Act I: China STANDUP: HELLO, I’M HEDRICK SMITH. IN OUR SERIES SO FAR, WE’VE SEEN THE PRESSURES
DRIVING AMERICA’S NEW ECONOMY AND THEIR IMPACT ON PEOPLE’S LIVES....WALL STREET MONEY MANAGERS RIDING HIGH, ORDINARY COUPLES JUGGLING TWO JOBS AND THE TIME-SQUEEZE OF WORK, HOME AND THE KIDS.NOW WE’LL LOOK AT HOW
SOME COMMUNITIES AND COMPANIES ARE WIDENING THE CIRCLE OF ECONOMIC SECURITY AND HELPING MORE OF THE MIDDLE CLASS SHARE THE GAINS. EDUCATION IS ONE CRUCIAL ANSWER - NOT JUST EDUCATION FOR THE ELITE BUT FOR THE BACKBONE
OF OUR FUTURE WORKFORCE ...THE AVERAGE KIDS WHO WILL BE THE COMPUTER TECHNICIANS, THE , HEALTH SPECIALISTS, THEGRAPHIC ARTISTS, THE TECH-SMART WORKERS OF TOMORROW. WHEN MY GENERATION WAS IN SCHOOL, AMERICA LEAD THE
WORLD IN UNIVERSAL PUBLIC EDUCATION. SINCE THEN, WE’VE SLIPPED BADLY. OUR LEADERS KEEP PROMISING TO MAKE US NUMBER ONE AGAIN, BUT RECENT INTERNATIONAL TESTS SHOW WE’RE STILL WAY DOWN THE LIST... LEAVING OUR NEXT
GENERATION AT A COMPETITIVE DISADVANTAGE. WHO’S OUT FRONT? LOOK ACROSS THE PACIFIC - SINGAPORE, KOREA, JAPAN...AND, A BIG SURPRISE, CHINA. U.S. SCHOLARS TELL US THAT CHINA’S BIG CITY HIGH SCHOOLS ARE BEATING U.S.
SUBURBAN HIGH SCHOOLS IN VITAL SUBJECTS LIKE MATH AND SCIENCE. NARRATION: VISIT CHINA AND YOU UNDERSTAND WHY. THE CHINESE BELIEVE THE 21ST CENTURY BELONGS TO THEM, AND THEY’RE IN A RUSH TO GET THERE. TAKE SHANGHAI.
ITS ECONOMY IS EXPLODING... THE HUANG PU RIVER THROBS WITH FOREIGN TRADE... SHANGHAI’S SKYLINE IS HONEYCOMBED WITH CRANES....22,000 CONSTRUCTION SITES IN ALL... TRAFFIC IS A CHAOTIC SWARM OF CARS, BICYCLES,
TRUCKS, PEDESTRIANS. AND UNDER A BLIZZARD OF NEON LIGHTS, THE YOUNGER GENERATION...SAVORS THE FRUITS OF CHINA’S NEW MARKET ECONOMY. GLEAMING NEW HOTELS AND 50-STORY BANK TOWERS CROWD OUT CRAMPED WORKING CLASS
TENEMENTS... AND THE MARKET, HAVING REVOLUTIONIZED CHINA’S ECONOMY, IS NOW REVOLUTIONIZING CHINA’S EDUCATIONAL SYSTEM. BRIGHT YOUNG URBAN CHINESE AREN’T INTERESTED IN PRODUCING CHEAP TEXTILES, THEY HANKER TO
COMPETE WITH THE WORLD IN FASHION. THESE VOCATIONAL HIGH SCHOOL SENIORS ARE PRESENTING A FASHION SHOW OF THEIR OWN ORIGINAL DESIGNS. CHINA IS BANKING ON ITS YOUTH TO MAKE THE AMBITIOUS LEAP FROM MAO TO THE GLOBAL
MARKETPLACE IN ONE GENERATION. HERE, IN THE HEART OF SHANGHAI, THE FOUNDATIONS FOR CHINA’S NEW HIGH TECH WORKFORCE ARE BEING LAID AT PLACES LIKE ZHABEI JUNIOR HIGH SCHOOL. NARRATION: ZHABEI STUDENTS ARE THE
CHILDREN OF CHINA’S URBAN POOR. ZHABEI SCHOOL ITSELF WAS ONCE NOTORIOUS FOR ACADEMIC FAILURE AND JUVENILE DELINQUENCY ....UNTIL A REMARKABLE TURN-AROUND TOOK PLACE. NARRATION: AS IN MOST CHINESE SCHOOLS, ZHABEI’S
STUDENTS WEAR UNIFORMS DURING THEIR FIRST EIGHT YEARS. AND THE DAY BEGINS WITH A FLAG RAISING CEREMONY. NARRATION: THE GUIDING GENIUS WHO TRANSFORMED THIS INNER CITY SCHOOL IS PRINCIPAL LIU JINGHAI. BANISHED TO THE
COUNTRYSIDE DURING MAO’S BRUTAL CULTURAL REVOLUTION. AND NOW, STILL TRUE TO HIS PRINCIPALS, LIU IS ON A CRUSADE TO MOVE UNDERPRIVILEGED YOUTH INTO THE NEW ECONOMY. HIS PHILOSOPHY OF ‘EDUCATION FOR SUCCESS’ FOR EVERY
CHILD IS BEING COPIED ACROSS CHINA. LIU JINGHAI: I believe every child is capable of learning and can be taught. The question is whether we have found the apppropriate ways to
teach them. If a teacher doesn’t think that all children can be taught, he doesn’t deserve to be a teacher. NARRATION: LIU INVITED ME FOR A RARE LOOK INSIDE ZHABEI SCHOOL.
NARRATION: PHYSICALLY, ZHABEI SCHOOL WAS NOT IMPRESSIVE. IT WAS AN OLD BUILDING WITH DARK HALLWAYS.... BUT I LEARNED QUICKLY THAT LOOKS CAN BE DECEIVING. NARRATION: WE BEGAN BY VISITING A NINTH GRADE MATH CLASS. WITH
ME WAS COLGATE UNIVERSITY PROFESSOR HEIDI ROSS, AN EXPERT ON CHINESE EDUCATION WHO SPEAKS FLUENT CHINESE AND WHO HAS TAUGHT IN CHINESE SCHOOLS. THE TEACHER WAS PREPPING HIS CLASS FOR THE FINAL EXAM...A BENCHMARK TEST
TAKEN BY EVERY NINTH GRADER IN SHANGHAI. HEDRICK SMITH: Heidi, how would you compare this with American math in high school? HEIDI ROSS: I would say the geometry and
trigonometry that we’ve seen here today is probably at least 11th grade math in the United States. So we’re talking about a difference of about two years. HEDRICK SMITH: How do they do that?
