Productivity, the Workforce, and Technology Educa- tion

While the United States was once the premier leader in industrial strength and influence, countries previously unable to compete with the United States in both technological and economic arenas have made drastic changes in the way they develop and produce goods. Through modernization of their factories and by using innovative organizational systems, these so called non-industrial countries have begun to compete with the industrial giants on their own turf. New competition from countries such as Japan, Korea, and Brazil is having a dramatic impact on the economic, political, and educational systems within the United States. Examples of the results from this new competition include rising trade deficits, an increasing budget deficit, slow productivity growth, stagnant real wages, and a declining share of world markets (Young, 1988). All of these trends constitute a threat to the American standard of living. Unless changes are made to increase the competitive ability of the United States on economic and technological grounds, the quality of life in this country is certain to fall. In response to the competitiveness problem, this country must strive to develop a highly skilled, adaptable workforce that develops and uses technology. This effort would result in a renewed competitive advantage through improved technologies and innovative, creative, and highly educated workers; something which may be the United States' biggest strength. This approach is not without its drawbacks. New technologies are likely to replace many workers which could result in higher unemployment. Advances in technology could also lead to a deskilling of the workforce which may result in a wider gap between the workers who develop new technologies and those who use them. To return the United States to its former competitive status, improvements must occur in the productivity of the workforce. Technology education has a unique role to play in improving the productivity of the future workforce (Technology Education Advisory Council, 1988). In addition to providing students with the opportunity to interact with technological systems and proc-