2019MTI考点：双语对照-《大西洋月刊》丨新经济竞争推动第三次教育革命
编者按：
美国通过以全民中学运动和全民大学运动为标志的两次教育革命，建立了世界上最成功的经济体。在新经济时代，由于自动化以及零工经济等力量的推动，就业环境发生巨变，以终身学习为标志的第三次教育革命浪潮正在来袭。为满足经济发展需要，学校与职业培训项目正向终身学习模式发展。
涉及热点：
教育，零工经济，人工智能，就业，职业培训，终身学习等。热点云集，是学习的好材料，也是考试热点，推荐认真研读吸收。今年涉及以上热点的文章可以多看看，储备起来，以备翻译写作之用！
The Third Education Revolution
第三次教育革命
When the giant Indian technology-services firm Infosys announced last November that it would open a design and innovation hub in Providence, the company’s president said one of the key reasons he chose Rhode Island was its strong network of higher-education institutions: Brown University, the Rhode Island School of Design, and the Community College of Rhode Island.
去年十一月，印度技术服务巨头印孚瑟斯（Infosys）公司宣布，它将在普罗维登斯（Providence）创建一个设计和创新中心。该公司总裁说，他选择罗德岛（Rhode Island）的主要原因之一是当地强大的高等教育机构网络，包括布朗大学（Brown University）、罗德岛设计学院（the Rhode Island School of Design）和罗德岛社区大学（the Community College of Rhode Island）。
In a higher-education system that is often divided between two- and four-year colleges and further segregated between elite and nonelite institutions, it’s not often that a community college is mentioned in the same breath as an Ivy League campus. Nor is a two-year college seen as a training ground for jobs in the so-called creative economy, which include industries such as design, fashion, and computer gaming that typically require bachelor’s degrees.
高等教育体系通常分为两年制大学和四年制大学，并且进一步分为精英学校和非精英学校，通常不会将社区大学和常青藤盟校相提并论。同样，两年制大学也不被视为所谓“创意经济”（creative economy）的职业培训基地，其中包括设计、时尚、电脑游戏等通常要求本科学位的行业。
But the Community College of Rhode Island, New England’s largest two-year college with more than 15,000 students, is working hard to change the tired image of two-year institutions as places for high-school graduates who can’t hack it on four-year campuses or for the unemployed trying to figure out what’s next. Led by Meghan Hughes, a relatively new president with an academic background in art history, the college is overhauling its approach to workforce development by better aligning programs with the state’s economic priorities than is currently the case.
两年制大学通常被视为为四年制大学的落榜生和前途渺茫的失业者准备的职业培训基地。但是，罗德岛社区大学学生数量超过15000名，是新英格兰最大的两年制大学，正在努力改变其古板形象。作为一名拥有艺术史学术背景的新校长，梅根·休斯（Meghan Hughes）正在领导学校致力于劳动力发展，使学校课程设置更好地契合该州优先经济目标。
“Like many colleges, we tended to be more reactive and slower to respond to training needs,” said Julian Alssid, who started last summer as vice president of workforce development. The college would typically wait for displaced workers to come to the campus to receive retraining instead of intervening before they were laid off. It had advisory groups of employers to provide guidance on certificates and degrees, but they met infrequently, so it would take months or sometimes years to tweak existing programs or start new ones.
“和许多大学一样，在回应培训需求方面我们往往更不情愿而迟缓，”朱利安·阿尔斯德（Julian Alssid）说，他于去年夏天担任负责劳动力拓展的副校长。罗德岛社区大学通常会等待失业者来校园接受再培训，而不是在他们被解雇之前进行干预。学校虽然拥有雇主咨询小组来提供关于证书和学位的指导，但是他们很少见面，因此，往往需要数月，甚至数年时间来调整现有课程或开设新课程。
Now, the college is in the process of reorganizing its continuing-education division to build ongoing partnerships with companies to keep it current on industry trends and operate training programs responsive to and in sync with the labor market. The alliance with Infosys is a good example of this new strategy as the college works with the company to figure out how the school can help in recruiting and training 500 workers who will make a median salary of $79,000.
现在，这所大学正在重组其继续教育部门，与企业建立持续的合作伙伴关系，以便与行业发展趋势保持同步，积极响应劳动力市场的需求，并开展与劳动力市场需求相一致的培训项目。罗德岛社区大学正与印孚瑟斯公司合作，研究学校该如何帮助企业招聘和培训500名年薪中位数为79,000美元的员工。两家的合作是这个新战略的良好范例。
The problem with many existing workforce-training programs, Alssid said, is that employers, colleges, and local workforce boards responsible for doling out federal funds “all operate separately, calcified in their own silos.” In this new economy, he added, “those worlds will blend together.”
