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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    28-05-2015
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.Mythe: if technology changes working life really quickly then there is no need to teach content !??

    Taaie onderwijsmythe: the idea that if technology changes working life really quickly then there is no need to teach content as it will be irrelevant by the time our students get to the workplace.

    The widespread use of the claim in educational environments can almost all be traced back to the “Did You Know?” or “Shift Happens” videos that went viral among fashionably minded educators some time back. These consisted of a variety of poorly sourced and dubious claims about the future accompanied by enough bright colours and loud music to hypnotise the congenitally gullible"

    Reacties op bijdrage:

    1.I work in an IT company that is (relatively) cutting edge doing a job that didn’t exist in ’96 (when I was still at school). I’ve clearly learnt as I went along, however I would argue this is the case even for my contemporaries in jobs that ‘already existed’.

    I’ve been involved in a few rounds of graduate recruitment and reached the conclusion that those who have tried to gain relevant qualifications are significantly less ready (for the job that didn’t exist) than those who have good fundamental skills (English, Maths etc.) and demonstrated the ability to study these at higher level.

    If anything, the pace of change demonstrates the futility of trying to dream up new ‘relevant’ subjects and qualifications.
    by Nic Price (@NicJPrice) May 27, 2015 at 9:02 pm

    2. Nic, I agree with you that because of the pace of change it is impossible to try and predict what is relevant and what is not. Education that provides a good foundation is the key but a lot of what happens at school is not this. Students rush from assessment to assessment and rarely develop their learning more than at a superficial level.
    by There's a Hadeda in my Garden May 28, 2015 at 8:26 am

    3. As Nic implies, “new” jobs seldom differ radically from ones that already exist, and they all demand a vast base of skills and knowledge which change slowly if at all.

    This said, technology does move rapidly. The software you use in school will almost certainly be obsolete by the time you are looking for your first job. In “Does Education Matter?” (2002) Alison Wolf argued that vocational qualifications were obsolete before they were launched, and that we would be better advised to follow the German example of restricting the classroom element of FE to traditional academic subjects, and leave the technical training to the employer providing the employment-based element. Unlike schools, private sector employers have a strong imperative to stay abreast of change.

    In any case, schools do not exist to service the economy. If this were so, how could we explain America’s economic clout and unmatched record for technological innovation? On the basis of its schools, the United States should be a banana republic. Likewise, Switzerland has a lower percentage of students progressing to HE than any other advanced economy, and Japan is near the bottom of the tables in terms of the percentage of GDP spent on schools.

    The philistine case for education is extremely weak: how else can we explain the abysmal salaries actually offered to STEM graduates? I don’t know a single one who is earning more than a teacher–and I know a few that have become teachers for that very reason.
    by Tom Burkard May 27, 2015 at 2:16 pm

    4.I know quite a lot of STEM graduates earning more than teachers! Admittedly, often not always in jobs that appear very STEM. They also tend to fare better than arts and humanities graduates. That said, there are some appallingly poorly paid technical jobs and the sacrifices that many make to complete STEM PhDs do not fairly reflect the contribution they make to the economy.
    by Nic Price (@NicJPrice) May 27, 2015 at 2:59 pm

    5.I suppose I should have clarified that–I was referring to the salaries offered to people working as engineers, physicists, etc. These represent a relatively small percentage of STEM graduates, who (as you suggest) are in demand for management jobs that have little or nothing to do with their chosen discipline. It’s hardly any secret that STEM degrees are more demanding than humanities degrees, where clever people can just wing it. Unsurprisingly employers prefer bright people who are prepared to work hard to clever bullshitters (I have a History degree!). I haven’t studied career pathways since 2006, but I doubt much has changed since.

    As an educator, I seldom encounter STEM graduates in management positions (other than Heads of Science). I live near the Norwich Research Park, where John Innes and a lot of biotech firms are located. I once let a flat to an R&D chap with a doctorate, and was staggered to find how badly paid he was–about the same as a recently qualified teacher.
    by Tom Burkard May 27, 2015 at 4:27 pm

    About 4 years ago I wrote a post about myths for teachers. This post has continued to grow over time as one of they myths was altered and manipulated and appeared in different forms. It has now rea...
    teachingbattleground.wordpress.com



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