Cook, Alice Hanson / Workers' education in the U.S. Zone of Germany
Recommendations, pp. 30-32 PDF (1.5 MB)
4. The unions are spending a great deal of time and energy on vocational training, some of which at least should be done by public school agencies or of labor offices. There should certainly be more consciousness of its relation to general labor market needs. A general look of vocational school tool shops an school rooms, of general lack of opportunities for apprenticeships, plus the special needs of retraining re- fugees and veterans, may dictate the continuance of union activity in this field. (This is a service the unions may owe the community so long as-the community cannot meet the demands.) A long run plan should call for trade union representatives-on vocational school boards, industry advisory committees, apprentice examining boards and in vocational counselling services. This has happened in Bromon and is panned in Stuttgart. With a 'broader and enriched vocational school curriculum, the work the Munich unions are doing through Karl Fitting in providing discussion of trade union problems for prospective, vocational school teachers should be more widely Known 5. A positive and detailed adaptation of union program to the special needs of women is imperitive. The unions in Hosse and Baden have held conferences on programs. The unions in Bavaria have a women's secretarist. Working women are too exhausted with grappling with the food and housing situation, raising children, etc., to be easily available for any king of activity outsied the home. The critical need from the union's point of view now is not so much program to meet the prblems of those women, but consideration and experimentation with methods of working with them. The Arboitemohlfahrt in Stuttgart and Bromen, and probably in other places, have been able to develop an amzing volunteer staff for work with children, maintenance of sewing rooms, health centers, kindergartens, etc. This organization is under the leadership of trained social workers, nursery and kindergarten teachers, and nurses who recognize as mart of their work the training and use of volunteers. 6. While schools cannot do the major educational work in the unions, they are indisponsable for intensive training. The unions for the most part have large financial reserves now, which may be worthless or at most greatly devalued in a currency reform. Equipping schools, youth centers, rest homes and the like in so far as it can be done now with the shortage of materials should be an immediate program. Success in this direction means leaving somestaff members free to work on this job alone, because it is a dotinles, difficult and a time consuming task. Leadership for those schools is not lacking, but because at the moment there is no opening for such people on a full time basis with the unions, they are being drained off into social work, work in the ministries, etc. They could, however, be mobilized if time and direction were given to the search.
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