Structure
education from the competencies, understood as the World Bank, ECLAC and other bureaucratic agencies like that, means that national education systems to forcibly take assumptions of competitiveness in the era of "information society" regardless of the profound meaning of education should seek comprehensive training of human beings. Therefore, the World Bank based on their raw economic view, pressing countries to structure their education system based on its effectiveness, understood in terms of costs, and to assume primary education as a priority and the provision of technological inputs to promote the acquisition of what the new "financial educator" means basic skills. To this end, education should provide a rich combo of options: basic education, teacher training and job performance, skills ... Those who acquire the skills providing the educational system adapted to the requirements of capitalist entrepreneurs are, which seems a tautology, competitive. Educational responsibilities are understood, then, in terms of competitiveness in the reductionist sense (from the field of economics) and immediacy (and which should serve to provide cheap labor and always willing to submit to the demands of capital). In the framework of competencies required of future workers, who are now in school, lifelong fitness, from which it follows that the workers are forced to adapt to a constantly changing product, because the technologies evolve, products change, restructuring and reorganizations lead to change jobs because precarious employment competitiveness. These incessant recycling cost much time and money. Start a worker in the particularities of a specific production environment is a long and heavy investment, which delays the implementation of innovations. The multiplication of costs arising from the high turnover of manpower and technology, quickly becomes prohibitive (11).
But, while the type of technology used requires some kind of knowledge arises that is solved by implementing a learning throughout the life of the worker, being useful synonymous of production, in other words, the worker must be subject to the logic of capitalist entrepreneurs. With his notions of employability and productivity, the project has no powers humanist ambition: "This is not to learn them all and throughout life the treasures of science, techniques, history, economy , philosophy, arts, literature, ancient languages \u200b\u200band foreign cultures "(12), because all of this in terms of the skills needed to fit the supposed" knowledge society "is useless, it means waste of time, energy expenditure and waste of resources. For these pragmatic reasons, including the powers to be introduced in schools highlighting those related to the acceptance of workers 'entrepreneurship' to accept with resignation the whole project of flexibility, so you do not think being "in "competent" as they say give up thinking, fight and resist the domination of capital and any form of oppression. You have to be personal skills, aptitudes, which are prone to labor flexibility and the depoliticization prevailing in the contemporary world. In this regard the OECD is emphatic when he says that to spread the defense of the "spirit of enterprise" requires close collaboration between businesses and schools, so that the first impact on the full acceptance of the 'market economy' and individualistic values \u200b\u200bof the students, in order that they learn to become members' of a work team to agree to take orders and work with others "because" it is also better understand the pace of work and willing to respond to different requirements during the successive stages of a career '(13).
education from the competencies, understood as the World Bank, ECLAC and other bureaucratic agencies like that, means that national education systems to forcibly take assumptions of competitiveness in the era of "information society" regardless of the profound meaning of education should seek comprehensive training of human beings. Therefore, the World Bank based on their raw economic view, pressing countries to structure their education system based on its effectiveness, understood in terms of costs, and to assume primary education as a priority and the provision of technological inputs to promote the acquisition of what the new "financial educator" means basic skills. To this end, education should provide a rich combo of options: basic education, teacher training and job performance, skills ... Those who acquire the skills providing the educational system adapted to the requirements of capitalist entrepreneurs are, which seems a tautology, competitive. Educational responsibilities are understood, then, in terms of competitiveness in the reductionist sense (from the field of economics) and immediacy (and which should serve to provide cheap labor and always willing to submit to the demands of capital). In the framework of competencies required of future workers, who are now in school, lifelong fitness, from which it follows that the workers are forced to adapt to a constantly changing product, because the technologies evolve, products change, restructuring and reorganizations lead to change jobs because precarious employment competitiveness. These incessant recycling cost much time and money. Start a worker in the particularities of a specific production environment is a long and heavy investment, which delays the implementation of innovations. The multiplication of costs arising from the high turnover of manpower and technology, quickly becomes prohibitive (11).
But, while the type of technology used requires some kind of knowledge arises that is solved by implementing a learning throughout the life of the worker, being useful synonymous of production, in other words, the worker must be subject to the logic of capitalist entrepreneurs. With his notions of employability and productivity, the project has no powers humanist ambition: "This is not to learn them all and throughout life the treasures of science, techniques, history, economy , philosophy, arts, literature, ancient languages \u200b\u200band foreign cultures "(12), because all of this in terms of the skills needed to fit the supposed" knowledge society "is useless, it means waste of time, energy expenditure and waste of resources. For these pragmatic reasons, including the powers to be introduced in schools highlighting those related to the acceptance of workers 'entrepreneurship' to accept with resignation the whole project of flexibility, so you do not think being "in "competent" as they say give up thinking, fight and resist the domination of capital and any form of oppression. You have to be personal skills, aptitudes, which are prone to labor flexibility and the depoliticization prevailing in the contemporary world. In this regard the OECD is emphatic when he says that to spread the defense of the "spirit of enterprise" requires close collaboration between businesses and schools, so that the first impact on the full acceptance of the 'market economy' and individualistic values \u200b\u200bof the students, in order that they learn to become members' of a work team to agree to take orders and work with others "because" it is also better understand the pace of work and willing to respond to different requirements during the successive stages of a career '(13).
