TES & MAGA

Prepared by Peter Li-Chang Kuo

(Chinese)

I. Introduction

The fact that most Americans chose Mr. Donald Trump to serve as the 47th President shows that the slogan "Make America Great Again" (MAGA) is necessary. Today, I received an email mentioning that "President Trump would LOVE to hear from you before he makes any final decisions," and “turn the U.S. into manufacturing superpower.” Based on my years of experience in preaching, I still believe that reforming the "Technical Education System" (TES) is key.

As Jesus said, "Some seed fell on good soil and produced a crop, a hundred times what was sown." (Matthew 13:8) Investing in America’s technical education system (IIA-TES) is like sowing seed in good soil. It can lay a robust foundation for common prosperity in the United States and Taiwan for the next hundred years.

II. Reflecting on the Challenge of Saving Barbie

President Reagan said: “Education is the foundation to the American dream, reserving a beautiful tomorrow for young people.” During his Administration in 1980s, I contributed a Satellite Receiver and a Barbie Doll to make a small dedication to the idea of 'making America great again.' Now, it's important to recall that when Mrs. Ruth Handler (1916-2002) invented the “Barbie Doll” and launched it in 1959, it quickly became a global sensation and the world's best-selling doll. From my technical perspective, I know that during that time, the U.S. had a highly skilled labor force with exceptional craftsmanship, which was essential for the creation of Barbie and made it possible.

Fig: Ruth Handler and her invention “the Barbies”

At that time, Taiwan was under the rule of White Terror, and society was filled with an atmosphere of repression. The streets were desolate, and even the term "plastic" was unknown to many. Mrs. Handler had already used plastic materials to create the anthropomorphic Barbie Doll— requiring intricate manufacturing techniques for precise molds. In fact, Barbie was a high-tech work of art.

In 1982, I walked into Mattel Ltd. Taiwan (MLT), the company that produced Barbie, and discovered that it was already in a state of decline. My role as a "Specialist" was to help prove that Barbie was ready to be phased out. However, with the technical capabilities I had created Taiwan's precision industry, I disagreed with the professional managers. My perspective was, "Saving Barbie would be a piece of cake!" This sparked a fierce battle.

As I found myself at the center of this battle, my days became quite fascinating. First, let’s talk about Barbie's "head." It was made by mixing PVC with a DOP plasticizer and injecting it into a head mold, which was then placed in a rotary oven to bake into shape. Even today, this process is still highly technical. If we look back to 1959, there is only one answer: "The U.S. had an extraordinarily high level of technical capability." Unfortunately, a head weighing only 8 grams could not be controlled within the tolerance range, causing problems with makeup and hair rooting (implantation). I used my pocket money to create a "precision dispenser" to solve the issue, but it took a long time due to political struggles.

Barbie’s charming face was carefully painted. The tool used for makeup was called a "mask," a layer of copper or nickel electroplated onto the head, which was then finely carved into a usable "painting mask." So, why could Mattel produce the elegant Barbie in 1959, but not in 1982? The reason was simple: the master engravers had grown older, and their vision was no longer as sharp as it was 23 years earlier. All I did was spend half a day writing a teaching plan to launch a technical training course, training a new batch of young engravers to solve the longstanding makeup issues. But, again, this process took many times longer due to the political struggles.

For me, "saving Barbie" was a relatively trivial skill challenge, but it extended the life of the Barbie doll by several decades. The key takeaway from this experience was that "What I knew, America once had; it was simply lost due to certain reasons!" After reflecting on this, the conclusion was clear—the crux of the matter lay in the "Technical Education System" (TES).

As the saying goes, "It takes ten years to grow trees, but a hundred years to cultivate people." This reminds us that "education" is a long-term endeavor, requiring time, patience, and careful planning to cultivate talented and virtuous human resources who can bring about positive changes in society.

In 1985, Barbie was revived with zero defect production processes, but Mattel decided to withdraw its investment and shut down its factories in Taiwan, leading to thousands of families losing their jobs. This event urged us to proceed "Social Responsibility Investment" (SRI) and explore instrumental solutions.

III. President Reagan’s Views on Education

President Reagan believed that "for a nation to prosper, its manufacturing sector must be strong." In his inaugural address in 1981, he emphasized the importance of "education," stating: "The best social program is a productive job. The best way to make that happen is ‘to provide education and training’ that prepare young people for work in the economy of the future." This clearly indicated that education is crucial in preparing young people for the future.

