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Sub-Saharan African societies had contacts with China that stretch back to the early days of the Silk Road where the two regions facilitated trade relations and exchanged technology and ideas. Beginning in the 1950s China formalized relations with SSA based on South-South cooperation. At the end of the Cold War, China intensified its relations with SSA within the frameworks of "One Belt one Road" in Africa and the Forum for China-Africa Cooperation (FOCAC). The China-Africa relations have scored benefits in the areas of promoting infrastructural development, strong investments in SSA, trade links between the two regions, less expensive technical assistance for nations in SSA, cultural exchanges, and student scholarships. Nonetheless, the relations raise complicated issues around trade where China is flooding markets in SSA with inferior goods, acquisition of resources, Chinese mining companies causing environmental destruction in many countries in SSA, and the Chinese government's debt trapping of many sub-Saharan African nations. Many suspect that China is surreptitiously forging a relationship with SSA that may help it assert its "trusteeship" over sub-Saharan Africa's political, economic, and development processes. The paper is developed within these broader contexts to examine the paradoxes and contradictions of the China-sub-Saharan Africa (SSA) relations and their potential impacts on education policy and practice in the region. The paper focuses on SSA, a region that constitutes forty-eight of the fifty-four countries of the African continent. This sociohistorical paper is part of my ongoing study to examine the impacts of external forces' economic and political relations on education policy and practice in the SSA and the potential of the relations to destabilize the epistemological processes of sub-Saharan African societies. [For the complete Volume 22 proceedings, see ED656158.]

The model currently used to represent the impacts of Australia's technical and further education (TAFE) programs implies a one-way flow of impact from TAFE to student to community. It may be argued that TAFE could better serve its clients by developing a social capital-based, two-way, reciprocal dynamic of vocational education and training (VET) planning and development. The evidence from a 5-year research effort encompassing more than 50 whole communities largely supports an integrated rather than segregated model of VET. The research has identified the following needs ("drivers") of the vocational learning experience: community; culture; enterprise; natural resource management; policy; providers; and industry. Vocational policy depends on two factors. The first is identifying vital checkpoints in the process of vocational learning where quality learning can be seen to have occurred. The second is identifying accurate benchmarks for profiling these checkpoints of quality. The solution to meeting these needs and conditions at the local level while juggling the demands of national strategic measures and data requirements lies in adopting a "community capacity inventory" model and resourcing through key performance measures. An integrated model of VET would be fairer and more accurate to all VET stakeholders, be more cost-effective for TAFE, and be better for enterprise and policy outcomes. (Contains 19 references.) (MN)

This paper examines the relationship of the Chinese National Academy of Educational Administration, the Asian Development Bank, and a consulting U.S. university in a project to provide technical assistance for senior Chinese university administrators in management training and modernization of facilities. Although the higher education component in China is relatively small, the central government expects it to play a key role in social and economic development. The government also wants to decentralize university administration and reduce its share of the financial burden, but at the same time not lose complete control. Sections of the paper discuss the development of Chinese higher education, sources of funding for higher education, private higher education, the need to decentralize the administrative structure, and issues of efficiency, effectiveness, and expansion. Issues addressed include free education in China losing out to market forces; a growing disparity between rich and poor; increasing demand for higher education as a result of the growth of secondary education; and the need for legal codes on which to base policies and protect the rights of institutions, their administrators, faculty, and students. (Contains 25 references.) (RH)

This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi chuan Li, An-Chi Li); "Self Help Groups for Empowerment of Women" (C.B. Damle); "Institutional Intervention and Empowerment of Women Footwear Workers" (Giriyappa Kollannavar, B. Krishnama Naidu); "Women Development and Micro Enterprises in Kerala" (Abraham Vijayan); "Gender Equity and Lifelong Learning--Training of Women's Groups in Gender and Human Rights in Sri Lanka" (Tressie Leitan, Swinitha Gunasekera); "Life Skills and the Mentally Ill" (Helena Judith P.); "Healthy Aging" (Usha S. Nair); "Rural Development Programmes in India with Reference to Five Year Plans" (K. Parthasarathy); "Impact of Culture on Learning and Development Process of Adult Workers in Stone Quarries" (G. Sundharavadivel, T. Thiripurasundari); "Selection of Beneficiaries through Participatory Process" (Fr. Premkumar); "The Role of Educated in Eradicating Illiteracy among Rural Masses" (V. Seeni Natarajan); "Experience of an Instructor in the Successful Conduct of a Nonformal Education Centre" (V.B. Padmanabhan); "Toward Justice, Peace and a Sustainable Future" (Peter G. Malvicini); "Adolescence Reproductive Health Education" (N. Nagarajan); "Learning Together--Involving Parents in Children's Learning" (Thomas Uzhuvath); "Role of Adult Education in Promoting Environmental Awareness" (Bhasakar A Yerroju); "From Where Do Forces and Values of Transformation Emerge in Adult Education?" (P.K. Michael Tharakan); "A Paradigm Shift in Continuing Education" (B. Vijayakumar); "Learning Process and Styles for Human Development (Best Practices in Learning)" (Grace Annie Mathews); "Action Research in Educational Settings" (Sonny Jose, Prakash Pillai R.); "Eradication of Poverty through People's Participatory Approach" (D. Venkateswarlu); "Learning through Community Colleges" (G. Arun Senthil Ram); "Refugee Resettlement Lifelong Learning/Nashville Davidson County USA" (Jyotsna Paruchuri); "Naming and Character Modeling in Indigenous Swazi Culture" (S.M. Nxumalo); "Learning to Unlearn" (P. Devanesan); "Science and Technology Education as a Catalyst for Sustainable Development" (Sheeba M.N.); and "Liter@cy and Information Technology at the Dawn of a New Millennium" (Thierry Karsenti, Mohamed Hrimech). Some papers include substantial bibliographies. (MN)

