Educating for employability

Employability has not been given the due importance that it deserves in our education system. Those seeking employment must be well prepared for the challenges of the labour market and must possess the qualities and competencies that will meet the changing needs of employers. Employment is an issue of demand and supply. The labour market must prepare for such needs.

Ever-changing developments in the employment sector demand a different approach to the preparation of our youngsters for their prospective workplace. The European Centre for the Development of Vocational Training has done an enormous amount of groundwork on vocational education and training systems, policies, research and practice.

There are also plans for an employability index, which would be constantly updated to identify specific demands from time to time. This index would also indicate future work opportunities.

Forecasting of future labour demands is very difficult. We need to promote employability education and we should promote employability initiatives. Current trends and curricula audits seem to favour an emphasis on academic subjects and the introduction of employability-related learning in the curriculum.

This government has already started numerous initiatives to tackle the imbalance - the introduction of vocational training next month in Gozo is the first step to introducing the vocational concept in secondary education. This initiative will aim at decreasing the rate of early school leavers and provide a natural link between secondary schools and other post-secondary institutions, such as MCAST.

The introduction of vocational training within secondary schools in Gozo can also be viewed as symbolic: we must make sure that our Gozitan youths are given the same tools and opportunities as their Maltese counterparts and make sure that not only they are not left behind, but are given a driving seat in such initiatives.

The idea of job exposure, something which our European neighbours have been doing very well for decades, must also be encouraged in our education system. This is not to say that classroom time is not important, but measured and well-planned exposure to real-life jobs can shape the character of our young men and women and provide them with a glimpse of a genuine job experience, as well as relating it to the education, and possible career, that they are looking into.

It is disappointing to hear people telling you that after 20 to 25 years in our education system they are not ready to face the modern challenges of the job market. This means that we must also embed in our education system abilities such as critical thinking, the notion of working as a group and in some instances, even more basic attributes such as articulate communication and respect towards your peers.

I agree that we need to educate more people in the sciences, mathematics and engineering. But as Einstein warned in 1952, this must not be done at the expense of the humanities, as a narrow education produces "a well trained dog rather than a harmoniously developed personality." I agree with those who say 'a broad liberal arts education helps young people to be creative and innovative and prepares them for an active and meaningful participation in citizenry and democracy. In a complex world it helps them to understand history, culture, the social, economic, political and religious forces and trends.'

The preparation of our youths for the labour market is most important. We must also encourage apprenticeships and traineeships. Several large companies in Malta are finding it very difficult to attract Maltese youths to the jobs on offer. I have held several meetings during which this problem has surfaced. It appears that one of the major problems towards full employment is the lack of response and interest among our youths. Our employability education should cater for all the varied jobs that become available on the job market.

It is up to us to encourage students to develop employability at the school level. We must make it clear that their studies contribute to their future life in the workplace. We must align their academic learning with employability education. We must help them develop the skills that will become useful in their working life. Students need guidance on how to articulate which of their skills and attributes are relevant to their employability. This is why experience-based learning is so important: it gives youths the chance to apply their skills within a professional context.

Evarist Bartolo is Minister for Education