Lack of skills for the job: Therefore, the school can not handle everything alone

We have been discussing for some time now “skills mismatch“, That is, the difficulty of finding people with sufficient skills to professional profiles requested, with the impact of the pandemic likely to have exacerbated its effects.

And an equally controversial issue has always been about the role of the school: what competencies should be formed by the school systems?

But the school can not be reduced to an education agency; its weight is not given by the percentage work mismatch. It should reduce educational poverty and promote functional literacy.

This is the real emergency.

There is a lack of ICT staff, but it is also the companies’ fault: the surveys

The task of the school

The school’s task is to give everyone the same right to knowledge so that they can fulfill their lives and academic aspirations. It is therefore necessary that this is a fair instrument of equalization social inequalities.

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To Marco Rossi Doriaexpert in education and social policies, “The school is not only fundamental, but it is the most important garrison of the republic”, and furthermore: “The school can not compensate for all this alone, as it must guarantee everyone, regardless of starting conditions, adequate social mobility”.

It is sufficient to use any search engine to understand what and how much is required of the school as an educational institution; only some results regarding the role of schools are proposed below: in the transfer of values, in environmental education, in digital culture, in socio-cultural change, in the formation of good citizens, in education for global citizenship, in the promotion of peer opportunities, in financial education, in industry 4.0.

School and skills do not match

The mismatch between supply and demand, mainly generated by the rapid technological development, takes the form of two interconnected but separate problems: lack of skills and the skills gap; the first phenomenon is due complete lack of skillsThe other gaps and shortcomings in terms of business needs.

The reasons for this disparity are many, but among the factors to be considered, many analyzes lead to a disparity between the essentially technical-professional school education courses and the development that characterizes the world of work and the economy.

For this reason, pI demanded that the school develop its teaching methods by opening up the educational activity to the training of new new professionalsnot only related to digital, setting aside the pedagogical and didactic models considered obsolete.

Basic skills what you really need

Basic abilities these are the ones that every student must develop throughout his or her career so that he or she can gradually build his or her own educational success.

To be able to communicate correctly in Italian and why not also in foreign languages; use mathematical ideas to solve everyday problems; have digital, social and civilian skills; learn to learn, also from an entrepreneurial point of view.
These skills are indispensable for balancing cultural, economic and social disparities due to territorial disparities (schools in the north and schools in the south, urban and provincial schools) and disadvantaged family relationships.

This is the real emergency.
always remember that a real priority for the school must be the promotion of everyone’s participation in school life, in all aspects and at all times.

Right to education and educational poverty

When one reads the Ministry of Education’s programmatic guidelines illustrated by Minister Bianchi, who emphasizes the skills mismatch between education and the world of work, the following motto stands out: “School is the engine of the country“. You’re going to start a new constituent phase.

A clear message that for many overlooks the serious problem of the right to education and the consequent educational poverty.

According to estimates, one and a half million young people under the age of 18 are in absolute educational poverty, of which 53% have never opened a reading book, 55% have never been to a museum, 43% have never even visited a theater. And the situation does not improve when they have completed their schooling or reached the age of majority.

Going into crisis is thus the so-called functional alphabetical competence.

Therefore, literacy is not limited to knowing how to speak, read and write. It must be functional, that is, useful to understand others in order to communicate with them effectively.
This competence includes knowledge of reading and writing and understanding of written information, provided knowledge of vocabulary, functional grammar and the functions of the language.

And this involves the ability to communicate and relate effectively to others; Understanding others and knowing how to behave is the first step in citizenship.

Some reflections, also supported by the defaillance encountered during recent public competitions, invite you to report the school for its educational and pedagogical function. On the one hand, to ensure the counteracting of the phenomena explicitly and implicitly spread by stimulating students’ motivation and interest in learning; on the other hand, to develop, from the earliest years, an effective educational orientation that consolidates the ability to make conscious and coherent choices regarding personal life paths.

For this to happen, the school must be able to innovate and adapt so that students can facing social change, which accompanies, with modern and concrete tools, also their introduction into working life. And this through building appropriate and effective school curriculum.

June 9, 2022 – 12:00 p.m.

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