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“That certain something” – on many levels

What is the view of the German chambers on the possibilities of stays abroad in vocational education and training? The German partner in the ENNE team, Wisamar, enquired.

In your opinion, what is the benefit for companies to allow trainees and staff to spend time abroad? What support do the relevant chambers offer in this respect? And what possibilities and necessities do you see to make mobility more known and attractive? These are some of the questions Wisamar asked to actors in German chambers of industry and commerce, crafts and agriculture.

In Germany today, there are many apprenticeships, but not enough young people who want to take them. Chambers and companies are trying in many ways to make vocational training more attractive. One possibility are internships abroad: “Offering a stay abroad during training“, according to the representative of a Southern German Chamber of Industry and Commerce, “serves as a wonderful tool for trainee recruiting“.  Such an offer would go beyond what has been “normal” up to now and could counteract the lack of qualified personnel, emphasizes the representative of a North German Chamber of Crafts. It can be used, according to her colleague from the northeast of Germany, “to position itself as a training company with that certain something,makes the company more attractive for young talents and helps to retain qualified employees. Some chambers actively support this and, for example, award seals to those companies that send their trainees abroad or take on trainees from other countries.

International positioning

Many companies, including small and medium-sized ones, want to position themselves more strongly internationally. They need, the representative of a Chamber of Crafts in West Germany continues, open apprentices and future employees who are also willing to work abroad for a certain period of time. Other companies see foreign mobility as an additional qualification for their trainees or want to gain an insight into the vocational training system or working practices of another country through their trainees. The reasons for companies to support mobility measures are extremely diverse. Many companies that were convinced and once started to send their apprentices continue to do so with future apprentices, several chamber representatives report.

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Using internships abroad: as motivation incentives and for practical insights

The ideal enterprise includes a stay abroad as obligatory or optional option in the training plan, so the representative of a Chamber of Industry and Commerce in northeast Germany. Companies use mobility as an incentive for trainees, for example, if the results of intermediate examinations are good or if a positive development has taken place. The representative of a West German Chamber of Crafts expands on this idea: “It is precisely this aspect that can also be advantageous for companies: to (re)motivate employees through stays abroad“.

Other companies have subsidiaries, partners or suppliers in other countries or export their products there. In these cases, the companies are also very interested in sending their trainees there: they know the companies where the trainees will do their internship and the circumstances. They also have the certainty that this company is well suited for the trainees. For example, the representative of a Chamber of Industry and Commerce in the northeast of Germany reports about a manufacturer of medical technology who sent the trainee to a hospital in Great Britain, a major customer of the company: “There the apprentice was able to see directly where and how the technology is used in practice.” Another good example is told by a representative from a Chamber of Crafts: A bakery expanded its product range with a German-Spanish bread after the trainee had been in Spain for an internship.

But, as her colleague from a North German Chamber of Crafts notices, not all companies use it so strategically and do not spread this opportunity enough to make themselves more attractive for young people.

VET students and teachers go abroad together

One good practice, which was mentioned several times during the interviews, was the organization of short-term staff mobilities during the trainees’ stays abroad. In this way, the teachers, trainers or instructors of the companies are given the opportunity to be introduced to the vocational training system of the other country and to see where their protégés work. They also come into contact with other teachers and trainers and can discuss topics such as employee motivation or the shortage of skilled workers. In this way, they can compare the different systems and learn about the similarities. After these staff mobilities, companies are often more open to send their future trainees abroad, to accept foreign trainees in their own company or to be available for events with first-hand experience reports.

