Education for Tomorrow's Jobs (1983) / Chapter Skim
Currently Skimming:
1. Youth Unemployment in a Changing Economy
1. Youth Unemployment in a Changing Economy
Pages 3-21
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From page 3... ...
Some of them are simply engaged in looking for jobs and will find them in time. Others may be the victims of various social conditions structural changes in the economy; lingering discrimination on the basis of racial or ethnic background, gender, or age; or an education system that has not kept pace with technological change or has not taught all students basic educational or occupational skills.
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From page 4... ...
We then narrow the scope of the discussion to youth unemployment, describing its nature and extent and putting it in the context of national economic conditions. We highlight the education implications of these different types of employment conditions.
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From page 5... ...
We describe features of the many forms of collaborative efforts that appear to be necessary for success, and we outline measures designed to reduce rigidities within the vocational education system so that collaborative efforts can occur without impediment. We emphasize our belief in the value of supervised work experience for vocational education students by describing the important features of beneficial arrangements, recommending expanded opportunities for students to work, and recommending some modifications in work experience programs.
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From page 6... ...
One classification scheme, used by the Committee on National Urban Policy (Hanson, 1983) , divides the service sector into the following categories: distributive services, the complex of corporate activities and producer services (such as finance, insurance, real estate)
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From page 7... ...
There is diversity and change in the service sector as well. Some jobs require considerable knowledge or education, but others do not.
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From page 8... ...
of Youth Labor Market Experience (Bows, 1983) , about 28 percent of the jobs held by people ages 16-21 required only an elementary-school education.
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From page 9... ...
The potentially disruptive effects of the automation of manufacturing on workers has been aptly described by the National Commission for Employment Policy ~ 1982:71: Workers may be threatened in the short term by loss of their jobs due to rapid automation of manufacturing plants and in the long term by the possible crippling of whole industries if manufacturers fail to automate rapidly enough or otherwise change their production techniques or wage costs to meet foreign competition.
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From page 10... ...
The increasing use of robots in industry raises concerns about the displacement of workers and the reshaping of training programs. Industrial robots are not the humanlike androids seen in science fiction movies.
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From page 11... ...
The researchers estimate that as many as 3 million workers in the areas of assembling, packaging, grinding, electroplating, and inspecting could potentially be replaced by sensing robots but that this displacement would take at least 20 years. They also note that six metalworking occupational categories for which vocational education offers training are likely to be seriously affected by robotization.
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From page 12... ...
The need for unskilled workers has been reduced and that for technically skilled workers has increased, posing a challenge to the education system to train residents to fill the newly created jobs. In order to learn about current practices in education and training relating to automation in manufacturing, the Office of Technology Assessment conducted a survey in 1982 of firms likely to use programmable automation in manufacturing (those making electric and electronics equipment, industrial machinery, and transportation equipment)
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From page 13... ...
The unemployment rate for blacks in that age bracket reached a staggering 48.0 percent and that for people of Hispanic origin was 29.9 percent (see Table 31. These 1982 figures represent a seasonal adjustment of the monthly data gathered in the Current Population Survey of households across the United States.
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From page 14... ...
January: Table 7. The BLS unemployment figures cited above, which are the ones most often seen in the media, are calculated by dividing the number of unemployed individuals by the number in the labor force-that is, those either working or looking for work.
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From page 15... ...
If we focused instead on unemployed people and calculated unemployment/population ratios, we would find that the difference between white teenagers and black and other teenagers is markedly smaller than that difference in the BLS unemployment rates cited above. These differences are attenuated by the differences in the proportions of the two groups that are in the labor force: proportionately fewer blacks and others ages 16-19 are either working or looking for work.
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From page 16... ...
Borus found that the youth unemployment rates in central cities of standard metropolitan statistical areas (SMSAs) are approximately the same as the rates in the areas of SMSAs outside the central cities.
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From page 17... ...
Proportionately more lived in the South, in rural areas, or outside SMSAs. They tended to be concentrated in areas with high unemployment rates for the population as a whole.
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From page 18... ...
Unemployment rates tended to drop with increasing educational attainment, suggesting that education and training are important in helping young people prepare for jobs. FACTORS CONTRIBUTING TO YOUTH UNEMPLOYMENT Finding jobs may be difficult for young people for a variety of reasons.
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From page 19... ...
The areas of competence listed in the survey included reading, writing, speaking and listening, mathematics, science, and reasoning. In general, corporate personnel identified deficiencies among employees in most job categories listed in the survey, while school personnel believed that their graduates were adequately prepared for employment in terms of basic skills.
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From page 20... ...
Clearly, high-school dropouts or other people with inadequate grounding in basic skills are handicapped with especially serious problems in seeking education and training for employment. A few programs the Job Corps and the Youth Incentive Entitlement Pilot Projects, for example have been aimed specifically at these groups and are discussed in Chapter 2.
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From page 21... ...
Most programs today, including those outlined in the Job Training Partnership Act the successor to CETA-combine training and work experience in their attempts to increase the employability of their participants. As effective as the Jobs Corps, the Youth Incentive Entitlement Pilot Projects, or similar programs may be, however, it is important to emphasize that they are means of providing a second chance for people who were not successful in the regular system of public education.
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