In 1982, during a speech on education, President Reagan stated: "Education is the foundation of the American dream." At the same time, he considered education to be the great equalizer in society, a key to opportunity, and crucial for economic growth. He emphasized that the role of education is not only to impart knowledge but also to unlock individual potential and drive economic development.

In 1984, when discussing economic growth, President Reagan particularly highlighted the importance of education, saying: "The key to economic growth is not simply capital investment but also the investment in 'human capital.' That is why we must emphasize education, training, and the development of skills." In this statement, Reagan referred to the concept of "human capital" as discussed by economists, stressing the critical role of education and skills training in economic growth. He believed that investment in human capital, particularly in ‘education and skills’ development, is the driving force behind long-term economic growth.

These speeches reflect Reagan's strong emphasis on "education," viewing it not only as the key to improving individual and societal economic opportunities but also as the foundation for enhancing national competitiveness and productivity. His views align with the theories of economists like Robert Solow (a Nobel laureate), particularly regarding the positive impact of education on productivity and economic growth.

Under President Reagan’s leadership, there was a significant shift away from the despair and frustration of the 1970s. In 1985, IBM's 5550 personal computer achieved strong sales in the market, and orders for the ‘satellite receivers’ I developed began pouring in. Even after MLT left Taiwan, we still had substantial income, which enabled us to fulfill our social responsibility investments (SRI), including a long series of inventions—such as the contactless semiconductor "TranSmart Chip," which brought a universal cashless transaction system into the world and solved structural social issues.

IV. Advocating for Ethical Codes in EI

After spending 11 years developing a solution to address unemployment, we finally implemented our invention. By 1997, we were presenting this instrumental solution at the APEC conference in Vancouver, where it was widely recognized and accepted. We were invited to serve as international counseling experts and advocated for the establishment of the "Economic Institute" (EI). We emphasized that the development of the "Technical Education System" (TES) should begin with education, focusing on training seed consultants to help small and medium-sized enterprises (SMEs) transform and upgrade—promoting the technologization of traditional industries and the intellectualization of tech industries.

Along with experts from nine other economies, we developed ten educational materials for APEC member economies, one of which was the "Code of Ethics." In entering the new generation of innovative industries, the most critical element, beyond acquiring professional knowledge, is the understanding of morality and ethics. Without this, industries will veer further off course.

However, after experiencing two decades of rampant corruption, it became evident that our invention had been turned into a tool for profit-making by those evildoers, while structural social issues became even more severe. In particular, this year's APEC specifically pointed out that "the proportion of informal employment is increasing (up to 61%)." There are also 5 million households in the United States that do not have bank accounts. It must return to our educational initiatives, as only through such efforts can we hope to prevent the world from drifting into a black hole.

V. The Turning Point and Challenges of TES

"Ideals are full, but reality is stiff." In a democratic era, the presidential term is only four years. I propose two major initiatives. First, to prioritize the establishment of “EI” (Economic Institute— as Entrepreneurship Incubator) in various states, providing intensive short-term training for specialists to become seed consultants, assisting local businesses in transformation and upgrading. At the same time, I proposed a 10-year reform of the “Technical Education System” (TES) as second plan—selecting 1,000 children from impoverished or single-parent families, aged 15-17, to come to Taiwan for 10 years of vocational education. They would start from 10th grade through to completing a master's degree. This process would surely be filled with challenges, much like the effort to save Barbie back in the day.

The reform concept of “TES” I mentioned, though a visionary plan, holds immense long-term value both from the perspectives of educational reform and economic development. If successfully implemented, this plan could have a profound impact on America's future development for decades, even a century, particularly in areas such as the labor market, technological innovation, social equity, and national competitiveness.

However, the gap between such an ideal plan and reality could be vast, especially with challenges in "funding, politics, culture," and systemic issues. Therefore, overcoming these challenges and successfully implementing the reform plan is key. Let us explore these challenges in three main areas, as follows:

1. Why is such a technical education reform crucial for America's future?

Let us first explore the importance of this reform for the future development of the United States:

1) Enhancing the Quality and Competitiveness of the Workforce: With the acceleration of globalization and technological changes, the U.S. labor market is facing two major challenges: on the one hand, there is an increasing demand for high-skilled jobs, and on the other hand, there is a reduction in low-skilled jobs. This reform plan could fundamentally change the lives of teenagers from impoverished and single-parent families by providing them with competitive skills, helping them become high-skilled talents capable of adapting to future economic demands. This would improve the overall quality of the workforce and enhance America’s competitiveness in the global market.

