The first Industrial Revolution began in the 18th century in England with crude (by today’s standards) machine manufacturing, iron and steel, and new energy sources. These beginnings provided many new, well-paying jobs in the USA through most of the 20th century.
However, many of the global economies and their institutions of learning in the late 20th and early 21st century already have entered the “Second Industrial Revolution,” dominated by advanced technologies, including: computers, robotics and other automation, satellites, the Internet, smartphones and other communication methods, new materials and international supply chains for assembly and manufacturing, use of cheaper foreign labor and other innovations.
As a result, the once traditional good-paying blue collar job opportunities in the USA have been dramatically reduced and today’s K-12 public school students must make early choices (e.g., academics or vocational education/training) to thrive or even survive after graduation from high school.
Compared to just 30 years ago, there exist today many education diversions, which discourage student learning.
Many current K-12 students seem to be pre-occupied with video games, TV programs, texting and other activity with smartphones, sports and other recreations, and many other education diversions, while apparently being not concerned about their lives after high school.
Students of affluent families may enjoy these luxuries but many other less fortunate students should begin to consider their means for survival early in their education (eighth/ninth grade?) to assure their “American Dream” can be realized after high school.
Innovative teachers might turn some education diversions into productive learning experiences, e.g., computer and communications skills. A variation of an old adage is: “A parent can lead his/her student to school but cannot make him/her learn!”
Motivation and ability to learn requires student interest and initiative, good teachers, appropriate curricula and, for most students, hard work.
Many students with high aptitudes and interest in academics still face the large, future burdens of student debt, even after succeeding in four years (or more) of college/university education and getting a good job.
Most students lacking the aptitudes or interest in academics or early vocational training, face minimum wage jobs (with no fringes, e.g., insurance, vacation, sick days, etc.) after high school. Then, to succeed, they must have the initiative and means to acquire additional training and skills or face lifelong poverty — or worse.
For interested and motivated students, acquiring many of these basic skills early in their education is where K-12 public schools can really help. Combined parental and school counseling can help students in need of vocational direction realize some of their preliminary goals in pursuit of good job opportunities after high school.
For those students, who have the interest, means and motivation to become qualified through additional vocational education and training after high school, here is a list of jobs, which (over the next 5-20 years) will pay good future wages with fringes: residential electrician, carpenter, plumber, home renovation and other building trades; heating, ventilating and air conditioning (HVAC) technician; auto and diesel mechanics; robotics operators and robotics maintenance technicians; air traffic controllers, law enforcement officers, healthcare and military technicians.
Many of these trades and/or careers today require specific and applied computer skills; reading comprehension, writing and personal communications skills; ability to work well with others; skills in visualizing three dimensions; physical strengths or combinations of those skills. Courses to acquire many of these skills can be taken in your public high schools right now — and they are free!
The “bottom line” for almost all personal successes in business or other vocations, whether working for someone or owning the business, is: 1) Acquiring and applying pertinent skills; 2) Having initiative (seeing/knowing/doing what has to be done and doing it); 3) Working well with others; 4) Being reliable; 5) Persevering and 6) Hard work. If a student adheres to these criteria for success, while avoiding the temptations of drugs, crime, laziness, etc., he/she will find more opportunities for jobs, owning property, having time and resources for enjoyable recreation, travel and avocations, having a family and other aspects of “The American Dream.”
Moral: For most, there is no easy way to fulfill one’s life’s goals. It takes determination and hard work.
Dick Hahn, a resident of Sequim for eight years, is a retired senior U.S. government program manager and charter member of the President’s Senior Executive Service. He is a U.S. Army veteran and holds degrees in math, mechanical and nuclear engineering, and is a licensed professional engineer.
