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Cook, Alice Hanson / Workers' education in the U.S. Zone of Germany
(1947)

Recommendations,   pp. 30-32 PDF (1.5 MB)


Page 31


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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