Demand: Establish networks in Europe

Several of the interview partners refer to the “Training without Borders” network that exists in Germany, which consists of mobility coaches who are mainly based in chambers of industry and commerce and chambers of crafts. They advise and support VET students, schools and companies during internships abroad. They offer their support not only within the framework of the Erasmus+ program, but also in other programs, such as the national German program “Vocational Training Worldwide”, which supports internships outside the EU. Some of the institutions in which mobility coaches are based apply independently for funding for mobility projects. Others see their role exclusively in providing information and advice. The chamber representatives agree that this network is very useful and helpful. Some consider it desirable that similar structures be created in other European countries as well. Similar networks with a national coordinating body in other countries would be helpful, according to the representative of a North German Chamber of Commerce, to act as a “hub” to mediate and make more transparent who is active in mobility matters in that country. His colleague from a West German Chamber of Crafts puts it in a nutshell: “A nationwide network of mobility coaches would facilitate many processes. One would also have equally qualified personnel familiar with mobility in vocational training and can apply it to the legal conditions of the respective target country“. The representative of a North German Chamber goes one step further and calls for a Europe-wide network.

From flyers to TV spots – creating publicity

What are the chambers doing to spread the possibilities of a mobility stay abroad within vocational education and training? The approaches are very diverse. A Chamber of Crafts in Northern Germany distributes flyers to all prospective trainees for whom it is responsible, with information about the possibilities of a stay abroad for an internship. This information includes rights and obligations for both the trainees and the companies. The company must always agree. This is why other chambers start with the companies, because they also want to be involved from the beginning. Some, for example, have vocational training advisors who regularly visit the companies providing training. This enables them to inform the companies directly about the mobility opportunities for their trainees or also for the trainers. In the German craft trades sector, information is also available at master schools and master classes, where chamber representatives meet “the trainers of the future”, as one East German Chamber employee put it.

In addition, the Chambers use a wide range of dissemination channels for the opportunities for stays abroad, from press releases to a wide variety of events (e.g. education fairs, open days at vocational schools, their own information events, guild meetings, entrepreneur breakfasts to promote exchange, plenary meetings of the Chambers, meetings of the examination and vocational training committees at the Chambers, etc.) and social media channels. The representative of a West German Chamber of Crafts believes that the press is often more interested when they are contacted directly by a company that has sent a trainee abroad. The representative of an East German Chamber of Crafts also considers that own concrete and direct experience is one of the most convincing arguments: “It is important to use those who have experienced it themselves as multipliers, i.e. to let the participants speak“.

Asked about ideas on how to make stays abroad in vocational training even better known, various chamber representatives spoke out in favor of broad-based campaigns. For example, a Chamber of Crafts employee from northern Germany explains that she repeatedly encounters very general reservations: One must have a lot of money, in order to go abroad. That’s only for people who are great at school. Or Erasmus is only for students anyway. Or on the part of the companies: “We don’t need such nonsense, why should I pay the trainee for an extra vacation?” Therefore, the representative of a West German Chamber demands “large-scale campaigns – not only specifically for the target groups, but for the entire population. Politicians must also be better informed.” The representative of another West German Chamber of Crafts suggests nationwide advertising in TV and cinema spots.

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Progress of the sCOOL-IT project

The project “Innovative ICT-based training approach to reshape school education and training – sCOOL-IT” (project ref. № 2019-1-BG01-KA201-062543) is an Erasmus+, KA2 project in the field of School education, in which European Center for Quality, Bulgaria takes part.

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The main aim of the project is to create an innovative ICT challenge-based training approach for supporting educators in the process of conveying knowledge, promoting the development of key competences (digital, science, mathematical, etc.) among their students.

Despite the COVID-19 pandemic, during the first year of sCOOL-IT project implementation (01.11.2019 – 01.11.2020), the consortium managed to achieve several important milestones. One of the most significant ones was connected with the development of Intellectual Output 1: sCOOL-IT Web Adventure Portal. The draft versions of 36 WebQuests in 6 school subjects (Mathematics & Logics; Biological sciences; History and Cultural heritage; Geography; Physics; Philosophy) were elaborated by partners according to predefined criteria and guidelines. The WebQuests were based on the results from Analysis of secondary school systems in consortium countries to identify crossing points in curricula in the 6 thematic fields and a Benchmarking matrix. Peer review is a task at hand after which partners will proceed with the integration of the WebQuests in online environment, translation and pilot testing. The work on IO2 sCOOL-IT comprehensive training programme was initiated with a template for development of the training programme to ensure the consistency of the contents and different sections. The development of IO3 Web Adventure development Toolkit is planned to start later on in 2021 as envisaged in the project.