HEIDI ROSS: Chinese teachers are very good at taking complex processes and breaking them down into small enough chunks so students can get a sense of their connectedness.
....This review began rather simply, and throughout the hour, it’s become more and more complex....there are expectations that all of these students can learn math.
HEDRICK SMITH: All of them? HEIDI ROSS: All of them will be able to solve these kinds of questions competently..... HEDRICK SMITH: And
these kids are coming from families where their parents have certainly not had this level of education? HEIDI ROSS: No, no. In fact, the percentage of parents in this school
who’ve had any kind of post-secondary school is very small. So their parents are probably junior high school graduates, or maybe graduates from 10th, 11th grade at most.
NARRATION: I ASKED PRINCIPAL LIU THE SECRET OF HIS SUCCESS WITH STRUGGLING STUDENTS. LIU JINGHAI: We found the philosophy of traditional Chinese medicine provided a very good
model to solve the problem. NARRATION: LIU EXPLAINED TO ME THAT RATHER THAN TREATING INDIVIDUAL SYMPTOMS, CHINESE DOCTORS CONSIDER THE WHOLE BODY, FROM THE COLOR OF THE TONGUE TO
THE PULSE RATE, LOOKING AT WHY THE BODY IS VULNERABLE TO SICKNESS. HEDRICK SMITH: How does a principal or a teacher, adopting the philosophy and approach of traditional Chinese medicine, use that in education?
LIU JINGHAI: First of all, we found that students who perform poorly have many different problems. But the fundamental problem is the lack of confidence and motivation, which is the
result of repeated failures in study. NARRATION: IN SHORT, DON’T FOCUS INITIALLY ON SKILLS IN SUBJECTS LIKE MATH, CHINESE OR CHEMISTRY BUT FOCUS FIRST ON DEVELOPING THE WHOLE
CHILD ...AND THAT MEANS TEACHERS MUST TAKE RESPONSIBILITY TO PACE THE WORK TO BUILD SELF-CONFIDENCE ...A MESSAGE ACCEPTED EVEN BY TOP STUDENTS, LIKE SUN YIN. HEDRICK SMITH: Many of the students before they came to
Zhabei had trouble in school. They didn’t, they had poor marks. But they get better marks here? SUN YIN: Yes. HEDRICK SMITH: How? How did
the teachers help you? Do the teachers help you? SUN YIN: With the, with the help of the teacher, they make much progress. I think the first, the teacher give them, gives them,
the easy problems. Then the teacher teaches them how to learn. Then they can do, they can do the difficult problems. Then they make progress.
HEDRICK SMITH: And they think they can do it? SUN YIN: Yes. HEDRICK SMITH: They believe in themselves. SUN YIN: Yes. NARRATION: SUN YIN’S MATH TEACHER AGREES WITH LIU THAT IT IS THE TEACHER’S JOB TO BUILD SUCCESS MOMENTUM FOR EVERY CHILD.
HEDRICK SMITH: What’s the key to a student’s success? WANG SHOUXING: Self-confidence. Only with self-confidence can a student really learn. HEDRICK SMITH: What about the importance of hard work as compared with natural ability? Which is more important there? WANG SHOUXING: Hard work is the most important.
NARRATION: SLOGANS ON CLASSROOM BLACKBOARDS, UNDERSCORED THAT CHINESE PHILOSOPHICAL DIFFFENCE WITH AMERICAN EDUCATION...THAT HARD WORK RATHER THAN NATURAL ABILITY IS THE KEY TO
SUCCESS. NARRATION: FOR ALL THE EMPHASIS ON HARD WORK, CERTAIN THINGS SURPRISED ME...CLASSES TAKING A BREAK IN THEIR LESSONS TO MASSAGE THEIR EYES. OR TO DO CALISTHENICS IN THEIR HOMEROOM. NARRATION: AFTER A 90-MINUTE LUNCH BREAK AT HOME OR AT CURBSIDE FOODSTALLS, THE NINTH GRADERS WHO HAD BEEN BONING UP FOR THEIR FINAL EXAM TOOK AN ORGANIZED THIRTY-MINUTE NAP AT THEIR DESKS. HEIDI ROSS: Americans are very surprised when they walk into a Chinese classroom between breaks and see students running with a lot of rowdy energy and see students sleeping in the classroom after
lunch. HEDRICK SMITH: Or doing eye exercises. HEIDI ROSS: Or doing eye exercises. A lot of it simply doesn't look like “time on task” in
the way we put it in the United States. But in fact, that rhythm of the day allows students then to be this concentrated when they're doing their academic work. NARRATION: IN
SHORT, AN APPROACH THAT IS BOTH DEMANDING AND NURTURING. IT GIVES STUDENTS A SENSE OF OWNERSHIP. THIS IS THEIR SPACE AND THEY TAKE TURNS CLEANING UP THEIR CLASSROOMS. MANY STICK AROUND FOR LATE AFTERNOON STUDY HALLS.
....AND WITH A CLOSE AND EASY RELATIONSHIP BETWEEN STUDENTS AND TEACHERS, STUDENTS FEEL FREE TO COME INTO TEACHERS’ LOUNGE TO ASK QUESTIONS. LUI HUA: Good Morning everyone.
CLASS: Good morning Miss Liu. LUI HUA: Sit down please. Now let’s have our English class.NARRATION: IN THIS EIGHTH GRADE CLASS, I FOUND THE STUDENTS EAGER TO TRY OUT THEIR
ENGLISH. HEDRICK SMITH: Do you like to learn English? BOY STUDENT #14: Yes, I like to learn English. English is very beautiful.
