The lack of tools in the educational

development of the 21st century will complicate

the transition from school to work life.

Yanina Paola Huaygua

Universidad Nacional de Hurlingham

Docente: Mercedes Escardo

Fecha:17/08/2020
The lack of tools in the educational development of the 21st century and the transition from school to work life.

Abstract

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Keywords:​ Education, labour market, society, school, work life.

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The lack of tools in the educational development of the 21st century and the transition from school to work life.

Introduction

According to the Marxist perspective, living in a society involves the relationship between

people and education. Systematized knowledge is fundamental to the development of

contemporary society as it lets human beings become citizens who live and work. Mainly, the

latter action, working, was seen by Marx as something natural that happens in the exchange

between nature and man, basing the man as social. Consequently, there is a direct link between

education and work. The work as an educational principle is the base for education since

working is the base of men’s existence. However, the impact of several significant factors on the

current ​labor markets​ and political decisions have significantly changed the nature of the

demand for skills over the past few decades. The educational development of the twenty-first

century does not seem to provide the necessary tools for the transition from school to work​.

Historical and political events affect education and work

It is relevant when studying the educational sphere to examine the state since school

education is a state function in which hegemonic disputes are present. Therefore, to understand

the fields of education, we must think about the ideologies imposed in different periods of

history. Following this conception, the historical background is fundamental for the evolution of

educational development. For example, in the European warlike times, the curriculum of the

school was focused on subjects exclusively beneficial to the defense. New government-funded

educational projects increased attention to war-related fields of study such as geography,

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The lack of tools in the educational development of the 21st century and the transition from school to work life.

aviation, navigation, and intercultural education. Also, many women were offered education

opportunities and found employment in the teaching field (It had never happened such a thing

before).

On the other side, another example is the adoption of Ley Federal in Argentina in 1993 when

Carlos Menem was the president. It was an educational policy that increased the years of

compulsory education from seven years to ten years, changed the curriculum, and changed the

method of school funding. Ley Federal set forth not only the rights of students but also the rights

and obligations of parents, established the right of teachers to academic freedom and to advance

in their profession based on their own merits. Although Ley Federal had interesting points, it was

an ambitious undertaking, and its implementation was rocky and unsteady. The rapid pace of

privatization, trade liberalization, and financial market reform limited the ability of the

government to allocate adequate resources to educational reform. This decision of the state left a

lot of young people without access to education and promoted unemployment.

Nowadays, our society faces a lot of different changes due to the fact of the neoliberal model that

governs a big part of the world. It promotes new technological discoveries and generates radical

changes in human life, in the production, in the educational formation, and the work. In the

historical-evolutionary understanding of the world extent, Anne Dupre presents that the modern

capitalist society of the 21st century must change.

As the world moves into the early years of the twenty-first century with excitement and

trepidation, national governments throughout North and South America are grappling with the

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The lack of tools in the educational development of the 21st century and the transition from school to work life.

demands that emerging technologies and a complex global economy have placed on each nation

​ upre (2001, p. 3)
to provide a well-trained and educated workforce. D

​Consequently, the need for a constant revision in the curriculum is the key for worldwide

students who expect to make a direct transition from school to work.

Problems in the transition to school from work life.

Working for human beings is considered a central element. It is a vital category, in the sense of

understanding the multiple established relationships among individuals in the group of the

society. However, there is a stereotype about young people’s perspectives of working. Some

believe that working for teenagers is not as vital as it is for adults because they only ​squander

their ​wages​.

Evidence for European countries shows that one year after leaving school, many young people

are still without work – more than 50% in Greece, Poland, Italy, and the Slovak Republic. Even

in the best performing European countries (Netherlands and Switzerland), about 20% of young

people did not have a job one year after leaving school.​ Quintini, Martin and Martin (2007, p. 6)

The challenges surrounding young people’s school -to- work transitions are not only based on

fixed ideas but also the lack of knowledge in the technology sector do not let youngsters enter

work-life.

As young people enter the labour market for the first time, employers may be reluctant to hire

them on permanent contracts or on a full-time basis and entry wages are likely to be lower to

account for time spent on training in the first job.

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The lack of tools in the educational development of the 21st century and the transition from school to work life.

Conclusion

The process of settling into the labour market is often prolonged and discontinuous rather

than a smooth and quick transition.

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euismod tincidunt ut laoreet dolore magna aliquam erat volutpat.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh

euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Duis autem vel eum iriure dolor

in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis

at vero eros et accumsan.

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The lack of tools in the educational development of the 21st century and the transition from school to work life.

References

Ostrovski, C. and Raitz, T. (2017). Some reflections on the relationship between work and

education . ​Acta Scientiarum, education.​ Vol. 39, suppl., p. 545-554.

Dupre, A. (2001) Transforming Education: The Lesson from Argentina. ​University of Georgia

School of Law, VANDERBILT JOURNAL OF TRANSNATIONAL LAW.​ Vol. 34 (Number

I) Pages 1-43.

Conner, Caroline J. and Bohan, Chara H. (2014) The Second World War's impact on the

progressive educational movement: Assessing its role . ​Georgia State University​, Faculty

Publications 74. https://scholarworks.gsu.edu/mse_facpub/74