Stay tuned for more updates on project progress by following our website: http://scool-it.eu/!

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Italian news

Collaborazione tra scuola e mondo del lavoro

L’Istituto superiore “Sandro Pertini” di Afragola nella provincia di Napoli, partecipa da sempre a numerosi progetti di varia natura spesso associandosi ad altre scuole del territorio per la realizzazione e la diffusione delle “buone pratiche” affinchè queste possano divulgarsi e concretizzarsi nella vita quotidiana delle studentesse e degli studenti rendendoli cittadini attivi e costruttivi nella società futura.

Consapevole dell’importanza che nell’ambito del settore VET ricopre la relazione tra scuola e il mondo del lavoro, l’Istituto ha implementato nell’ultimo anno, nell’ambito dei progetti PON un “potenziamento biennale” dei PCTO prevedendo attività da progettare e svolgere nell’ambito della filiera dell’agricoltura, dell’artigianato e dell’industria locale.

In particolare ha stretto un partenariato con un’azienda del territorio, la Cooperativa “CANAPA CAMPANA” di Caivano (NA), azienda che si occupa di coltivazione di prodotti agricoli e in particolare di Canapa Sativa ad uso industriale, una pianta nobile e antica che fino alla seconda metà del secolo scorso, ha contribuito a rendere l’Italia meridionale la seconda nazione al mondo per quantità di canapa prodotta e per qualità della fibra.

 Il partenariato con la suddetta Azienda ha lo scopo di implementare una serie di attività legate all’obiettivo 2 dell’Agenda 2030  in particolare quelle legate al concetto di sviluppo sostenibile e agricoltura  bio a partire da:

  • Agricoltura sostenibile e multifunzionale che garantisce biodiversità, Assorbimento CO2 dall’atmosfera e valorizzazione degli scarti di produzione;
  • Realtà produttive Artigiane e Industriali che offrono sul mercato prodotti controllati, a filiera corta e biodegradabili e/o ecocompatibili.

Il progetto scolastico che il nostro Istituto intende perseguire riguarda il principio secondo cui in cui è possibile creare un intreccio tra Agricoltura, Ricerca, Artigianato e Industria locale e modelli di sviluppo economico sostenibile e promuoverlo all’esterno sotto forma di attività imprenditoriali o di associazioni anche in rete sistemi di produzione alimentare sostenibili mirando contemporaneamente al miglioramento delle condizioni di vita dell’uomo e alla creazione di nuove opportunità occupazionali volta a contrastare lo spopolamento e l’abbandono del territorio.

Fino all’ultima chiusura delle scuole in Campania dovuta all’aggravarsi dell’emergenza epidemiologica da Covid-19, le attività previste sono state purtroppo ridotte. Si sono tuttavia alternate attività svolte a scuola e altre svolte presso L’azienda.

Le lezioni in classe sono state di preparazione teorica sulla pianta di Canapa e sui suoi aspetti fitopatologici, per concretizzarsi successivamente in brevi attività in azienda “laboratorio di sperimentazione” che ha fornito  alle studentesse e agli studenti un know-how open-source limitandosi , in questa prima fase  ad introdurli ai nuovi processi agricoli e a nuovi concetti di derivati agricoli con particolare attenzione al settore Food ma anche a settori rispetto ai quali la lavorazione dei prodotti agricoli ed in particolare la Canapa si prestano ad esempio tessuto, cordame, carta. 

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studenti orientati al lavoro

Dal mese di ottobre del 2018 l’ITE Scarpellini- Foligno,  sta realizzando  una proficua collaborazione con ANPAL SERVIZI, organismo di diritto pubblico vigilato dal Ministero del lavoro e delle politiche sociali che opera  nel campo delle politiche attive del lavoro. Tra le sue innumerevoli  attività vi è anche quella di promuove il rafforzamento del ruolo delle scuole, delle università e degli enti di formazione professionale nello sviluppo di percorsi di alternanza scuola-lavoro e di transizione istruzione-formazione-lavoro.

