Cheers for HIGH TECH U

It is not often these days that one is able to read the reports of some really good news! Fortunately this was the case for me when I read the article in last Friday’s (June 3, 2005) edition of the Massachusetts Middlesex News MetroWest Business section titled, “Intel takes initiative installing tech careers”. Intel deserves widespread support both from government and individual citizens for the launch of their “High Tech U” in Hudson. Intel should be congratulated for their foresight in taking this bold step towards providing entry into high tech careers for high school students with "B" and "C" grade averages at a time when most American corporations are obsessed in outsourcing jobs in all areas. It is necessary for American industry to plan ahead to develop local labor resources in anticipation of the long overdue American economic revival. As the country slowly moves toward a more strong viable economy, it is becoming startlingly clear that America is not prepared to provide the labor force necessary to sustain such a developing economic environment.

I graduated from Rindge Technical High School in Cambridge in 1945 and I remember that during my years at Rindge that there was a strong confluence of outside expertise guiding the educational curriculum of the school. The principle of Rindge, John Woods was a tireless champion for the concept of a blue ribbon school capable of providing an across-the-board education; ranging from education in the traditional vocational arts through studies designed to prepare the student for entry into university. However, the accent always was placed on providing a strong technical education as the basis of all pursuits. In this role Dr. Woods invited members of American industry, along with graduate students from MIT, to become actively involved with working with the students at Rindge. The aircraft engine plant of General Electric in Lynn provided a very attractive apprentice program for junior and senior Rindge students. Under this program G.E. would hire select student applicants as full time apprentices during the summer months to work as on-the-job trainees. Students successfully completing the G.E. program would find a full time job waiting for them upon graduation. Other companies such as IBM provided similar apprentice programs.

Unfortunately, during the Vietnam war a significant amount of anti-war sentiment in the local colleges and universities spilled over into many high schools and Rindge was no exception. The presence of this vitriolic atmosphere in the high school soon transformed itself into an anti-corporation and anti-business sentiment among the students; which caused the least vocal among the students to exhibit deep disinterest in any connection with the American industrial world. This breech in the original trust and mutual respect between the high school and industry has never been substantially repaired.

In my opinion it is time for American educators to do a paradigm shift in the way they view the educational needs for those students not bound for college. In the new order of the 21st century, there are thousands of jobs that can be done effectively in the technology industry without the need for a four or two year college degree. The gaming industry has (unintentionally) already taken the first steps in providing a form of basic “operator education” for most high school pupils through the widespread popularity and daily use of video game machines. The operation of these highly complex games with their myriad of rules, strategies and countermoves is performed most efficiently by millions of kids everyday. The kids have to quickly learn to adapt and become proficient in the computer generated game environment in order to become a serious challenger to the internal opponents provided by the game automation. The general techniques required in video game playing have immediate applications in manufacturing processing and manufacturing test and quality assurance.

I certainly do not intend to infer that proficiency in playing video games is a prerequisite for technical employment in industry; rather I think that during this critical period we should look at any positives that we have to work with in the development of a skilled labor force. In most industrial manufacturing environments, computerized tools and instrumentation actually perform the actual test regimen, evaluating and reporting the results. However, humans are still required to schedule product flow, initiate test and inspection, and manage product distribution to internal shipping terminals. To create a skilled labor pool from high school graduates entering the industrial labor force simply requires building “operator interfaces” (into the complex technical machinery and tools) that have been specifically designed to support users with a substantial video game usage background. It is fitting that the first initiatives for development of such a labor force should come from the high tech industry.


The skilled labor pool requirements for the new age of NanoTechnology in America are already stupendous, but little is currently being done to meet these needs. In summary, concerted urgent action is required in the following areas…
1) American industry must commit to commissioning and funding plans to seek out and train American high school graduates who are highly motivated and desirous of entering industry.
2) A highly interactive cooperative confluence must be formed between American industrial corporations and American school departments and teachers; where the industrial component will specify the curriculum which matches the needs of industry in its definition of a skilled labor force. (This guidance is critical, in that the speed of new product development in the 21st century will be so accelerated that it will become virtually impossible for secondary schools to maintain an up-to-date curriculum applicable to the employment skills needed by industry.)
3) A paradigm shift in the viewpoint of American education will be necessary to address the need to create a viable skilled labor pool from high school graduates intent on entering American industry. This shift must recognize that it is paramount that industry capitalizes on the legacy of operational skills and gaming strategies that video games have provided to millions of long term young users. Traditional science courses certainly are necessary for career advancement but should not be necessary requirement for entry level and upper entry level technical positions in industry.
4) American industry must develop a national “operator interface” standard for complex industrial tools and instruments that are targeted specifically toward users that are highly proficient in operating video game equipment.
5) The Government (State and Federal) must provide incentives sufficient not only to get American industry moving in this regard but continues to provide motivation until an adequate skilled labor pool comes into existence.

We need to build upon Intel’s leadership in this instance and demand that government and industry galvanize around this issue. This most important issue that will determine America’s future. We shouldn’t miss the boat!