HEDRICK SMITH: Why do you want to learn English? BOY STUDENT #14: For your work--for my work.GIRL STUDENT #12: Do your students have Chinese lessons? HEDRICK SMITH: Very few. Some students, but not very many. GIRL STUDENT #12: Do your students speak Chinese--can speak Chinese very well? HEDRICK SMITH: No, not very well, not as well as you speak English.NARRATION: ONE OTHER CRUCIAL CONCEPT - ENGLISH TEACHER LIU HUA IS THE CLASS DIRECTOR OR HOMEROOM TEACHER FOR THIS CLASS ALL THROUGH JUNIOR
HIGH. SHE WILL GET TO KNOW THEM AND THEIR FAMILIES WELL. WHEN THEY HAVE A PROBLEM, OTHER TEACHERS WILL TALK WITH LIU HUA ABOUT IT. LIU HUA: We talk with each other and find
where the problem is and how to solve the problem and what kind of care the children need. HEDRICK SMITH (reversal): I noticed in your class you put your arm around your
students. Are they like your children? LIU HUA: Yeah (Laughs), I think. I treat them just like my child, my children. They are very lovely, and they know--they know--how to love
me and love other--other--teachers. NARRATION: LIU’S SUCCESS SINCE 1990 HAS NOT ONLY WON HIM A HUGE DONATION FROM A HONG KONG BUSINESSMAN TO BUILD A NEW SCHOOL BUT IT HAS ALSO
MADE ZHABEI A MODEL. THOUSANDS OF OTHER CHINESE PRINCIPALS HAVE COME HERE TO ABSORB LIU’S PHILOSOPHY OF SUCCESS FOR EVERY CHILD. LIU JINGHAI: ...teaching knowledge or skills is
not the first priority in education. The number one issue is to give children the desire and the self-confidence to succeed. HEDRICK SMITH: Heidi...this is an inner-city
school--poor families, bad academic records before they got here. How well is this school doing for these kids? HEIDI ROSS: This school is doing very well for these kids. There
will be no dropouts from this class. These students will go on to high school. And one third of them will go on to some of the best academic preparatory high schools in Shanghai.
NARRATION: WHILE SHANGHAI’S BRIGHTEST TEENAGERS HEAD FOR THE UNIVERSITY TRACK, TWO-THIRDS WILL MOVE INTO WHAT SINCE 1985 HAS BECOME THE BOOM SECTOR OF CHINESE EDUCATION. ...VOCATIONAL HIGH SCHOOLS CLOSELY LINKED TO THE
NEW ECONOMY. NARRATION: IN A CITY BURSTING WITH NEW INDUSTRIES, YOUNG PEOPLE LIKE ARCHITECTURAL STUDENT RUAN FEI, SEE OPPORTUNITY ALL AROUND THEM. RUAN FEI: I noticed
Shanghai had more and more big buildings. I thought, if other people can design these wonderful buildings, why can't I? NARRATION: RUAN FEI AND OTHER VOCATIONAL STUDENTS
STAND A GOOD CHANCE OF REALIZING THEIR DREAMS WITH CAREERS OPENING UP IN EVERYTHING FROM FINANCE, TOURISM, AND COMPUTERS TO CINEMA AND INDUSTRIAL ARTS. JIANG HAISHAN: We quite
understand how important the vocational and technical education is. You know, Shanghai is the largest industrial city in China... NARRATION: JIANG HAISHAN IS SHANGHAI’S DIRECTOR
OF FOREIGN EDUCATIONAL EXCHANGES. JIANG HAISHAN: ...and the service industries are also growing quickly. For these fields, we need more and more skilled laborers...FEI AILUN:
...Our goal is to train lower to mid-level managerial and technical personnel for our social and economic development. NARRATION: FEI AILUN RUNS SHANGHAI’S SYSTEM OF MORE THAN
400 VOCATIONAL SCHOOLS. FEI AILIN: During the past 15 years, we turned out 400,000 graduates ...and in the current five years, from 1995 to 2000, we are going to graduate
another 500,000... NARRATION: ONE OF THE EDUCATORS TURNING OUT THOSE GRADUATES IS ZHANG JIANPING, PRINCIPAL OF HAI-SHAN ARTS SCHOOL. ZHANG BELIEVES IN HANDS-ON EDUCATION. WE MET
AT A PROJECT WHERE HIS FILM ANIMATION STUDENTS WERE DECORATING A CHILDREN’S CENTER. ZHANG JIANPING: Our country needs not only people with advanced degrees, but also a work
force with basic and mid-level technical proficiency. Our vocational schools provide those levels of learning. So, the more the economy develops, the faster the vocational schools will grow. NARRATION: WHEN ZHANG TOOK OVER FIVE YEARS AGO, HE FOUND A TRADITIONAL CHINESE FINE ARTS SCHOOL. HE DRAMATICALLY MODERNIZED MOST OF THE COURSES AND TEACHING METHODS.
ZHANG JIANPING: Three to four years ago, none of my students knew what a computer was. Now, every one of my students is able to use computers to do graphic designs and illustrations. This change took place as the
economy changed... This is the right way to go.NARRATION: THE COMPUTERS I SAW WERE NO INDUSTRY CAST-OFFS. THEY WERE STATE-OF-THE-ART PENTIUM CHIP SPECIALS WITH UP-TO-DATE GRAPHIC SOFTWARE. AND THE COURSES WERE FOR
HOT JOBS - INDUSTRIAL ARTS, GRAPHICS, ANIMATION, ADVERTISING. NARRATION: STUDENTS IN VOCATIONAL SCHOOLS ARE PUT INTO DIRECT CONTACT WITH WORKING PROFESSIONALS. THIS VISITING ARCHITECT WAS TEACHING RUAN FEI’S CLASS
THE MOST UP-TO-DATE STYLES..ALSO REFLECTED IN STUDENT WORK. HEDRICK SMITH: Ruan Fei, tell me, what’s your assignment? What are you doing?
RUAN FEI: The assignment is to design a villa. HEDRICK SMITH: What do you like best about this kind of assignment?
RUAN FEI: What I really like is to use my imagination. And we’re really supposed to reflect our own personality in this work - our knowledge but also our own personality and our feeling. When I can do that, I am very
happy. NARRATION: AT RUAN FEI’S SCHOOL, SENIORS ALSO PUT IN AN EXTRA SCHOOL YEAR AT ON-THE-JOB INTERNSHIPS.AT THE EAST CHINA DESIGN INSTITUTE, ZHU CHUNBAO DIRECTS THE STUDENT
INTERNS. I ASKED HIM WHAT THEY DO. ZHU CHUNBAO : ... They are here to assist us, especially with the graphics rendering. But they also get some opportunities to design.
