How will the school develop? Letter

Posted by Giuseppe D’Angelo – The labor market fluctuates, a curve that rises and falls reveals the uncertainty associated with the post-pandemic economic recovery. This is the Italian labor market in recent times, and despite the fact that the employment situation is traveling on a fine line, the data shows that new professional figures are becoming more and more necessary, which the labor market is increasingly oriented towards.

According to LinkedIn’s annual report, there are 20 main jobs that will emerge in 2022, among which we remember as an example: the robotics engineer, the machine learning engineer, the cloud architect, the cyber security specialist, etc.

The new jobs are the exact image of the new market needs, accelerated by the pandemic, after the rapid growth of the technology sector. These are activities at a highly specialized professional level, where the common training element is a high level of knowledge
informatics. These are professional activities that can give great satisfaction (and great responsibility) to those who practice them, but which require special skills and competences.

Faced with this extraordinary, sudden and unstoppable evolution of the world of work, how should the school change to adapt to the ever-new skills required? To answer the question, we must first ask at least one more. What basic skills are essential to be able to integrate into the complex reality of today’s working world?

Meanwhile, we must recognize that the social reality we live in cannot be lived and imagined without the use of the now inseparable electronic devices that we find everywhere.
So it goes without saying that even the school will have to continue to fulfill its training function also through the use of increasingly efficient devices and the implementation of design activities that explicitly require the use of such devices and learning environments.
specific. But apart from this natural process of technological adaptation, which by the way the school is already underway, what do our children really need to prepare to enter the new world of work?

For some years there has been an in-depth discussion at European level about the skills that individuals must acquire in order to ensure their full development. It is a central theme, with cascading implications affecting the themes of training, education and orientation to work and social well-being. The result of this process was the preparation of the 8 European Key Competences, which EU Member States are encouraged to implement, facilitating their acquisition by all citizens.

Among the various key competencies listed in the recommendation, I will only discuss the following:
Personal, social competence and the ability to learn to learn
Jurisdiction in matters of citizenship
Entrepreneurial competence
Expertise in cultural awareness and expression

It seems to me that the above skills describe the conditions for a perfect maturity for the individual and for the citizen. But we all know that becoming mature in this sense implies a long, constant, and serious commitment that starts, since childhood, from an intense and constant scholastic study as well as from a deep personal commitment to social problems of all kinds. The “thinking heads” are not bought on the “knowledge market” when they are needed.

They must be grown with the greatest care because they are very delicate. The school should therefore continue to do just that, regardless of how technologies and lifestyles in our society develop. The school must know how to train the individual in his totality and complexity to be sensible and rational. It must stimulate the critical spirit based on in-depth knowledge of basic knowledge. Today, the school no longer forms as it did before. We no longer aim for educational success, but only academic success! Unfortunately, the conditions are not equivalent! Achieving educational success requires a great deal of commitment from the student and the school. Academic success is not. Obviously, the desire to identify educational success with scholastic success makes everyone happy, but it makes school very little meaningful from an educational and training point of view. The credibility of this institution and its educational operators is becoming more and more inconsistent. The enormous costs of technological and structural modernization are of little use if the expected results
there is no. The new information technologies become like plasters that try to repair the countless tears on the most important “dress” of our Italy.

It is important to redefine the educational goals of the school. The school must aim at the goal of the seriousness of the study obligation, which cannot be ignored if the true acquisition of essential skills is desired. It is necessary to restore credibility to the professional and technical addresses, which paradoxically have been swallowed up as users by colleges of all types. True schooling is indeed the only essential goal. In order to do this, it is necessary to aim for an educational merit-based selection made on the basis of the real skills demonstrated, aimed solely at stimulating the student’s potential. In short, we need competent and not ignorant candidates! All types of school courses have a strong educational value and are therefore indispensable for society. So, enough with overly sweet evaluations or, worse still, with guaranteed promotions, no matter what, in the name of academic success! Enough with the self-referential institutions!

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