choice, but within parameters set by both access to learning opportunities and collective norms--parameters that vary systematically over space and time so that place and history must accordingly play a central role in any adequate theorization. The paper concludes that this kind of theoretical approach has important implications for empirical research and strategies aimed at creating a learning society. (Contains 49 references and 16 notes.) (YLB)

Worldwide economic productivity is examined in this paper. There are seven major sections. Section 1 is an introduction which discusses how as the seventies came to a close without producing a strong and sustained recovery from global economic recession, the spotlight of public concern focused on the problem of productivity. Trends which have affected productivity are discussed and ways of measuring productivity are examined. Section 2 discusses why productivity is important. Higher productivity is a mechanism for improving the material quality of life. A rise in output per hour of work can finance increases in income, help restrain inflation, and enhance the competitiveness of products in the international market place. Structural shifts in the economy are the focus of the third section. For national economies, the major cause of higher productivity has been structural change, the wholesale movement of workers out of less productive sectors of the economy into more productive ones. The fourth section examines changing relationships among the factors of production. At the root of the current crisis in labor productivity is an abrupt change in the relative prices of the factors of production. Productivity and employment are the topic of section 5. The major impact of microelectronics on labor productivity and hence on jobs is examined. Section 6 discusses distributing the gains from higher productivity. Examined are the ideas of a guaranteed income, labor displacement because of automation, shorter work weeks, longer vacation time, and early retirement. The concluding section looks at "The Productivity Prospect." (RM)

Global inflation should be viewed more as a sympton of social problems than as an economic disease that can be cured by monetary and fiscal policy. Social problems signaled by inflation include exploding demand, rising costs for essential commodities, stagnating productivity, and a decline in the real standard of living. Inflation is interpreted as an increase in the overall level of nominal prices in the whole economy. It is significant to note, however, that crucial determinants of well being are often more closely related to prices of particular goods and services than to changes in the general price level. Circumstances which have contributed to global inflation include rising energy prices, increased government spending, increased money supplies, and lack of wage and price controls in capitalist nations. New sources of higher prices include increasing energy and food production costs, depleted resources, and a dearth of tillable land. Governments will make progress toward controlling global inflation if they aim economic policies toward increasing supply and reducing demand, stabilizing population, encouraging conservation and recycling, changing working conditions to boost productivity, increasing opportunities for competition, and striving to provide for basic human needs in a setting of economic stability. (DB)

A combination of revitalized employment policies, greater industrial democracy, and new ways of distributing both the hours of work and the fruits of technological change are essential if the benefits of the microelectronic revolution are to be equitably shared. Microelectronic technology promises an array of benefits, and the electronic age is already well under way. As it progresses during the last two decades of the twentieth century, it will lead to improvements in productivity in factories and offices, changes in the way information is processed, stored, and communicated, and alterations in the content of many jobs. Differing rates of development of the electronics industry may lead to shifting advantages of competition in the international marketplace. Like all major technological changes, the transition to microelectronics will raise difficult political issues, among which the impact on jobs and employment is the most prominent. (KC)

Problems of the American economy can be eased by developing a national economic policy based upon human resource development and training. Ten observations on economics can be made as they relate to human resource development and the role of two-year institutions in that area. The poor national economic performance is connected to continued use of worn-out economic policies. People must be encouraged to be trained, not because they are poor, but because they are untapped human resources. More research is needed in the area of how to encourage greater investment in human resource development. Employment growth, currently concentrated in the service sector, must be shifted. Specific steps should be taken to alleviate the discrepancy between high unemployment and skilled worker shortages. The cycle must be completed from new technology to reduced prices to higher quality in order to regain a competitive edge in the world market. New thinking about vocational education and vocational needs is required. Postsecondary institutions need to prepare to serve new types of students--adults with prior life experiences and work history. Urban extension programs are needed to address unique city problems. Finally, a national human resource development policy needs to be implemented through community and technical colleges. (Questions and answers are appended.) (YLB)

This document focuses on the need for public schools in the United States to develop the capacity of individuals to participate successfully in the nation's economy. An introduction discusses the impact of schools on the American economy and the effects of the economy on education. Section 2 lists objectives to which the American education system must be rededicated in order to improve economic growth and development through workers. Section 3 presents those activities that state departments of education must undertake to develop the capacity of individuals to participate successfully in the nation's economy. In section 4 recommendations for improving education and thereby economic development are directed at a variety of organizations and agencies, including the Council of Chief State School Officers, state education agencies, local education agencies, business/industry and labor, the U.S. Department of Education, and higher education. Section 5 provides the Council of Chief State School Officers' policy statement on education and economic development. (YLB)

Each year, the Policies Commission for Business and Economic Education develops statements regarding business education. The following are among the commission's guidelines regarding planning the business education curriculum for the new century: (1) making business education an integral and equal partner within schools' educational communities requires that business educators proactively respond to industry needs and connect with changing student learning styles; (2) preparing students for emerging careers in e-commerce and other job clusters requires helping them develop both business knowledge/skills and people skills; (3) business educators must teach soft skills by modeling behavior, establishing the classroom culture, and interacting daily with students in a project-based environment; (4) at all educational levels, business educators must transform classrooms into virtual enterprises and help learners apply their learning "just-in-time" for the business's daily operation. (The following attachments constitute approximately 80% of this document: sample scope and sequence for business education courses; a sample philosophy and general goals for graduates; rationales and descriptions of 22 business education courses; information about the Missouri business education competencies; and an overview of integration and articulation that lists five integration models along with the benefits and challenges of integration and guidelines for articulating business education.) (MN)

Wisconsin's Department of Public Instruction has outlined a business education program that includes training in information technology (IT) in grades K-4 and training in IT and management in grades 5-8. In grades 9-12, Wisconsin students receive training in IT, management, and financial services. Students in grades 9-12 also have opportunities to participate in work- and school-based learning programs, including cooperative business education, employability skills training, youth apprenticeships, and specialty certification courses. The following are among the beliefs held by the Wisconsin Department of Public Instruction with respect to business education: (1) IT is an important part of the entire educational process for all age levels; (2) students need financial knowledge to ensure that they make the best decisions both personally and professionally; (3) comprehensive business programs must have occupational preparation components; (5) business education's mission is to teach students about business and prepare them for careers in business; (6) students need to explore careers and develop business skills necessary to make meaningful decisions in a variety of business careers; (7) aligning the K-12 business curriculum within districts is critical to the advancement of students' business skills and knowledge; and (8) active involvement of advisory committees in business education is important. (MN)

Relations between the United States and China are discussed, and future policy recommendations are made. There are eight major sections. Section I contains an introduction. Section II examines common interests of the United States and its friends and allies. The third section deals with the evolution of relations between the United States and China. The recent background is described. Evolution of Chinese policy--economic, domestic political, foreign, and defense--is discussed. Evolution of U.S. policy regarding U.S./China economic relations, mutual understanding, U.S./China security relations, and U.S./China cultural and educational relations is also examined. Sections IV, V, and VI explore the prospective influence and likely interaction of other key actors that may influence the U.S./China relationship, e.g., the Soviet Union, Taiwan, and other Asian countries. The seventh section deals with the relationship between Atlantic and Pacific security. Policy recommendations conclude the publication. (RM)