Work - based learning in the Italian school system · Main work- based learning approaches ....
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Work - based learning in the Italian school system Bonn, 4 December 2013 Giovanni Desco, Ministry of Education, University and Research
Transcript of Work - based learning in the Italian school system · Main work- based learning approaches ....
Work - based learning in the Italian school system
Bonn, 4 December 2013 Giovanni Desco, Ministry of Education, University and Research
Province Municipality
Ministry of Education,
University and Research
Education
Regional Authorities
Productive System
Training centres
GOVERNANCE OF THE EDUCATIONAL SYSTEM
Region
EDUCATION PROVISION
Autonomous Schools
Primary School (5 YEARS)
Pre-school education (3 YEARS)
16
14
Lower secondary school (3 YEARS)
2
2
DIPLOMA DIPLOMA
DIPLOMA
3-year VET Qualification
Bachelor's degree
FIRST LEVEL
DIPLOMA
Master's degree
LICEO TECHNICAL EDU.
VOCATIONAL EDU.
(Regional) VET
ITS UNIVERSITY A.F.A.M.* 7 6 5 4 4 3 1
4-year VET DIPLOMA
SE
CO
ND
CYC
LE
POST
-SEC
ON
DAR
Y ED
UC
ATIO
N
FIR
ST C
YCLE
= TVET
2
1
3 2
1
1
1
2
1
2
11 6 3
19
2
1
1
2
1
1
2
1
2
1
2
1
3
SECOND LEVEL
DIPLOMA 1
2
3
2
1
4
3
2
1
* Higher Education in Art, Music and Dance
2
1 Higher VET Certificate
Higher Technical Diploma 1
2
IFTS
4
ITALIAN EDUCATIONAL SYSTEM EQF AGE
Primary School (5 YEARS)
Pre-school education (3 YEARS)
16
14
Lower secondary school (3 YEARS)
2
2
DIPLOMA
2
2
DIPLOMA
DIPLOMA
2
2
3-year VET Certificate
Bachelor's degree
FIRST LEVEL
DIPLOMA
Master's degree
LYCEUM TECHNICAL EDU.
VOCATIONAL EDU.
(Regional) VET
ITS UNIVERSITY A.F.A.M.* 7 6 5 4 4 3 1
4-Year VET Diploma
SE
CO
ND
CYC
LE
POST
-SEC
ON
DAR
Y ED
UC
ATIO
N
FIR
ST C
YCLE
= TVET
2
1
3 2
1
1
1
2
1
2
11 6 3
19
2
1
1
2
1
1
2
1
2
1
2
1
3
SECOND LEVEL
DIPLOMA 1
2
3
2
1
4
3
2
1
* Higher Education in Art, Music and Dance
2
Exam
Exam Exam Exam
Progress assessm
ent
Progress assessm
ent
Progress assessm
ent
Compulsory education certificate
Qualification exam
Qualification Exam
EVALUATION AND CERTIFICATION SYSTEM
1 Higher VET Certificate
Higher Technical Diploma 1
2
IFTS
4 Exam
Exam
Progress assessm
ent
EQF AGE
1056 h
1056 h
1056 h
1056 h
General Subjects
660 h
General Subjects
495 h
Vocational subjects
396 h
Vocational subjects
561 h
Laboratory team teaching : up to 264
Laboratory team teaching: up to 561
Upper Secondary School
Diploma
1
2
3
4
5 1056 h
(STATE) TECHNICAL and VOCATIONAL EDUCATION STRUCTURE
New approaches after 2010 School Reforms
EQF- BASED LEARNING OUTCOMES CURRICULUM DESIGN
ENHANCED WORK-BASED LEARNING
LABORATORY APPROACH
SCHOOL- WORK ALTERNANCE
SIMULATED ENTERPRISE PROJECT (IFS)
NEW GOVERNANCE TOOLS
SCIENTIFIC AND TECHNICAL COMMITTEE
DEPARTMENTS
Main work- based learning approaches
Apprenticeship (Legislative Decree
n. 167 / 2011)
School- work alternance (Legislative Decree
n. 77 / 2005 )
“a type of job contract for an unlimited period of time aiming at the training and employment of young people”
“ students over fifteen [..] can choose and apply for completing their […] educational period from 15 to 18 or part of it, by alternating periods of study and work, under the school or Vet provider‘s responsibility”
Number of students taking alternance pathways
Types of upper secondary schools
Total number of students in upper sec. schools
Total number of students in alternance pathways
total %
Vocational Institutes 528.141 149.255 28,3 Technical Institutes 876.193 55.335 6,3 Lyceums 891.046 21.554 2,4 Others 309.175 1.742 0,6 Total 2.604.555 227.886 8,7
Number of apprentices (15-18 y.o.)
6.643 (4.961 males – 1.682 females)
N. of schools: 3.177 (45,6% out of 6.972)
N. of host structures: 77.991 (58.2% of which enterprises)
N. of average length of internships: 15 days per year (120 hours)
School – work
Alternance
SCHOOL - WORK ALTERNANCE What is it ?
Internship periods give students the chance
to include work experience in their curricular pathways
School- driven work-based learning integrating classroom acquisitions
with workplace experience. Both are included in the school curriculum
and have the same educational value
School –based (curriculum
driven)
Company-based (work- tasks
driven)
SCHOOL - WORK ALTERNANCE: AIMS
Enhance effectiveness
of learning through the acquisition of
competences both at school and on the workplace
Give guidance to students and increase their awareness
of the world of work and professions
Increase the attractiveness of VET through direct work experience encourage re- motivation processes
in learning Facilitate students’ self-knowledge
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SCHOOL – WORK ALTERNANCE: How it works
School and company joint planning and assessment Tutoring by a teacher/tutor and a team who ‘facilitate’ the students’ learning processes.
Pedagogic team: Manager of the Alternance Project (at school) School tutor - responsible for training integration Work-place tutor - responsible for trainees
The school is responsible for the design, organization and control of short internship periods during school time through specific agreements with enterprises of the concerned industrial, crafts or agricultural sector, as well as public and private institutions
(banks, insurance companies, local authorities . . .)
Apprenticeship
APPRENTICESHIP REFORM: (Leg. decree 14 september 2011, n. 167
a) apprenticeship for 3 / 4 years vocational qualifications (15 - 25 y. o. – regional VET); b) apprenticeship for higher qualifications and research (18 - 29 y. o.); c) apprenticeship for job qualifications (18 - 29 y. o. – contractual qualifications only).
Apprenticeship contracts can be of three types:
Professional and training standards and certification of competences in apprenticeship
State- Regions Conference Agreement of 19 April 2012 (certification of competences) Defined by the sectorial National collective contracts (apprenticeship contracts for vocational qualifications or job qualifications only )
Educational and training
standards for apprenticeship
pathways
Institution of the National directory of professions
Standards of qualifications
NEXT STEP: THE NATIONAL SYSTEM FOR THE CERTIFICATION OF COMPETENCES
A lifelong learning strategy
A framework for
governance, general norms,
standards and quality of certification
Legislative Decree 16 January 2013 n. 13
contexts: formal, non-
formal, informal learning
public and private subjects competences
certification and validation
national directory of qualifications
THANK YOU
Bonn, 4 December 2013 Giovanni Desco, Ministry of Education, University and Research
