W.R.I.T.E: Work, Research and Innovation for the Tomorrow's Entrepreneurs

Project n. 2015-1-IT03-KA205-005764

Erasmus + KA2: Strategic Partnerships for youth

REPORT ABOU

INTELLECTUAL OUTPUT 1 – Study and analysis

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Sommario1. INTRODUCTION.............................................................................................................................3

2. ANALYSIS OF THE CONTEXT...............................................................................................................4

3. DATA ANALYSIS OF SICILY REGION AND LAND OF CATANIA........................................................6

3.1 SURVEY OBJECTIVES........................................................................................................................8

4. THE WORK OF ORIENTA CONSULTING...........................................................................................9

4.1 ANALYSIS AND DESCRIPTION OF THE SAMPLE OF INVESTIGATION...........................................9

4.2 METHOD 'AND METHODOLOGY OF SURVEY ADMINISTRATION..............................................10

5. SURVEY RESULTS: ANALYSIS........................................................................................................10

5.1 THE SAMPLE OF RESPONDENTS................................................................................................10

6. CONCLUSIONS.................................................................................................................................17

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1. INTRODUCTIONThe introduction of compulsory training (Law 144/99) provides that until the age of 18, youngpeople must continue training in the upper secondary school or vocational training, or inapprenticeships. The purpose of the measure is the good learning outcome, to get through theachievement of a secondary school diploma or a vocational qualification.Therefore, the term early school leaving, we refer to an early departure from the training program,with often negative consequences, not only as regards vocational training, but for the developmentof the person as a whole.Even in the case the subject of our intervention, the problem is provided by the number of dropoutsthat occur especially in the first two years and by a high number of repeaters in the raw curricularclasses.This problem is particularly felt by the teachers who complain about considerable difficulties inconducting teaching in the classroom leading to classroom management problems at the apparentnumber of pupils who appear unmotivated.Parliamentary investigation of the January 2000 (Commission VII - Culture, Science and Education)points out some causes of early school leaving, distinguishing between exogenous and endogenousvariables variables.Among the first we must consider factors such as sources of income, the availability ofinfrastructure, the absence of urgencies or economic needs. The underdevelopment combination (orpoverty) + urban environmental degradation (metropolitan) seems to be one that ever produces thegreater push to anticipate the exit from the educational school system.Important is, however, even the weight exerted by the family cultures: the "cultural heritage" wouldcontinue to operate as a strong discriminating between students, directing patterns of socializationand defining the actual capacity learning.Finally, there are the great dominant cultural orientations, which assign changing values to differentobjectives that a boy may be, and who interact with the family cultures.Next to these variables, the survey showed that there are dysfunctions and hostile factors operatingwithin the school-training system and relatively autonomous measure produce the conditions of thedispersion. The survey refers to the quality of educational courses, too rigid with respect to interestand more spontaneous stimulation of the boys; the need to open them even more practicalrealizations (the "know-how") and cooperative learning methodologies.It has highlighted the question of the overall organization and articulation of higher education andthe opportunity to strengthen professional training.It is stressed the importance of offer pupils a continuity and stability framework (both as regards theclearance between schools both as regards the teaching staff).Another point of consideration concerns the school-family relationship and the need for theestablishment knows acquire a mentality of "pro-active" to the families more distant and alien.Finally, we must consider the situations of "weakness" in internal which may come to be pupils. And'well-it established that the weaker pupils socially and culturally is the most exposed to dispersiveforces. For a discussion of the issues hitherto described can be found in the first chapter, dedicatedto the preliminary investigation follows several high school institutions.

