London Metropolitan University Research Institutes
 

School evaluation versus the development of professional competence

Author(s) Beata Krzywosz-Rynkiewicz  
Publisher CiCe Publications  
Year 2000  
Editor Alistair Ross, Curricula for Citizenship in Europe  
Language English  
Age group -  
Keywords/Abstract
Employers evaluating their employees take into consideration different qualities. People displaying certain abilities and skills find it easier to obtain and hold down jobs. Developing the skills valued by employers is a long process, influenced by numerous factors including the family (home) and friends, but also school. The following problem was analysed in the present study: to what extent are the abilities and skills taken into account by teachers evaluating their students appreciated by employers? Do teachers value certain abilities/skills as highly as future employers of their students? The abilities and skills characteristic of three different levels were examined in the research: cognitive (knowledge and progress made), emotional and motivational (commitment, activity and conscientiousness) and social (co-operative work, organisation of one's workplace and independence). The significance of those abilities and skills in the evaluation of students made by their teachers and in the evaluation of employees made by their employers was compared in the fields of medicine, education, business and administration. The results show that there is some discrepancy between the evaluations made by teachers and those of employers. Teachers value cognitive abilities first of all. They glorify knowledge, while employers - especially representatives of business and administration - find it much less important. Teachers underestimate social skills, such as co-operation or good organisation, which are sought by all employers. Differences noted in the evaluation of emotional and motivational factors are also of interest. Commitment is perceived at school as much less important than at work. Conscientiousness, highly appreciated by employers, is treated as marginal, both by teachers evaluating students and headmasters evaluating teachers. The disproportion observed between the evaluations made by teachers and employers indicates that Polish schools do not fully prepare students for their future careers - they are offered the opportunity to gain knowledge, but the development of their interpersonal and personal attributes is often neglected.
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