Can Education Save the Economy?

Generally speaking, people say that education is the underpinning of economic recovery for the United States. But amid the daily commentary about what should be done or what’s not getting done — as discussed by the plethora of Web sites, blogs, research institutes, foundations and private-sector companies — we must question: What are the real areas of focus for school leaders? What would a planning guide for local school leaders and policy-makers that truly directs our institutions of learning toward a sustainable future look like? What comprises an educated individual and society? What are the American Recovery and Reinvestment Act (ARRA) funding mechanisms supporting those principles?

Converge and the Center for Digital Education (CDE) are undergoing an ambitious project to define the “dream technologies and principles” to help realize the spirit and intention behind the nation’s current course as outlined by the ARRA.

A careful analysis of the legislation’s emphasis on education and economic recovery reveals a commitment toward:

• partnerships;
• collaboration;
• accountability;
• a connection with the nation’s underserved; and
• a keen eye toward the forces securing the nation’s position in the global economy through science, technology, engineering and mathematics.

Recently, I was part of a statewide conference exploring innovative models for education. While I was on the stage with Harvard’s Chris Dede, he passionately suggested to the audience that we shouldn’t patch things up; we should “blow it up!”

I’m not sure we can blow the whole thing up at once, but we can certainly dismantle ineffective sections and build out new additions to move into.

As the stimulus package pours billions into education, it is important to ensure we meet the stimulus package’s principles, such as saving teaching jobs, improving student achievement, ensuring transparency and accountability, and manage school funding differently and more effectively.

But the current federal commitment of funding is also offering an opportunity to do what many have been dreaming of. Let’s not miss this chance to make a big impact.

Beyond analyzing the amount of money available and the state distribution of funding, we’ve been researching and meeting with people across the United States to uncover what it’s going to take to start “blowing it up.”

Later this summer, Converge and its CDE will release a comprehensive whitepaper exploring a workable education model for a sustainable future. Until then, this story showcases the first phase of our work, highlighting case studies in four education areas: green workforce, workforce automation, online learning and broadband.

The idea is that these programs could be funded with ARRA dollars and could be implemented at your school or university by applying for certain funds. By reviewing these “dream sheets,” you can learn how to make one of these successful programs work for you.
—Marina Leight, editor in chief

Creating a green workforce

Renewable energy and energy efficiency currently provide more than 9 million jobs in the United States, according to the American Solar Energy Society 2009 Green Collar Jobs report, which also predicts that the United States will have 37 million jobs in the same fields by 2030.¹

Hot job areas, according to the report, include electricians, mechanical engineers, welders, metal workers, construction managers, accountants, analysts, environmental scientists and chemists. And the vast majority of jobs created by these industries are in the same types of roles seen in other industries — accountants, factory workers, IT professionals, to name a few.

In Sacramento, Calif., one community college is gearing students up to become this next set of green-collar workers.