Il sodalizio nasce quindi dall’esigenza di immaginare una scuola in sinergia continua con il mondo del lavoro, sia italiano che europeo, e che prepari studenti sempre più consapevoli ed in grado di affrontare i primi passi in campo lavorativo.

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Si è costituito con questo proposito un team PCTO/WBL che si riunisce con cadenza settimanale e che, attraverso workshop, laboratori e formazione frontale, sta elaborando un piano e delle strategie che mettano in connessione la formazione scolastica con i bisogni del mondo produttivo, non solo per le esperienze di PCTO, ma anche in vista del collocamento degli studenti in aziende europee che li accolgono durante la mobilità Erasmus+.

A questo proposito si sta creando una sorta di database di percorsi / Unità di Learning Outcomes, riferiti ai profili in uscita dell’Istituto al quale si potrà far riferimento per far incontrare la domanda delle imprese con l’offerta proposta dall’Istituto. 

Un’altra interessante iniziativa  riguarda una attività laboratoriale dal titolo   “Il curriculum vitae. Come valorizzare le competenze acquisite e capirne la spendibilità nel MDL”.

I destinatari saranno le classi IV e V del nostro Istituto e gli obiettivi sono diversi: in primis far sì che gli studenti abbiano consapevolezza delle proprie competenze e che le sappiano valorizzare anche grazie al Curriculum Vitae, e inoltre  dare agli alunni la capacità di orientarsi ed acquisire strumenti e competenze per affrontare con successo la ricerca attiva del lavoro.

Attraverso laboratori in modalità sincrona ed asincrona, i ragazzi, divisi in gruppi di 25 studenti, analizzeranno esempi di casi significativi, esamineranno il concetto di competenze ed approfondiranno la conoscenza di alcuni profili professionali, fino a redigere il proprio Curriculum Vitae in formato europeo e la lettera di presentazione.

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VET4FUTURE, 294 VET practitioners from all over Europe

In occasion of the European Vocational Skills Week 2020, the partners of the ENNE Project organized the online conference “VET4FUTURE”, hosting more than 290 VET professionals  from all over Europe!

Scheduled for Monday 9 November 2020 with all project partners, the conference has been attended by a significant number of participants who represented their countries and shared their own experiences in the field of VET in Europe.

The event has started with a Keynote speech by Mr. Luca PIROZZI, Policy Officer for VET, Apprenticeships and adult learning – Erasmus+ Programme at European Commission, who highlighted the relevance of promoting social inclusion through the Erasmus+ programme and sharing the best practices in VET to encourage schools, teachers and students to get involved in mobility experiences. Among the new features of the next Erasmus+ programme we will have a greener initiative, integration of funds for the exploitation and follow-up on successful projects and a stronger collaboration with non-European countries.

During the Conference, Mr. Altheo Valentini, Project coordinator at the European Grants International Academy, presented the ENNE Project and all its international training activities for the enhancement of VET.

Mrs. Sabine Roehrig-Mahhou, Managing Director at Wisamar Educational Institute, introduced the structure and contents of the upcoming “ENNE MOOC”, a free Massive Open Online Course that will take place from 16 November to 18 December 2020. The course will last 20 hours and it will be a great opportunity for all those who want to improve their knowledge and competence in the field of “Quality of mobility projects in VET”.

During the second session of the conference, participants have been invited to join five breakout rooms hosting different thematic workshops. Click on each single room here below to discover related news and good practices shared during the session and all available resources:

The conference has continued with a round table to present the priorities identified in the thematic breakout rooms.

Thanks to all the participants! Stay tuned!

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Capacity Building of VET Staff

The thematic discussion on the topic Capacity Building of VET STAFF was moderated by Ms Darina Petrunova and Mrs Vanya Neycheva from European Center for Quality, Bulgaria.
In total 5 good practices -2 from Bulgaria and 3 from Belgium were presented. The good practices were related to the improvement of VET staff skills through participation in international teaching activities and working meetings and structured VET trainings.