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2. ANALYSIS OF THE CONTEXTEarly school leaving is a problem with many facets and, as such, is often invoked as the cause of allevils, not least that of youth unemployment.The complexity of the phenomenon is inevitably reflected in the different ways to measure it andany attempt to reduce the complexity determines the difficulties of interpretation which will bediscussed in this paper.There are two ways to approach the issue of school dropouts in an analytical way.The first deals with the subject in the school, that considers variables interpreted as signs of apossible future school leavers and is essentially based on administrative data source ministerial. Thesecond one uses a European interpretation, based on the indicator of the Early School Leavers (ESL):proportion of boys between 18 and 24, in possession of the only way of middle school and who havenot completed a two-year course .Another element that characterizes the analysis on the school dropout is the multidimensionalnature of the problem, which results in a multiplicity of causes and their interaction can lead todelays in schooling, as early exit from the education-training system. Compared, therefore, to anelement of discomfort, as the dispersion, there are causal factors internal to the education / trainingsystem (such as the inadequacy of the structures, the formative faculty or supply) and the internalpressure factors to the system itself (such as the growth of the school population), resulting inovercrowding in classrooms and the high presence of immigrant subjects among school students.According to the most recent data, relative to the average of 2012, young people aged 18-24 wholeave school early or any other type of education have dropped to758 000 (29 000 less than in 2011), of which 59.6% were male. In the age group, the incidence ofyoung people in possession of the only middle school and no longer in education amounted to 17.6%(18.2% in 2011) compared to an average of 12.8% EU5 (13.5 % in 2011).In the ranking of the twenty-seven EU countries, Italy still has a late position, ranking in fourth lastposition, just after Portugal (Graf.1). The gap with the European average is more accentuated for themale component (20.5% versus 14.5%), compared to the female (14.5% versus 11.0%).

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At the regional level the situation is heterogeneous (Graph. 2): Molise Region is the only one to havereached the European target, with an indicator value of 9.9%. The school leaving continues to be ofinterest in more sustained extent the South, with peaks of 25.8% in Sardinia, 25% in Sicily and 21.8%in Campania. In comparison to 2011, Marche, Trentino Alto Adige, Umbria and Liguria indicatorrecorded a significant increase (respectively, +2.7 +1.9, +2.1, and +1.9 percentage points). Molise,Lazio, Veneto and Lombardy instead reported the largest decreases (-3.2, -2.7, -2.7, -2.0 percentagepoints).

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3. DATA ANALYSIS OF SICILY REGION AND LAND OF CATANIA

Just a year ago, in the territory of Catania, a survey of the CISL gave the scholastic dispersion to 26%,"a figure that appears sensible to feel increased, especially in the capital, for the reduction in theactivity of charitable educational institutions and non-activation of the Oif courses, the Duty oftraining and education, for the block of the regional vocational training ".In particular, the Municipal Councillor for School believes that early school leaving is not just aproblem of renunciation to education but, in Catania and Sicily, is above all a social evil that feedsdeviances and multi-problem families.The local welfare system has legislative and economic instruments to effectively help address thephenomenon, as the funds arising from the Law no. 285/97 with the provisions for the promotion ofrights and opportunities for childhood and adolescence and Law no. 328/2000 for the constructionof the integrated system of interventions and social services.It has long been proposed to the town council of Catania to integrate the resources of the twodepartments (School and Social Services) to properly address the issue of early school leaving andthe one of the training institutes Assistenziali (IEA). These institutes have so far played a key role infighting the phenomenon of school dropouts: they have professionally trained staff and appropriatefacilities, following the Young from the home until they return, the guarantee coverage ofeducational pathways and social inclusion, giving protection to Youth and their Families interested.Here are the official Regional Education Office data for the year 2012/2013

Primary School

Dodgers: 11

Dropouts: 27

Not allowed: 198

Total: 236 (Sicily, 1364)

Secondary school 1st grade

Dodgers: 85

Dropouts: 93

Withdrawn: 97

school year not validated for absences: 418

Not allowed: 1198

Total: 1891 (Sicilia: 9736)

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High school 2nd grade

Dodgers: 12

Leavers: 483

Withdrawn: 270

school year not validated for absences: 247

Not allowed: 2992

Total: 4114 (Sicilia: 17430)

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3.1 SURVEY OBJECTIVESThe main objectives of this work are:

Investigate the causes of the discomfort of the students and school choice, so as to increaseknowledge of the factors behind the dispersion;

Offer advice to teachers at various levels, so as to enable the internal resources of thesystem on which you intend to intervene;

Working with the students by referring to the most important problems that emerged fromthe initial investigation;

Get an improved relational climate in the classes and between students and teachers andamong students themselves both;

Limit the phenomenon of dispersion, aiming in part to a reduction of dropouts and partly toa greater awareness of the educational choices made by students