These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at education for prevention of HIV; helping African youth infected with HIV/AIDS through education; social exclusion of disabled young people; and education for social development of youth. The Committee on Globalization explores youth opinion on the task of reconciling rapid economic expansion with the specific interests of less economically developed countries. The Committee on Peace and Security in the Middle East attempts to find peaceful and feasible means to create peace and security in the region by primarily focusing on building trust between the two parties with the final objective of co-existence and establishment of an independent and recognized Palestinian State. The Committee on Disarmament and Defense proposes the implementation of a solution based on partial disarmament of nuclear, chemical, biological, and conventional weapons through confidence-building measures and multilateral weapons reductions. The Committee on Cultural Diversity and Tolerance focuses on these issues: exclusion, religion, minorities, indigenous peoples, gender, HIV/AIDS, media, and, most importantly, education. (YLB)

Rural development is rarely defined and there is no clear definition of what the development process intends to accomplish. The nature of the larger economy in which rural places must operate has changed in ways that reduce the relative advantage of most rural areas and have left them struggling to define new economic functions. The political process--the last great hope of rescue for too many rural people and places--is reorganizing in ways that will disappoint most rural communities. Economic development options for rural places are few. Those with high amenity value may become retirement or recreation destinations; places with good road and rail connections may capture a role as distribution centers; and the growing solid waste industry relies upon rural areas to accept waste. Many success stories in rural America are, upon closer examination, not really examples of rural development but of urban expansion. If rural America is to be competitive with other developed regions, it will have to improve the skill levels of the local labor force, and rural places will have to integrate themselves into markets. As the key factor in the future competitive position of states, education has become too important to be left to local control, and the independence of rural school boards is declining. Development entails specialization and scale effects, and rural places need to find ways to accomplish them without being captured by an urban center. To achieve scale effects and maintain local control, rural places will have to cooperate within some functional economic and political structure. (Contains 13 references.) (TD)

The revolution in telecommunications technology will be a driving force in the future economic growth of rural areas. Federal and state universal service policies requiring delivery of service to rural areas were major factors in how the telephone system evolved during the 20th century. In the 1990s, telephone penetration rates were similar for rural and urban areas but differed significantly across ethnic groups, income groups, and regions of the country. Between 1994 and 1997, the number of households with personal computers increased about 50 percent, and the growth in modems and email was much greater. However, Hispanics and Blacks lagged behind other groups in these areas. Installation of new telecommunications technology enabling quality data transmission, such as digital switching and fiber-optic cable, is demand-driven and occurs in richer and urban areas first. Since Internet use depends on quality data transmission and the growth of Internet commerce is expected to be a significant part of future economic growth, communities characterized by low income, such as those of Hispanics, other minorities, rural areas, and center cities, are disadvantaged in terms of future economic development. Universal service provisions would address this economic and social challenge, but there continues to be much debate on what universal service should constitute with regard to new telecommunications technology. (Contains 10 references.) (TD)

This paper examines the expansion of higher education in Taiwan from 1950 to 1994, looking first at the patterns of the expansion and, secondly, attempting to account for these patterns. Higher education in Taiwan is defined as general universities and colleges, institutes of technology, and junior colleges with governance of the system under the control of the Ministry of Education. The study reviewed major historical events and examined documents and the literature concerning patterns of expansion in the number of institutions, in the number of students enrolled, and in expenditures. The study then reviewed the state's stated reasons--economic concerns, educational quality, social demands, and equal distribution of resources--for regulating expansion of higher education, and compared these reasons with other models of educational expansion and with the actual results achieved. The paper concludes by taking issue with the state's official position and suggests that the primary reason for its controlling growth was to keep unemployment rates among college graduates low. Further studies to examine educational policy making and educational supply and demand models are suggested. Appendices illustrate the structure of the Taiwan school system, list historical events related to higher educational expansion, list official documents reviewed, and provide graphical displays of trend data. (Contains approximately 100 references.) (CH)

Despite increased government investments in education, West Virginia continues to have one of the nation's highest high school dropout rates and is among the states with the highest unemployment rates. Human capital theory provides the conceptual basis for evaluating the relationship between investment in education and economic development. An ordinary least squares regression method was used to examine the implications of high school dropouts in the economic development of West Virginia. Results revealed that increases in high school dropout rates and the state gross domestic product increased employment rates, while an increase in unemployment compensation decreased employment rates. Thus, the increase in employment rates may likely be in unskilled and low-paying jobs. The conclusions suggest several implications for policymakers. The opportunity cost to invest in education is low when an area is still attracting firms that require unskilled and low-paying jobs. As long as dropout rates positively correlate with unskilled and low-paying jobs, the poverty cycle in West Virginia will perpetuate. The perpetuation of low income and poverty will result in increased government expenditures on transfer payments such as income support, while generating low tax revenue. The perpetuation of unskilled and low-paying jobs will force most educated community members to leave because of the inability to find suitable jobs, and the community will lose a significant portion of returns on its investment in these people's education. Recommendations are offered for state and local long-range strategies to stimulate students to stay in school and pursue further education. (Contains 44 references.) (TD)

A study examined the question of how one Australian non-metropolitan community consolidates and develops sustainable economic and social activity through the learning of community members. The research used a focused interview process with open-ended questions with these 2 major sub-groups in the community and explored their interrelatedness: 2 people employed in 17 industry groups delineated for benchmarking performance in vocational education and training (VET) and 1 person affiliated with groups of community organizations. Sources of learning in these three contexts were explored: in recent paid work, in community activities, in home activities. Respondents rated the value to them of these five sources of learning: at school, through post-school qualifications, through work, outside of work from involvement with community groups, and associated with home activities. Findings indicated nonformal and informal learning contributed to a substantial proportion of an individual's learning. Formal learning through schooling and post-school qualifications were assigned a relatively lower value. While 46 percent of VET graduates regarded VET qualifications as of high or medium usefulness, trade qualifications and higher level awards were more highly valued. Regarding their most important skill, 47 percent named empathy for others and 42 percent named communication skills. (Contains 19 references.) (YLB)

