This paper presents a small-scale survey that records the opinions of the educational community (pupils, parents and teachers) of Western Attica (Greece), an area with acute social problems and conditions, about the importance of Cultural Education, with the purpose of incorporating it into the daily activities of high-schools. This survey has been conducted within the framework of the European Programmes “Erasmus+” that support educational initiatives, regarding the mobility of students and teachers in the European Union’s member states and other associated countries, with the purpose of training in issues of common interest. The relevant activities of the overall methodology that is presented herein include the training of high-school teachers in Cultural Education issues. This training aims at achieving the strategic goal of the local educational administration, which considers Cultural Education as a prime tool for confronting social problems in school communities, worldwide.
While the skills mismatch is well documented in EU labour market, it renders work-based learning a plausible part of the answer to this problem. Yet, a number of issues demand handling before work-based learning is effectively utilized. Systems inquiry, through systemic modelling, constitutes a proper framework to facilitate a holistic study of such complex social phenomena. From a systemic perception, the complexity of social systems has prevented a holistic study. The descriptive power of systemic modelling allows for such a study that relates labour-market to dual education via apprenticeship. Thus, the respective systems are studied as a whole; the challenges arising are specified and the limitations of the solution are clarified. The application of apprenticeship in heavily industrialized countries can yield results, but it may fail in countries like Greece with a very different socio-economic environment. Still, some recommendations can be formed for a variant of apprenticeship more attuned to such cases.
While the skills mismatch is well documented in EU labour market, it renders work-based learning a plausible part of the answer to this problem. Yet, a number of issues demand handling before work-based learning is effectively utilized. Systems inquiry, through systemic modelling, constitutes a proper framework to facilitate a holistic study of such complex social phenomena. From a systemic perception, the complexity of social systems has prevented a holistic study. The descriptive power of systemic modelling allows for such a study that relates labour-market to dual education via apprenticeship. Thus, the respective systems are studied as a whole; the challenges arising are specified and the limitations of the solution are clarified. The application of apprenticeship in heavily industrialized countries can yield results, but it may fail in countries like Greece with a very different socio-economic environment. Still, some recommendations can be formed for a variant of apprenticeship more attuned to such cases.
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