  • Good practice 1 – Vocational High School of Electrical Engineering, Galabovo, Bulgaria
    In February 2020 the team of the school held a working meeting with teachers from the Edirne Vocational High School in Turkey. Some specifics of the Turkish educational system were also highlighted and the teachers exchanged different ideas and best practices of teaching methodologies and techniques in the field of Electrical engineering.
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  • Good practice 2 – Diagnose Car – Connectief, Belgium
    It is a collaboration between the private sector and the ministry of education. In this project, private companies give access to the schools to a variety of modern cars with network technology, diagnostic equipment and technical data. All participating teachers receive Train the trainer sessions depending on the cars. 
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  • Good practice 3 – RTC East-Flanders, Belgium
    RTC main objective is to activate and reinforce cooperation between education,  companies and other labor market actors by connecting schools and businesses, sharing technology infrastructure and equipment and competence enhancement of teachers and students.
  • Good practice 4 – CREATE project, Syntra West, Belgium
    The project aimed to organize 6 mobilities placement for 20 Belgian teachers in Barcelos, Portugal in the summer of 2019. The focus at CRE-ATE is on ICT-supporting teaching and the train-the-trainer principle. The project goal is not only to provide teachers with ICT skills, but also to give them a practical approach by using coaching methodology.
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  • Good practice 5 – FUTURE FOR US, Bulgaria
    The project was implemented by the Vocational high School of Construction and Woodworking ” Nedyo Ranchev “Stara Zagora and the teachers conducted a training placement in Barcelona in 2019. The main aim was to stimulate the use of digital methods by studying and introducing innovative pedagogical approaches and setting up a mediation team at school to reduce aggressive events, conflict situations and the number of dropouts of school children.
    5practice

The thematic room gathered in total of 33 participants – many VET teachers, project coordinators; 3 management representatives and other stakeholders.  Representatives from Belgium, Italy, Bulgaria, Albania, Ukraine joined the discussion. According to the participants the most suitable types of staff, mobilities are structured VET training and job shadowing. Moreover, 22 participants responded and highlighted that the main obstacles they face for participating in VET staff mobility projects are the language barriers and insufficient opportunities.

To conclude it can be stated that the content presented during the event was engaging and beneficial for the participants and space for networking was provided.

Capacity Building VET Staff: Resources available

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Sustainable Development Goals

ENNE Project coordinated an international online conference on November the 9th named VET4FUTURE.

The conference introduced to the future of vocational education thanks to Mr. Luca Pirozzi Policy Officer for VET at EAECA (Education, Audiovisual and Culture Executive Agency of the European Commission)

The ZOOM event organized into 5 breakout rooms each of these dedicated to a specific thematic:

  • Recognition/validation of competences in WBL (Work Based Learning – national traineeships/transnational mobility/etc.)
  • Social Inclusion in VET (Disabilities, migrants, economic disadvantages, etc.)
  • Digital transformation / Distance Learning
  • Sustainability and contribution of VET to the achievement of UN Agenda 2030 SDGs
  • Capacity building of VET Staff

In the ZOOM breakout room dedicated to “Sustainability and contribution of VET to the achievement of UN agenda 2030 SDGs” the VET European schools members of the ENNE Network presented and shared their “best practices” in order to show how it is possible to boost ideas and collect contributions for the 17 Sustainable Development Goals of the United Nation.

  1. Sandro Pertini Institute of Afragola (Naples, Italy) presented its motto: “Sustain sustainable school”. The institute established a “free plastic week” and arranged interactive exhibitions where students can experiment the condition of being costumers and citizens passing through production activities. An opportunity to raise awareness on reducing waste through prevention, reduction and recycling;
  2. The Alfonso Casanova Institute of Napoli (Italy) – in order to encourage students in engagement in favor of disadvantaged people – planned the realization of packaging for removable dental prosthesis for prisoners. This allows the development of transversal skills;
  3. The National High school in Finance and Business of Sophia (Bulgaria) dedicates a school area to those students who have ideas in terms of contributing to the achievement of the UN goals arranging drawers to collect the students’ views. Other activities concern the realization of usable objects or art creations using only trash or garbage items.
  4. The Orfini Institute of Foligno (Perugia, Italy) promoted the involvement of VET-schools in the development of sustainable urban centers establishing VET education programs relevant to the development of sustainable urban centers. The activities also concern the enhancement of cooperation and entrepreneurship creative skills among students.

