Alternanza scuola-lavoro e sviluppo di competenze orientative: la sfida delle istituzioni scolastiche tra vincoli e possibilità

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Abstract

[automatically translated] As is known, the law of reform n ° 107/15 introduced the obligation to organize school-work periods for all pupils in the last three years of secondary schools of the second degree, including specifically, although for a short time , high schools. It is a form of experience already provided by the school legislation of the last 20 years, established in technical and vocational institutions but often neglected (if not opposed) within the high school courses. It is not peregrine pull these forms of experience led to the development of guidance skills in adolescents: it is in fact the same decree to make appeal, when in its Article 33 says that these pathways are activated "in order to increase job opportunities and ability of student orientation ", and when, in the tender conditions for the realization of projects financed, you are prompted to create experiences that can "brand themselves a strong innovative dimension, to ensure young people, in addition to basic knowledge, acquire more skills for employability and self-employment. " Although it seems obvious, for any individual working in the area of education, it is not enough to realize the conditions for a meeting experience between young students and working environments for developing guidance skills, to date seem few school facilities that have made preliminary activities to the realization of the experiences. Certainly accomplices of such failure are the increasingly severe shortages of economic resources that characterize educational institutions: net of these, However ought to mention a widespread and consolidated underestimation of guidance intervention models that can help to avoid the current uncertainty in the assignment of individuals (mostly organized for classes) with different work experiences. Purpose of this action is to, starting from the reflection offered by the reports of the experiences of some Italian schools, encourage thinking about possible intervention models that allow to make really significant expertise and production for the highest number of players involved.
Original languageItalian
Number of pages2
Publication statusPublished - 2016

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