Clarín, March 9, 2008, Education Supplement.
paper version: 1 st page here , 2 nd by here.
The photos come from the website of the Phillips School . TREND THAT
STARTED IN THE MIDDLE OF THE TWENTIETH CENTURY Notes
a landmark of education in schools-born factory
The first company he founded his school in the country was Philips. Followed Siemens, Mercedes Benz, Renault and Ford. Booming industry in the 50's, were created to form the skilled manpower that the country did not. Ruben A.
Arribas
mid twentieth century, Argentina's economy was trying to be something else to export cattle and cereals. The 1929 stock market crash and World War II put in crisis the hitherto successful agro-export model and forced the country to think how less dependent on imports of machinery, tools and finished products. It was at that time when Ford, Philips, Mercedes Benz and Siemens were at the "breadbasket of the world" a strategic market for its industry and decided to invest in it.
Thus, Philips was installed in 1940 in what is now known as Pan y Avenida General Paz. Fifteen years later, Mercedes Benz opened its first car plant outside Germany, and did in Gonzalez Catan (Buenos Aires) after allowing for operating an assembly plant in San Martin. Also in 1955, Industrias Kaiser Argentina-twenty Renault future years later, placed the first stone of its factory in Santa Isabel (Córdoba). And Ford did the same in 1960 in General Pacheco (Buenos Aires), although assembled cars since 1922 at its plant in La Boca. Such turmoil could properly be called industrializing effervescence.
With so much new business, but with little tradition of manufacturing in the country, he leapt an alarm: it lacked skilled manpower (millers, turners, electricians, Die, etc.). Suffice it a fact to understand the scope of the problem: in the Philips factory, for example, employed 4 000 people in 3 shifts. In this context, explains Gustavo Peltzer, National Institute of Technical Education (INET), the Peronist government approved Law 16,450, "what deductions to these firms between 0.1 and 0.2 percent of payroll in exchange would open schools to train technicians that the country needed. " That was the big lever that activated the technical education development.
Philips started his school in 1952. Four years later, Siemens started with it. Mercedes Benz and Renault's future in 1962 did so. And Ford fever was added to this training in 1965. In general, these schools taught a basic cycle of 3 years with the mechanical forming and electrical, then, if a student wanted to complete the studies, was studying one more year in an industrial school and received coaching in the specialty they chose. After incorporating business graduates to its roster. This was ideal, as the coordinator of Technical Education INET: "The students did internships in the production chain, hence they form very good technicians, studying at the place where they worked and went ahead with the best technology of the time, something which we can not offer in school. "
But the joy did not last long. The military governments of the 60 and 70 coined the term "national defense" and guided the development toward making weapons. Thus, the industrial fabric began to fray and technical education began to lose steam. When Philips decided to dispense with his school in 1971 and transfer it to the private sphere, began to see that something had stopped working.
And it did not follow the economic situation. A policy of "national defense" was followed by the Alfonsin government, which repealed the tax exemption law. Then came the hyperinflation. Later privatization and neoliberalism deindustrializing Menem, the Federal Education Act, which hit hard in technical education, and the decision of multinationals to move their plants to Brazil to cut costs. Finally, came the crisis of 2002 ... With so much economic sway, the companies saw their schools as an expense as an investment and got rid of them.
For example, Renault in 1991 transferred it to the eponymous foundation, which is managed since. Siemens gave his in 2004 at the Regional Haedo UTN. And Mercedes Benz closed the school during the last crisis and reopened in 2005, but administered by the Foundation and Fangio. Although philosophy has changed substantially, companies no longer pay the salaries of teachers, more support from corporate social responsibility and there is no binding relationship and then work for the company, "of these schools are graduating technicians. Each institution has its curriculum, but most offer a polytechnic in Production of Goods and Services, plus a ride Electromechanical Equipment and Facilities.
It's not like before, yes, but at least the schools are open. In the past 25 years, many others closed, "SEGBA School, the Railway Technical School Training or Entel, for example," Peltzer lists. Fortunately, some weather the storm and, although changes still survive alongside their respective companies. This is the case, as the coordinator of Technical Education INET, "the Henry Ford School in General Pacheco, that of Wits Ledesma, Jujuy, and Victor Navajas agrotechnical Group Las Marías in Corrientes. Not much to dream, but it is what it is.
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A MODEL FOR TRAINING ONLY IN THE WORLD
The spirit of the Technical College Henry Ford can be seen in the profile of who directs, Fernando González Selmi: former student, former school teacher and former plant engineer. Also on the way in which this was the place: an internal search of the company in 2003. For something this school is a landmark within the company: "It's the only one that Ford has in the world with these characteristics: within the firm and formal qualifications," he says.
Hence the brand managers who come to Argentina, I like to visit the school. "We say, here is where we make our technicians," says Gonzalez. And pride is more than justified: more than a thousand graduates since 1965, and many of them work or have worked in Ford. Moreover, unlike similar institutions, it never closed its doors and continues to belong to the company that created it.
Of course, some adjustments had to admit. While the company pays a significant portion of the costs, now open to school-community with no entrance exam and privileges for the children of employees, is the tariff. In return, it offers its graduates a curricular internship of 4 h during a year in the company so that, as Gonzalez explained, "make contact and see how the work environment." And if, after the experience, the boys remain intact vocation can combine an academic career -Related to the needs of the company, with practices in the enterprise or any provider of this. There is no binding relationship with Ford, but the training and contacts that make them say almost the labor market.
More information: www.henryford.esc.edu.ar
TRAINING EXPERIENCE THAT WAS BORN IN 1972 IN JUJUY
Ledesma Mills Company was founded in 1972 the School Engineer Herminio Arrieta (ETHA), in Libertador General San Martín (Jujuy). This school offers technical degrees in Health and Environment Industries Process, Electrical and Electromechanical. Since its foundation, leading the Marist Brothers and, in addition to financial support, the company gave him as a loan the property where it operates.
rented Ledesma offers internships to students of the ETHA as they pursue their studies. And after graduating, they can access an apprenticeship through the project rented Escuelita Cellulosic Trash. Under this program, students divide their time on the ground in two parts: 4 h for classes in Physics, Chemistry and Mathematics, and 4 h to work on a rotational basis in various areas of pulp and paper mill. Last year, 17 of the 18 graduates of the ETHA who participated in this project were incorporated into the company.
also Ledesma gave the school premises for the Universidad Tecnológica Nacional, Facultad Regional Tucumán, issued by the Superior Technical Industrial Maintenance. Students also perform such Tecnicatura supervised practice. In the past two years, 18 of the 20 students entered the first class Ledesma.
More information: www.ledesma.com.ar
Agricultural Technical IN CURRENT
agrotechnical Institute Victor Navajas Centeno dating 1968. Although private, it is an institution run free through the Victoria Foundation Jean Navajas, Group Las Marias. Currently offers two non-university tertiary qualifications: Senior Forestry Technician and Senior Technician in Agricultural Production, which was half a degree until 2008 - both aimed at economic development in the area. Since its inception, 711 have graduated mid-level agronomists, specialists in animal husbandry or forestry.
More information: www.fundacionvjnavajas.org.ar
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