A project has been designed to identify how a non-metropolitan community consolidates and develops sustainable social and economic activity. For many authors, the political position reiterating vocational education and training (VET) as the pivotal contributor to building national economic sustainability is framed in terms of human capital imperatives, economic rationalism, and corporate managerialism. Contemporary research on VET's value or outcomes often focuses on industry outcomes or particular activity rather than value to its wider community. The project would examine whether models of vocational provision constructed to service one sector, as opposed to mutualities of sectors, may mitigate against attempts by non-metropolitan communities to reposition themselves economically and socially in an increasingly globalized economy. A more inclusive definition of VET may be appropriate to more accurately describe the true value of VET activity and its benefits to communities in their quest for economic and social sustainability. The research method combines the focused interview process with open-ended questions. The sample consists of two strata: those employed in 17 industry groupings delineated for benchmarking performance in VET in Australia and those affiliated with community groupings operating in the study community. (Contains 56 references.) (YLB)

Drawing from national studies calling for expanded and improved workforce training to keep the nation competitive in the global economy, this report reviews research on workforce training and argues for a concerted national effort to define and support a coordinated program of workforce training. First, the paper defines workforce training as those activities designed to improve the competence and skills of current or new employees and reviews the basic arguments for expanded workforce training. Next, the principal economic and educational imperatives of improved workforce training are reviewed and the role of formal and informal education systems in workforce training is discussed. The paper then describes the need to redesign the system of training and examines the central role of community colleges in this process, highlighting the existing infrastructure for delivering high-quality training at a reasonable cost. Finally, the paper discusses public-private partnerships and provides specific recommendations for community colleges, business and industry, and government in implementing a national workforce training system. Recommendations include the following: (1) community college leaders should develop organizational structures that bring workforce training from the margin into the mainstream of their institutions; (2) business and industry leaders should explicitly acknowledge that workforce training is an unavoidable cost of doing business and being competitive; and (3) the federal government should identify the expansion and improvement of workforce training as the core of a national economic strategy. (PAA)

This essay discusses the expanded role for two-year postsecondary institutions. It suggests that global competition and recent developments in new technologies are creating new conditions in the workplace and in the postsecondary educational system. These conditions are creating an increased demand for highly skilled workers, new management styles, and entrepreneurial skills. These workplace trends suggest the need for community colleges to emphasize an institutional and public commitment to economic development as a community enterprise. The essay outlines some possible strategies for fostering economic development through partnerships between industry and postsecondary institutions. It also analyzes the effects upon the United States of lower wages being paid by industrialized countries to hire workers in developing countries. In response to global competition, U.S. industry began to consider automated systems and computer programs. The two-year colleges demonstrate an important potential to expand their participation in community development within the context of emerging vocationalism, but questions remain as to whether they can make the changes necessary to support the needs of the established local industry, help individuals ease the transition to business ownership, and become proactive players in the development of the community. Contains 21 references. (NB)

This study investigated what the workforce education, training, and retraining needs of businesses and organizations in the United States are, and how well community colleges are meeting these needs. Conventional and meta-analytical methods were employed to analyze a sample of 10 local, state, and national studies in workforce development with a secondary analysis conducted for the purpose of quantitatively and qualitatively integrating the findings. Content analysis methods were used to provide an analysis of survey comments and other qualitative data in the studies. The results of the synthesis supported two general conclusions: (1) community colleges are responding to the needs for workforce education and training for all types and sizes of business and for specific training needs; and (2) they are meeting the needs of business by providing customized, high quality, flexible workforce training programs. Additional research is suggested to validate the extent to which employers across the country agree in their perceptions about work force development needs and issues and there should be a systematic exploration of the agreement of the perceptions of employers and community college administrators concerning the central issues in workforce development. (Contains 28 references.) (Author/JLS)

This paper proposes a framework for developing a national rural development policy in Australia. Some common relevant misconceptions are that rural Australia and rural Australians are peripheral to the national economy and the nation's future, that farmers and farming communities are the alpha and omega of rural Australia, and that whatever is best for the agricultural industry is also best for rural Australia as a whole. These misconceptions about rurality have resulted in public policies and programs that overlook the needs of the nonfarm population, the majority of Australia's rural population. Three major forms of government intervention--industry support policies and subsidies, government-supplied income for individuals, and social policies and programs--have not been sufficient to ensure a secure and prosperous rural future. The present rural crisis involves the radical decoupling of the fate of primary industries from the fate of traditional primary producers; the unwillingness of government to seriously support rural Australia's latent economic diversity; and complacency that has allowed the long-standing combination of industrial and social policies/programs to function as a de facto rural development strategy. A new rural development policy should give priority to a growing rural population base, ensure that rural people and communities reap an equitable share of the rewards derived from rural resources, account for a growing and diversifying rural economic base, encourage a growing rural employment base, strive for improved quality of rural life, and develop stronger, more cohesive rural communities. Key alliances within and across rural communities, between rural communities and governments, between the public and private sectors, and across the urban-rural divide will be important in initiating activities involving empowerment, environment, entrepreneurship, and education. Contains 90 references. (LP)

A study investigated: (1) the degree of land grant institution involvement in economic development activity, defined in terms of 17 selected cooperative research and technology exchange activities; (2) changes in selected academic policies (patents, consulting, conflict of interest, conflict of commitment, and extra compensation); and (3) the factors responsible for encouraging or discouraging increased institutional involvement in economic development activity. It was hypothesized that size of operating budget, geographic region, and differences between historically black and other institutions would account for significant differences in level of involvement in economic development. Data were drawn from two surveys of the chief academic officers of the 71 United States land grant colleges and universities; missing and supplemental data were obtained from a reference publication. As of the time of preparation of this paper, neither data gathering nor analysis are yet complete, but results so far indicate increased institutional involvement in these institutions, which have a somewhat common charter mission emphasizing public service. However, the range of responses indicates that factors influencing such involvement varies considerably. Additional research, particularly regarding the possible link between increased involvement and expanded funding, is recommended. Includes 25 references. (MSE)

