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At 11:29 PM 11/24/06, Gerald Weitz wrote:<br><br>
<h1><b>Skills (Learning by doing) education: A thumbnail
perspective</b></h1> <br>
Changing American secondary education around the needs of the students in
the present and the future requires honesty, courage, and a willingness
to accept that the status quo is not working optimally. Real
change, made for the right reasons and toward the right mission, will
yield dramatically better results and a bright future for all our young
people, for our national economy, and our cultural well being.<br>
<br>
In a recent speech Bill Gates made a provocative case about American high
schools. <i>“American high schools are obsolete. By obsolete, I mean that
our high schools, even when they are working exactly as designed, cannot
teach our kids what they need to know today. Training the workforce
of tomorrow with the high schools of today is like trying to teach kids
about today’s computers on a 50-year-old mainframe. It’s the wrong
tool for the times.”<br>
</i> <br>
WSU’s President Rawlins, in his recent State of the University
speech, detailed the effects for the University in having to remediate
math and communication skills that should have been accomplished by
k-12. Too many Colleges and Universities grapple with
the same dilemma. <br>
<br>
Many students are currently disengaged and leaving, or have already left
the traditional high school. Idaho’s graduation rate is 84% and
MSD’s, as reported, is 86%. Many go to college only to drop
out. UI is focusing on retention as the University has had an
almost 1100 student enrollment decline in the past two years. <br>
<br>
Educational reform has been an enduring topic since the beginning of the
republic. At the start of the twentieth century our system
was the best in the world and had the longest school year based on the
180-day agricultural model. We are a country that believes in
positive and forward change. Everyone gets a chance and the tools to
succeed. <br>
<br>
By mid century, with a strong influx of skilled labor from Europe,
America was at the top. In 1950, America represented 75% of the
world’s economic pie. 30% of our workforce in 1950 could join the
middle class by working at a factory. Yet, danger loomed with the Soviets
going nuclear, the fall of China to the communists, Europe requiring the
Marshall Plan to avoid collapse, and the Korean War. To beat the
communists, America (starting with President Truman) invested in our
colleges and universities at an unprecedented level. America
transferred its research, technology, and systems freely to the
non-communist world. The GI bill, instituted in 1944, and the
tremendous growth of public colleges/universities served America well.
Focus was not on k-12. Thus other nations observed our k-12 system
and vastly improved their own with higher expectations and
standards. <br>
<br>
Today, our research universities are unreservedly the best in the world.
In a recent Economist feature reviewing the importance of education as a
driver of prosperity, the American community college was ruled as a
distinctly American world-class innovation. America’s economy is
the most successful in the world, even with Katrina, the challenge of
Iraq, and the national debt. We are dynamic, creative,
entrepreneurial, flexible, and innovative. In every field, U.S. firms are
at or near the frontier of technological advance. Unfortunately,
our high schools are not the world’s best.<br>
<br>
Despite 25 years of strong competition from Asia and Europe, our giant
economy has remained resurgent. U.S. unemployment is one of the
lowest in the world. The advantages of this onrush of technology
are obvious. But there are major social costs as well. What
is called a two-tiered labor market has evolved in which those at the
bottom lack enough skills and education to compete, failing to get pay
raises, health coverage and other benefits. In the lower and
middle-income quintiles stagnation or declines in incomes have become the
norm. The days of checking into the local factory and entering the
middle class is in steep decline. For example, GM and the UAW have
recently agreed to start workers at $12/hour with diminished health
benefits. Further, downward adjustments may still be required according
to both GM and the UAW. Non-skilled labor is not the future.
Adjustments in the minimum wage, while meritorious and fair, may be
helpful for some, however, in many cases worsen the hiring levels of the
non-skilled/inexperienced. (An unintended opposite effect).<br>
<br>
There has been a strong k-12 movement to catch up to our international
peers in science, math and communication skills. Standards and
testing have been instituted. Spending levels on education in the
US are among the highest in the advanced economies. Public
sentiment in Idaho is not on the side of just adding more money into the
system as evidenced by the defeat of prop. 1. (Although Latah
County bucked the trend). <br>
<br>
Many commentators assert that Globalization will transform the world
economy in the 21st century, leaving no national products, no national
corporations, no national industries and no national economies. To
succeed in the global marketplace, countries will have to depend entirely
on the skills of their inhabitants, and will have to deal with powerful
external forces that could create an ever widening gulf between skilled,
globally aware citizens and a growing unskilled out-of touch
underclass. The slogan “think globally, act locally” may prove to
be the correct framework for our k-12’s prosperity and our rural region’s
future.<br>
<br>
Learning by doing (skills) is not a new concept. During the Dark Ages the
city states (Genoa, Venice, Florence, Bologna, Milan) of Italy forwarded
education and skills. Italy became very prosperous. For
example, eyeglasses became a defining industry for Venice during the dark
ages. Even today, the best eyeglass frames come from Italy. From
Dark Age Italy, western philosophy of individual betterment through
education and skills formed the basis of democratic capitalism,
individual rights, higher education, trade, and property rights. <br>
<br>
Resistance to change is not new. For example, Isaac Newton pushed
against the establishment by forwarding the concept that math ought to be
taught to orphans. John Sperling, founder of the University of Phoenix,
was literally discredited and run out of California for forwarding the
idea that we’re entering the computer age and non-traditional educational
models must be employed for non-traditional students.
