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Abstract
While it was preparing its report, the Joint Working Group for Vocational-Technical Education and Training set up a subordinate working group on technical progress, whose task it was to make a projection of the effects of technical progress on skill requirements and, on the basis of this, to determine the need for new courses of study and new curricula as well as for further education. Due to a lack of the necessary preliminary studies and documentation (occupational categories are inexactly defined, old job classifications are outmoded, and the statistical material is insufficient or too general), the group felt itself unable to forecast the effect of technical progress on employment and education accurately and reliably enough, and consequently interpreted its task as instead: "to determine how technical progress affects jobs so as to obtain some notion of the direction that the development of technology should take, and then, beginning with unsystematic observations, to work out ordered and systematized ideas concerning the relation that might exist between technical progress and changes in the job structure." (20)