[4]                  The 1984-1987 Battle over
                         Computer Classes

This is an historical account of the fight that developed over worker
access to computer programming classes at a large auto company in
Michigan in 1983-1987. This story contains valuable lessons about the
problem U.S. workers face in trying to obtain education in the
workplace. These events occurred at the Ford Motor Company's Dearborn
Engine Plant.

Schoolhouse in the Factory

The story starts with the massive layoffs in the auto industry in the
early 1970s. In response, workers determined that they would fight
for shorter hours of work so that more workers could be employed. 
From 1973-1979 U.S. auto workers won shorter working hours in their
contracts in the form of individual days off, called 'paid personal
days'. Together with the reduction in hours of work, the auto
companies undertook major investment programs to update their
technologies. Describing this in a 1994 talk, one Ford management
spokesperson explained:

   By the end of 1983 the North American auto industry had spent an
   estimated $80 billion on retooling and renovating its manufacturing
   and assembly plants (more money, by the way, than it took to put a
   man on the moon).

   The Dearborn Engine Plant has participated fully in this
   industry-wide revolution. Over a two and one-half year period,
   1978-1981, we spent more than $590 million to transform the plant
   from an antiquated producer of V-8 engines into one of the most
   modern four-cylinder engine manufacturers in the world.  And the
   improvements continue. Last month we completed the conversion of
   our plant from a producer of 1.6 liter to 1.9 liter engines.... 
   In 1980, we installed state-of-the-art automation that was
   hard-line, or not easily adapted for new applications. Since 1980,
   we have increased dramatically our deployment of robots and
   flexible automation units. By 1990, we expect to have 70 such units....
   Along with this new technology, the 1982 UAW-Ford contract included
   a paid education benefit for auto workers. Under what was called
   the Nickel Fund, workers gave up a raise of five cents per hour to
   contribute to an education fund.
   
Describing this fund, the same Ford official explained:

   At the Dearborn Engine Plant our education facility includes the
   UAW-Ford Employee Development Center, which teaches basic literacy
   skills and high school equivalency courses and the Learning Center,
   which provides basic and advanced technical training.

A basic reference document for this and subsequent contracts was a
University of Michigan evaluation report. The report described the
creation and development of the Employee Development Center at the
Dearborn Engine Plant, or what was called less officially the
Schoolhouse in the Factory. The study explained that Ford workers
desired "education" as opposed to "training" and distinguished between
the two. Addressing workers' views on education, the report said:

   An analysis of their remarks reveals that no matter how stated,
   regardless of context, and despite specific topic of conversation,
   these individuals believe that education (as distinguished from
   'training') can liberate them, can enrich their lives, can be the
   vehicle which will allow them to do and accomplish things they
   believe are important to them. Education has an irresistible
   appeal. While many of the participants spoke of the 'utilitarian'
   implications of education, what was most evident was how deeply
   they felt about the 'meaning' of education. Education represents
   an idea, a touchstone which literally has become a matter of
   faith.
   
   (...) In their remarks, these men displayed a very sophisticated
   ability to distinguish between 'education' and 'schooling'...The
   single statement which perhaps best conveys this message came from
   a man who is rapidly approaching retirement, 'Overall, I just think
   it's one of the best things that's happened to Ford's and I've
   been here 15 years....to have a set-up like this where you can
   right here on the job you can do anything.'
   
The report suggests that workers enrolled for both practical
reasons and broader purposes. It explains:

   Participants describe their reasons for enrolling in such terms as
   'I wish to improve myself'...'I'm looking ahead'... At the same
   time the participants reported that education is essential for
   gaining insight into their lives and providing direction for the
   future. When discussing reasons for participation, the participants
   invariably indicated that the decision to enroll was a personal
   choice an act taken independent of any consideration related to
   company or union interest in the EDC.'
   
