Education and new challenges - Raport Polska 2030

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Education and new challenges ing time flexibility (17%), analytical skills (15%), creativity (15%) 60 . Most of these skills are not included in school curriculum, although majority of them – as shown by modern psychology – can be acquired by learning. University graduates are criticised for their inability to combine theory with practice, to solve new problems, lack of proper regard for experience. Table 4.5. Expected competences and requirements for the educational system as formulated by employers (2009) 61 Expected competences Non-management employees: •zKnowledge of specific tools and raw materials •zResponsibility for the assigned works •zAttention to detail and good teamwork skills •z“Non-drinkers” •zSupervision: •zCooperation in a team of specialists •zUnderstanding their “scope of responsibilities” •zKnowledge of law and economy •zGood teamwork skills •zDeclarations of assistance in acquiring further qualifications •zManagement candidates: •zUniversity graduates are overburdened with theory showing no respect for practical knowledge •zDiploma itself means nothing, the name of the thesis supervisor is more important and meaningful •zCV, however “short”, means more than a diploma awarded by a topof-the-list university •zIt is difficult to find a graduate who knows the theory and have the skills, and first of all wants to learn how to use them in practice (“modesty”) •zDevelopment intensifies structural changes, i.e. transfer from hardware to software services – greater demand for higher class specialists, and not only people with university degree, but people with university education of adequately high quality, capable of creative work, and not only with imitative skills. Today, human resources are considered to be one of the weaknesses of the IT industry. •zThe internal structure of employment changes – greater specialisation ♦♦Most intense employment increase is observed in relation highly specialised professionals (3.5x) ♦♦Less intense increase is observed in relation to less qualified specialists ♦♦Reduced employment of people which are broadly defined as IT specialists ♦♦Replacement of staff related to higher professionalisation in the industry – more people closely related to IT professions CONSTRUCTION INDUSTRY IT&T Requirements for the educational system •zConsiderably modernised educational curriculum in which greater importance is attached to practical skills – this applies to every level of education, including university education (basic vocational schools, secondary vocational schools, universities) •zReduced red tape in the area of student internships and implemented greater range of student trainings in school curriculum •zPromotion of jobs related to construction industry so that students are willing to learn and take jobs not due to the lack of other possibilities, but out of their own choice •zTeaching attitudes towards working •zGreater quality of education in computer science at universities, including elimination of low quality educational services from the market •zPromoting independence and creativity of students •zNo sense in educating medium-level “IT specialists” •zProgrammes based on the expectations about the required skills of graduates •zPrompt modernisation of educational programmes adapted to the changes in the industry Source: Based on U. Sztanderska, Kwalifikacje dla potrzeb pracodawców [Qualifications to meet the needs of employers], Final report, Warsaw, June 2010. 60 Study of job advertisements placed by employers in Łódź and Warsaw in 2001 and 2003 – see: A. Dziedziczak-Fołtyn, Młodzi adepci zarządzania na rynku pracy. Oczekiwania pracodawców wobec wyższych uczelni [Students of management on the labour market. Employers’ expectations towards universities], [in:] A. Buchner-Jeziorska [edited], Szkoła sukcesu czy przetrwania. Szkolnictwo wyższe w Polsce [School of success or survival. University education in Poland], Warsaw School of Economics (SGH), Warsaw 2005. 61 The studies have been carried out as part of the project „Qualifications to meet the needs of employers”. They consisted of desk research (data relating to the development of production, employment in 4 lines of business in Poland, educational programmes), company case studies (individual interviews and questionnaires with employers and employees), group interviews in schools and universities, analysis of the offered media services, telephone interviews with representatives of training institutions. 132
Education and new challenges Vocational education in secondary schools is also far from being effective. While young people call for a more pragmatic approach to education, educational opportunities are re-oriented towards the so-called theoretical knowledge – usually anachronistic and intrinsically unstructured. Meanwhile vocational schools should offer both general competences, broad professional basics (to enable acquiring a related profession), and an ability to manage one’s own professional career (job searching, adequate assessment of capabilities, developing a habit of learning) 62 . Table 4.5. shows how obvious are the qualities and attributes looked for in potential employees by employers and how obvious are their requirements for the educational system based on two examples – very traditional industry, and yet subject to continuous dynamic development (construction industry) and a state-of-the-art one (IT&T). Sharing the view held by employers that school does not have to take on the obligation to provide all the competences desired on the labour market, the combination of the induction period, preparing to enter the labour market, with the training system, progressive professional consulting and training of social skills is not a need resulting from the changing economy, but also a civilisation necessity. Today, it is more and more obvious that there is a growing demand for life-long learning, but also for life-wide learning. Summary If the knowledge-based economy and development of the intellectual capital are assumed to be one of the primary Polish challenges, then the pace and sustainability of the convergence between Poland and the most developed countries in Europe and in the world will largely depend on whether and to what extent the convergence process is supported by the educational system aimed at developing the basis for the intellectual capital in the young generation. To ignore this challenge is to cause the intellectual capital gap between Poland and the developed world economies to widen even further 63 . Since 1989 the young generation have had high expectations of their education. As a result of the social pressure for changes in the educational system, it started to open up to young people’s expectations even before the implementation of the educational reform. The overall balance of these adjustments is not entirely positive, especially if we consider the quality of education, nevertheless we have achieved quite a lot: unprecedentedly high enrolment rate, especially among young female students, high (although not so high as expected) employment rate among people with university education, low unemployment rate in comparison with other countries, 64 quite good (and improving) results in the measurements of the basic schools competences among young people. The changes achieved as a result of the educational activity of young people have not only led to the transformation of the social structure. They have enabled a new quality of the intellectual capital which not only facilitates the 62 Edukacja dla pracy. Raport o rozwoju społecznym Polska 2007 [Education for work. Report on social development Poland 2007], Warsaw 2007, UNDP, p. 196. 63 Polska 2030. Wyzwania dla Polski [Challenges for Poland], M. Boni [edited], Warsaw, 2009, p. 204 et seq. 64 See the studies discussed in the next chapter of the report. 133
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Education and new challenges - Raport Polska 2030

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