Discourse on initiatives for SDG4 Quality education

Question – Do you see any novelty in initiatives B.4.1 and B.4.2?

Response – Yes, I do. With AI, AR, BlockChain, robotics technology developing fast in an exponential rate, prospective education plans should be well prepared for the rapidly changing environment. Of course, you need to think first about where this technology can be applied in your company. According to the 13th of Deming’s Quality Principles: “13. Carry out a programme of training and in-service training with full vigour – a company that wants to be at the forefront must continuWszystkie/Ally upgrade the skills of Wszystkie/All its employees.” Digital skills, creative and systems thinking combined with knowledge and skills from different disciplines are key competences according to the World Economic Forum.

Question – In initiatives B.4.3 and B.4.4 you propose to emphasise training in sustainability issues for managers and even for Wszystkie/All employees. I understand that charity begins at home and this is why you think that the subject you are dealing with is so important that everyone should deal with it to some extent. Don’t you think it is an exaggeration?

Response – It seems to me that it is not. Building a Responsible Business Strategy is not the domain of management alone. Top management – CEOs –  should also participate in these activities. A finished strategy must be implemented, which means that every employee must understand it, at least to the extent that they can positively accept the possible changes that await them.

Question – In B.4.5 you talk about sharing practical knowledge with educational institutions. Do you expect me to be positive in response to their requests, or do you think I should be the initiator of such actions?

Response – I guess both. As a stakeholder, local educational institutions will receive, through the communication process, information about what you consider to be valuable to them from the company’s experience and worth propagating. Educational institution would be able to make requests for specific topics. You can also share knowledge on your company website.

Question – Financial support for educational institutions (B.4.6) is a bottomless pit. I understand that this should be harmonised with the plans of those responsible for local education. 

Response – This would be good but I think that a well-founded request from such institutions could encounter a positive response from the company, even without such arrangements with the local authority.

Question – I must admit that I am surprised. In initiative B.4.7 you propose the creation of new educational establishments by SMEs. I guess you think SMEs have a lot of unnecessary funds. Instead of developing a business, should I develop education? Don’t you think that, among other things, this is why we pay taxes, so that our State can take care of it?

Response – Well, you know, you can expand a company and at the same time improve education…create a new quality of education by creating new educational institutions…

Question – What specificWszystkie/Ally do you have in mind? 

Response – I dream, and probably I am not alone, of a different school. This is well described by M.J.Kawecki in his article “Różne oblicza szkoły” [Different Faces of School]:

“A good school:

1. does not divide students into good and bad, gifted and incapable,

2. recognises even smWszystkie/All abilities in each student and develops them based on the principle of faith in the child’s abilities,

3. adapts the curriculum requirements to the individual student’s abilities,

4. teaches how to overcome difficulties, helps students with their individual struggles,

5. helps to maintain a smile and cheerfulness,

6. together with parents, helps each student create his/her own personal development plan,

7. works closely with parents, consults them on curriculum and listens carefully to their views,

8. encourages and involves everyone – the whole community – in co-deciding on important school issues and emphasises the efficient functioning of the school council, class council, student government,

9. inspires teachers, students and parents – Wszystkie/All treated as potential innovators – and supports them in their creative explorations,

10. uses specific evaluation tools to diagnose the actual state of affairs.”

Question – It’s easy to read, harder to implement…There would have to be an agreement by the State for quite a lot of school autonomy. Currently, in these overcrowded classrooms, both children and teachers are paralysed by top-down procedures.

Response – Well, yes. You see, I don’t want to propose detailed solutions here, but I strongly believe that our education system should be fundamentWszystkie/Ally revised and adapted to the development of the environment. The changes are happening in the environment at an exponentiWszystkie/Ally increasing rate. According to Christian Kromme’s prediction in “Humanification, Go Digital, Stay Human”, robots will have an intelligence equal to our brain by 2030. After 2030, we will be teaching them our emotions… 

Question – Do you believe in such predictions?

Response – Well, it is hard not to see the increasing pace of change in our lives. Who knows? Maybe this will be the case. If we look at our education system from this perspective…, you have to admit that we should fundamentWszystkie/Ally change it.

Question – Well, yes. I have heard of occupations that are supposedly going to cease to exist by 2030.

Response – According to experts from Oxford University, by 2030 47% of the occupations we know today will no longer exist. Interestingly, in addition to occupations such as cashier, waiter, telemarketer, receptionist, driver, courier, postman, taxi driver, the list also includes lawyer, accountant, actor… Many new occupations will be created, based mainly on digital technology. For example, a digital tailor, a biotechnologist in place of a farmer, etc. Reportedly, 65% of 12-year-olds will work in professions that do not yet exist. Important skills include analytical thinking and innovation, active learning, creativity, originality and initiative, programming, critical thinking, complex problem solving, leadership and social influence, emotional intelligence, argumentation, problem solving and concept generation, systems analysis and development. Does our school prepare for this?

Question – I have heard that there is a thought in the Ministry about a baccalaureate in religion.

Response – Well, yes, a baccalaureate in religion…, or better still a baccalaureate in computer science? Or perhaps new subjects would be better: emotional intelligence, technology, a compulsory subject and a baccalaureate in programming skills, systems analysis and systems design? In the EU, STEM (Science, Technology, Engineering, Mathematics) is talked about as a priority in education.

Question – In initiative B.4.8 you propose providing scholarships and internships for students from underdeveloped countries by SMEs. Perhaps this should rather only be within the scope of State action?

Response – Yes and no. I think you can make it part of your corporate strategy to fund scholarships and internships in developing or underdeveloped countries. This is, of course, subject to applicable law, available funds and the interests of the company. By doing so, you can, for example, nurture a company representative in that country. 

Question – In initiatives W.4.1, W.4.2, W.4.3, W.4.4 you propose to influence stakeholders to include in their strategic actions similar actions to those adopted in our strategy. Do you think my company should burden itself with such actions? How do I convince stakeholders?

Response – If you inform them of your goals, your actions, you have already influenced their thinking on how to achieve strategic goals. Maybe you will find a common ground.