Sustainable Development Goals: Resouces Available

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Recognition and Validation of Competences in WBL

To celebrate the formal establishment of the 5 VET networks, ENNE’s project partners have decided to organise an online Conference, during the European Vocational Skills Week, to foster a first meeting between their VET communities, where they could interact and work towards their common goal – the Enhancement of VET quality and attractiveness

Arts & Skills was responsible for moderating the thematic session “Recognition and Validation of Competences in Work Based Learning”.

National or international WBL programs are targeted to bridge the gap between the learning environment and real work environment, and different WBL strategies provide career awareness, career exploration opportunities, career planning activities and help students attain competencies such as positive work attitudes and other employable skills.

The recognition and validation of competencies in WBL environments refer to the identification and appreciation of the skills and competencies that an individual acquires through a work-based learning experience.
Although, WBL experiences can have different forms ((apprenticeship, internship, service learning, school-based enterprise, or industry projects) they should be well planned, monitored and assessed properly to become relevant for 

The European Credit System for Vocational Education and Training (ECVET) is one of the most relevant EU frameworks developed to help the VET community implementing high-quality WBL programs:   

  • ECVET provides a framework for the assessment, validation and recognition of learning outcomes, alongside a series of common tools and instruments able to support quality in mobility. 
  • ECVET promotes the integration of mobility into existing learning pathways. 
  • ECVET contributes to the development of a common language for use by different VET stakeholders and promotes mutual trust within the wider VET community. 
  • ECVET supports the valorisation of key competences (such as foreign language skills or intercultural competence) alongside those that are more technically – or vocationally – oriented. 

The implementation of ECVET was referred during the best practices presented by six of our network members, from Portugal, Italy and Germany, who shared with the audience good practices implemented by their VET organizations and related to WBL experiences.

Ms. Sonia Barani, from the “Italienische Handelskammer für Deutschland”, Germany, presented the MeMeVET project (mechatronics and metallurgical VET for sectors’ industries) and its outcomes. The project, implemented in 5 countries (DE, IT, ES, BG, SK) aimed at tackling some of the main issues impeding free mobility of workers and VET learners of the sector in Europe. One of the main issues is related to the difficulty of having one’s competencies and know-how recognized in another EU country. Another one, concerns the gap between the training and learning offer of VET institutions and the real needs of the labour market.

Ms Joana Soares from EP Felgueiras, Portugal, shared with the participants their experience in VET-Business cooperation at local and regional level concerning Curriculum development; Matching supply and demand of technicians; Development of technological devices (e.g. Robots) for the local industry; Social Inclusion and Monitoring of trainees after the completion of the course.

Ms. Margherita Battaglini, from ITE SCARPELLINI – Foligno, Italy, offered an overview of their experience with the implementation of ECVET not only on Transnational, but also National WBL experiences.

Ms. Alessia Montanucci, from I.O. Salvatorelli Moneta Marsciano, Italy, presented a mobility experience developed in Malta in 2019, that involved 15 students from the 3rd and the 4th year of high school. The internships  were held at local businesses: museums, shops, state agencies, cruises for tourists, etc. which she had the opportunity to accompany for the whole training period.

From Portugal, Mr. Edgar Costa, from Vocational School Bento Jesus Caraça, shared how they adapted mandatory WBL experiences that should have been developed in a real working context, to a successful simulated business context due to the confinement imposed by COVID 19. 

Mr Ferenc Naacke from “Berufliches Schulzentrum für Wirtschaft in Dresden, Germany, presented the “Healthy Lifestyle” Project and the approach that allowed their organization to implement 70 internships abroad, in 8 different countries, for students from the Social Insurance Course, whose training focuses mainly on administrative work of social insurance clerks, but not on the background knowledge in advising insured people on the prevention of diseases.