The fifty percent drop-out rate that occurred at the center was
similar to what occurred in adult education across the U.S., but the
report states "No one reported withdrawing because of unhappiness with
the program or staff or because educational expectations were not
being met." Reasons given for choosing the DEP program were "the ease
and convenience of continuing their education at an in-plant
educational facility. Participants reiterated the theme constantly. 
Many participants acknowledged that they could have gone to their
local public school program and received similar services but it was
'too much trouble.' Being able to go to the Center before or after
work or during lunch "was a powerful inducement leading to
enrollment."

The report also explained "a clear orientation to learning is present
among the participants. While this is not to deny the validity of
utilitarian outcomes, most enrollees hold a broader view of the
meaning of their participation in the program." Among the reasons for
participating was helping children more readily with their homework. 
Also, "participants sense that enrollment in the program will help
them become more flexible regarding future employment and they feel
that education is necessary to help them keep up with the changing
technology of their jobs." The report continues, "Participants
constantly expressed concerns about the future, about the need to be
prepared, to be able to cope with an increasingly complex society and
a constantly changing work place. Education was viewed as the basic
means for preparing for the future and for sustaining an orderly
transition into the future." Referring to the computer classes offered
at the Schoolhouse in the Factory, the report explained that
"participants in the computer classes are primarily skilled trades
workers with at least a high school diploma, and usually some advanced
training."

It said, "Participants in the computer classes, while commenting
favorably on the class, frequently expressed the opinion that too many
enrollees were admitted for the number of computers available...." 
Concerning the teaching staff, it found that "Participants believe
that staff members view and treat them as self-reliant, autonomous
adults, an attitude they frequently contrasted with the way they were
viewed and treated in their roles as workers...."

Among the study's conclusions were:

   * The response to the computer courses was enormous. It would make
     sense to have these courses ready to go when a center opens to
     attract attention....
   * More course offerings for workers with higher educational skills.
     Many of the skilled-trades people we interviewed expressed an
     interest in further educational programs though the EDC for the
     same reasons as production people enrolled --proximity,
     convenient hours, pleasant surroundings etc....

Ford received this evaluation in June 1984. A new contract
incorporating these recommendations was prepared to govern the period
of September 1984 - June 1985.

The school established under this contract employed a full-time
program specialist and three certified teachers assigned to the basic
skills program, each working approximately 22 hours per week. 
Further, a computer programming teacher offered two courses: 
Computer Literacy I and II.

Although the course title emphasized 'literacy', these courses were at
reasonably difficult levels. For example, after requiring familiarity
with BASIC, the course description for Computer Literacy II read: 
"Topics covered will be...nested for/next loops, one and two dimension
arrays, writing programs, on error statement, trace and no trace,
bubble and binary sorts, flow charting, math functions, string
functions and data types, sequential and random access files, hi
resolution graphics and shape tables, an introduction to the Apple's
Monitor Mode."

Facilities were small, with one computer room equipped with several
computers.

Rouge workers greeted the computer classes enthusiastically. There
was much interest in computers, and especially in programming. 
Popularity was such that workers recommended classes to their fellow
workers and the program grew. Interest was sufficient to open summer
classes in 1985. Also, workers requested that additional advanced
classes be offered, that there be a time when the computer classroom
was open outside of class time, and that there be an instructor
available in a lab setting so they could come outside of class or if
they had to miss a class. Visitors from around the U.S. and the world
frequently visited the Schoolhouse in the Factory and the computer
classes.

Decline, Resistance, and Shutdown

In Fall 1985 the conditions at the Schoolhouse in the Factory suddenly
changed. At first, union and company officials wanted to know what
was being taught in the computer classes. The Schoolhouse director
showed them syllabi and the class text.