阿尔斯德说，目前许多劳动力培训项目中普遍存在的问题在于，雇主、学校和负责联邦基金发放的地方劳动力委员会“都是独立运作，各自为政”。他补充说，“在新经济时代，这些将融为一体。”
The world of work is undergoing a massive shift. Not since the dawn of the Industrial Revolution in the 18th and 19th centuries and the Information Age that followed in the last century has the scale of disruption taking place in the workforce been so evident. An oft-cited 2013 study from the University of Oxford predicted that nearly half of American jobs—including real-estate brokers, insurance underwriters, and loan officers—were at risk of being taken over by computers within the next two decades. Just last fall, the McKinsey Global Institute released a report that estimated a third of American workers may have to change jobs by 2030 because of artificial intelligence.
就业环境正在发生巨变。自从18世纪、19世纪工业革命到来，到上个世纪开始的信息时代以来，劳动力领域还从未遭受如此明显的冲击。牛津大学2013年发布的一份被广泛引用的研究预测，在未来20年内，将近一半的美国就业机会，包括房地产经纪人，保险承销商和信贷员，将面临被计算机取代的危险。就在去年秋天，麦肯锡全球研究院（McKinsey Global Institute）发布的一份报告估计，到2030年，三分之一的美国劳动者可能不得不因为人工智能而更换工作。
Previous shifts in how people work have typically been accompanied in the United States by an expansion in the amount of education required by employers to get a good job. In the early 1900s, the “high-school movement” turned secondary schools into a nationwide system for mass education that provided training for life instead of small-scale institutions designed to prepare a select group of students for college. In 1910, just 9 percent of American youths earned a high-school diploma; by 1935, 40 percent did.
在美国，之前人们工作方式的变化通常都伴随着雇主对教育水平要求的提高。想要得到更好的工作，就需要接受更多的教育。20世纪初期，“中学运动”把中学变成了提供生活技能训练的全国性大众教育系统，而不是为准备进入大学的少数学生而设计的小型学校。1910年，只有9%的美国年轻人获得高中文凭;到1935年，这一比例上升至40%。
This expansion of high schools was the first wave in a century-long broadening of education in the United States in response to the changing needs of the economy. The high-school movement was “truly path breaking,” wrote Claudia Goldin, a Harvard University economist, in a paper published by the National Bureau of Economic Research. “No other country underwent the transformation to virtually universal public secondary education” so early and so quickly. “Without the rapid rise of the high school,” Goldin argued, “America could not have put the GI Bill of Rights … into immediate action after 1944.”
中学数量的增加是美国为应对不断变化的经济需求而进行的长达一个世纪的教育扩张的第一波浪潮。哈佛大学(Harvard University)经济学家克劳迪娅•戈尔丁(Claudia Goldin)在美国国家经济研究局(National Bureau of Economic Research)发表的一篇论文中写道，中学运动是“真正的开创性突破”。“没有任何其他国家”这么早、这么快地“经历了向几乎普遍的公立中等教育的转变。“如果没有中学的迅速增加，”戈尔丁认为，“美国不可能在1944年后立即实施《退伍军人权利法案》（GI Bill of Rights），因为美国的年轻人还没有完成高中教育。
The second wave in expanding education for a changing workforce occurred in the 1960s with the “college-for-all” movement. In 1965, President Lyndon B. Johnson signed the Higher Education Act, which bolstered federal aid for higher education. Meanwhile, states built community college campuses and widened the mission of state teachers’ colleges by adding a bevy of programs in all academic fields. Between 1970 and 2016, enrollment in higher education more than doubled from 8.5 million to 20.5 million students.
20世纪60年代，随着“全民大学”运动的兴起，第二波教育扩张的浪潮出现了。1965年，林登·约翰逊总统（President Lyndon B. Johnson）签署了《高等教育法案》（the Higher Education Act），该法案加强了对高等教育的联邦资助。与此同时，各州建立了社区大学，并通过在各个学术领域增加一系列课程，扩大了州立师范学院的任务。1970年至2016年期间，高等教育入学人数从850万增加到2050万，增加了一倍多。
Now a third wave in education and training has arrived, argue economists, educators, and workforce-development officials. The level of preparation that worked in the first two waves—adding more time to education early in life—does not seem sufficient in the 21st-century economy. Instead the third wave is likely to be marked by continual training 11、throughout a person’s lifetime—to keep current in a career, to learn how to complement rising levels of automation, and to gain skills for new work. Workers will likely consume this lifelong learning in short spurts when they need it, rather than in lengthy blocks of time as they do now when it often takes months or years to complete certificates and degrees.
