Doorgaan met investeren in onderwijs
Een nieuw rapport van bedrijven als Microsoft en Shell waarschuwtdat de komende jaren een aanzienlijke impuls nodig is voor hetopwaarderen en uitbreiden van de IT-vaardigheid van werknemers,zowel nieuwe als de al actieven. De landen in Midden- enOost-Europa gaan hier bovendien aanzienlijk inhalen tenopzichte van Westeuropese landen.
“ICT skills are vital to the next generation of workers and tobuild Europe’s innovation society. We know that technology trendswill drive the need for better ICT skills amongst theworkforce,” aldus Jan Muehlfeit, de voorzittervan Microsoft Europa. “Governments must continue to invest ineducation and training to ensure workers are equipped formeaningful employment.”
De Zweedse staatssecretaris voor werkgelegenheid, Eva UddénSonnegård reageert als volgt: “We must now take measures tocounteract the negative effects of the economic crisis onemployment by making our labour markets structurally stronger,increase access to employment and promote skilling and re-skillingof the labour force.”
ICT na de crisis
The research found that in Europe within 5 years 90 per cent ofjobs will require ICT skills, across all sectors, making skills,training and education in ICT a critical priority for employmentand job prospects. The percentage of jobs that require no ICTskills is already low and will continue to shrink as demand formore advanced ICT skills and skills to use technology-based deviceswill be required from employees.
The increase in demand for ICT skill sets is not solely a responseto the current economic crisis. Long-term technology change is astronger influence, which means that the skills issue needs along-term solution rather than a short-term response to fluctuatingeconomic conditions. The report highlights that governments need acontinuing focus on training and education to ensure economicproductivity.
Beta-impulsen en curriculumvernieuwing
The past decade has witnessed a diminishing status and interest intechnical s(science and math) education, which has contributed tothe lack of ICT professional skills in Europe. Several steps can betaken to address this issue, including stimulating enrolment intechnical studies through quotas and scholarships.
However, regular assessment of study curricula is also urgentlyneeded to ensure that graduates enter the workforce with the mostmarketable skills and knowledge. Not only should this includeensuring that ICT graduates are trained at the forefront oftechnology (e.g., cloud technologies, Web 2.0) but also that theyhave much stronger insight into the business impact of technology,what we previously referred to as business empathy.
To do this requires close,ongoing collaboration between the ICTindustry and the education sector. It will also be necessary todemonstrate attractive and interesting career paths in ICT to thecoming generations.
West Europa krijgt concurrentie
On a current country comparison, a higher proportion jobs inCentral and Eastern European countries than in Western European(WE) countries require no ICT skills at all. However, in the nextfive years, Central and Eastern Europe (CEE) will catch up with WE,indicating that investments in ICT skills development in the CEEregion will increase significantly during that time.
Western European countries generally attach higher importance tobasic and advanced ICT skills than CEE. Romania, Poland and Italyexpect a strong increase in skills to use technology-based deviceswhile in Hungary it’s in advanced ICT skills. The UK stands outwith strong demand for basic ICT skills.
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