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Review: Workforce 2000

Review: Workforce 2000 a reflective summary of ways in the other hand.“ This book has as the rate of investment in plant of those mindless evenings we which the resource broadens or been heavily influenced by eco- and equipment, human capital experience, I found myself deepens our view of self, of the nomics and economists. But, our formation plays a direct role in captured by the comfort of the adults we serve, or of the society history has taught us that how fast the economy can grow. sofa and the drone of the tele- in which we live, and close with economics can be a demanding The decline in low skilled vision, too uninterested to even information about how this sculptor on the shape of life. jobs, the increasing complexity of change the station via VCR resource might be obtained and Workforce 2000 (subtitled society, the continued shift of a remote after the evening news. used. Work and Workers for tbe production economy to a service The show appearing on the This year’s remaining themes Huenty-Jirst Century) is a must economy all fuel the requirement screen became “Who’s the Boss.” for Adult Leurning are October- read for all educators. The work for an increasingly educated The storyline revolved around Educational PartnershipslCol- is the culmination of a study work force. For the first time in the lead character-an adult laboration; November-The commissioned by the assistant history, over half of all new jobs male with children, an ex-pro Older Learner; January-Adult secretary of labor and conducted will require postsecondary educa- as a ticket for employment. baseball player-who was enter- Education and The Future; by the prestigious Hudson Insti- tion ing college for the first time. The February-Literacy: Issues for tute, the granddaddy of all Almost one-third (versus 22 per- scene was his first class in public the Coming Decade; April- futures research institutions. The cent today) will require a college Ethics/Professionalism; May- book represents input from a degree. Over 25 percent of workers spealung. To my surprise, what unfolded Staff Development; and, June- broad range of disciplines. Like presently employed will need be remain was a fairly true representation Global Perspectives. While resource most Hudson works, researchers some retraining to of the fears and aspirations of reviews and themes won’t neces- pour in reams of projections, employable. adults returning to school, the sarily be tied together, it does trends and predictions to churn One of the six major chd- out “scenarios” (the futurists’ lenges facing the U.S. as we impact that the instructor (in this seem appropriate to consider the version of “ . . .but, on the other approach the turn of the century case a browbeater and humiliator) various themes when selecting hand”) from which implications is “improving workers’ education can have on the student, and the resources to review. can be drawn. skills.” Other challenges resolve of the adult student to do Please contact Dr. Helen H. and Mills, Resources Editor, Adult The book is cleanly organized. include “stimulating world well. Even the first public speech Learning, Georgia Center for A terse executive overview is growth, improving productivity made by this adult student was followed by a more in-depth in the service industries, improv- poignant in that it drew upon his Continuing Education, The Uni- versity of Georgia, Athens 30602, discussion of the major forces ing the dynamism of an aging experiences and good common 404-542-1756 for a copy of shaping the American economy sense. There were some good workforce, reconciling the needs or to submit reviews. in the year 2000. From this, the of women, work, and families, lessons imbedded in this story guidelines authors posit three scenarios- and integrating Blacks and His- for the adult considering return- You can now share the creative, innovative, and perceptive ways conservative (aka, pessimistic), panics fully into the workforce.” ing to school and for the teacher in which a variety of resources moderate, and liberal (aka, The net of the message is that of such a student. can be used in our profession. optimistic). A demographics adult learning professionals will Why do I share this with you? Adult chapter follows; i chapter on the be in large demand over the next Well, the department of hurning devoted to reviews -by Dr. Helen H. Milk implications (“six challenges”) ten years. Likewise, organizations to share all types of ends the book. Seventeen tables and educational institutions allows us resources that can lead to a better and 33 figures add useful, graphic (public and private) will be understanding of the world of illustrations for readers needing expected to find new ways to the adult learner or that can help more visualization as their “walk- increase the efficiency and ing cane” on the journey forward. productivity of the learning us to create a better world for Books will be an Workforce 2000 by William B. Why is this book important? process. While Workforce 2000 that learner. important part of this section. In Johnson and Arnold H. Packer, First, it dramatically affirms the offers no solutions, it unfolds addition, reviews of popular Indianapolis: Hudson Institute, learning crisis enroute. “Educa- clear, irrefutable evidence that the literature, plays, movies, poems, 1987. 117 pages. tion and training are the primary human resource development government reports, museum systems by which the human field must provide support and exhibits, commission studies, and capital of a nation is preserved resources critical to the success yes, even television shows are and increased,” say the authors. of the economy. A encouraged. The newer technolo- “The speed and efficiency with gies for teaching may also pro- dote that says if an economist which these education systems vide some resources for review. lost an arm, he or she would transmit knowledge governs the -by Cbip R. Bell Reviews should typically be have to change professions- rate at which human capital can Performance Research short, not more than 500 words, economists can’t function with- be developed. Even more than Associates, lnc. and include a brief introduction, out the ability to say. . . “but on such closely watched indicators Charlotte, NC 28 A Adult Learning http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Review: Workforce 2000

