EDUCATION AND THE REVITALIZATION OF AMERICA

The revitalization of America cannot be achieved without a trained and knowledgeable store of human talent. Whether the aim is reindustrialization and an increase in economic productivity, or a speedy and efficient closing of the arms gap to enhance American security, high-caliber people will be required to translate these national goals into reality.

Take a look at our economy today. Some experts argue that unless we tighten our belts, consume less, and invest more in the capital goods sector, the American economy will continue to falter. Others point out that the dramatic expansion of the services sector accounts for two-thirds of the increased growth of the economy in the 30 years following World War II. This view maintains that services growth has created a different kind of productive economy, but one that is healthy. Public policies stemming from both views depend heavily on human capital--the skill, dexterity and knowledge of the population.

Or, take a look at American security--our status and power as an international leader. Our national government repeatedly announces its intentions to restore the United States to a position of world leadership. Now more than ever before we must develop our capability in languages, math, sciences and our knowledge of international circumstances and events. Announcing security postures without the people-skills to back them up amounts to little more than posturing.

Economic growth and American security are responsibilities of the federal government. Guaranteeing the production of human resources to meet them constitutes at least part of fulfilling that responsibility. The federal government cannot succeed at one without the other.

The federal government now provides partial support to American education. At all levels the programs it funds are doing what Americans want to have done. Federal funds are targeted categorically to the communities and students who need them most. They enable more learning to take place in the basic skills of reading, writing and math. They help ensure the vocational skills needed to "reindustrialize" and the advanced studies required to make our nation secure militarily and politically. In some southern states these funds provide as much as one-fourth of the total education funding. Their successes have been demonstrated by the National Assessment of Educational Progress, and others.

This administration has proposed a cut in excess of 30 percent for elementary, secondary and higher education. Millions of students will be affected; special programs will be dropped. With the proposed budget cuts for fiscal years 1981 and 1982, $4.65 billion will be lost to schools. Hundreds of millions of dollars will be lost to college students each year. Many of our cities--cities which will bear the brunt of cuts in other sectors--will lose between one-fifth and one-third of their federal funds.

The budget gaps created by the loss of these funds will not be closed by states and localities whose budgets are already seriously strained beyond the breaking point. Forty states have constitutional or statutory spending limitations. Many simply do not have the money to begin with.

There is a real contradiction between the goals the administration seeks and the means to attain those goals. This is hardly the way to launch a "new beginning" for America. An investment in ideas without an investment in human talent will only bankrupt America's future.

RESOLVED, that the American Federation of Teachers urge the Reagan Administration to reconsider its own economic and social policies in terms of this nation's future need for an educated store of human capital; and

RESOLVED, that the AFT encourage new dialogue between the corporate, private sector, the foreign policy, defense community and educators, for the purpose of developing education policies that will serve their needs.