Selected papers are as follows: "Member Perceptions of the Association for International Agricultural & Extension Education" (Eaton et al.); "Historical Review of U.S. Involvement in International Agricultural Education between World War II and Enactment of Title XII" (Thuemmel, Meaders); "Educational Needs of International Graduate Students as Perceived by Graduate Faculty" (Miller, Ng); "Rethinking the Landscape" (Beilin); "Personal Networks and Agricultural Extension" (Armonia); "Extension Staff Development Program" (Trail, Malindi); "Learning Styles of Extension Personnel and the Implications for Designing Inservice Computer Training Programs" (Park, Gamon); "Agricultural Education and Global Sustainability" (Vahoviak, Etling); "Importance of Extension Education in the Post Harvest Activities of Soybean in Nigeria" (Osho); "Perceptions Regarding Agricultural Extension Education in Swaziland" (Dube, Martin); "Philosophy, Mission, and Focus of Agricultural Extension in Africa, Asia, and Latin America" (Mohamed et al.); "Educational Needs for Enhancing Non-Farm Activities and Entrepreneurship" (Singh, Comer); "Assessment of the Use of Contact Farmers in Training and Visit Extension System in Nigeria" (Omotayo, Arokoyo); "Village Extension Workers (VEWs), Agricultural Extension Officers, and Contact Farmers Perceptions of VEW Visits under the Training and Visit (T&V) System" (Radhakrishna, Yoder); "Expert Identification of Inservice Training Needs of Field Agents Working in T&V Systems of Extension" (Alawy, Safrit); "Creating a Stronger Model for International Youth Exchange" (Etling); "Perceptions Held by Secondary School Agricultural Educators in Iowa Regarding Adding a Global Perspective to the Agriculture Curriculum" (Perez-Morales, Miller); "Development of Vocational Agriculture in Swaziland" (Mndebele, Crunkilton); "Extension Serving Women Farmers" (Morrone); "Nonformal Education for Empowerment" (Nti, Etling); "Factors Influencing Rural Women Cassava Processors' Intended Participation in an Agricultural Extension Education Program" (Ojomo, McCaslin); "Cooperative Efforts for Agricultural Extension and Rural Development" (Brewer, Meaders); "Need for U.S. and International Collaborative Rural Leadership Education for the 21st Century" (Dhanakumar et al.); "University's Role in Agricultural Development" (Cristovao, Koehnen); "Educational Needs of International Graduate Students of Extension Education" (Mohamed et al.); "Review and Synthesis of Extension Problems in Africa and Asia" (Ukaga et al.); "Development of Rural Youths through Farmers' Training and Education" (Auta, Akpoko); and "Mobilizing Rural Youths for a Career in Farming" (Arokoyo, Omotayo). (YLB)

This proceedings report contains 6 of the 12 papers presented at a conference on the social role of the community college. First, information on the event, a conference program, an ERIC bibliography, and opening remarks by Richard M. Romano, conference coordinator, are presented. Next, the following papers are reproduced: (1) "Community Colleges, Community and Regional Development, and the Concept of Communiversity," by S. V. Martorana; (2) "Determining the Economic Returns on Investment in Selected Occupational Educational Programs," by Edward Mills; (3) "An Economic Perspective on Financing the Community College," by Gary A. Moore; (4) "Mission and Images for SUNY [State University of New York] Community Colleges: A View from Within," by Barbara K. Townsend and responding comments by Gene Grabiner; (5) "The Humanities and the New Student: Some Possibilities for Social Transformation," by L. Steven Zwerling; and (6) SUNY's "Report of the Chancellor's Task Force on Community Colleges," which examines and offers recommendations concerning goverance, ties and relationships between community colleges and SUNY state-operated colleges, academic and general programmatic issues, and funding. (LAL)

This paper considers the economics of employment and education in industralized countries, particularly European countries. The paper covers six main topics. The first part deals with the present European employment situation, using figures mainly from Holland; the second part is an economic outlook for the 1980s; in the third, the employment and economic situations are combined, and the resulting employment prospects are considered. Discussed in part 4 are economic policies to cope with unemployment. Labor market policies are the subject of the fifth part, while the last section looks at social and cultural policies and what education can do within an overall packet to cope with the unemployment problem. A question-and-answer section follows. The paper maintains that actual unemployment is worse than the figures would indicate because of the rate of disability retirement; suggestions are made for policies of re-education, economic restructuring, and stimulation of international demand. (KC)

South Africa must embark upon the third epoch of education policy after the failures of the first two epochs: the 1953-1994 ("apartheid") era and the 1994-2021 era (the dawn of democracy and the dismantling of apartheid structures). There were not enough education opportunities to guide all the children of the country to maturity and acceptance of their civilian responsibilities. This paper examines the reasons why the education policies of the first two epochs failed and contributed to a poor, unequal and ineffective school education system. The paper also explores the challenges that the education system needs to confront to create a new education system that will support the attainment of the hitherto unfulfilled expectations and dreams that its citizens carried into the democratic era. The education policy of the third epoch must address critical issues to chart the way to an effective education system. There is a need to reorganize (reset) the education system in the wake of the COVID-19 pandemic. A streamlined curriculum needs to focus on the essential skills and knowledge the country needs. The system can no longer ignore the need for the adequate provision of vocational and technical education to alleviate the sharply rising unemployment rate of young people and support the growth of the economy. Quality education policy must function despite the lack of funds for the provision of appropriate and functional infrastructure and competent human resources. [For the complete Volume 20 proceedings, see ED622631.]

Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflicting strategies for social change in the third world. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, and Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided. (YLB)

Focusing on vocational education as a facilitator of rural economic development, the author of this paper discusses how to develop a rural community that will attract new jobs. His discussion includes the following key points: the role of local development corporations; concerns about quality of living for employees; encouragement of home-grown industries to expand; and the importance of agriculture. Implications for research are summarized. Finally, the author presents a case study based on the experiences of the rural community of Staples, Minnesota. (BM)

The necessity for planning education for economic development is the topic of this paper, which focuses particularly on the relationship between the Caribbean region and South Florida. First, a general overview of the current state of education in the Caribbean is presented, and the relation of formal education to development is discussed. Next, education and educational planning in the Caribbean are surveyed, and then the current trend toward integrating educational planning with social, economic, and cultural goals is cited. Finally, it is proposed that a dynamic between educational content and teaching method, in the form of a new "generative curriculum" should be a current focus of Caribbean educators and planners. (KH)