HEDRICK SMITH: When they finish their year, will they be in demand in the market? ZHU CHUNBAO : Definitely. NARRATION: WITH JOBS VIRTUALLY GUARANTEED, I WAS SURPRISED TO LEARN THAT VOCATIONAL HIGH SCHOOLS INSIST ON TOUGH ACADEMIC COURSES. HEDRICK SMITH: Why do the Chinese put such emphasis on the basic education
as well as the technical--? HEIDI ROSS: You can look at a vocational school and see it as very narrow training. But I think in fact, there is something also going on here.And
that is, high level technical training has to come, in fact, from a more general understanding, a more general knowledge base. NARRATION: FEI AILUN HELPED DESIGN THE RIGOROUS
CURRICULUM TO PREPARE STUDENTS FOR THE FAST-CHANGING ECONOMY. FEI AILUN: The scientific technologies progress so rapidly nowadays. If our students don’t have certain
levels of academic foundation, they will lack the long-term ability to adapt themselves to future competition. NARRATION: TRAINED IN THEIR CRAFT, WELL GROUNDED IN THE BASICS,
VOCATIONAL STUDENTS LIKE XU JIE ARE BRIMMING WITH PRIDE ABOUT THEIR EDUCATION. HEDRICK SMITH: You take math, you take Chinese, you take politics, you take English. Do you think a fashion designer needs to know all
those academic subjects? XU JIE: I think these academic subjects are actually my foundation. If you can't even master these basic skills, you can't specialize in things like
fashion design. HEDRICK SMITH: Many young people finishing junior middle school, junior high school, want to go in to college, want to go to high school not vocational school. So
how do you feel about having come to a vocational school. Was that a good idea? XU JIE: Going to college is certainly a very good opportunity. But here, I can receive
professional as well as academic education. I think that gives me one more advantage in meeting the demands of the job market. NARRATION: THE CONFIDENCE AND COMPETENCE OF CHINA’S
NEXT GENERATION POSES A CHALLENGE TO AMERICAN EDUCATION. AND SOME AMERICAN PUBLIC SCHOOLS ARE MOVING EFFECTIVELY TO MEET IT
Act II: Reforming American Education NARRATION: SOUTHERN TEXAS... CINQO DE MAYO -- THE FIFTH OF MAY FESTIVAL AT ALAMO MIDDLE SCHOOL -- IN ONE OF AMERICA’S FASTEST DEVELOPING
REGIONS. THE RIO GRANDE VALLEY IS HALF A WORLD AWAY FROM SHANGHAI, BUT LIKE THE ZHABEI SCHOOL, ALAMO MIDDLE SCHOOL IS PART OF A MOVEMENT TO TRANSFORM EDUCATION IN MORE THAN 120 SCHOOLS ACROSS THE SOUTHWEST... TO GEAR UP
TENS OF THOUSANDS OF YOUNG PEOPLE FOR THE GLOBAL ECONOMY OPENED UP BY NAFTA, AMERICA’S FREE TRADE AGREEMENT WITH CANADA AND MEXICO. STAND-UP: Life is changing rapidly here in south Texas. New industries are moving in
to capitalize on the free trade zone and a shift is underway from the old back-breaking toil of migrant dirt-farmers cutting the fields to the new economy of modern medical complexes, foreign trade, and high tech
industry. But even with local unemployment running three or four times the national average, good jobs still go begging because the Rio Grande Valley lacks enough high skilled workers. Filling that gap is a challenge
that local educators and teachers from junior college to junior high are moving to meet. GILBERT GOMEZ (teaching): Mexico is what - ten miles away? Eight miles away? (Spanish)
NARRATION: SCIENCE TEACHER GIL GOMEZ, LIKE THE PARENTS OF HIS STUDENTS, GREW UP WORKING IN THE FIELDS ...AND HE KNOWS THE PROBLEMS HIS STUDENTS WILL FACE. GILBERT GOMEZ: The children can’t do what their parents and their grandparents have done any more. The market’s not there for them any more. We need to prepare them for the 21st Century. NARRATION: GOMEZ HAS A MISSION... TO ALTER THE LIVES OF THESE CHILDREN AND TO EQUIP THEM FOR THE NEW OPPORTUNITIES OPENING UP ALONG THE BORDER. GILBERT GOMEZ: And I
know that if I start with one child in a family, I know that that will set a precedent and it'll break the perpetuation of -- my grandfather was a farm laborer, my father’s a farm laborer and I'm going to be a farm
laborer. You want to break them away from this cycle. And education is the catalyst. Education is the way -- it's the only way it's going to happen. NARRATION: BUT THE PROBLEM
WAS...NOT ENOUGH EDUCATION WAS TAKING PLACE AT ALAMO.FIVE YEARS AGO....ALAMO WAS A SCHOOL PLAGUED BY GANGS, TRUANCY, AND POOR ACADEMIC RESULTS. THE TEACHERS WERE READY TO TRY SOMETHING NEW. PRINCIPAL ROSIE RUIZ--
ROSIE RUIZ: ...We wanted the children to be more successful. We wanted the students to be stronger in the academics. We wanted them to channel their energies in the classroom
versus out of the classroom.... NARRATION: ENTER ERNIE CORTES, A COMMUNITY ORGANIZER WHO WAS ALSO DISTURBED BY SEEING KIDS TURNED OFF AT SCHOOL. ERNIE CORTES: What happened--what was happening before is kids would enter schools with all kinds of energy, all kinds of curiosity, all kinds of hope for the future and by the time we finished with them,
they were -- they were dull, they were uninteresting, okay, they were disconnected, they were distracted. NARRATION: TO TAP THAT STUDENT POTENTIAL, CORTES FORMED AN ALLIANCE
SCHOOLS INITIATIVE TO SHAKE UP PUBLIC SCHOOLS IN WORKING CLASS DISTRICTS. THE CORTES STRATEGY IS TO WORK WITH CHURCHES AND COMMUITY ACTIVISTS TO BREAK DOWN OLD HIERARCHIES...TO EXCITE AND EMPOWER TEACHERS...AND TO
RECONNECT SCHOOLS TO THEIR COMMUNITIES. ERNIE CORTES: You got to bust up that model of command and control, which may have worked for a factory system, but doesn't work for the
kind of schools we need for the 21st Century.You got to develop a different kind of collaborative relationship, you’ve got to create what we call a community of learners.