2) Social Equity and Equal Opportunity: This plan can change the fate of children from poor families and promote fairness and equal opportunities in society. Education is the key to changing one’s destiny. It can provide low-income groups not just with "make for living" but with opportunities that genuinely improve their quality of life and give them hope. This would significantly reduce social inequality and the wealth gap.

3) Sustainability of Long-term National Development: A high-quality technical education system can not only support short-term economic growth but also safeguard the country’s long-term development. The future United States needs high-end talent who possess professional skills and can solve social problems. If children from impoverished families receive comprehensive vocational education and, within ten years, acquire technical skills, build networks, and earn degrees, they will become important forces in driving social and economic development in the future.

2. How to Overcome Challenges and Real-World Obstacles?

Secondly, while this reform plan has great potential, there will be many challenges during its implementation, especially at the practical level. Below are some possible challenges and potential strategies for addressing them:

1) Funding and Resource Allocation: Offering 10 years of vocational education to train 1,000 children to achieve a master's degree, with each costing approximately $36,000 per year, would require a total of $360 million. This is a substantial amount of funding. The solution could involve cross-departmental collaboration between government agencies, such as the Departments of Education, Labor, and Economic Development, setting aside special funds in the national budget to jointly fund the program. Additionally, large corporations (such as IBM, Google, Apple, and Microsoft) could be encouraged to contribute through Corporate Social Responsibility (CSR) initiatives to support the TES program. Furthermore, the Intellectual Property (IP) conversion model we proposed at APEC 2003 into a "Social Responsibility Investment Fund" could serve as an additional funding and resource channel.

2) Policy and Systemic Challenges: Education reform often faces resistance from existing systems, especially in a complex federal country like the United States, where educational systems and standards vary across states. There may also be resistance from schools, teachers, and local communities. The strategy to overcome this challenge could involve selecting 20 qualified teenagers from each state, sending them to Taiwan for comprehensive training in the "Technical Education System," and then enabling them to return home and contribute to societal reform initiatives.

3) Mental and Emotional Support: This education reform plan primarily targets children from impoverished or single-parent families, who may face emotional, psychological, and social difficulties during their growth. These challenges can impact their learning and future development. Therefore, the government, schools, businesses, social organizations, and families should all participate in this reform. A reform committee or advisory group could be established to gather input and suggestions from various stakeholders. Considering students' diverse backgrounds, personalized learning plans could be designed for similar types of students, tailoring education to their interests, abilities, and potential. This would help them gradually align with the mission and goals of the program.

4) Ongoing Learning and Career Development: The success of the technical education system reform is not just about students obtaining degrees but about whether they can successfully enter the workforce and continue to develop after completing their education. Therefore, establishing close partnerships with businesses is crucial to ensure that students accumulate practical experience during their studies. Additionally, providing career development support after entering the workforce—including continuous professional training and opportunities for promotion—is essential. Further, offering entrepreneurship training to students could encourage them to become innovators and entrepreneurs, thereby fostering economic vitality and driving social progress.

3. Long-term Social and Economic Benefits

Although the program “TES” must overcome a series of practical challenges, its long-term social and economic benefits are immeasurable. In the short term, this program can alleviate the struggles of impoverished families, enhance social mobility, and provide a continuous stream of “talented individuals” for businesses and economic development. From a quantitative perspective, investing $360 million in the TES program is expected to yield returns by the 11th year, with annual profits continuing to grow thereafter. If some participants go on to start businesses and create a few unicorns, it would truly be like "sowing seed in good soil, yielding the crops a hundredfold."

In the long term, such a reform would “change the fate of a generation,” or even several generations, and contribute to improving the nation's overall competitiveness, fostering a more equitable and sustainable social development.

V. Conclusion

John Dewey (1859-1952), a key figure in American educational reform, emphasized that education should be closely tied to “social practice,” and that students should learn how to apply their knowledge in the real world. This "socialized" view of learning has had a profound impact on contemporary education, and today, many educational reforms highlight the importance of providing students with more opportunities for internships, community service, and civic engagement.

To make America great again, as President Ronald Reagan (1911- 2004) emphasized, "Manufacturing must thrive." Therefore, in order to implement the EI and the 10-year technical education system reform plan, the U.S. needs to mobilize various forces, combining the educational philosophies of Reagan and Dewey, focusing on practice and social responsibility, and drawing on Taiwan's successful vocational education experiences. Although challenges remain, such reforms are not only crucial for addressing current societal issues but also for the development of the United States over the next hundred years.