These objectives were described in broad terms are divided into different phases in which it wasdivided throughout this work.It was considered appropriate, even before he intervened on a little known reality depth, conduct aninquiry into what might be the case examined the sources of unease among students and then toschool dropout. For this purpose has been developed a questionnaire administered to the studentsof some School Institutes of the territory, in order to detect and / or give rise to any uncomfortablesituations.After this preliminary investigation, it was followed by a second phase, in order to identify thevocational skills of young people both in output at the end of the cycle of education and training,both for school leavers.The ultimate goal of this work is to collect useful data to "evaluate" what opportunities, in terms of"support" training, are needed to put young people in a position to be integrated in the labor marketeven if they have a low level of education .The WRITE project, specifically, it aims to create teaching kits, easily "accessible", by the young, atany time of the day and when you want, through the use of new technologies.The research will also aim to "identify" what training kits prepare in relation to what are the needs interms of transverse and vocational skills.The present work applies a methodology to achieve the objective, which is divided into two phases:

a first phase, in which it tries to identify the scenario where to place the survey; a second phase, in which you go exploring in detail the reality under investigation.

Through these two methods, it was possible to analyze the results of the questionnaires and,conversely, "project" such results at a local level, making a picture emerged of more limited with thisarea, and more in line with what is the daily life of respondents.

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4. THE WORK OF ORIENTA CONSULTING The Board has conducted the survey involving some School Institutes in the territory of the provinceof Catania. It was decided to conduct this investigation based on fields of study and the professionalprofiles that, in recent years, gave young people more opportunity to enter the world of work.They were involved boys who are from the following addresses school:- Scientific high school- Accounting- Psycho-pedagogical- Technical nauticalIn addition, two bodies Professional Training were involved accredited by the RegionSicily performing FP recovering many dropouts abandoned by the Institutes of Second Grade Schoolto give them the opportunity to complete their compulsory education.The boys definable drop-out came from the following professional guidelines:- Hotels- Mechanic Operator- Operator Chart- Electric Operator

4.1 ANALYSIS AND DESCRIPTION OF THE SAMPLE OF INVESTIGATION

To investigate the phenomenon of early school leaving and possessing the skills of young peopleleaving the IeFP system or the same abandon, we looked at a sample of 50 boys, aged 14-18 years,both male and female, attending technical colleges and vocational schools in the province of Cataniaterritory. It proceeded with the identification of those attending a course of technical vocationalstudies and have been abandoned. The sample has some common elements but it highlights twovery different learning realities in their nature: School and Training Organisations. In the first, in fact,the discomfort of withdrawal from emerges clearly in those individuals who have left their studieschosen after a continuous series of failures; in the latter, however, the discomfort is felt on a dailybasis.The survey also allowed us to also identify the demographic and socio school of respondents, themain features of their current experience of study and, in particular, the potential risks of leakagephenomenon, as well as their desired to make the transition to job market.The questionnaire used in this survey consists of 40 questions, divided into five sections, multiplechoice and open questions, and is structured as follows: 1- Section SCHOOL2- Section LEARNING TECHNOLOGIES IN SCHOOL3- Section RELATING TO SCHOOLSection 4- WORK EXPERIENCE5- Section SKILLS

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4.2 METHOD 'AND METHODOLOGY OF SURVEY ADMINISTRATION

The 50 interviews were conducted with the individual mode and conducted by a member of theBody. The administration of the questionnaire was carried out while maintaining the anonymity ofthe young people surveyed. The employee explained the general lines of the WRITE project,explained the terms and conditions for the completion of the questionnaire, noting that it was not atest of skill, entertaining themselves with a kind of cognitive dialogue with a methodologicalapproach type "face-to-face".The administration took place October 9 to 31, 2015.The interview was conducted with the aim of attenzionare, on the one hand, the problem related tothe school "the phenomenon by analyzing" the experience of each respondent (life, social status,etc.), the reasons and the reasons of 'abandonment, skills, professional and transversal, owned and /or accrued by each of them and their future ambitions.The employee has also collected the impressions and experiences in each of the respondents,highlighting situations at first sight can not be perceived and their "desired."The focus of this phase is based on three specific objectives:

1) become aware of the experience of respondents who were unable to complete their courseof study, taking care to distinguish between those who left and are looking for an alternative"working" by those who left the education system / training after continuous "defeats". Allthis is reflected on the one hand on the quality of their knowledge and skills acquired and,secondly, on their personality, the self-confidence and the inability to design business ideasfor the future for lack of self-esteem;

2) to acquire the relevant information relating to the social context and relational reference ofthe subjects in leakage situation and / or neglect. More specifically, with the help of thetraining institutions, active part of this process of analysis, respondents have increased their"being" part of a group (the class) as a result also of the lost personal safety in the externalenvironment. The relationship with the teachers was indispensable to continue the processof training and professional development; In this regard, in fact, to the question "What kindof relationship did you have with the teachers?" most of them have had a very positivereaction, by ticking the "Good" box and / or "Excellent";

3) discover the "desired" of respondents to increase their professionalism and accelerate theirentry into the working world. And 'it emerged, in fact, that the world of work often requiresskills that go beyond the "school desk" and, in this regard, both the schools that theEducation Authorities involved were "encouraged" to enrich teaching with instrumentscapable of making them masters of their future in a labor market in constant evolution.