经济学家、教育工作者和劳工发展官员认为，第三波教育和培训浪潮已经到来。前两波浪潮的工作能力储备——即增加早年教育的时间——似乎还不足以适应21世纪的经济形势。相反，第三波浪潮最显著的特征可能是，每个人在一生中要持续接受培训，以保住现有工作，学习与不断提高的自动化水平互补的技能，以及学习新工作所需的技能。劳动者可以根据需要，可能会在短时间内开展这种终身学习，而不是像现在这样花上数月或数年之久拿到证书和学位。
With this third wave will come a shift in how workers perceive retraining, said Brent Parton, deputy director of the Center on Education and Skills at the think tank New America. “We tend to think of retraining now as something that follows a traumatic event—a job loss, for instance,” said Parton, who served as a policy advisor in the U.S. Department of Labor during the Obama administration. “We’re entering a stage where retraining will be the day-to-day world that people live in. It will be part of their daily life and a much quieter set of traditions compared with now.”
美国智库“新美国”教育与技能中心副主任布伦特·帕顿（Brent Parton）说，随着第三波浪潮的到来，劳动者对再培训的态度将发生转变。曾在奥巴马政府时期担任美国劳工部政策顾问的帕顿说:“人们往往认为，再培训都发生在失业这样的不幸之后。”“我们正在进入这样一个阶段，再培训将成为人们喜闻乐见的生活方式。这将是人们日常生活的一部分，也是比现在更司空见惯的传统。
One big worry, however, is that the arrival of lifelong education will only exacerbate the economic divide that already exists in the United States. Education levels in the U.S. are closely tied to income. Simply put: Rich kids are far more likely to graduate from college than are their poor and working-class peers. There’s no reason not to believe that trend won’t continue in this third wave of lifelong learning. It is likely to help workers who already have high levels of education get the training they need rather than assist underemployed or unemployed workers who need to upskill to keep a job or get a new one.
然而，值得高度警惕的是，终身教育只能加剧美国现存的经济鸿沟。美国的教育水平与收入息息相关。简而言之，相对于穷人和劳工阶层的同龄人，富家子弟更有可能接受大学教育。这种趋势在第三波终身学习浪潮中很有可能会持续下去。这可能会帮助那些已经具有高学历的劳动者来获得所需培训，而不是帮助那些未充分就业者和失业者提高技能来保住工作或得到新工作。
Two simultaneous forces in the job market are driving this push toward lifelong learning. The first is automation and the widening divide between the lifetime earnings of high-school and college graduates. While experts predict that few occupations will ever be totally automated, most jobs are likely in the future to have many of their basic activities performed by a computer. In its report, McKinsey estimated that in about 60 percent of occupations, at least one-third of activities could be automated by 2030. “The shift could be on a scale not seen since the transition of the labor force out of agriculture in the early 1900s in the United States and Europe,” the report warned.
就业市场有两股力量在同时推动终身学习的发展。第一股力量是自动化，以及高中毕业生和大学毕业生终生收入差距的持续扩大。尽管专家预测只有很少的职业会完全自动化，但在未来大多数职业的许多基本工作，都有可能由计算机执行。麦肯锡在其报告中估计，在大约60％的职业中，至少有三分之一的工作可以在2030年之前实现自动化。报告警告称:“这一转变的规模可能是自20世纪初美国和欧洲的劳动力从农业转移以来前所未有的。”
The second is the emergence of the gig economy, which is reshaping the traditional employer-employee relationship as more contractors and freelancers fill roles once reserved for full-time workers making good salaries. While the term “the gig economy” conjures up images of popular apps for temporary work, such as Uber and Task Rabbit, the army of professional white-collar freelancers is larger than that encompassing the services we can request on our smartphones. In a 2016 study, two economists, Lawrence F. Katz and Alan B. Krueger, found that all net employment growth in the United States since 2005 appears to have come from what they termed “alternative work”—that is, contract and freelance work, which has ballooned by more than 50 percent over the last decade.