In May 1987 a regional workshop was organized in Japan under the technical assistance program of the Asian Development Bank with the collaboration of the Asian and Pacific Skill Development Programme of the International Labour Organisation and the support of the Ministry of Labor of the government of Japan. The workshop addressed the major issues in developing effective technical trainers in the participating countries. The main body of the book incorporates resource papers presented and discussed in the workshop. Three subthemes provide the scheme by which the papers are classified. The first subtheme, Developing the Framework, includes papers that highlight the importance of linking training programs with other national development efforts. The second subtheme, Developing the Systems, discusses principles and practices necessary to develop more effective training systems. Finally, the third and largest part of the book includes papers addressing the subtheme of Developing the Instruments. These papers discuss the various mechanisms successfully used in a number of countries to make the training effort significantly more effective. The last section of the book outlines conclusions and recommendations of the workshop relating to nine areas: (1) training policy; (2) training staff; (3) training curriculum; (4) training materials; (5) training approaches; (6) training standards; (7) training research; (8) regional cooperation; and (9) technical assistance. (GL)

The United States is facing two major ongoing structural economic changes. First, the United States has helped create a world of open trade, and it is competing with underdeveloped countries who have an opportunity to industrialize very rapidly. Second, technological development is proceeding at a fast pace. High-wage industries in the United States, the Western industrial nations, and Japan will have to find profitable enterprises other than manufacturing because of the low-wage workers in the developing world. Economic opportunities need to be found in which American companies can do well enough to sustain present wage levels. The United States must cultivate or develop enough industries that are so technically advanced that they create near monopolies. Technical competence must first be enhanced greatly at the highest scientific level in the universities. Then, vocational and technical education must be delivered early, in the grade schools, high schools, and two-year postsecondary institutions. This recommendation requires finding funds to acquire expensive equipment, to change the curriculum, and to hire people who can deliver technical instruction. (Questions and answers about vocational education and economic change are appended.) (YLB)

Vocational Education can play a key role in revitalizing the American economy particularly through research and development in four areas: economic development and productivity, equity and access, youth employment, and energy. It can enhance productivity by identifying innovative vocational education programs successful in enhancing community and economic development, developing entrepreneurship training, aiding in vocational agriculture teacher preparation, developing curricula that addresses community economic development needs, and emphasizing new technologies and leadership development opportunities. Research and demonstration projects can aid in expanding vocational educational opportunities for women, minorities, and handicapped persons. Vocational education can play a key part in reducing youth unemployment by providing in-school and out-of-school programs for disadvantaged youth. It has already begun to respond to emerging industries and technologies needed for the energy crisis. The National Center for Research in Vocational Education can assist in this endeavor by improving national dissemination and utilization of research and development products focusing on the four priorities mentioned above, examining and describing critical issues confronting vocational education, assisting in strengthening the nationwide vocational education research and development system, and improving articulation among education, business, industry, labor, and economic development agencies. (MN)

The document contains papers presented at a meeting to consider global population growth. The purpose of the conference was to promote the exchange of ideas relating to population growth between educators, government officials, and development agency personnel from developing and developed nations. Ten papers are presented. Topics discussed include ways to implement global population policies, social science research on population and development, progress toward new contraceptives, reproduction research, the role of international assistance agencies in family planning, trends in international population assistance, and international population policy. A summary of conference proceedings highlights findings. These include that the field of population studies is changing rapidly, there is more awareness of population problems in the developing world, experts are increasingly convinced that population problems are closely related to development, developing nations are beginning to increase funds for population research, and both developing and developed nations are experiencing a sense of urgency in coping with population problems. (DB)

Reindustrialization problems in the United States (U.S.) include unemployment, low productivity, inflation, and inadequate economic growth. To determine how to improve economic performance, a careful, rational evaluation must be made of such factors as tax policy, spirit of risk, managerial effectiveness, rates of innovation, research and development, and human resource training and education as they apply to industry. Unlike Japan and countries in Western Europe, the U.S. does not understand the need to invest in major training and education efforts to service the skill needs of private and public sectors. Neither is there evidence of an awareness of the key relationship between the inadequate investment in human resources and problems of inflation and productivity. The Japanese human resource investment approach--life-long employment with continuous retraining of all employees--has major implications for some U.S. labor force problems. To move toward a really modern labor force, the U.S. should rethink the decision to change the definition of acceptable levels of unemployment and consider the experiences of other major industrial countries. Vocational education researchers should evaluate the human resources-capital investment programs in Japan and West Germany and determine how such approaches can be adapted in U.S. industry. (YLB)

Economic policy today is often stated in the terms of "demand managers" and "simple supply-siders" who look upon economic policy simply as a matter of stimulus or restraint. It matters little what programs are cut as long as overall spending is reduced to cool inflation. On the other hand, the real supply-side economists recognize the necessity for an education, training, and social services structure to develop human capital into a productive work force. Current antinflationary policies are especially destructive of human capital development, the real force that will lead to increased prosperity. A plan of moderate, rather than indiscriminate, budget cutting would be more sensible; this plan should scrutinize every expenditure, sparing certain ones, such as for vocational education, that have a potential for encouraging productivity and price stability. As we move toward this type of real supply-side policies, programs that emphasize the development of human capital should become more important. Also, if supply-side policies are to succeed, they must be more decentralized in their application. The real supply-side economics would encourage an increased capacity for bottom-up, subnational economic development. Vocational education should continue to play a major role in this process of development. (KC)

Research that occurs in universities under conditions of patronage is distinguished from research that occurs under less distorted market conditions. It is claimed that academic research is shifting from an area of patronage consumption to one of economic development investment. In addition to considering the markets for academic research and research and development funding under conditions of patronage, implications for economic development policy are considered. Markets for research in universities under conditions of patronage have special features: patronage commonly occurs under conditions of oligopsony, where research is sponsored by a relatively small number of federal agencies, the largest foundations, and top industrial supporters; patronage implies unequal bargaining power; the patron gains indirect consumption benefits, some of which are based on exclusion; and consumption as opposed to investment is a key element of patronage. Some universities wish to decrease their dependence on federal support and are attempting to broaden their revenue base by a move toward state or regional economic development. The life sciences are used as an example of the problem of "misspecialization" of research that can create "blockages" as it flows into the economy, generating low economic growth. (SW)