The methodology used for this survey appeared very adequate, especially since it has allowed us tomake a comparison between the individual experience of each guy and the structural andgeographical constraints.

5. SURVEY RESULTS: ANALYSIS 5.1 THE SAMPLE OF RESPONDENTS

As previously mentioned, the target of respondents was selected within some institutes ofSecondary Education and Training Institutions in the Province of Catania.

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The Institutes of Secondary Education chosen were: Istituto Magistrale "G. Lombardo Radice ", LiceoScientifico Principe Umberto Di Savoia, Superior 'Majorana Institute - Meucci," Isis "Duca degliAbruzzi" and Ecap Catania.Here are the total data of the sample interviewed in dialer, divided between males (32 total) andfemales (18 total), and Educational Institutions (total 38 respondents, including 23 males and 15females) and Training Institutions (total 12 respondents, including 9 males and 3 females):

SCHOOLS / E.F.P. MALES FEMALES TOTAL

ISTITUTO MAGISTRALESTATALE LOMBARDO RADICE

1 5 6

Liceo Scientifico Statale Principe Umberto Di Savoia

5 4 9

Istituto Superiore "Majorana - Meucci"

9 3 12

ISIS "Duca degli Abruzzi"

8 3 11

Ecap 9 3 12

TOTAL 32 18 50

Is tituto Magis tra le Statale "G. Lombardo Radice"

Liceo Scienti fi co Sta -ta le Principe Umberto Di Savoia

Is ti tuto Superiore "Majorana - Meucci "

ISIS "Duca degl i Abruzzi "

Ecap Catania0

2

4

6

8

10

12

MALES

FEMALES

TOTAL

MALES FEMALES TOTAL

12

The subsequent analysis, in-depth than di'età classes, showed a time span of 14 to 18 years.

AGE MALES FEMALES E.F.P. SCHOOLS TOTAL

14 4 3 5 2 7

15 7 5 3 9 12

16 6 4 3 7 10

17 8 4 6 6 12

18 7 2 4 5 9

14 15 16 17 180

1

2

3

4

5

6

7

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MALES FEMALES

In relation to the last degree, almost all of the respondents have the middle school. We pointout another fact: in the schools, they are recognized for the first time, or continuously withoutabandonment and / or dispersion and only a residual number of respondents chose the addressafter switching from previous school experiences; in Training Institutions, however, thepercentage rises decisively: about 70% of respondents experienced a school composed offrequency varied experiences in many schools: 15 to 17 years the failures are tangible clearlyand Net .

Following the analysis of the questionnaire administered sections:

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SECTION 1: SCHOOL

Are you satisfied with the school you have chosen?

□ yes □ not □ enough

In the school's choices have you been recommended by someone?

□ yes □ not

If so, by whom?

65% of respondents (25 boys), related to the world of school, said in a positive way to be satisfiedwith the choice made in the field of education. Only four cases were found out of 25, who answered"no", showing the remote but possible future abandonment assumptions in favor of another field ofstudy.

In the address range, however, it manifests a strong interest (80%) of the boys to enroll in anaddress most relevant to their peculiarities and future interests. This fact signals significant andunique sense of personal responsibility, the boy, in projecting their future also work in connectionwith the branch of study chosen.

However, among the 12 boys who attend vocational training, 80% (10 boys) stated in a positive wayto be too happy with the choice made. However it appeared that the "positivity" of the answer inmany cases masks substantial setbacks and failures linked to previous experience, type little adaptedto the study of traditional disciplines. Assuming that you have chosen the right address, individuallythey admit to be aware of their capabilities and what they currently "offers" the labor market.

For 80% of them it is a sort of "revenge" compared to past failures and choose to enroll in avocational training course is often linked to loss of self-confidence.

When you started high school you have had difficulty studying?

