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The greatest job supply is in the knowledge industry. In Mendoza, there is the first training school for the professions of the future.
International studies have shown that, in the next few years, the labor supply will be generated in the knowledge. Indeed, at present, this reality can already be palpated, given the large number of courses and trainings that exist, for example, of programming. However, this concept has already been learned and put into practice by a Mendoza school, which has outlined its teaching strategies on the training of children for the professions of the future.
In this sense, to train at an early age children and adolescents is to open the doors to the future and give them tools to forge it successfully: “We have no doubt that these knowledge will to help in their professional life, even if they are engaged in other activities which are not related to the technological approach. Programming is a language that should be incorporated into spaces training from an early age. We teach children from the age of 10 years and we consider this to be a great impulse to define their vocation from young people,” notes Luciana Silvestri, CEO of Probot School, first school of robotics and programming of Argentina.
“ At Probot School we promote a learning environment that has been conceived and designed for the development, training and expansion of technological vocations. We rely on in the development of macro skills such as collaborative work, the problem solving, creativity, innovation, entrepreneurship and manual skills. We start from knowledge related to robotics, which in turn has several branches such as electronics, programming, mechanics and design, but we also developed those macro skills with the development of video games.”
Students, children and adolescents from the age of 10, develop at Probot School a learning trajectory increasing the skills mentioned, which will be required in the professions of the future. “We start from a cognitive theory that is constructionism, that theory is related to “learning by doing things”. Each student works an individual product, whether tangible with the development of the robot, or intangible as is the case with video games. Teamwork is key throughout the process, something foreseen from the pedagogical approach,” Silvestri says.
Undoubtedly, stimulating at an early age with this knowledge opens the door to the professions of the future that already need these skills: “We know that the scenarios change continuously and we have to train ourselves to continue learning for the rest of our lives. Beyond having guaranteed a job exit in a short period of time, we train the kids to adapt to the new challenges.”
Perhaps the most important thing, in this sense, is to understand that traditional teaching should start thinking from new paradigms and give children the real weapons of the future. “Companies are needing to create more flexible, collaborative spaces where they can meet the challenges of the global scenario. Technology plays a crucial role in all this. For technology development companies, our students are trained to start, as they understand both software and hardware. Thanks to this we work together with local companies and generate developments for them.”
Finally, the CEO of Probot School referred to the continuity of education of students: “We know that our students will be the workforce of the professions of the future. At the statistical level, the boys who start with our proposal at the age of 10 choose 60% for secondary education with the basic knowledge that we give them. Those who have started from the age of 13, 14 or 15 are inclined by 70% to engineering careers
Publication Date: 30/05/2020
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