There was once the classic “list of candidates”: the company needed to hire a young person and asked the Technical or Professional Institute for the references for the graduates to contact for subsequent recruitment. This system, although it continues to be practiced by many without appreciable results, no longer works.
The reasons are more than one and can be partly attributed to practical difficulties, but above all significant reasons based on changes in the production system and its relations to the world of education.
For practical reasons, it is worth staying only briefly. The emails sent massively to potential job candidates may not get much response as young people on average use this means of communication in a very superficial way and often do not go in their readings beyond the topic or first line of the text. Furthermore, the endless hours that the recruiter spends on the phone to get useful feedback are broken against an almost zero availability of the possible candidates, even if more innovative tools like WA or the like are used.
The picture is complete if we consider the difficulty of obtaining information from school secretariats, for reasons of privacy or only for the greater workload of the staff – some higher institutions have even gone so far as to ask companies to pay the necessary. information, a tot to graduated.
But as I said, the deep reasons for the difficulties in recruiting technicians are based on the epoch-making change that is taking shape in the relationship between “traditional” education systems and business.
Unfortunately, queries such as: “send me an ‘expert’ … but that he is skilled and able to work …” still arrive at the high school transition tables, that not everyone has understood well that the equation “I, the company, offer a job and you school prepares well the technician I want to hire – only to return it to the sender with the classic “but how, he can not do anything … once the school prepared the technicians well …”, it is not longer possible.
Only by the way, I remember that the term “expert” in the sense of a technical school graduate has not existed for several years nor in the form (the diploma now has the qualification “technician” and no longer “industry expert technician” “), nor in terms of content, as those leaving a technical institute are not currently ready to take on an operational role in the company, but need more or less long periods of training “on the job” or in mixed systems (read ITS Academy and apprenticeships).
The concept of the institution that trains young technicians through school and of the company that completely delegates training to others is not supported, especially in the context of a technological development that is evolving so fast that it cannot be followed by traditional methods of transferring skills. Systems that even had an impact until a few decades ago, and which still excellently cover the task of the complete training of the citizen and the preparation of basic skills (see key competences – OECD Pisa).
On the other hand, the lack of trained technicians is slowing down the country’s economic development, a fact which is now well established and colliding with a relentless number of youth unemployment close to 30% and the continuing increase in the Neet people (now we have abundantly exceeded the quota of the three million), which is worrying, especially in light of the demographic decline in working age that will occur in the coming years.
In general, the school and the business system (not only in industry but also in the service sector and in the social sector) must work together in 360 degrees, from the first years of training young people to the continuous training of workers, which has now become an indispensable element in any link.
For a while, companies through their associations and various bodies operating in the social field have designed and implemented educational projects together with schools from the primary segment to make the reality of our society directly known. Many projects have yielded interesting results despite an initial aversion on the part of the education system: a major step forward would be to “systematize” these activities by considering them (as they actually are) as an integral part of the education of young people.
In high school, not just the technical or academic, the students acquire skills through the design of curricula that are truly linked to the students’ training process, which involves, without ideological preconceptions, actors of the socio-economic and industrial reality, the only option back to get off the ground this alliance. With the recent success of the proposal ITS Academy In that sense, a formidable communication channel has been opened up, which can be re-proposed “mutatis mutandis” in the various segments of the education chains.
The proposed concept is that the productive world and not only in an integrated way be involved in the education of young people, and that the educational institution on the other hand collaborates with companies on ongoing training of workers. A “win win” integration that can only encourage the recruitment of technicians.
What not to do
A large “alliance” between school and business therefore seems to be the most coveted system solution. The tools that can be used in this sense can be many, and some are already well known. Instead, I would like to discourage in a very practical way some common ways of trying to recruit young technicians.
– Advance individually by companies and temp agencies in an attempt to grab the “favor” of that or that institution in the area and thereby attract the best young people. It is often forgotten that there are many companies, relatively few schools, and that the collaborative initiatives proposed by individual industrial or social realities risk overlapping with the resulting rejection of the school under the pretext of “they take time off from teaching”.
– Establish (with high resource utilization) academies in companies or in-service training interventions for workers who are completely disconnected from the national or regional education system, based on the principle “the school does not prepare for work, entrepreneurs must think about it”.
– Suggest “school work alternating” projects (PCTO) low profile and completely separate from the country’s productive economic system. All too often, in teaching colleges and class councils, statements such as: “The ministry forces us to do these useless hours with PCTO, which is a waste of time and does not allow us to implement school programs”.
In conclusion, it is becoming increasingly clear that all the problems of finding and recruiting workers are largely motivated by the lack of systemic actions that can plan and direct the education of young people towards the occupations that are necessary for society. Dealing with individualistic or lobbyist logics today risks only exacerbating the situation.
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