□ yes □ not

If so, in which in particular material?

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How much time do your daily afternoon study?

□ less than 1 hour □ from 1 to 3 hours □ more than 3 hours

Why do you think you go to school?

What has most affected you and / or stimulated in your school experience?

What skills have you learned during your schooling?

In class, the teachers, encourage they / were encouraged to express your point of view?

Moves from interviews in respect of 38 boys who attend the school, it appeared, for the 75% ofthem, a great difficulty to get interested in the study of technical / theoretical disciplines; Instead,those moves towards the 12 boys who attend a training course should be noted, 70% of them, agreater interest in the study and, conversely, a higher learning practical subjects than theoretical.

It is also highlighted that the boys who attend the school have an average of 4.3 hours of study,inversely proportional mean in Training Institutions with less than 2 hours, due to the concentrationof the morning-afternoon classes that did not lead to having to learn the themes of study at a latertime.

In Training Institutions, compared to the School, the 12 respondents learn more by listening to theteachers in the classroom through learning modes that use new technologies.

Is, however, true that, according to 75% of all respondents within school (28 boys), the main reasonof going to school resides in the greater opportunity to find a job at the end of the course comparedto what it is found in those who attend the Training institutions, where the target of 70% ofrespondents (8 Boys) is more leaning towards learning a "job."

Another fact that emerges from the interview is linked to educational stimuli, which are different inthe two areas under analysis; In fact, while in school we pass from language learning, to scientificsubjects, from the experiences abroad to cultural exchanges, from workshop activities to IT practicesin Training Organisations is sharper stimulus tied to what is learning an art or a craft.

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Another fact which denotes the difference between the school and the world of vocational trainingis that in the first predominates over the interest in learning computer skills than technical /manuals, which are more meaningful in the second.

Finally, it is to highlight also the data related to teamwork and organizational skills.

Today, working in teams is crucial for success, for today, in the school, according to the responses ofthe majority of respondents (80%), there is going towards this perspective, that allows to have afurther acquire competence Boys when ingested.

SECTION 2: LEARNING TECHNOLOGIES IN SCHOOL

For normal teaching and training activities in your institution you have never used innovativetechnologies (online platform, tablet, app, Lim, etc.)

From the interviews moved towards the sample Boys attending the school, it was found that thespread of computers has caused profound changes in the learning mode: is required today to Boysgreater autonomy and independence, the acquisition of new learning skills based on a continuouspractice of interaction, the reworking of their knowledge, for example for the creation of hypertext.Moreover, in practice the study about 80% of boys are already oriented towards sharing and thesocial construction of knowledge; it is customary, in fact, for them to share files and notes in a groupclass on Facebook dedicated and closed, which is often kept hidden to the teachers who in mostcases believe social networks of harmful waste of time for the study. Somehow the test sample arealready following the knowledge sharing practices without the approval of the teachers. But they donot reflect on the limits and possibilities of the medium. For this reason, the boy is often called to dobut reflect on his work, in contrast to what happened in traditional teaching. To focus on thepotential and the limits of digital tools necessary to consider them as an opportunity for the schoolto become a creator of culture they work with teachers and boys. This is not intended to reduce theteaching to sole use of digital technologies but rather the improvement of digital teaching skills byintegrating them to experience teaching practices. The really innovative aspect of digital technologyapplied to learning in schools concerns the method of dissemination and distribution of knowledge.75% of boys consider the system of knowledge not as a closed and complete encyclopedia of whichteachers are the guardians and guarantors, but as an ongoing process where individual - individualsor entities which are - contribute without claiming to have the 'last word. So the teacher is not thebard knowing that elevates them to the true knowledge and accomplished, as a guardian who shareswith them a knowledge process in which search tools and study methods must be proposed, sharedand adapted to the characteristics of the same and the context.