Conditions in higher education in Michigan and the role of the Governor's Commission on the Future of Higher Education in Michigan are highlighted. The average college tuition rate in Michigan is the highest in the nation, and a critical maintenance and equipment problem exists. The Commission is composed of knowledgeable persons without vested interests in higher education; more than half are graduates of Michigan colleges and universities. The Commission will seek input from every segment of the educational community in the following key areas: students, faculty, trustees, legislators, administrators, labor specialists, and corporate and philanthropic leaders. In beginning its study, the Commission reviewed previous reports that had been completed in the state during 1958-1980. Five basic concerns framed the current report: improving the quality of higher education, increasing the accessibility and affordability of higher education, maintaining diversity and reducing unnecessary duplication, defining the role of colleges in promoting the state's economic revitalization, and defining and supporting the roles of different types of institutions. Areas of assessment include: instruction, research, access, school-business cooperation and economic development, and financial support for higher education. (SW)

Recommendations of six state reports that addressed issues confronting state governments and public higher education in the last 2 decades, as well as some new issues, are considered using content analysis. The reports were prepared by formal study commissions in the following states: Arkansas, Colorado, Maine, Michigan, Nebraska, and New York. In addition to briefly reviewing related literature, the recommendations are categorized, and new trends in the relationship between the state and higher education are identified. The potential impact of the recommendations on flagship universities are also assessed. The 301 recommendations are grouped into 18 categories, of which those most represented in the reports are: program review, finances, governance, size and scope, and economic development. For each of the 18 categories, tables indicate the frequency of the recommendations found in the six reports, and the distribution of the categories by state. The following conclusions are offered: many of the issues affecting statewide governance have persisted over time; new issues are found; both increased centralization and decentralization are recommended; flagship universities are likely to benefit from recommendations aimed at differentiation; and governors are becoming more active in higher education issues. Four pages of references are included. (SW)

A major effort to restructure the higher education system in the USSR is discussed. The reform is intended to link higher education more directly to the economy through joint research projects, work experiences for students and faculty, and industrial participation in refitting universities with technologically advanced equipment. It is also designed to improve the quality and quantity of scientific research that universities do, to tighten admissions requirements and to improve the ways students are introduced to research, and to centralize the administrative structure of the postsecondary education system. Some of the foundations of the reform are considered, including demographic changes, shifts in technology and in popular attitudes about education, and the need to enhance economic output. Attention is also directed to public discussion of the reform proposal. While newspapers and journals articles during the period between the draft and final decree generally supported the planned changes, difficulties in bringing the reform into action were noted. The long-term fate of the reform is linked to other changes now underway in Soviet society. Efforts to rethink the relationship between higher education and scientific research in the USSR and the United States are compared. Thirty-nine references are provided. (Author/SW)

Reasons for increased interest in higher education-economic development relationships are reviewed and the nature of the guidance that policy analysts may be able to provide decisionmakers is outlined. Attention is directed to the merits and drawbacks of six possible approaches to increasing higher education's contributions to economic development without spending large additional sums of state tax dollars. Emphasis is given to two types of approaches used in Washington State: additional investments in technology transfer of university research and development and additional support for campus-based technical and management assistance to firms. Two types of technology transfer investment strategies were studied. The applicability of the approaches to colleges and universities seeking to enhance their contributions to rural economic development are assessed. It is concluded that programs with this objective need to have some special emphases designed for the contemporary rural context, and that expectations for their impact should be modest. It is recommended that attention be directed to objective data-gathering and independent assessment of the impacts of campus-based economic development efforts. (Author/SW)

This document contains the report and edited papers from an international seminar emphasizing the sharing of ideas and resources to eliminate illiteracy. Chapter I of the seven-chapter report offers background information and seminar objectives. Chapter II provides a world overview, which describes the general development context of literacy. In chapter III, emphasis is on literacy in context. The role of national governments in eliminating illiteracy, the correlation between literacy and poverty, and the purpose of literacy are discussed. Chapter IV focuses on women and literacy. Chapter V discusses continuing education beyond literacy. Chapter VI suggests international cooperation in training and research and regional cooperation in training and research. Chapter VII discusses principles and problems of cooperation and provides two examples of cooperation: cooperation between international agencies and international assistance to a national literacy campaign. Appendix I contains case studies from selected countries. Literacy work is described in the Caribbean, China, Ethiopia, Burma, India, Botswana, Kenya, Mozambique, Spanish-speaking countries of Latin America, and Malawi. Appendix II is an excerpt, "The Price of Literacy," from "Literacy, Depression, and the Poor" (R. H. Green). Other appendixes include the program, list of participants, and descriptions of organizing institutions. (YLB)

Managers, in both the private and public sectors, are increasingly recognized as critical in the use of scarce resources for national development. There is no unanimity of opinion, however, regarding the models or approaches to management education that are most appropriate in different environmental settings. Traditionally, management education has been dominated by the need to train executives for large-scale enterprises. But the 1980s has seen a global trend toward the deconcentration of business. The future development of the indigenous business sector in the developing world depends heavily on the emergence of small and medium scale entrepreneurs. The roles of public administrators with respect to regulatory and developmental activities enterprise are also changing. This trend is evident not only in market-oriented countries, but also in socialist countries, and many developing countries. This volume encompasses management education for each of these groups--the managers and future managers of large-scale enterprises; entrepreneurs and small business people; and public administrators. Its purpose is to review worldwide trends and developments in management education for information about curriculum design, research and teaching methodology, and institutional policies and administration. Experience is drawn from recognized universities, educational organizations, civil service institutes, and corporations in several major countries and regions of the world. A number of tables and figure appear in this volume along with references. A seminar participants list also is included. (Author/DB)