NARRATION: ALLIANCE STEP ONE...ACTIVELY ENGAGE PARENTS IN THEIR CHILDREN’S EDUCATION. ROSIE RUIZ: I would like to have a contract between you the parent, we the school, and the
children.ERNIE CORTES: We want to teach parents...that it's up to them to understand what their kids need to learn. They have to understand what good teaching is. They have to understand that their kids can learn in
all kinds of different ways. ...because if we don't develop the parental understanding, then they can't hold the schools accountable. NARRATION: FOR MANY PARENTS IN THE RIO
GRANDE VALLEY, SCHOOL IS A DISTANT AND INTIMIDATING PLACE. TO REACH OUT TO PARENTS AND GET THEM FOCUSED ON THEIR KIDS’ EDUCATION, ALAMO--LIKE OTHER ALLIANCE SCHOOLS--BEGAN SENDING OUT TEAMS OF TEACHERS ON HOME VISITS.
GILBERT GOMEZ: They're beginning to -- to see that -- my god, you know, here's these teachers from that big old concrete building over there. They're coming out to visit us in
our homes, in our neighborhoods, walking our streets.We want them to know that that's their school. We are their servants. We're there and we have a tremendous responsibility. That responsibility is to teach their
kids. But the responsibility also lies with the parents. The parents have to help us do the job. And if we get the parents involved in their--in their child's education, the kids will believe. Because now it's
not just the teachers at school, but it's mom and dad at home that are saying, hey, education is the way. NARRATION: WITHIN THE SCHOOL, TOO, BIG CHANGES WERE MADE TO MAKE
STUDENTS FEEL AT HOME AND TO STEER THEM AWAY FROM GANGS. THE SCHOOL WAS ORGANIZED INTO EIGHT SMALLER SCHOOLS,OR TEAMS, WITH PUNCHY NICKNAMES. HEDRICK SMITH: So, what is this we see all over the school... the
Challengers and the Rainbow Riders and the Blue Team and the Texas Tornadoes and the Killer Bees, what's all that about? ROSIE RUIZ: ...These are the names that the children had
selected when we began the teaming concept...We have them because they're proud, they belong, it gives them ownership. NARRATION: EACH TEAM HAS 115 STUDENTS AND ITS OWN TEAM OF
FIVE TEACHERS. THE STUDENT TEAMS COMPETE IN MATH OR READING OR WRITING. THEY CREATE A SENSE OF COMMUNITY WITHIN THE SCHOOL, RESULTING IN BETTER DISCIPLINE AND CLOSER TIES BETWEEN TEACHERS AND STUDENTS. HEDRICK SMITH:
So these teams draw the kids away from gangs? ROSIE RUIZ: Yes...the gangs function because children want to belong. They feel that someone is paying attention to them. Therefore,
the teaming concept helps to do exactly that, the children actually feel that they belong with a group of children -- with a group of teachers.JERRY MATAMOROS: ...I feel comfortable with this school. It's pretty cool
because I know the teachers, they know me, I know the students and they know me, so we all get along. HEDRICK SMITH: And it feels like what? JERRY MATAMOROS: Like home. Like family... NARRATION: JERRY MATAMOROS IS AN EIGHTH GRADER AND A MEMBER OF THE CHALLENGERS TEAM. HE HOPES TO BECOME AN ENGINEER.
HEDRICK SMITH: Jerry what are you learning in school that’s gonna help you with your future plans?
JERRY MATAMOROS: --uh--English. HEDRICK SMITH: Yeah. Why? JERRY MATAMOROS: I had to go up.... --uh--like in debate, sort of.... and I was
talking about racism.JERRY MATAMOROS (in class): Good morning my fellow students. I’m Jerry Matamoros and I am here to speak to you, about racism that is currently plaguing our society...The Declaration of
Independence states that all men are created equal... JERRY MATAMOROS: And I know that one day like if I'm doing an interview, I have to express myself and I have to give like reasons why should I want that job and
that's... it's just cool. JERRY MATAMOROS (in class): Thank you for your time and I appreciate it for your undivided attention. HEDRICK SMITH: So, how did you do?
JERRY MATAMOROS: I got an A. NARRATION: ALAMO’S PERFORMANCE ON STATEWIDE TESTS HAS JUMPED SIGNIFICANTLY SINCE THE SCHOOL ADOPTED ERNIE CORTES’S
ALLIANCE APPROACH. TODAY, TWICE AS MANY STUDENTS MEET TEXAS OVERALL ACADEMIC REQUIREMENTS AS FOUR YEARS AGO. SIMILAR IMPROVMENT AT ALLIANCE SCHOOLS ACROSS THE SOUTHWEST ARE ATTRACTING WIDE APPROVAL AND SOME UNLIKELY
ALLIES LIKE STATE REPRESENTATIVE RAY ALLEN. REP. RAY ALLEN: I became a staunch supporter of the program--even though I’m a Republican conservative, this is not my traditional
constituency and it’s not the kinds of programs I normally seek out to lend my support to - because it works. We’ve been doing standardized testing in the state of Texas for a number of years now, and their test scores
are rising very clearly and steadily. That can’t be debated. NARRATION: ARMED WITH SUCH EDUCATIONAL SUCCESS, CORTES ORGANIZED ALLIANCE PARENTS TO LOBBY COST-CONSCIOUS LEGISLATORS
FOR EXTRA SCHOOL MONEY. RAY ALLEN: I spoke to a group of about 500 people in the State Capitol. They were asking for 10 million and wound up with 7. Now that’s politics. They
would have gotten none if they hadn’t shown up. NARRATION: ON AVERAGE, EACH ALLIANCE SCHOOL RECEIVED AN EXTRA $30,000 DOLLARS IN STATE FUNDING TO HELP PAY FOR TEACHER TRAINING,
FIELD TRIPS, EXTRA EQUIPMENT, BOOKS, AND MULTI-MEDIA TOOLS... AND OTHER WAYS TO GIVE TEACHERS MORE FREEDOM TO EXPERIMENT IN THE CLASSROOM. HISTORY TEACHER: The Brown Shirts -
you remember them? What kind of organization were they like, that we see in the Valley today, and all over America?BOY: Gangs. GIRL: Like the Brown Shirts identified what group they belong do, so the clothes the
gangsters wear identify them. GILBERT GOMEZ: You’re a bacteria, you’re a bacteria. I need more bacteria. Come on girl. So you’re the bad guys, huh.... Here comes the good guys. These are the antibiotics. They’re going
to go attack you guys. ERNIE CORTES: Kids learn in different ways. And I'm committed to that notion that kids learn in different ways. So, therefore, teachers have got to have the space to be creative, to be
energetic, to try different approaches. NARRATION: TO KEEP PACE WITH THE SHIFTING ECONOMY, ALAMO IS PREPPING ITS STUDENTS FOR A HIGH TECH WORLD. EVERY STUDENT HAS TO PASS DAVID
VILLAREAL’S COMPUTER CLASS. HEDRICK SMITH: Do you write your reports for other classes? MARIO AGUINAGA: Yeah.HEDRICK SMITH: On the computer? MARIO AGUINAGA: Yeah.