<br>
<br>
<b>Recommendations:<br>
</b> <br>
1) <b>Increase the number of days</b> (not
necessarily hours/day) instruction. Our major<br>
trading partners average 211 days. MSD is about 170days.
Canada has a 200-day school year and consistently is in the top 4 in
science, math and communication skills far outpacing U.S.
counterparts. Thus the obstacle of not having enough time can be
overcome. <br>
<br>
2) <b>Increase teacher training</b> outside
of instructional days (UI could be pivotal). Thus having a
qualified staff is obtainable. <br>
<br>
3) <b>Institute skills curriculum</b> for
the non-college bound (Recall Virginia under former Mark Warner offered
50 certifications in 50 trades at Virginia’s community colleges for the
non-college bound. Virginia’s graduation rate = 94.6%. Idaho, by
its size and population, must co-use local high schools as community
colleges. Ely Nevada High School serves as a high school/community
college. Recall that community colleges evolved from local Boards of
Education. The demand for workers with postsecondary degrees and
certifications has outpaced the supply. Jobs that require an
associate’s degree are growing the fastest and those requiring
professional doctorates and Ph.D.’s are the second fastest.<br>
<br>
4) <b>Study the Finnish model</b>:
Finland, with 5.3 million, has one of the best-educated workforces in the
world. In a land of snow and ice, 1/3<sup>rd</sup> of its landmass
in the artic, 60,000 major lakes and zillions of B-52 sized mosquitoes,
Finland has a remarkable economy. (from cell phones to high end
medical/dental equipment.)<br>
Finland consistently scores in the top 3 internationally in science and
math.<br>
Ireland has one of the most educated workforces and it has an impressive
high tech economy. New Zealand has rebound from a low performer to
a high performer in science and math.<br>
<br>
5) <b>Establish a system where every
student should be led through a process of academic and career awareness
exploration, and planning</b>. Make sure our system re-engages/reconnects
students that are about to drop out or have. Extending the school year
would help. <br>
<br>
6) <b>Be resurgent as the US
economy.</b> Present a definitive plan to the patronage, build
alliances with the UI, private schools, and the business community, then
run a supplemental levy. Prop one was too broad and
non-specific. The public is not at all convinced that adding money
is the sole answer. Make our system the best and accept no
less. <b>Think Globally, Act Locally.</b> <br>
<br>
<br>
Gerald Weitz, D.D.S.<br>
<br>
<br><br>
<br>
<blockquote type=cite class=cite cite=""><blockquote type=cite class=cite cite="">X-From_:
vision2020-bounces@moscow.com Wed Nov 22 19:20:00 2006<br>
Date: Wed, 22 Nov 2006 19:07:21 -0800<br>
To: vision2020@mail-gw.fsr.net<br>
From: Tom Trail <ttrail@moscow.com><br>
Subject: [Vision2020] Reality of Poverty in Idaho<br>
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X-pstn-levels: (S:91.68542/99.90000 R:95.9108
P:95.9108 M:97.0282 C:98.6951 )<br><br>
Visionaires: During this holiday of Thanksgiving, we
should also reflect<br>
on the current reality of poverty in Idaho.<br><br>
Economic Poverty<br><br>
. 19 out of every 100 children live in poverty.<br><br>
. Idaho has the highest percentage (29%) of young adults, ages
18-24,<br>
living in poverty of any state in the
U.S.<br><br>
. A Tufts University Center on Hunger and Poverty report ranks
Idaho's<br>
welfare laws 51st (compared to all other states and
the District of<br>
Columbia) when ranied on the likelihood to support
families' efforts<br>
to become self-sufficient.<br><br>
. 63% of Idaho 3 & 4 year olds do not attend a preschool
program due to<br>
availability and affordability, leaving them
unprepared to enter<br>
kindergarten.<br><br>
. Low-income parents make up almost half of Idaho's working
population.<br>
The parents in these families work for low wages,
often without the<br>
ability to afford health insurance, quality child care
and early education-<br>
three key elements that young children need to succeed
in school and<br>
become productive, contributing citizens.<br><br>
. In Idaho, a living wage for a family of 4 (2 parents and 2
children-one<br>
program working) is $20.98 per hour. Only 17% of
current jobs in Idaho pay<br>
this wage.<br><br>
. Of local interest, approximately 20% of University of Idaho
staff, are<br>
at or below the poverty level for the area.<br><br>
Poverty of Relationship and Meaning<br><br>
. Drug arrests are up 144%<br><br>
. The suicide rate is 22 people per 100,000, compared to the
national<br>
suicide rate of 11 people per 100,---.<br><br>
. Idaho's elders face isolaton due to lack of mobility, relationships
and<br>
adequate resources.<br><br>
. By 2025, 20% of Idaho's population will be over age 65 and Idaho
will<br>
have the greatest number of people over age 85 per capita
than any<br>
other state.<br><br>
(statistics are from the U.S. Census 2000, the Annie E. Casey Idaho Kids
Count<br>
Report 2005 and the 2006 Idaho Job Gap Report from the Northwest
Federation<br>
of Community Organizations)<br><br>
Rep. Tom Trail<br>
--<br>
Dr. Tom Trail<br>
International Trails<br>
1375 Mt. View Rd.<br>
Moscow, Id. 83843<br>
Tel: (208) 882-6077<br>
Fax: (208) 882-0896<br>
e mail ttrail@moscow.com<br><br>
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