Adult Learning , Volume 1 (1): 1 – Sep 1, 1989

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Publisher
SAGE
Copyright
© 1989 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515958900100112
Publisher site
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Abstract

a reflective summary of ways in the other hand.“ This book has as the rate of investment in plant of those mindless evenings we which the resource broadens or been heavily influenced by eco- and equipment, human capital experience, I found myself deepens our view of self, of the nomics and economists. But, our formation plays a direct role in captured by the comfort of the adults we serve, or of the society history has taught us that how fast the economy can grow. sofa and the drone of the tele- in which we live, and close with economics can be a demanding The decline in low skilled vision, too uninterested to even information about how this sculptor on the shape of life. jobs, the increasing complexity of change the station via VCR resource might be obtained and Workforce 2000 (subtitled society, the continued shift of a remote after the evening news. used. Work and Workers for tbe production economy to a service The show appearing on the This year’s remaining themes Huenty-Jirst Century) is a must economy all fuel the requirement screen became “Who’s the Boss.” for Adult Leurning are October- read for all educators. The work for an increasingly educated The storyline revolved around Educational PartnershipslCol- is the culmination of a study work force. For the first time in the lead character-an adult laboration; November-The commissioned by the assistant history, over half of all new jobs male with children, an ex-pro Older Learner; January-Adult secretary of labor and conducted will require postsecondary educa- as a ticket for employment. baseball player-who was enter- Education and The Future; by the prestigious Hudson Insti- tion ing college for the first time. The February-Literacy: Issues for tute, the granddaddy of all Almost one-third (versus 22 per- scene was his first class in public the Coming Decade; April- futures research institutions. The cent today) will require a college Ethics/Professionalism; May- book represents input from a degree. Over 25 percent of workers spealung. To my surprise, what unfolded Staff Development; and, June- broad range of disciplines. Like presently employed will need be remain was a fairly true representation Global Perspectives. While resource most Hudson works, researchers some retraining to of the fears and aspirations of reviews and themes won’t neces- pour in reams of projections, employable. adults returning to school, the sarily be tied together, it does trends and predictions to churn One of the six major chd- out “scenarios” (the futurists’ lenges facing the U.S. as we impact that the instructor (in this seem appropriate to consider the version of “ . . .but, on the other approach the turn of the century case a browbeater and humiliator) various themes when selecting hand”) from which implications is “improving workers’ education can have on the student, and the resources to review. can be drawn. skills.” Other challenges resolve of the adult student to do Please contact Dr. Helen H. and Mills, Resources Editor, Adult The book is cleanly organized. include “stimulating world well. Even the first public speech Learning, Georgia Center for A terse executive overview is growth, improving productivity made by this adult student was followed by a more in-depth in the service industries, improv- poignant in that it drew upon his Continuing Education, The Uni- versity of Georgia, Athens 30602, discussion of the major forces ing the dynamism of an aging experiences and good common 404-542-1756 for a copy of shaping the American economy sense. There were some good workforce, reconciling the needs or to submit reviews. in the year 2000. From this, the of women, work, and families, lessons imbedded in this story guidelines authors posit three scenarios- and integrating Blacks and His- for the adult considering return- You can now share the creative, innovative, and perceptive ways conservative (aka, pessimistic), panics fully into the workforce.” ing to school and for the teacher in which a variety of resources moderate, and liberal (aka, The net of the message is that of such a student. can be used in our profession. optimistic). A demographics adult learning professionals will Why do I share this with you? Adult chapter follows; i chapter on the be in large demand over the next Well, the department of hurning devoted to reviews -by Dr. Helen H. Milk implications (“six challenges”) ten years. Likewise, organizations to share all types of ends the book. Seventeen tables and educational institutions allows us resources that can lead to a better and 33 figures add useful, graphic (public and private) will be understanding of the world of illustrations for readers needing expected to find new ways to the adult learner or that can help more visualization as their “walk- increase the efficiency and ing cane” on the journey forward. productivity of the learning us to create a better world for Books will be an Workforce 2000 by William B. Why is this book important? process. While Workforce 2000 that learner. important part of this section. In Johnson and Arnold H. Packer, First, it dramatically affirms the offers no solutions, it unfolds addition, reviews of popular Indianapolis: Hudson Institute, learning crisis enroute. “Educa- clear, irrefutable evidence that the literature, plays, movies, poems, 1987. 117 pages. tion and training are the primary human resource development government reports, museum systems by which the human field must provide support and exhibits, commission studies, and capital of a nation is preserved resources critical to the success yes, even television shows are and increased,” say the authors. of the economy. A encouraged. The newer technolo- “The speed and efficiency with gies for teaching may also pro- dote that says if an economist which these education systems vide some resources for review. lost an arm, he or she would transmit knowledge governs the -by Cbip R. Bell Reviews should typically be have to change professions- rate at which human capital can Performance Research short, not more than 500 words, economists can’t function with- be developed. Even more than Associates, lnc. and include a brief introduction, out the ability to say. . . “but on such closely watched indicators Charlotte, NC 28 A Adult Learning

Journal

Adult LearningSAGE

Published: Sep 1, 1989

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