About Li-Chang Kuo (aka Peter Kuo)

Peter Li-Chang Kuo, the author created Taiwan's Precision Industry in his early years. Peter was a representative of the APEC CEO Summit and an expert in the third sector. He advocated "anti-corruption (AC)/cashless/e-commerce (E-Com)/ICT/IPR/IIA-TES / Micro-Business (MB)…and etc." to win the international bills and regulations.

Education:

Master's degree from Tunghai University Graduate School of Administration (Third Sector).

Completed the MBA program at New York University.

Department of Mechanical Engineering, Southern Taiwan University of Science and Technology.

Department of Mechanical Engineering at the Senior Industrial Vocational School affiliated with National Cheng Kung University.

Biography & Experiences:

1953: Born in Tainan, Taiwan

1966: Founded Cheng-Kuang Metal Works

1972: Established three factories for PCB boards, ultra-fine wires, and yokes

1974: Founded Cheng-Kuang Precision Industrial Co., Ltd.

1979: Founded K-Horn Science Incubator to assist in the development of satellite receiver and cable television, and created Black Stone Co. in New York, contributing to the Reaganomics era in the 1980s

1984: Recreated the "Barbie Doll" to become the world's number one

1986: Assisted in the establishment of the social enterprise “SEL,” focusing on "innovative industries and solving unemployment"

1990: Developed a non-contact inductive (contactless) "RF Transmitter"

1997: Invented the "Power Chip Module" to initiate the RF Transmitter and create a universal cashless transaction system

1998: Based on "The eStore System" (TES), helped APEC propose and pass the "Steering the Electronic Commerce" initiative

1999: APEC's successful resolution to strongly urge promote E-Commerce

2001: APEC facilitated the initiation of the "ICT" and "IPR" legislation, launching the digital economy

2003: APEC promoted best practices, including the "Global Channel-TES" and "RFID, NFC" technologies

2006: APEC CEO Summit advocated for "Integrated Satellite Systems" to support commercial use

2007: Founded PCI in the United States to promote the importance of "Socially Responsible Investment (SRI)"

2009: Contributed to the APEC CEO Summit with the "IIA-TES" initiative to rebuild the global economy

2010: APEC CEO Summit reaffirmed the importance of "Incubator"

2014: Advocated for strengthening the third sector to achieve common prosperity in the information society

2016: APEC CEO Summit advisory expert contributing to the Lima Anti-Corruption Declaration and linking it to UNCAC

2018: Promoted “the eStore System" as a best practice for AI applications

2024: Advocated for the establishment of the "Social Responsibility Investment Fund" to implement formal economies

Publications:

1) Opening the Way for the Next Generation

2) Social Responsibility

3) W-shaped Society and others

4) An Economic Society of Righteousness

5) Analysis of Development of the Information Society in Taiwan’s Third Sector

6) Others

External Links:

https://patents.google.com/patent/US6304796 (VAM)

https://patents.google.com/patent/US20030197061 (Shopping System)

https://patents.google.com/patent/US20030107468 (Entry Security Device)

https://patents.google.com/patent/US20040054595A1 (ETC)

https://ldinventions.blogspot.com/2022/01/127.html  (A Universal Cashless System)

https://khornhb.blogspot.com/2023/10/1011.html (K-Horn Science Inc.)

https://khornhb.blogspot.com/2023/11/1110.html (K-Horn & APEC)

https://khornhb.blogspot.com/2023/12/1208.html (K-Horn’s SRI)

https://khornhb.blogspot.com/2024/01/105.html (K-Horn’s PCM)

https://khornhb.blogspot.com/2024/03/326.html (Tree's Whiskers)

https://klcapec.blogspot.com/2024/05/515.html (The Best Practice)

https://klcapec.blogspot.com/2024/06/609.html (Edison’s Inspiration)

https://lckstory.blogspot.com/2024/07/704.html (Apollo)

https://khornhb.blogspot.com/2024/07/721.html (Paving the Way for AI)

https://lckstory.blogspot.com/2024/08/818.html (Disney Intelligent System)

https://ksibusiness.blogspot.com/2024/10/1028.html (SRI & Global Channel-TES)

https://plckai.blogspot.com/2024/11/1103.html (On Ethics & Morality of the AI Era)

https://plckai.blogspot.com/2024/11/1110.html (On the Use and Abuse of Technology)

https://klcapec.blogspot.com/2024/11/1112.html (Peru APEC)

https://pkproposal.blogspot.com/2024/11/1127.html (A Proposal to President Trump)

https://pkproposal.blogspot.com/2024/12/1208.html (2ND Proposal “IIA-TES”)

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