EDUCATION 60
•
I
I
I
Soviet Engineering Strength (Graduations from Higher Educational Establishments) 50
40
30
20
10
1928 1930
1935
1940
1945
1950
1954
It's Confirmed · . . Russia is turning out more e n g i n e e r s than U. S . Spotlights A m e r i c a n e d u c a t i o n crisis X REND-SPOTTERS s o u n d e d a
warning
right after World War I I that revolutionary changes were d u e in education, both here and behind t h e Iron Curtain. Shaping u p was the threat that Russia would soon outstrip the U. S. in training scientists and engineers. Closer to home, school facilities were bulging at the seams, b u t interest in science was waning. Like voices crying in the wdderness, these pioneers spread t h e word about t h e coming changes. B u t their pleadings generally were unheeded. T h e portents were not yet clear—more data were needed to convince the skeptics. T w o authoritative- studies were r e leased last week which should provide convincing proof. T h e National Science Foundation xnade public a survey showing t h a t Russia is turning o u t twice as many technical specialists as t h e U . S. in some fields. T h e crises ahead for American education were d e 5160
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N O V . 2 8,
1955
scribed in "Teachers for Tomorrow," a bulletin issued by the F u n d for the Advancement of Education.
In Russia . . . T h e Soviet Union h a s graduated about 200,000 more professional engineers than t h e U. S. during t h e past quarter century, the NSF siarvey shows. Russia turned out 682,000 professionals, while the U. S. total w a s 480,000. These findings are presented in "Soviet Professional Manpower," b y Nicholas DeWitt of Harvard's Russian Research Center. The study was published by t h e National Science Foundation i n cooperation with t h e National Academy of Sciences. It is based on more than two years of research on t h e Soviet educational system, including the supply a n d distribution of professional manpower. To put the figures on Soviet scien-
tists in proper perspective, the report points out: "Universal education falls far short of achievement in the Soviet Union, and educational opportunities a r e generally more limited than in the United States. Soviet higher educational establishments graduated only half as many persons in all fields as d i d t h e U. S. during the past 25 years, b u t Soviet educational policy a n d practices have been shaped to meet t h e giowing needs for scientific a n d technical manpower, with the result that from a very much smaller educational base the Soviet Union is turning out a higher number of trained specialists than is t h e U . S." The high ratio of technical specialists (about 4 7 trained professionals p e r 1000 workers) is achieved in several ways. Specialization in science begins in the secondary schools where 40% of all instruction is devoted to technical subjects. Strong incentives are placed before students interested in science or engineering as a career. Such blandishments as monetary rewards, military service exemptions, social prestige, and choice living accommodations help to swell the ranks of Soviet technical manpower. Once committed to a scientific career, however, Soviet students cannot change their minds. Russian technical graduates do not select their own jobs, but are involuntarily placed i n positions in Une with their field of formal training. Severe penalties in Soviet labor laws prevent changes in occupation. Hand i n hand with t h e emphasis on scientific training significant improvements have been made in t h e over-all Soviet educational system. Although Russia has fewer professionals than t h e U. S. on the basis of total population, it is catching up fast. I n 1926, there were only 12 professionals per 10,000 people, but today t h e figure has reached 8 0 p e r 10,000. (America, b y contrast, has 320 professional people per 10,000). Literal comparison of American a n d Soviet educational systems is n o t possible, however, t h e survey maintains. There are fundamental differences in the systems themselves and in their underlying philosophies. For example, in the U.S.S.R. t h e advanced degree is regarded more as a past achievement rather than a preparation for future work. Women have a n important place in Soviet professional circles, since they make u p half of all professionally trained people. Despite pressures a n d recruiting drives, Russian professionals have remained comparatively aloof from the Communist Party. Only one third are formal members of the party.
Howr Can We Have Better Schools? • Economic barriers must be removed from the full education of the nation's most talented pupils. • Compulsory retirement must be modi fied to prolong the services of ex ceptional teachers. • Teachers' rigid pay scales should be changed. • Better use of teacher skills. • The use of "master" teachers for more than ordinary, routine teaching. • More extensive use of television, film, and recordings. —"Teachers for Tomorrow" • Chemical Training. Chemistry majors in Russia h a v e a tougher time than their American counterparts. The Soviet student spends at least one-third more time on chemistry subjects. T h e r e is no radical difference in the range of courses available, but sub jects -which are elective in the U. S. are mandatory in Russia. At the University of Moscow, for example, laboratory work is very promi nent in general chemistry subjects, occupying almost three-quarters of the total time devoted to courses in chem istry. In specialized courses, however, very little time is devoted to laboratory work. Chemical engineering training in the Soviet Union follows the same pattern. The range of courses offered is com parable t o t h e curricula of American engineering colleges. Again, Russian students s p e n d more time on their sub jects in most oases. Soviet technology seems to tend toward specialized courses, while American courses have a much broader base.
In America. . . American education is caught in a two-pronged squeeze, according to the bulletin prepared by the F u n d for the Advancement of Education. On one hand student enrollments are again be ginning t o accelerate sharply. But at
the same time there is a severe shortage of qualified leachers. unless some thing can be done to correct these situations, the United States faces a serious breakdown in t h e quality of its educational processes. Probably the biggest problem is faced b y the colleges. In t h e near fu ture current low enrollments, caused by limited depression birth rates and other factors, will give way to a new trend. When t h e " W a r Babies" now in secondary schools attain college age enrollments should spiral upward . The quality of teaching personnel is a vital factor in t h e future of education. According to "Teachers for Tomorrow, " the outlook is bleak: "It will b e impossible u n d e r the pres ent pattern of teacher recruitment and teacher utilization to secure anywhere near enough good teachers for our schools and colleges over t h e next 15 years/' • Bandwagon Begins to Roll. There are indications that Hydra-headed scientific manpower problems are get ting more attention in high places these days. Recently Senator H u b e r t Humphrey (D-Minn.) u r g e d the Presi dent to establish a special commission to study t h e shortage of scientists and engineers. Eisenhower replied t h a t he already had set u p an intergovern mental committee to examine the prob lem and promised action on the group's recommendations soon. Russia's rapid gains in t h e interna tional technological race have alerted others to the need for more well-trained scientists. The NSF report backstops earlier estimates that t h e Soviet is turn ing out more technical people than the United States. Directly tied in with t h e need for more scientists is the n e e d for more capable, well-trained teachers. In creasing the number of high quality technical students will be t o no avail unless teachers and equipment a r e ade quate. Fortunately, a growing num ber of people are becoming aware of these problems.
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mm»nammsmm Senator Humphrey o n Scientific M a n p o w e r "Not enough scientists and engineers are being trained each year to meet our national re quirements. As a result, the re search and development pro grams of our industries and armed forces have been cur tailed. The shortage of research scientists, especially, is not only one of quantity but also of quality." —Sen Hubert H u m p h r e y ( DMinn. ) in a letter to President Eisenhower
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