HEDRICK SMITH: Do you got any you can show me? MARIO AGUINAGA: Yeah, I should have my re--my--the report that I have-- HEDRICK SMITH: Yeah. Let’s see. Yeah. MARIO AGUINAGA: Here it is. HEDRICK SMITH: Yeah. What’s this? MARIO AGUINAGA: That’s my report on-- HEDRICK SMITH: English: Big Foot - ‘Myth or Not’? Did you design this?
MARIO AGUINAGA: Yeah. HEDRICK SMITH: And you picked the--you picked the type face? MARIO AGUINAGA: Yeah, type of font....you just go to
font, the formatting here, you go to font and style and right there you just change the size and everything else you want.DAVID VILLAREAL: ...when they're ready to go--and tackle the job force--they'll be able to
say, well, I can work with a word processor. I can do a data base. I am literate with a computer and that'll give--that'll give them a tremendous advantage. That is powerful for them. And that's what we can do for
them. And then maybe we can get the parent in here in one of our classes to try to learn as well. NARRATION: MONEY FROM THE ALLIANCE ENABLES VILLAREAL TO KEEP THE COMPUTER LAB
OPEN AFTER HOURS SO THAT ADULTS CAN COME IN AND LEARN ON THE SAME COMPUTERS THAT THEIR CHILDREN USE. HEDRICK SMITH: Did you ever expect your child's school to give you job training? HILDA REYES: No....But I'm glad that they do let you come, because those who want to learn have the ability to come here and do it. HEDRICK SMITH: Yeah. Are
you--have you been working? HILDA REYES: I used to work at a company. And I worked there for 22 years and it was sold. And I got out.
HEDRICK SMITH: So, why did you want to learn the computer? HILDA REYES: Because--uhm--right now you can't find a job actually that does not use a computer. You need a computer in
order to obtain a job.DAVID VILLAREAL: If I can get a parent in here, that is working for minimum wage right now, get them to be computer literate, get them to...go back out and get a job -- then who have I helped?
I have helped that parent, I have helped my student, the family, brothers, sisters, everyone. So, that's the goal--that should be the goal of the community school. NARRATION: THE
COMMUNITY APPROACH, LINKING PARENTS AND TEACHERS, HAS PAID BIG DIVIDENDS FOR THE CHILDREN. HEDRICK SMITH: What happens to the kids' performance?GILBERT GOMEZ: Oh, my god, you
see--you see a change all the way around, academically, socially. The kids more well-rounded. We don't solve--we don't save them all. We're like fishermen, you know, some get out of the net, but we're saving so many
more, so many more. ...I taught a child five years ago. He's valedictorian this year, he's going to MIT. And that's a success story. And he lives in a--he lives in a small, little wood frame home and the child did it.
And I was a part of that. I'm making a difference and I'm not only making a difference in our world, in--in our state, but I'm making a difference with my people, with the hispanic, Mexican/American people here in the
valley. HEDRICK SMITH: And that's the jackpot? GILBERT GOMEZ: That's it. That's the reward.
STANDUP: SCHOOLS ACROSS AMERICA ARE SEEKING THAT SAME PAYOFF AS ALAMO. THEY'RE HUNTING FOR WAYS TO GET ALIENATED KIDS EXCITED ABOUT THEIR EDUCATION AND MOVING INTO THE AMERICAN MAINSTREAM. HERE IN OAKLAND, THE WAKEUP
CALL CAME IN 1985 -- IN A BRUTALLY BLUNT REPORT WARNING THAT MORE THAN A THIRD OF THE CITY’S TENTH GRADERS DID NOT FINISH HIGH SCHOOL... AND THAT MOST OF THOSE WHO DID FINISH, WERE GETTING THE EQUIVILANT OF A NINTH
GRADE EDUCATION. TO COPE WITH THAT DISASTER, OAKLAND LAUNCHED AN EXPERIMENT IN ITS MOST TROUBLED HIGH SCHOOLS. IT JOINED A GROWING MOVEMENT OF CAREER ACADEMIES -- SCHOOLS WITHIN SCHOOLS THAT OFFER COURSE
CONCENTRATIONS LINKED TO PAID INTERNSHIPS IN RELATED FIELDS. THE IDEA WAS TO REACH OUT TO YOUNG PEOPLE WHO WERE GETTING LOST IN TRADITIONAL EDUCATION AND TO GIVE THEM A FRESH START. PATRICIA CLARK: ...those students would have been shut out of college preparatory curriculum. And that's the biggest crime in this country, for me. You know, it's capital punishment for kids who don't deserve
it. We act as if students have to have chosen good parents to be successful in our education system. NARRATION: PATRICIA CLARK IS THE CREATOR AND DIRECTOR OF THE OLDEST AND
LARGEST OF OAKLAND’S 28 CAREER ACADEMIES - THE ONE IN HEALTH AND BIO-SCIENCES. SHE REMEMBERS THE CRISIS ATMOSPHERE IN THE MID-1980'S. PATRICIA CLARK: The local CEOs -- this is
very hospital intense area, there were over seven hospitals in Oakland -- came to the then superintendent and said we need some kind of program to help get kids ready for health careers. We can't hire your students.
NARRATION: CLARK SAW IN OAKLAND’S NEED FOR HEALTH CARE WORKERS, AN OPPORTUNITY TO OFFER TEENAGERS OF THE CITY'S MOST DESPERATE NEIGHBORHOODS A SHOT AT A GOOD CAREER. WHILE
ACCEPTING TOP STUDENTS, HER ACADEMY WOULD WELCOME EVEN CHRONIC UNDER-ACHEIVERS LIKE KENNARD DAVIS. NARRATION: KENNARD WAS RAISED BY HIS GRANDMOTHER IN THE TOUGH WEST OAKLAND NEIGHBORHOOD WHERE TROUBLE WAS NEVER FAR
AWAY. MILDRED MADDEN: He has been in some pretty close spots but he would always be able to get out of it you know, walk away... He's had guys come up to him and you know ask
him did he want to sell drugs and he's said, no, I'm cool...I’m cool...But about three of four of his friends, they ended up in jail.You have a good day. And watch your back. KENNARD DAVIS: All righty.
