was published a few days ago a study made by professors of our university, on working conditions and quality of employment in companies Navarre. One of the book caught my attention: 37% of workers questioned the usefulness of education. Although one can always question the accuracy of the data, a look at the methodological aspects of report (which is wonderfully accessible on the website of the Institution Future is one of the sponsors) can dispel major objections: let us for good . You could also turn to the data and read that 63% of the respondent does not question the value of academic work, and seen and sounds much better (though obviously the same.) There is a purist who believes that vision is not the mission of the university to train for employment, that this is already training (as its name indicates). According to her as strange that 63% would find value in academic work. The purist view is in recession, and probably just stay within the university, and a minority of staff.
The traditional university, that of the 500-year history (if not 1000) certainly had no professional training function, was devoted to philosophy (philosophy and letters or natural philosophy). Knowledge of nature more practice were creating their own training schools outside the university, some technical and scientific complexity as high or higher than that, as engineering schools. However, in the second half of the twentieth century the prestige of the brand "university" was very large (for some unknown reason) was meeting within the teaching of the most diverse knowledge. Everyone wanted to be a university and is not closed the door to anyone.
This minimal historical introduction helps you understand the job role of the university and its differentiation by disciplines. There are disciplines related to a profession eminently (Law, medicine, nursing, teaching, journalism, etc..), And if they do not prepare for the wrong profession. Other disciplines do not have a direct link to a profession (philosophy, humanities, physics, mathematics, etc..) And therefore it is impossible for employment-oriented training. Another thing is that they obtained training if that is valuable for certain jobs and are not lacking in "career", but will always be more varied and less obvious. The teaching of these disciplines must necessarily be guided by their internal academic dynamics.
Well, now I do not know what to think of 37% thought that the studios have no professional use. Perhaps they chose a poor race, or found a job far removed from their studies ... or studied a curriculum not adapted to reality. The latter case is what I came to mind while reading the news, but if I want to defend this (which by the way if you want) I'll have to find other data that truly endorse.
The joke I got it forges the blog of @ Yoriento an interesting place to delve deeply into issues of employment.
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