The educational use of new technologies is a rethink of the technological tool, designed not only as amedium of entertainment or facilitator of the teaching but also aimed at the elaboration of digitalproducts. The use of new technologies in teaching also increases motivation of the Boys and sense ofself-esteem: shifting the focus from the teacher to the boy and from learning to do, increase

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cooperation between Boys and encourages interaction. One of the biggest advantages of the use ofICT is, in fact, the possibility to create and test innovative teaching material that, if used in anintegrated way with the traditional lectures, manages to stimulate active participation. To enablethe integration of new technologies into daily teaching, Institutes which were attenzionati have setthemselves the objective of gradually changing the learning environment, the school's languages,the working tools and content. This approach should allow to abandon the traditional concept ofclass as a closed environment where learning takes place, to get to create new learning spaces opento the world. The already implemented in these institutes are two actions: the Cl @ ssi 2.0 projectand the use of LIM. Cl@ssi 2.0 project is seeking to modify the learning environments through theconstant and widespread use of Teaching technologies; to this end, the classes have been equippedwith technological and multimedia devices and equipment for the Internet connection. The secondaction brought be the gradual introduction of interactive whiteboards (IWB) accompanied by a videoprojector and a PC as a first concrete step in the gradual process of teaching innovation in the digitalenvironment. Institutes also important consider the use of ICT in relation to the needs of thecontemporary world and to the indications of the new programs; therefore they act in their dailyaction to ensure that the teaching-learning environment is characterized by the following learningobjectives:

know and use the different communication codes of ICTs which, through their fusion,facilitate both the acquisition and production of knowledge, interdisciplinary;

use ICT as an engine of the creative and design thinking;

compare their work with the real world in a continuous process of adaptation to the realityof the idea which should apply;

develop research methods and responsible use of the Web network;

become producers of forms of digital communication, rather than passive consumers only;

communicate and share their work both in the conception and design, both in thepresentation by using ICT;

expand the working network between students and teachers in the high school and buildrelationships with external parties involved in cultural or educational activities;

use ICT to overcome the boundaries of the classroom and school and to express theircreativity and design skills.

However, in school, continue to miss, moreover, the basic ingredients of a program of school and ICTthat involves Teachers in search of new working hypotheses:

the prompt consideration and discussion around the professional body of the plans resultstriggered the eighties;

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the realization of field surveys, with the direct contribution of teachers, to see how the boysare confronted with new alphabets and what changes resulting in learning styles and inrelations with the academic knowledge;

the challenge of a cultural and pedagogical debate pegged to international.

In fact, much of the public discourse on today's school focuses on other issues. It 'also veryencouraging, for the purpose of a discussion on the future of the school, the growing success amonginstitutional decision makers and the public of nostalgic visions of a school of the past, it may haveonce had good results, but it configures for many reasons like an impossible model for school todayand tomorrow.

In the world of vocational training, however, the use of new technologies is felt by almost allrespondents (90%) as a determining factor in enhancing the skills of each. In recent decades theworld of vocational training has changed profoundly. On the one hand technological innovationshave enabled the development of tools, techniques and entirely new strategies and, with them, thepreparation of new learning environments, plural and flexible. On the other, the processes ofglobalization and the increase in migration have led to a heterogeneous formative population whohave multiple cultures and values.

In that context, it was found that the boys feel the need to have more tools available, techniquesand learning strategies focused on the use of ICT massive, so much so that - they say - as they areuseful for learning more effectively the diversified activities, educational workshops, multimediaeducational products, interactive, rich in opportunities to access and rework, and with them, thegroup work, the research manager for the growth of the educational community in learning,exchange and sharing content and knowledge, the provision of different skills, the skills acquired, tosupport learning of others and for the strengthening of its own.

SECTION 3: RELATING TO SCHOOL

List 3 things you like / did you like your school:

It is very difficult to answer this question because the respondents were very vague and in schoolboth in training institutions.

List 3 things you do not like / did you like your school

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To this question, 65% of respondents belonging to the School world complains: 1) the lack of classesthat allow the interaction with the students; 2) lack of motivated teachers; 3) the encouragement byteachers against them.

It is different scenario and training institutions where 60% of respondents (7 students) complainespecially the lack of open spaces in contact with nature.

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6. CONCLUSIONS

The data in this analysis highlight some problematic issues related to the aspects "founding" ofeducating: the relationship between authority and freedom, between discipline and lack of control,conscious organization skills of learning processes, affective and emotional maturity, individualismand "consumerist" approach to knowledge. These nodes have always called the schools and traininginstitutions to reflect on existing and new cultural dynamics, social and educational measures thataffect the education and training work and that can generate uncomfortable situations related toadolescent growth processes, the pupil "real "today and" values "of educational reference, thelearning and teaching methods, the" teacher "function and organization of the school. The idea,widespread both at school than in the training institutions, that the discomfort is a condition ofunease of the Boys comes from modernity, tends to produce a poor candidate in two behaviorsteachers to solve the problem:

that the education and vocational training system can do little, as it is not local healthauthority or a social service;

consider / the Boys / and only as students and not as people.

