Професія вчителя в умовах комерціалізації вищої освіти в ЄС

Abstract

У статті розглядається проблема майбутнього професії вчителя в умовах комерціалізації та глобалізації вищої освіти в ЕС. Ці процеси змінили умови праці та можливості кар'єрного росту для більшості працівників, що може вплинути й на професію вчителя. Старіння вчителів і тренерів як робочої сили в ЄС означає, що досвід викладання збільшується, але можуть знадобитися додаткові зусилля для оновлення існуючих навичок. На основі вивчення та аналізу незалежних звітів Європейської Ради представлені висновки певних тенденцій трансформації професії вчителя у майбутньому.

The article studies the problem of the future of the teaching profession in the commercialization and globalization of higher education in the EU. The analysis is based on the independent reports made in research centers for the European Council. The report corroborates the common sense that teachers and trainers are extremely important for student achievement. The variation across teachers and trainers in terms of their impact on student achievement seems to be of the same order of magnitude as the impact of family background. A high-quality teacher and trainer workforce is therefore crucial for the performance of E&T systems as a basis for future global competitiveness. Researchers consider that under the globalization process, the working conditions and career possibilities have changed for most workers. It may be important to allow for similar changes also for teachers. The working conditions for teachers and trainers today differ markedly from other professions with about the same amount of education, and this fact will probably not be regarded as an advantage for potential students in the future. Making teacher jobs more similar to other jobs will in turn require more flexible work loads and wages. One more problem is demographic change which does not only affect the population, but also the teaching profession. European countries with particularly large fractions of teachers aged over 50 include Germany (47%), Denmark (45%) and Sweden (43%) in primary school and Germany (49%), Italy (48%) and Sweden (44%) in secondary school. An ageing teaching and training force means that teaching experience increases, but also the additional efforts may be required to update existing skills. The economic development of education might equally threaten the existence of less economically viable disciplines such as history, archaeology and philosophy to the benefit of law, economics and business studies. According to the made analysis the findings of certain trends in the transformation of the teaching profession in the future are presented in this article.