This volume contains the following 19 papers delivered at a national conference on the design of assessment of vocational education: "The National Assessment of Vocational Education: An Introduction" (Gilbert T. Sewall); "Vocational Education--Opportunity and Challenge: Perspectives on the National Assessment of Vocational Education" (Robert E. Taylor); "Access to Quality Vocational Education" (Charles S. Benson); "Access to Quality Vocational Education: A Sex Equity Perspective" (Rebecca S. Douglass); "Evaluating the Special Populations and Equity Provisions of Federal Vocational Education Legislation" (L. Allen Phelps); "Comments on Access to Quality Vocational Education" (Chui Lim Tsang); "Vocational Education Policy and Economic Development: Balancing Short-Term and Long-Term Needs" (Patricia M. Flynn); "Assessing the Impact of the Carl D. Perkins Vocational Education Act: Economic Development Issues" (David W. Stevens); "Comments on Vocational Education and Economic Development" (Gloria A. Ruth); "Policy Issues in the Governance of Vocational Education" (John E. S. Lawrence); "Coordination of Vocational Education and Manpower Training Programs" (Paul E. Peterson and Barry G. Rabe); "Comments on State and Local Governance and Coordination" (Robert P. Sorensen); "Academic Education and Occupational Training" (John H. Bishop); "Determinants of Excellence in Vocational Education" (Stuart A. Rosenfeld); "Comments on Academic Skills and Occupational Training" (Ellen Summerfield); "Analyzing the Implementation of Federal Vocational Education Policy: The Perkins Act of 1984" (Richard F. Elmore); "The Federal Role in Vocational Education" (E. Gareth Hoachlander); "Comments on the Federal Role in Vocational Education and the Implementation of the Carl D. Perkins Act: A Discussion" (Marion B. W. Holmes); and "Comments on the Federal Role in Vocational Education and Implementation of the Perkins Act" (Charles W. Radcliffe). Short biographies of participants complete the document. (KC)

Recent research findings on the economic implications of investments in the quality of education are examined in this report. "The Quality of Education and Economic Growth: A Review of Literature" (Lewis C. Solmon) reviews evidence on ways to develop educational policy that would stimulate economic growth in developing countries. "School Quality and Economic Growth in Mexico" (Bruce Fuller, Kathleen Gorman and John Edwards) directly assesses the contributions of education to early agricultural and industrial growth in Mexico between 1880 and 1945. "The Stages of Growth in Educational Systems" (C.E. Beeby) examines the nature of change in education systems (stages of growth, qualitative changes in the classroom, and external constraints of changes) and the conditions necessary for this change. Finally, the reports on eight operational sessions--the administration of school systems, examination and selection policies, promotion and retention practices, teacher training, time on task, prevocational subjects, production and distribution of textbooks, and electronic media--are summarized under the title "Lessons from Bank Experience". A bibliography of World Bank research on the quality of education in developing countries is included. (SY)

The 2009 Worldwide Education and Training Workshop brought together over 375 members of the international development community to share best practices in addressing the growing challenges in the field of education for social and economic development. This paper presents synopses of the presentations delivered during the workshop.

The outbreak of the Corona-virus created a global health crisis which has affected educational systems globally, resulting in near-total closures of schools with far reaching economic and social consequences. Countries adopted different strategies to ensure learning was sustained using digital technologies. However, the majority of children in Nigeria were not able to benefit from this intervention due to some barriers. Primary barriers included poor knowledge of technology, infrastructural deficiencies, epileptic power supply, and funding amongst others. Teachers Registration Council of Nigeria (TRCN) is the Teachers Regulatory Agency and Centre for policy issue regarding teachers. TRCN, reached out to its critical stakeholders including the World Bank, United States Agency for International Development (USAID), United Nations Educational, Scientific and Cultural Organisation (UNESCO), Foreign Cooperation Development Organisation (FCDO), and the British Council. The focus was how to respond to the disruption caused by COVID-19 to education, through collaboration to help adopt evidence-based strategies and measures. This paper focuses on partnership between international agencies and the TRCN in Nigeria through the "Technology Enabled Learning Futures" framework. It explores focus-creating innovations to reposition teachers for effective, efficient, and transformative teaching. The paper uses secondary data to discuss the various interventions from International Development partners. It further discusses the impact of all the interventions on teaching and learning in Nigeria and its implications for international partnerships in teacher education. [For the full proceedings, see ED625421.]

According to the human capital theory variations in economic growth are explained by differences in the influence of education on human capital formation within countries. Despite huge government investment in education aimed at building human capital countries within the Sub-Saharan African (SSA) region continues to face low economic growth. This conceptual paper thus investigates the relationship between education, human capital formation and economic growth in SSA. Findings from the theoretical and empirical analysis reveal that education in SSA countries seems to make an insignificant contribution to human capital formation and economic growth jointly. In conclusion, the economic development variations observed across countries might be an indication of the need for a context-based human capital-based education approaches to strengthen economic growth within SSA countries. The study recommends that educational approaches that strengthen human capital creation should be adopted to promote economic growth in SSA countries. [For the complete Volume 20 proceedings, see ED622631.]

Global competition results in an overall demand for higher skills. In the competitive world, China has no choice but to adjust themselves to become more efficient, productive, and flexible. Higher education in China has played a key role in achieving socialist economy and modernization. Since the open-door policy in the 1980s, there has been a shift from elite to mass education, practice of corporate managerialism in education governance, privatization of education, and spread of transnational education in the tertiary sector. The author first attempts to explore the strategies that have been adopted in higher education reform in China. Then there are reviews of the roles of Project 211, Project 985, and the Double First-Class Initiative in higher education reform in China. Higher education reform has allowed mainland China to identify a small group of universities to be measured alongside the best universities in North America and Europe. However, there are also some backwash effects created from these trends of restructuring of higher education in China. [For the complete Volume 21 proceedings, see ED629259.]