NARRATION: KENNARD WAS STRUGGLING NOT ONLY WITH THE STREET BUT WITH SCHOOL....BEFORE ENTERING THE HEALTH ACADEMY, HE WAS JUST BARELY PASSING. HEDRICK SMITH: A lot of people describe
the students who come to the academy as low income, poor neighborhoods, lots of drugs, as at risk . PATRICIA CLARK: I think it's the wrong term. HEDRICK SMITH: How would you describe them? PATRICIA CLARK: It's disenchanted, it's away from the enchantment of education. I think the biggest thing I've learned from
listening to students is that they want to be challenged, that they want to feel that what they're asked to do in school is worth doing, that has connections with what they want for the future, that's meaningful work.
HEDRICK SMITH: Is the Health Academy an academic turn on? KENNARD DAVIS: Yes, I think it's a tremendous turn on because ...there's so
much there that you can--it's a tremendous opportunity to gain and learn so much. HEDRICK SMITH: Do you like the labs?
KENNARD DAVIS: Yeah, I love the labs. HEDRICK SMITH: Why? KENNARD DAVIS: Because it's hands on, you're right there and you get to
participate and actually do and see... NARRATION: HANDS-ON IS THE TURN-ON FOR MANY STUDENTS LIKE KENNARD. BUT LIKE SCHOOLS IN SHANGHAI, THE HEALTH ACADEMY ALSO SETS TOUGH
ACADEMIC CHALLENGES FOR ITS STUDENTS AND EXPECTS EVERY ONE OF THEM TO SUCCEED. PATRICIA CLARK: Our focus is science so there's a great deal of emphasis on science, mathematics,
technology. By the time they finish ... They've completed as much as six years of science when the average student in this country takes two years of science. They've completed four years of mathematics when the average
student in this country takes two years of, of math. We also offer English and history. So they're taking all the college preparatory classes. HEDRICK SMITH: Does this kind of
education take a special teacher...or a teacher with a special attitude? PATRICIA CLARK: It takes a teacher willing...to put more focus on students as learners, as active
learners and teachers as coaches and facilitators, where students can take ownership and feel a sense of powerful craftsmanship about their work... it isn't this thing where students just sit and listen to the teacher
pour knowledge into their brains. That doesn’t work. NARRATION: ONE IMPORTANT ADVANTAGE OF OAKLAND’S ACADEMIES IS THAT THEY’RE SMALLER THAN THE TYPICAL PUBLIC HIGH SCHOOL. THE
HEALTH ACADEMY HAS 300 STUDENTS OUT OF 1,700 AT OAKLAND TECHNICAL HIGH SCHOOL. PATRICIA CLARK: ...Teachers are going to be a--do a better job of teaching that young person
and helping them be successful if they know them and can support their success. They know what their strengths are, what the areas they need to work on....and that doesn't happen when I get you fifty minutes a day
with 150 students every day and ...you're on what they call the shopping mall school. HAZMAT PRESENTER: We're going to try to get you guys involved a little bit in the type of work that we do..to think about your
careers after you leave high school....We need three volunteers. NARRATION: ANOTHER ACADEMY TRADEMARK IS CAREER FAIRS AND FREQUENT FIELD TRIPS TO INTRODUCE STUDENTS TO POTENTIAL
CAREERS WITH COMPANIES LIKE CHIRON LABORATORIES, KAISER PERMANENTE, ECOLOGY AND ENVIRONMENT INCORPORATED. HAZMAT WOMAN: We got Chanel, we got Omar, we got John modeling for us
today different types of protective clothing that we usually will have to wear when we go out on hazardous waste sites. NARRATION: STUDENTS WHO RARELY THOUGHT ABOUT FUTURE
CAREERS START DREAMING BIG DREAMS. HEDRICK SMITH: Do you remember the moment when you got the dream to be a pediatrician? KENNARD DAVIS: That sort of surfaced last year when I
went to a field trip, um, at Kaiser, actually. They had a guy up there talking about, they had a speaker actually talking about, um, pediatrician, and what his occupation, you know, what he did and how he worked with
the children and the families and what not. HEDRICK SMITH: What is it that appeals to you about being a pediatrician? KENNARD DAVIS:
Being a doctor you get to give back, you get to help people. It’s it’s just a great opportunity to do things that you want to do. Plus you're learning all the time. I mean it’s just a big step up. HEDRICK SMITH: It is a big step up. KENNARD DAVIS: A big step up. NARRATION: THE FIRST STEP FOR KENNARD WAS TO LIFT HIS BARELY
PASSING GRADES UP TO A “B” AVERAGE. MILDRED MADDEN: He'll get up three or four o'clock in the morning, I come in and he's at the dining room table, reading his books. I say what
are you doing? He'll say, I'm studying Grandmother, he said, I got to read, he said, I've got a lot of reading to do. He said, I like to read when it's quiet. NARRATION: ONE BIG
INCENTIVE TO WORK FOR A “B” AVERAGE IS THE OPPORTUNITY FOR JUNIORS WITH GOOD GRADES TO LAND PAID SUMMER INTERNSHIPS WITH LOCAL HEALTH ORGANIZATIONS. I WALKED THE HALLS WITH PATRICIA CLARK, AS SHE SPREAD THE WORD ABOUT A
NEW ROUND OF OPENINGS. PATRICIA CLARK:This is just some of the internships we already have set up for this summer and we’re going to get more, we have more coming in every day.
But this is to give you an idea. There's great things on here. Everything from working with the sheriff’s office, with the coroner--that’s been very popular--to working with baby animals. PATRICIA CLARK: So what do
you want? The coroner again? David-- HEDRICK SMITH: You want to work with the coroner? DAVID PRATT? (student): Yeah, I’ve liked dead
people. I don’t know why, but I do... PATRICIA CLARK: David’s really a great kid because one of the things he did this year was give up football, which he loves, to get his grades up so he could get an internship.
PATRICIA CLARK: He did his interview at Chiron. LUIS MORA (student):I did one interview. I just-- PATRICIA CLARK: Which--uh--which department did you interview? LUIS MORA (student): Um. Hepatitis C. I don’t know,
that's what they work with. PATRICIA CLARK: Wow. So it would be a lab position that you'd do there? LUIS MORA (student): Yeah. PATRICIA CLARK: Oh that would be great.
