Work. Hard work! And plenty of it. That is what has made the United States into the world's foremost economic superpower. But while we Americans value and respect work, we are also concerned about economic justice. We like to see all workers earn a fair day's pay for a fair day's work. And we like having a safety net to catch those who cannot compete successfully in our labor markets. America works because of this balance between the desire to reward work and our concerns about economic justice. But according to Jon Forman, America could work even better. In Making America Work, Forman explains how current government policies influence work and work behavior and makes the case for changing government tax, welfare, Social Security, pension, and labor market policies to encourage work and promote greater economic justice. It is a clear, provocative declaration of principles and a bold prescription for policies that restore and preserve the balance of work rewards and economic justice.

The Commission was chartered by Congress to assess the reserve component of the U.S. military and to recommend changes to ensure that the National Guard and other reserve components are organized, trained, equipped, compensated, and supported to best meet the needs of U.S. nat. security. Contents: Creating a Sustainable Operational Reserve; Enhancing the DoD¿s Role in the Homeland; Creating a Continuum of Service: Personnel Mgmt. for an Integrated Total Force; Developing a Ready, Capable, and Available Operational Reserve; Supporting Service Members, Families, and Employers; Reforming the Organizations and Institutions That Support an Operational Reserve; and Commission for the Total Operational Force. Illus.

The book begins with the premise that workforce education is a global issue and is becoming increasingly competitive. It is important for the reader to understand the concept of work historically, as well as its meaning and implications to individuals. Understanding this history leads to better instruction, education, and training, which can solve many human performance problems in the workplace. Workforce Education, Occupational, Training, Instruction or Career Education, Voca-tional Education or Technical Education is used interchangeably throughout this book. The concept of today’s workforce development is universal. As a college professor, I believe I have an ethical obligation to promote learning, to ensure health and safety, to protect the public and private trust, and to promote the transfer of learning. A second premise of this book is that there are common issues and problems in the workplace. This book provides, in a single volume, the knowledge base common to all work settings for today’s students, regardless of their specialty. Thus, the book was designed for students to think globally and to understand how to be and what it takes to be competitive in the global economy.

This document records the oral testimony and written reports of witnesses who testified at a Congressional hearing on education for entry-level workers who are needed by small businesses. Those who offered oral or written testimony included representatives of the following: National Alliance of Business, the American Society for Training and Development, the Educational Testing Service, the Council on Competitiveness, and the Executive Secretarial School. The testimony centered on the theme that noncollege-bound students, who represent about 75 percent of students, do not have the basic skills needed to fill the jobs available and to advance in those jobs. Witnesses suggested that many kinds of reform have been tried with little success. They pointed to Goals 2000, however, as the type of movement that is needed and that might provide the goals necessary for collective work toward a more competitive work force. Some witnesses believe that educational reform cannot be just "tinkering around the edges," but must be a complete overhaul of the school system. Others suggested a "youth apprenticeship" program for the last 2 years of high school, with employers playing a greater role in training students for the jobs available. According to one witness, schools and employers need to agree on validated skills necessary for high school graduates so noncollege-bound students have some incentive to study. In addition, education should stress more applications, according to several witnesses. Some witnesses also stated that small businesses cannot afford training for their employees and that the federal government should provide tax incentives for training personnel, just as they do for technology and equipment purchases. (KC)