The evolution of cadre (political elite and bureaucratic functionaries) education in China from 1949 to the present was evaluated in terms of leadership development and the underlying interests of the Chinese Communist Party as it integrates more fully into the world economy. Historic achievements include: (1) increased knowledge about market economies; (2) increased use of management theory and practice; and (3) improved work performance efficiency. In 1998, to correct ongoing cadre problems (such as corruption, favoritism, and lack of civic responsibility) and to improve the governance capacity of cadres (to create greater social stability), the federal government initiated Three-Emphasis Education (emphasizing theory, study, political awareness, and work ethics improvement), an integral part of which was interviews with 1500 cadres. Findings included the following: (1) the hierarchical nature of the program prevented rapid improvements and public access to program evaluation; (2) poor systemization into cadre's daily work caused corruption to resurface once education was complete; and (3) the lack of an educational objective to change the Chinese bureaucracy (the current objective was to change individuals only). Inclusion of the public in the process of cadre political education is recommended in order to strengthen educational outcomes. (The bibliography lists seven references). (AJ)

Technological education is more effective than general education in improving social mobility. Remarkable gender disparities currently exist in overall enrollment in secondary and higher education in the Arab states. Encouraging more Arab women to enroll in technological education would lead to higher percentages of women in higher-paying jobs, with the attendant consequences of enhanced social status, security, and mobility. Because technological education is essentially devoid of social and cultural conditions, it weakens gender differentiation of roles. The 1979 Conference on Science and Technology for Development adopted a resolution on women, science, and technology that called on member states to facilitate the following changes: (1) equal distribution of the benefits of scientific and technological development and its applications in society; (2) participation of women in the decision-making process related to science and technology; and (3) equal access for women and men to scientific and technological training and to the respective professional careers. Especially in Arab countries, which have been witnessing a faster pace of urbanization and use of technology than elsewhere, technological education promises to give women a more pronounced presence in their countries' changing economic and social structures, thereby helping to change the patriarchal system that has hindered Arab women's mobility. (MN)

Globalization is an evolving concept characterized by economic, technological, social, and political dimensions. Vocational education and training (VET) practitioners and the VET system must make more conscious efforts to lead thinking about the social dimension of globalization. The mission of Australian VET today is largely couched in economic terms--to ensure a skilled work force capable of helping the country's industries become globally competitive. In Australia, much of the debate about globalization has focused on economics and technology, and the social and political dimensions of globalization have largely been side-stepped. The Australian education and training system has worked very hard to ensure that technology is pressed to the service of VET rather than falling for the trap of technological determinism. The challenge is not so much to invest in the technologies but to more quickly and effectively apply the technologies for the purposes of vocational learning and for using them to transact VET business. The following issues related to the social dimensions of globalization remain vitally important to the development and delivery of VET: access; Australian cultural identity; and community. Australia's VET practitioners and leaders must support a community-building purpose for VET and work to enhance the stock of social capital in their communities. (MN)

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.

There is no dearth of literature on the numerous challenges that women face in securing leadership roles in government, non-government and other societal and community organisations. Over the past five decades or so, researchers and concerned others have been reporting on the lack of women in leadership roles. This paper explores leadership roles of women in higher education (HE), with a special focus on the University of Buea, Cameroon. The paper is based on research work carried out in 2016 and was framed by the gender and development (GAD) model; but it is also supported by on-going research investigation, carried out for the purpose of future publications. This means that by and large, the paper makes use of literature review methodological approach to build the discussion. It makes clear that although on a global scale women's enrolment in HE exceeds that of men, this does not translate into women senior leadership positions in HE. It acknowledges what HE means in the Cameroonian context, and looks at the socio-cultural and structural factors that influence women's representation in HE positions in the University of Buea. The paper concludes that the paradigm shift in the global concepts of development has not shown a satisfactory level of decrease in the challenges that women face in relation to attaining senior leadership roles in HE institutions.

This document is a comprehensive report a subregional seminar for eastern and southern African countries on the Jua Kali movement. (Jua Kali, "hot sun" in Swahili, refers to the informal or nonformal sector of the economy.) Section 1 explains the role of the International Project on Technical and Vocational Education (UNEVOC) in the development of technical and vocational education and training (TVET). The following opening and closing speeches are provided in Section 2: "Introductory Statement" (R. Barry Hobart); "Opening Speech" (Shem Wandiga); and "Closing Speech" (S.M. Kyungu). Section 3 is an overview of the discussion and debate, and Section 4 lists recommendations regarding development of national strategies for TVET. The following papers are presented in Section 5:"Technical and Vocational Education and Training Policy in Kenya" (Peter O. Okaka); "A Position Paper" (B. Wanjala Kerre); "TVET beyond the Formal Sector in Botswana" (K. Kabecha, M. M. Kewagamang); "Existing Set-Up in Ethiopia" (Mesfin Terefe); "Brief Description of the Jua Kali Movement in Kenya" (G.K.N. Mbugua); "Non-Government Organisations and Enterprise in Lesotho" (Mota Sekonyela); "The National Policy Definition in Malawi" (Joyce Phekani, Maston M. Mtambo); "Beyond the Formal Sector in Mauritius" (Feroze Coowar); "An Effective System for Non-Formal TVET in South Africa" (Siphamandla I. Xulu); "Essential Features of the Non-Formal Sector in Swaziland" (William S.A. Shongwe); "TVET at Mwanza Rural Housing Programme in Tanzania" (Lunogelo L. Sakafu); "A Case for Uganda" (Ben M. Manyindo); and "Training for the Informal Sector in Zambia" (Joseph S. Mukuni, Joseph P. Kalunga). Appended are the following: daily schedule, background information about the seminar, list of main seminar participants, and text of the convention on technical and vocational education adopted by the General Conference of the United Nations Educational, Scientific and Cultural Organization. (MN)

In February 2003, 75 individuals representing business, labor, academia, government, workforce intermediaries, and other sectors participated in an assembly on the role of intermediaries in achieving worker success and business prosperity. The assembly statement outlined policies, approaches, and actions needed to ensure workers' access to economic opportunity and employers' ability to be globally competitive. The statement recommended the intermediary approach as a results-driven, entrepreneurial, and flexible collaborative approach that is trusted by employers and workers. The following goals of using intermediary approaches were identified: (1) bring workers into the U.S. mainstream; (2) increase business efficiency and productivity; and (3) enhance regional competitiveness. The following benefits of intermediary approaches were identified: access to new sources of job applicants; reduced recruitment costs; higher retention rates; increased productivity; tax credit savings; and an enhanced reputation within the community. The statement included the following recommendations: (1) raise the nation's awareness of the problems facing U.S. businesses; (2) develop an effective workforce intermediary policy for business, workers, and regions; (3) promote smarter financing; (4) build capacity; and (5) build a constituency for action. (The following items are appended: lists of participants in the 102nd American Assembly and the assembly steering committee; background information about the American Assembly; and a list of American Assembly books.) (MN)