Investment in the Future": Training in Basic Science, Mathematics and Engineering as a Priority of Technology Policy of Clinton's Administration, 1993-1995

This article analyzes the experience of the United States in training in the basic science, engineering and mathematics. The aim of the article is to identify the role of President Clinton's initiative «Technology for America's Economic Growth. A New Direction to Build Economic Strength» of 1993 in improving the quality of American engineers training. On February 22, 1993 in San Jose (California), US President Bill Clinton and Vice President Albert Gore announced the initiative «Technology for America's Economic Growth. A New Direction to Build Economic Strength», aimed at achieving three main goals: 1) the long-term economic growth, contributing to the creation of new jobs and environmental protection; 2) ensuring a more efficient and responsible work of the government; 3) providing global leadership in the field of basic science, mathematics and engineering. Clinton's technology initiative noted the dependence of long-term scientific and technological prosperity of the United States on financing of university research grant programs. In this regard, the President stressed continued funding of university research projects through the National Science Foundation and other agencies. In addition, he noted the importance of work of national laboratories in such areas as high-energy physics, life sciences, nuclear physics, materials science and aeronautics. Technology initiative called for the preservation of national laboratories' leading role in the development of basic research, as well as for the promotion of a greater number of joint research projects between laboratories, industry and universities. In 1995, the Council for Engineering Education presented its vision of a system of engineers training in the United States, according to which professional engineers must be able to work effectively in teams to identify and solve complex problems in government, industry, academia, and society as a whole. The Council emphasized that, along with the provision of traditional knowledge in the field of engineering, the system of engineers training should prepare specialists with a broad outlook, more advanced communication skills, willingness for cooperation and life-long education. Providing only the knowledge of engineering did not meet the requirements of the time, because the need for specialists possessing deep knowledge in mathematics and ability to understand the various social issues arose. Already in 1995, two years after the announcement of Clinton's technology initiative, the federal government funding for basic research in accordance with the US national objectives had disciplinary orientation. Nearly half of funding volume (6.9 billion of 14.2 billion US dollars) was the share of life sciences (biology, medicine and agriculture), 20% - of the physical sciences, 31% (4.3 billion US dollars) - of engineering, especially mathematics and computer science The study found that implementation of the measures proposed under President Clinton's technology initiative of 1993, such as the large-scale introduction of information technologies in the education system, mass dissemination of knowledge in the basic science, engineering and mathematics, creation of a national information infrastructure, provided impact on the development of the United States as well as strengthened the role of engineers in the community. The author concludes that the specific nature of the system of engineers training in the United States is to prepare professional engineers who are able to work effectively in teams, to identify and solve complex problems in government, industry, academia, and society as a whole. Clinton administration's technology initiative contributed to development of a system for training of engineers with a broad outlook, which provided traditional knowledge in engineering along with advanced communication skills, willingness for cooperation and life-long learning.

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