Then the director told staff that they would not be allowed to
distribute a brochure she had prepared announcing the computer
classes, along with the other course offerings, throughout the Rouge
plants. This brochure, called "It's Your Nickel", was only to be
distributed inside the Dearborn Engine Plant. She was to create a
different brochure to distribute Rouge-wide that could not mention the
days and hours when computer classes were to be offered. Further, the
union newspaper would include the computer listings at the Dearborn
Engine Plant when its new issue came out, at a date uncertain. But
the union newspaper appeared with only a vague notice of the computer
classes, and several classes were cancelled as a result. From then on
until classes ended in February 1987, there was a battle to continue
the computer classes.

On May 13, 1986, the following petition was sent to UAW Local 600
office:

   Chairperson at the Dearborn Engine Plant:

   May 13, 1986

   We, the students of the computer training classes at the Dearborn
   Engine Plant training facility, have been informed there will be no
   summer classes and possibly no fall classes.

   There are at least 29 people interested in summer computer classes. 
   And as many interested in fall classes.

   We, the students of this computer class, would like to know why it
   is so hard to continue education in computers. We have been
   experiencing for the past two or three semesters frustration in
   continuing education and advancement in computer training. When
   polled about advanced classes, we desire them, but then they are
   not offered.

   We would like to know why they are not offered because we want to
   continue and advance. (It was also printed in the union paper
   which led us to believe there were summer classes available to
   computer students.)
   
   We await your answer so that we may register for summer classes
   when they are offered.

   Concerned students of the computer classes,
   (signed by over 20 students)

Also, computer students wrote, passed out, and posted a leaflet at the
Ford Rouge Plant. The leaflet said:

   UAW members have been fighting for 1-1/2 years against attempts to
   cut out the classes in computer programming held at the DEP. UAW
   members contribute 17 cents an hour straight time and 50 cents an
   hour overtime to have these classes available. The most critical
   point for UAW members is to have training in high technology. How
   can UAW members be trained in high technology by cutting computer
   classes out?
   
   We contacted the Chairman in the Engine Plant, and he didn't give
   any result. We contacted the management officials in charge of
   training in the Engine Plant. We contacted the President of Local
   600, and the officials in charge of the program at Ford Motor Co.,
   and at the UAW. We sent letters everywhere. We are tired of being
   denied benefits we're entitled to. We're tired of being shuffled
   from one person to another so as to cover up who we're fighting. 
   We don't know what classes are being offered from one course to the
   next.
   
   We ask for programming in BASIC and they offer PASCAL. We ask for
   PASCAL to be continued, they offer advanced BASIC. There are no
   rights to grievance how the monies are being spent. But the letter
   of Understanding (in the 1984 UAW-Ford Contract) says: 'In view of
   the Company's interest in affording maximum opportunity for
   employees to progress with advancing technology, the Company shall
   make available appropriate specialized training programs for
   employees.' But this is not being provided...

Despite the efforts of workers to make the problems known to Ford
management and union officials, and despite efforts to protest the
ever-worsening conditions via student and staff letters, those
contacted refused to investigate the problem. Instead, students and
staff faced retaliation threats and job harassment. By February 1987,
no further computer classes were scheduled at the Schoolhouse in the
Factory and classes ended. Realizing that computer classes would no
longer be available, several students and their teacher decided to
work on a newsletter, the genesis of the Amateur Computerist. As our
first issue in February 1988 explained:

   This newsletter is to inform people of developments in an effort to
   advance computer education. Workers at the Ford Rouge Plant in
   Dearborn, MI were denied computer programming classes. There was
   an effort by administrators of the UAW-Ford program at the Dearborn
   Engine Plant to kill interest in computers and computer
   programming. We want to keep interest alive because computers are
   the future. We want to disperse information to users about
   computers. Since the computer is still in the early stage of
   development, the ideas and experiences of the users need to be
   shared and built on if this technology is to advance. To this
   end, this newsletter is dedicated to all people interested in
   learning about computers.

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Reprinted from the Amateur Computerist Vol 10 No 2 Spring 2001.
The whole issue or a subscription is available for free via email.
Send a request to jrh@ais.org  or see  http://www.ais.org/~jrh/acn/
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