第二股力量是“零工经济”（the gig economy）的出现，正在重塑传统的雇主-雇员关系，因为更多的承包商和自由职业者扮演了需要支付高额薪酬的全职劳动者的角色。虽然“零工经济”这个术语让人联想起为打零工提供平台的几个热门应用，例如优步（Uber）和跑腿外包（Task Rabbit），但由专业白领组成的自由职业者队伍比我们智能手机上提供的服务范围更广。在2016年的一项研究中，两位经济学家劳伦斯·卡茨（Lawrence F. Katz）和艾伦·克鲁格（Alan B. Krueger）发现，自2005年以来，美国全部净就业增长似乎都来自所谓的“替代性工作”，即外包类和自由职业类工作。换句话说，在过去的十年里，这些工作增加了50％以上。
Both trends in the job market have the potential to upend the current federal workforce-training system that is largely run by the government and depends on solid projections about future jobs with traditional employers. Automation adds “much more uncertainty about what jobs are in high demand,” said Harry Holzer, a professor at Georgetown University and former chief economist for the Labor Department. “What might look like a job or skills in high demand today, might not be by the time someone is done training for a new job.”
就业市场的这两种趋势，都可能颠覆当前联邦劳动力培训体系，这个体系主要由政府运作，并且对未来工作的可靠预测都是围绕传统雇主展开。自动化增加了“对哪种工作有大量需求的不确定性”，乔治敦大学教授和劳工部前首席经济学家哈里·霍尔泽（Harry Holzer）表示，“今天看起来有大量需求的工作或技能，当人们完成针对新工作的培训时，情况可能就变了”。
What’s more, federal retraining programs deliver funds through local workforce boards, which operate one-stop centers where job seekers go for help largely to prepare for full-time work, not to become independent contractors or entrepreneurs. If more people are employed as freelancers in the future, workforce-development officials worry that it might be difficult for some workers to know when they need a new set of skills to remain employed.
此外，联邦再培训项目通过当地劳动力委员会提供资金，这些机构运营着一站式服务中心，求职者可以在那里寻求帮助以便为全职工作作准备，而不是为了成为独立的外包劳动者或者企业家。负责劳动力发展的官员担心，将来如果更多的人成为自由职业者，对有些人来说，他们可能很难知道何时需要新技能来保住工作。
One role traditional employers have always played is in the professional development of their workers. On a yearly basis, usually through annual performance reviews, employers would advise employees about the skills needed to keep their job or to receive promotion. In many cases, employers would suggest training programs and pay for them. But freelancers get no such guidance nor help on finding or paying for continuing education.
传统雇主一直在其员工的职业发展方面扮演重要角色。每年，通常通过年度绩效评估，雇主会建议员工想要保住工作或获得晋升需要接受什么样的技能培训。在很多情况下，雇主会建议员工去接受培训并为其付费。但是，自由职业者无法在寻找继续教育项目或者支付费用上获得这些指导和帮助。
Policy officials maintain that the realities of the modern workplace demand that government-14、run job-training programs in the future play a different role. Rather than focus on routine skills that can be replaced by technology, job training needs to target key skills that complement technology, such as problem solving, teamwork, and communication.
有关政策官员认为，当前就业市场的现实要求政府运营的职业培训项目在未来发挥不同作用。职业培训应该针对可以与技术形成互补的关键性技能，比如问题解决、团队协作和沟通交流，而不是专注于可被技术取代的日常技能。
At the same time, training must occur more regularly and less episodically than it does now in order to keep pace with the increasing churn of jobs. Already colleges are responding to this need by expanding noncredit programs; such courses can be up and running more quickly than credit-based programs can, and they take much less time to complete than do full-fledged degrees and certificates.
同时，为了适应不断加速的工作岗位流失，职业培训必须更加持之以恒，而非断断续续。大学已经通过扩大无学分课程来回应这一需求，这些课程可以比学分课程更快开设和运行，而且完成课程所需时间也比攻读完整学位和证书课程少得多。
But those noncredit programs are small compared to degree programs, and most higher-education institutions still operate with a mentality that it’s not their job to train people for a job, economists say. “What worries me,” Holzer said, “is that the system today is not great at providing training to workers who need it, and the demand is only going to grow in the future with more workers, in more occupations.”
但是，一些经济学家认为，相对学位课程而言，这些无学分课程规模太小，而且大多数高等教育机构仍然有这样一种心态，认为训练人们找到工作不是他们的任务。“我最担忧的，”霍尔泽说，“是现行体制并不善于为有培训需求的劳动者提供培训，而随着更多劳动者和更多职位出现，这个需求将来会持续增长。”
The classic image of job retraining in the U.S. remains that of laid-off blue-collar factory workers learning new skills. But if greater numbers of white-collar workers with college degrees tap into the federal job-training system in the future, it risks collapse trying to take into account their training needs as it is also starved for money. (Federal training dollars have been slashed by 22 percent since 2009, and in his second budget this year, President Trump proposed further cuts.)