This session showed us how diverse work-based learning strategies can be and how multiple approaches can be addressed by VET organizations to improve and enhance VET quality and attractiveness.

We hope we have brought some inspiration to our audience for further projects and cooperation among our VET Community. 

Recognition and Validation of Competences in Work-Based Learning: Resources available

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Digital transformation and distance learning

Digital transformation and distance learning have been a hot topic since the Covid-19 outbreak.
This was also clear during the inscriptions for this theme at VET4FUTURE.
We give you a brief overview of the good practices that were shared.

BLEFT is an EU project for the development of e-learning modules in forestry. In Saxony (Germany) the official LernSax was put into service during the lockdown. Students and teachers worked online and found each other on this well-equipped platform for lessons, meetings, etc.
In Portugal, the Escola profissional C.J. de Campanha should find a new way to publish student work in graphic media. For this they used a virtual exhibition. Italian Fondazione Lepido Rocco bundled a lot of good practices on the website from which we discovered a CLIL training and the Sherwood project.
Finally, we have introduced to google classroom thanks to the tourist vocational school Aleko Konstantinov from Bulgaria.

Digital transformation and distance learning: Resources available

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Italian news

Tecnici Umanisti – una visione tutta italiana su come rendere efficace l’Istruzione Tecnica

L’Istituto Tecnico Economico Scarpellini di Foligno si è aggiudicato il primo premio al concorso “Commediando” istituito in occasione delle Giornate Dantesche.
Il concorso si basava sulla realizzazione di una presentazione, fatta dagli studenti di  cinque  scuole della città, sul tema del Primo Canto dell’Inferno  della  Divina Commedia di  Dante Alighieri, l’opera  prima del sommo poeta universalmente conosciuto che  è stata  stampata per la prima volta a Foligno.

Il cortometraggio sperimentale  rappresenta il viaggio come metafora della vita,  associando vari linguaggi espressivi come musica , immagini, coreografie e recitazione.

“Un lavoro egregio” , ha commentato la giuria che ha trovato particolarmente interessante  anche il messaggio proposto,  e cioè di uscire, attraverso un viaggio interiore, dalla gabbia che noi stessi ci creiamo con l’invito di riconquistare la nostra identità.  Bravi gli insegnanti che hanno saputo motivare i ragazzi , bravi gli studenti che hanno saputo dar voce ai loro pensieri più profondi.

Fa riflettere su come un Tecnico Economico possa arrivare a questa profondità di pensiero che caratterizza prevalentemente i corsi umanistici. Questo forse potrebbe essere vero in un qualsiasi altro paese europeo, ma non in Italia dove la visione umanistica dell’Istruzione ha radici profonde.

A lungo ci siamo criticati per un eccesso di Umanesimo in una società sempre più tecnologica, ma il tempo ci sta dando ragione. Siamo stati lungimiranti e non abbiamo rinunciato a ciò che più ci caratterizza in Europa e nel mondo.

C’è infatti un ripensamento dei modelli educativi a livello globale poiché,  analizzando il  tipo di società che saremo in grado di immaginare per risolvere le gigantesche questioni economiche, ecologiche e sociali che il pianeta si trova ad affrontare, la cultura umanistica deve affiancarsi necessariamente alla preparazione tecnica per contribuire a formare  individui che abbiano capacità argomentative, siano in grado di riflettere, di confrontarsi e di mettersi in discussione, di assumere il punto di vista dell’altro, di elaborare soluzioni innovative rispetto ai contesti in cui sorgono i nostri problemi.

In un confronto europeo sull’Istruzione Tecnica e Professionale siamo quindi qui per dare rilievo al modello italiano, nel quale la “cultura” non viene vista come un costo superfluo. Come è sempre stato nella nostra storia,  accompagnata da  geni indiscussi quali  Leonardo o Galileo, l’Umanesimo  costituisce una  linfa vitale per forgiare menti flessibili, aperte e creative,  che possano aiutare anche le aziende e l’economia.

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