HEDRICK SMITH: Are all these internships paid? PATRICIA CLARK: All the internships are paid. HEDRICK SMITH: ...And who pays? Is it the
companies that pay, or you said some city-- PATRICIA CLARK: It’s a combination--combination of several things. The companies pay. We have funds from the City of Oakland, and they
see it as developing the resources of the community. They use redevelopment funds to help sponsor student internships for students who work in Oakland.Do you see what a carrot this is for kids? It cost a thousand
dollars per kid to do this in the summer. And if that results in kids attending school, you know keeping their grades up. HEDRICK SMITH: Yeah. PATRICIA CLARK: Successfully graduating, being prepared for college. It's such a cheap investment.MATH TEACHER: Sketch in the graph of the co-sign function. So it’s zero radiance. The co-sign of pi.
AMA BAYNES: Negative 1. MATH TEACHER: Negative 1. NARRATION: SENIORS LIKE AMA BAYNES COME BACK FROM INTERNSHIPS WITH NEW SKILLS THAT HELP THEM IN CLASS. PHYSIOLOGY TEACHER
DAVID DELEEUW. DAVID DELEEUW: This is a student who's wanted to do well in school since she came into our program, came in without all the academic skills she needed and has
been catching up on those... and I think the internship was really successful in just giving her the sense that yeah, she'd do very well. HEDRICK SMITH: What kind of impact did
this have on your school work when you came back to school in your senior year? AMA BAYNES: Well it gave me kind of like a sense of order, it gave me more priority structure. You
know, okay, this time is for homework and this much time is for work. So it helped me prioritize. And brought my grades up instead of down which is really you know, a lot of people were were surprised at how far they
came up because it came from like a 3.3 all the way up to a four.. NARRATION: SUCCESS IN THE CLASSROOM, LEADING TO SUCCESS ON THE JOB, LEADING TO SUCCESS IN THE CLASSROOM. THE
CLOSE INTERACTION BETWEEN OAKLAND’S CAREER ACADEMIES AND THE BUSINESS COMMUNITY ALSO GIVES STUDENTS A CLOSE-UP LOOK AT CAREER CHOICES. BABY: Wahhh!KENNARD DAVIS: It's okay.
It's okay. It’s not going to take that long. NARRATION: AT HIS INTERNSHIP WITH KAISER PERMANENTE, KENNARD DAVIS GOT BOTH INSPIRATION AND A GLIMPSE OF THE HARD ROAD AHEAD.
KENNARD DAVIS: It’s okay sugar. NARRATION: HIS SUPERVISOR AT A PEDIATRIC CLINIC WAS SHIRLEY STEINBACK-SMITH. I ASKED HER WHAT KENNARD'S
EXPERIENCE WILL MEAN TO HIM. SHIRLEY STEINBACK-SMITH: The fact that he is seeing all these different people providing health care, that's going to help him to have the assurance
that his dream can come true. And I think the other thing that he's going to walk away with is that it's going to take work. It is going to mean a lot of studying, commitment, I mean, commitment that he has never known
before. HEDRICK SMITH: What do you figure this internship is going to give you when it's--when it’s all done? KENNARD DAVIS: Well, I
figure it will give me a lot of experience. It'll give me a lot of motivation to do what I want to do. And I think it, like I said, the first step, it’s there. So I figure this is one step and it gives me that
motivation to go on.SHIRLEY STEINBACK-SMITH: Kennard is going to look back on this organization and say, you know they did something for me. And when he's out there looking at potential jobs, he may say, hmm, you
know, Kaiser was the place that I started when I was a senior in high school and they did a lot for me. They helped me to move towards my dream.... And he may say, gee, I think I want to work for them. I think I want to
give back to that organization because they were there to support me. HEDRICK SMITH: So for Kaiser, this is a good, long-term investment?
SHIRLEY STEINBACK-SMITH: Oh, absolutely! He's our future. NARRATION: THE FUTURE DIDN'T TAKE LONG TO ARRIVE FOR AMA BAYNES. HER INTERNSHIP AT KAISER LED TO AN IMMEDIATE FULL TIME
JOB IN THE HOSPITAL ADMITTING OFFICE. NARRATION: AMA CREDITS THE HEALTH ACADEMY'S TOUGH ACADEMICS WITH PREPARING HER FOR THE WORK WORLD. AMA BAYNES: They stay on top of you
and they make you do the work. I mean they're serious about this. You are in the Health Academy. You have to do this. My English classes were related to Health Academy; I would get--our words, vocabulary words would all
be health terms. And now I know ....what type of nurses there are, what type of doctors there are, what type of clinics there are......Someone comes in and their appendix ruptured, I know that they're going into
surgery for appendectomy. Being that, you know, I learned that in my Physiology class. NARRATION: LAST FALL, AMA ENTERED UC DAVIS. 87 OF 93 HEALTH ACADEMY GRADUATES WENT TO
COLLEGE... AMA BAYNES: ...a lot of them are going to Davis...a lot of them are going to Berkeley. And other schools--as for out of state: Tuskeegee, Howard, Hampton, and you
know Harvard, you know some elite schools. NARRATION: BERKELEY PROFESSOR DAVID STERN SAW ACROSS THE BOARD EVIDENCE OF THE SUCCESS OF OAKLAND’S CAREER ACADEMIES. DAVID STERN: I was amazed to see on test after test, academy after academy, we found consistently that the academy students were -- attending school more often, earning higher grades, earning more credits,
and finally we did find also that they were more likely to graduate than the comparison group. NARRATION: ENCOURAGED BY SUCH RESULTS, OAKLAND IS BETTING HEAVILY ON THE ACADEMY
MODEL. NEXT FALL, THE DISTRICT PLANS TO INCREASE THE NUMBER OF ACADEMY PROGRAMS IN ITS SIX HIGH SCHOOLS FROM 28 TO 40. OFFERING PROGRAMS IN COMPUTERS, MEDIA, BUSINESS, ENGINEERING, LAW, AND OTHER FIELDS. PATRICIA CLARK
IS PLAYING A MAJOR ROLE IN SHAPING THIS AMBITIOUS PROGRAM. HEDRICK SMITH: Can we really afford to do that? PATRICIA CLARK: We can't afford not to do this.....if we don’t
design a new way of learning, a new way of educating and training our youth, a new way of engaging them in the community, then we're going to get the society we deserve. [Back to top] |