在美国，职业再培训的典型形象仍然是下岗的的蓝领工人学习新技能。但是，如果将来更多的拥有大学学位的白领劳动者也纳入联邦职业再培训系统，他们的培训需求同样需要资金支持，这可能导致联邦制职业再培训系统的崩溃。2009年以来，联邦培训基金已经被削减了22%，在今年的第二份财政预算中，特朗普总统提出了进一步的削减计划。
Increased funds for federal job-training programs will only come when white-collar workers use the benefits in addition to laid-off blue-collar workers. “It needs to be seen as a benefit for everyone,” said Josh Copus, the chief operating officer of the National Association of Workforce Boards. “If the more advantaged [white-collar workers] don’t use career centers, we’re never going to expand the social capital and networks of those who do use them.”
只有当白领工人和失业蓝领工人同样使用联邦职业培训项目时，资金才会增加。“这应当被视为所有人应得的福利”，美国劳动力委员会全国协会（National Association of Workforce Boards）首席运营官乔西·科普斯（Josh Copus）说，“如果处于优势地位的（白领劳动者）不使用就业中心，我们永远不会扩大就业中心使用者的社会资本和网络。”
Experts agree that to adequately serve an increasingly diverse set of workers and industries, the current patchwork of federal training efforts needs reform. An important first step was taken in 2014 when Congress replaced the 1990s-era Workforce Investment Act with the Workforce Innovation and Opportunity Act. Among other things, the new law emphasized “career pathways,” which offer workers a sequence of educational opportunities and credentials that they can earn as they work in progressively more advanced jobs. For example, instead of training to become a nurse, workers could first pursue certificates as nursing aides.
专家一致认为，要为日益多样化的劳动者和行业提供充分服务，目前支离破碎的联邦培训工作有待变革。2014年，国会迈出了重要的第一步，以《劳动力创新和机会法》（Workforce Innovation and Opportunity Act）取代了20世纪90年代的《劳动力投资法》（Workforce Investment Act）。在其他方面，新法律强调了“职业发展路径”，它为劳动者提供了一系列的教育机会和资格，使他们可以在逐步从事更高级的工作时获得这些机会和资格。比如，劳动者可以先取得护士助理证书，而不是一开始就接受护士培训。
But further reforms are needed for the third wave of education and lifelong learning, so that training isn’t seen as something that happens only when there is a shock to the economy, such as a recession or a massive factory layoff. One idea that has been suggested by economists and workforce-training officials: “work sharing,” which allows employees to retrain while they’re still employed. Work sharing is a program in place in more than 25 states in which employers reduce their workers’ hours and pay and the states make up some of the lost wages. Right now, it’s typically used as an incentive in an economic slowdown to keep skilled workers employed, but it can also provide workers the flexibility to improve their skills while in a job.
但是，第三波教育和终身学习浪潮还需要进一步改革，这样职业培训才不是只有在经济动荡时才会发生，比如经济衰退或者大规模工厂裁员。经济学家和劳动力培训官员提出的一个思路是“工作分享”，即允许员工在在职时接受再培训。美国有超过25个州中推行了“工作分享”计划，雇主减少员工的工作时长和工资，而各州政府则补偿部分损失工资。现在，它通常被作为经济放缓时的激励措施，以留住技能熟练的劳动者，但它也可以为劳动者提供灵活性，帮助他们在在职时提高技能。
If training and education become a lifelong pursuit, the big question is how to pay for it. Many people enter the workforce already in debt from college. Student debt has doubled since 2009 to $1.3 trillion. Given these circumstances, few people have money for further training. In response, some states offer Lifelong Learning Accounts, a 401(k)-like plan that allows employers and employees to contribute to an account for retraining purposes.
如果培训和教育成为终身追求，最大的问题是如何筹集资金。很多人在大学里就已经欠下债务。学生债务自2009年以来翻了一番，达到1.3万亿美元。在这种情况下，很少有人有钱接受进一步培训。所以，美国很多州提供了“终身学习账户”（Lifelong Learning Accounts），这是一个类似401(k)养老金计划的项目，允许雇主和员工向一个以进行再培训为目的的账户缴款。
Michael Horn, a higher-education consultant who has written extensively on the future of training, recently suggested similar plans that he dubbed “renewable learning funds.” They would be paid for by an alternative form of financial aid called income-share agreements. Such agreements provide students money to cover college costs, and, in exchange, students agree to pay back a percentage of their future income rather than take on a fixed amount of debt.
