They analyze future challenges in science and technology for the world of professional technical education.

They analyze future challenges in science and technology for the world of professional technical education.

It was the aim of the Seminar “Future challenges in science and technology 8 years” to discuss and analyze the challenges in discipline, workforce and continuation of studies qualifications for the professional technical secondary level presenting an increasingly complex and intensive world in information and technology. Seremi de Educación for the world of Professional Technical Education organized by the Coquimbo Future Technical Network with the support of Fundación Luksic and Fundación Chile.

During the day, sessions were held with the participation of teachers and principals of high schools and technical-vocational colleges on the role of teachers in the face of future challenges and educational policies, challenges in science, technology and innovation, and regional cooperation areas. Elqui, Limarí and Choapa with experts, academics and participants who then became part of a participatory dialogue to analyze the challenges facing the world of technical-professional education.

“In 80, we face the challenge of continuing to move forward in a transformative agenda for Professional Technical Education, focused on sustainable human development and supported by the government of our President Gabriel Boric Font,” said Cecilia Ramírez Chávez, SEREMI of Education. . Vocational technical education is developed in an intersectoral area that requires coordination in public policies from different sectors. And this seminar, with the participation of all actors, allows the needs of students, members of the educational community and the manufacturing sector to be known, so that vocational and technical education can contribute to the development of the country from its territory. . . and because it should be a benefit to students’ life trajectories”.

At the seminar, Fundación Chile Director of Technical Education and Workforce Training Pathways, Manuel Farías Viguera, spoke about the “future of skills for business in the era of digital transformation” and stated that “my interest is to talk about the challenges of the business world, both technical and cross-new, as there are stages of workforce transition. on the basis of demonstrating how we are experiencing a process of change related to digital transformation and climate crisis that will require skills. Having digital skills enables an employee and professional to have more employment and workforce placement opportunities. On the other hand, companies in general, not just because of an environmental issue also tends to decrease due to cost issues, their consumption of energy or their conversion… In Fundación Chile we have initiatives such as “digital talent”, free for youth and adults, funded by the State and run by Fundación Chile and Kodea, to build these capacities short courses”.

Professor José Luis Gómez Yañez, Head of Production at Carmen Rodríguez Henríquez High School in Coquimbo, Tongoy, one of the seminar attendees, said: “I understood our capacity to understand our environment and open ourselves to it. the future. To be entrepreneurs and workers of the 21st century, we must be a diverse community that meets the characteristics society expects of us. The challenges are to educate ourselves, to be open to changes and ready to face what is to come, to have the tools so that our students can understand the changes coming to us very quickly.”

Also at the seminar, Cristian Lincovil Belmar, Secretary General of Technical Vocational Secondary Education of the Ministry of Education, spoke about “Technical Vocational Education for Sustainable Human Development”: a new paradigm in education, a new human capital, training Professional Technician, TP Education and life trajectories and for Sustainable Human Development TP Education Commitment”.

Currently, 37% of high school students receive professional technical education at 931 high schools across the country. On the other hand, 58% of freshmen in tertiary education enroll in higher-level technical or professional careers without a degree, an increasing trend from 2010 to date (SIES, 2022).

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