The first behavior leads to resort to the local health and social services as subjects that can solve(mitigate) the problem, so they deliver their students "sick" of discomfort and it relies on the factthat they are "healthy" returned (or not sick). The second prevents conception of the education /training world as subject to the students plays a very important role in their growth process, towhich it is itself a source of discomfort or welfare (additional) for / the Boys / and who they frequentit. This does not mean download the discomfort of the students on the system in its entirety.

You just want to point out that "educating" is not an irrelevant technicality on people's growthprocess, so the task of the system is to teach not "produce" (further) discomfort than whatincreasingly is already present in / in boys / girls who access it.

Is known, for example, that if you handle the teaching / learning process as simple transmission ofcodified knowledge, you will inevitably make it a source of discomfort for Boys because it makesthem passive and unmotivated. These, however, can only grow if listening and attention from adults(in this case, teachers), to have confidence in themselves, to find the courage to ask yourself thequestions continuously through which to build the knowledge of reality and create new experiences;

If i / the Boys / and live the education / vocational training system as an opportunity to learn, or togrow as people increasingly less passive in the face of events, this becomes for them a source ofwell-being; so the system does not eliminate the discomfort simply does not add. To achieve this,teachers must be put in place from time to time the best of their professionalism and their skills,which is to activate forms and teaching methods suitable to build a training environment more"friendly" and more "challenging";

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The realization of such an "environment" is very dependent on the choices that each school oreducational institution carries on at least three fronts:

how to support inside the research and study activities for teachers;

how to promote and organize the collective work of teachers;

how to train the new staff each year is assigned and how to keep all the others.

All are viable choices under the autonomy granted to schools and training institutions and that areplaced and explicitness in P.O.F. (Educational Offer Plan).

This requires that each Institution exceed inside the culture of "national curriculum" to implementand adopt that of "curriculum", to be built as part of their professional community (director,teachers, non-teaching staff) who becomes the educational community because knows how todevelop the work together, you know develop an idea of "doing school" which becomes binding forall as born of participation and sharing, which is responsible to design the routes by which leadstudents to learn.

The construction of the curriculum means that the school or training institution becomes a place ofstudy and research, able to enhance the contribution that can be caused to the scientificcommunity, to take account of the social community stresses and to place their own choices in ahorizon of shared values. The curriculum becomes the ground on which you exercise and realizedthe ability of educational innovation of each Institution.

The survey showed the following results:

1) 65% of the sample of respondents were satisfied with the school and the address chosenpath was almost always made independently;

2) the transition from primary school to high school was "traumatic" especially because thegreatest difficulties were recorded concerning learning of scientific and / or technicalmaterials;

3) interaction with faculty was mostly still open and engaging;

4) learning was facilitated mainly by listening to many teachers during classroom lessons and inthis context the group work with classmates had a role also crucial;

5) the use of new technologies as tools to convey learning is seen not only as a medium ofentertainment or facilitator of the teaching, but also as a motivating factor also enhancetheir sense of self-worth;

6) interactions with classmates and teachers and laboratory practical activities has been theexperience more appreciated by the boys during their school / training experience, areas inwhich the boy felt more "active part" of the process;

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7) the critical points of education and vocational training system lie mainly in poor decay of thestructure with so much concrete and little green space and, in part, in the poor organization;

8) 60% of respondents (30 Boys) is absolutely determined to find work in Italy, despite theburden economic situation and despite over 70% of them (21 boys) considers that, preciselyin our country, there are limited or scarce opportunity to find a suitable job to theirpreparation and to their skills;

9) 46% of the sample sees in Italy in the perfect place to look for a job, especially if this is yourfirst job, in the long run 35% is imagined to work abroad, a figure that rises to nearly 70% forthose already present are outside Italy;

10) the boys are not completely fasting from work experiences, especially those who attend aprofessional training course: in fact, 60% of the sample works occasionally, but often inpositions that have little to do with what we learned while attending the School or a trainingcourse or with the mean / aspiring to become the professional point of view;

11) speak at least one foreign language to introduce himself to the world of the present work isof fundamental importance;

12) in the school as well as in the world of professional training, learning by manual or groupwork is a method that makes the same process more engaging and more exciting, because itcan put the boy at the center of the system.

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