With the things, education and the workforce is divided between those who are competent (competitive) and those who are not. In this sense, social inequalities are justified by educational level and degree of skills and qualifications they possess, or not individuals. From now on, individuals are categorized in super competent, qualified, less competent and utterly incompetent, according to market requirements. The right to existence is dictated by what the venture capitalists thought of as useful for producing wealth, and when an individual is competent at the time that has become incompetent is a disposable resource that can throw a junk to the garbage can (14).
addition, the skills that companies demand that the education system that engages with the demands of work are such magnitude, if not for the interests at stake, could only think that is a bad joke. To cite a case in point, in a European project on university research, a survey has found that companies require graduates, "bobadita" of 17 core competencies, namely: capacity to learn, ability to apply knowledge in practice, capacity for analysis and synthesis, ability to adapt to new situations, interpersonal skills, ability to generate new ideas (creativity), oral and written communication in their own language, decision-making capacity and self-critical, basic management skills computer, ability to work in interdisciplinary teams, basic general knowledge about the study area; ethical commitment (values), basic knowledge of the profession, knowledge of a second language, appreciation of diversity and multiculturalism, and research skills ( 15).
definitely capitalists want the educational system in general and the university in particular, form supermen coupled to their demands, because that list can say that it belongs to the fantasies of superman or bionic men bad television series. But also, these supermen of work should not think, because if you look closely at this list of "basic skills" is not nowhere to historicity, knowledge of the cultural values \u200b\u200bof a country or a humanistic education is essential. Indeed, all these are useless, they express the incompetence, and non-functional to capitalism today. Requires the preparation of supermen or superkids the work but do not think or act beyond the narrow scope of the capitalist market, with emphasis on computer skills and communication. Finally, what is sought is to train highly qualified experts in the restricted field of knowledge, but on condition they are political illiterates. Not by chance, review the information where this impressive list of basic skills that companies require to universities, it is claimed that the science and business intelligence demand rather than accumulation of knowledge that contribute little to the criteria outlined above, and not say whether it is adding value to processes, where historically the performance outcomes of graduates from any grade level, poverty are enormous, if not incompetent, hence the same schools also undergo a major transformation to switch between transmitters of information, stimulating centers personal intelligences (16).
is clear that the knowledge that contribute little to basic skills, such as those defined by venture capitalists are regarded as useless or incompetent. It stands to reason that within those useless knowledge are those that contribute to an integral and critical of any human being, among which should be the philosophy, history, literature, geography, sociology and other such areas of knowledge. This, of course, is perfectly understandable to the neoliberal logic in which there is no vocabulary for political and social transformation, there is no collective vision, no social routing para desafiar la privatización y la comercialización de la escuela, la burda disminución de los trabajos, la liquidación en marcha de la seguridad laboral, o espacios desde los cuales luchar contra la eliminación de los beneficios para el pueblo ahora alquilado estrictamente en un trabajo de medio tiempo básico. En medio de este ataque concertado en lo público, el mercado dirigido por el monstruo destructor del consumidor continúa movilizando los deseos en el interés de producir identidades de mercado y relaciones de mercado que últimamente aparecen como, Teodoro Adorno una vez lo señaló, nada menos que «una prohibición que se piensa a sí misma» (17).
Con respecto a las competencias, puede concluirse que no solamente la educación se ha convertido en un artículo mercantil como los automóviles o los teléfonos móviles, dominado por la lógica de la competencia, sino que además sus resultados deben ser reducidos a «indicadores de desempeño» estandarizados, que midan el grado de adiestramiento («competencias») que han adquirido los usuarios (estudiantes) para ser competitivos en el mercado capitalista (18).
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Notas:
1. Leandro Sepúlveda, «El concepto de competencias laborales en educación. Notas para un ejercicio critical "Threshold Digital Magazine 2000, No. 3, January 2002, p. 3.
2.Citado in Ignacio Tabares, "Education as an Engine for Development" in www.luventicus.org/articulos/02R014 .
3. M. Gómez, "Employment, education and skills: Where is the modernization of the labor market?" In http://www.argiropolis.com.ar/
4. Hirtt Nico, "The three pillars of the school commodification" in www.stes.es / nico .
5. ECLAC / UNESCO, Education and Knowledge: Basic Pillars of Changing with equity. Santiago de Chile, 1994.
6.Banco World Lifelong learning in the global knowledge economy. Challenges for developing countries,
7. Ibid., P. 81.
8. N. Hirtt, op. cit.
9. Ibid.
10. Cited by Nico Hirtt, op. cit.
11. N. Hirtt, op. cit.
12. Ibid.
13. Cited by Nico Hirtt, op. cit.
14.R. Petrella, "Education victim of five traps" in
15. "The core competencies for the knowledge society" in
16. Ibid.
17. H. Giroux, "Public Pedagogy and politics of resistance: notes for a critical theory of educational struggle," Educational Options, No. 25, 2002, p. 48 (emphasis added).
18. Michael Apple, "Can critical pedagogies interrupt neoliberal policies" teaching option No, 24, 2001, p. 22
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