迈克尔•霍恩(Michael Horn)是一位高等教育咨询师，他撰写了大量关于的未来培训的文章。他最近提出了类似的计划，称之为“可再生学习基金”。他们将通过另一种形式的财政资助，即收入分享协议来支付费用。这些协议为学生提供了支付大学费用的资金，作为交换，学生则同意以他们未来收入的一部分作为偿还，而不是承担固定数额的债务。
“Continual education is not just about paying for tuition,” Horn said. “Training carries an opportunity cost in terms of lost wages, and so we need to figure out how to support some of their living expenses, too.”
“继续教育不仅是关乎学费的问题，”霍恩（Horn）说，“培训还带来了损失工资等机会成本问题，所以我们应该研究如何支持他们的一些生活开销。”
Faced with a skills gap, employers are increasingly working with community colleges to provide workers with both the academic education needed to succeed in today’s workforce and the specific hands-on skills to get a job in their companies.
面对技能差距，雇主们更多的选择与社区大学合作，为劳动者提供两方面的培训，一是在当今职场上取得成功所需的学术教育，二是帮助他们在公司成功求职的具体实践技能。
In the long race between education and increasing technology in the workforce, education has historically always won, according to Goldin, the Harvard economist. In other words, for much of the 20th century, simply having a college degree and, even better, an advanced degree, was seen as a key advantage in the job market. But it’s unclear whether that dynamic will remain true in a job market undergoing massive changes. A college degree will certainly remain a differentiator in the future, but not just any degree, argues Alssid, the vice president of workforce development at the Community College of Rhode Island.
哈佛大学经济学家戈尔丁(Goldin)表示，在教育和技术不断发展的劳动力之间的长期竞争中，教育历来都是赢家。换句话说，在20世纪的大部分时间里，仅仅拥有大学文凭，或者更高的学位，就已经被视为就业市场中的关键优势。但是，在经历巨大变革的教育市场中，目前还尚不清楚这种态势是否会继续保持。负责劳动力发展的罗得岛社区大学副校长阿尔斯德认为，将来大学学位仍能起到区分作用，但不是任何学位都管用。
“While we don’t know what skills will be required for the human-centric jobs of the future [such as health care, management consultants, and financial planners],” said Alssid, who has spent more than two decades in the workforce-development field, “we do know that these jobs will require a highly adaptable workforce that can think critically, creatively, and work collaboratively to find solutions to rapidly developing, complex problems.”
虽然我们不知道以后以人为核心的职业需要哪种技能（比如医疗保健、管理咨询、财务规划），在劳动力职业发展领域工作20多年的阿尔斯德说，“但我们知道，这些职业需要适应能力很强的劳动力，他们应当具有批判性、创造性思维，并能够通过协同合作，找到层出不穷的复杂问题的解决方案。”
Such skills, often referred to as “soft skills,” are typically seen in liberal-arts graduates, but those individuals often lack the technical skills employers want. Alssid said a hybrid of liberal-arts and technical education is what is most needed in training programs to allow workers to better navigate the ambiguity of the future job market. That’s the goal of his school’s partnership with Infosys—to introduce liberal-arts students to technical fields that they might not have previously considered, while other programs will introduce the flexibility of the liberal arts to technical workers.
这些通常被视为“软技能”的能力，在文科生中很常见，但是这些人往往缺乏雇主想要的技术能力。阿尔斯德说，文科和技术教育的结合是目前培训项目中最需要的，只有这样才能让劳动者更好把握未来就业市场的不确定性。这也是他的学校和印孚瑟斯合作的目标——向文科学生介绍他们以前可能没有考虑过的技术领域，并让技术工作者了解文科的灵活性。
More than a century has passed since the universal high-school movement took off in the United States and 50 years since the college-for-all movement began. Those first two waves of education helped the U.S. build the world’s most successful economy. Now it’s clear a third wave in the evolution of education is needed to compete in a new economy in which learning can never end.
美国的全民高中运动已经过去一个多世纪，全民大学运动开始至今也有50多年。最初的两波教育浪潮帮助美国建立了世界上最成功的经济体。显而易见，为了参与学无止境的新经济竞争，美国需要迎接教育革命的第三次浪潮。
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