Italian youngsters entering the school-work exchange will have in their education portfolio a valuable experience based on a project that mixes an hands-on experience with the classroom learning environment.
The school-work exchange helps to:
Italian youngsters entering the school-work exchange will have in their education portfolio a valuable experience based on a project that mixes an hands-on experience with the classroom learning environment.
The school-work exchange helps to:
The Education system needs to:
The Education system needs to:
Policy makers and relevant players in the education system.
Policy makers and relevant players in the education system.
The programme can be implemented only with a clear description of the model and the activities. For this reason, the Ministry of Education has provided schools with guidelines about the implementation of the school-work exchange and a document describing duties and right of the students involved in the exchange. Regular meetings with stakeholders and beneficiaries need to take place to promote the implementation of the school-work exchange.
The programme can be implemented only with a clear description of the model and the activities. For this reason, the Ministry of Education has provided schools with guidelines about the implementation of the school-work exchange and a document describing duties and right of the students involved in the exchange. Regular meetings with stakeholders and beneficiaries need to take place to promote the implementation of the school-work exchange.
On July 16th 2015, the National Government approved a new law regulating the Italian Education system and the way schools work. One very important point of the law is connected to entrepreneurship education in secondary and vocational schools.
Through this law, the school-work exchange has become a mandatory activity: students from secondary schools and from VET have to spend respectively 200 hours and 400 hours in the school-work exchange. This means for them the possibility to develop their training by alternating studying and working periods, under school institutions responsibility and on the basis of agreements with companies, business associations, etc.
To regulate the way this possibility is introduced in the schools, together with the law, the Italian Government also published a national register of organizations available for the exchange and a chart for student’s rights/duties during the work-school exchange.
The idea behind the work-school exchange is to contribute to the reduction of the mismatch between technical figures needed by companies and young people competences as well as to improve students learning experience by giving them the opportunity to strengthen their competences, knowledge and skills, by interacting with the world of work before leaving compulsory education.
On July 16th 2015, the National Government approved a new law regulating the Italian Education system and the way schools work. One very important point of the law is connected to entrepreneurship education in secondary and vocational schools.
Through this law, the school-work exchange has become a mandatory activity: students from secondary schools and from VET have to spend respectively 200 hours and 400 hours in the school-work exchange. This means for them the possibility to develop their training by alternating studying and working periods, under school institutions responsibility and on the basis of agreements with companies, business associations, etc.
To regulate the way this possibility is introduced in the schools, together with the law, the Italian Government also published a national register of organizations available for the exchange and a chart for student’s rights/duties during the work-school exchange.
The idea behind the work-school exchange is to contribute to the reduction of the mismatch between technical figures needed by companies and young people competences as well as to improve students learning experience by giving them the opportunity to strengthen their competences, knowledge and skills, by interacting with the world of work before leaving compulsory education.
Students involved in the exchange spend time in the school and time in companies doing planned activities. Within the three years of upper secondary schools and depending on the type of school, students have to spend 200 or 400 hours in exchange activities. During the experience there is also the possibility to involve students in a digital business simulation where they can test themselves in the processes connected to real business activity. Students involved in the exchange spend time in the school and time in companies doing planned activities. Within the three years of upper secondary schools and depending on the type of school, students have to spend 200 or 400 hours in exchange activities. During the experience there is also the possibility to involve students in a digital business simulation where they can test themselves in the processes connected to real business activity. This may be useful to enrich their abilities and understand how to set a business up.
Students involved in the exchange spend time in the school and time in companies doing planned activities. Within the three years of upper secondary schools and depending on the type of school, students have to spend 200 or 400 hours in exchange activities. During the experience there is also the possibility to involve students in a digital business simulation where they can test themselves in the processes connected to real business activity. Students involved in the exchange spend time in the school and time in companies doing planned activities. Within the three years of upper secondary schools and depending on the type of school, students have to spend 200 or 400 hours in exchange activities. During the experience there is also the possibility to involve students in a digital business simulation where they can test themselves in the processes connected to real business activity. This may be useful to enrich their abilities and understand how to set a business up.
Financial resources and human capital (in Italy the implementation of the exchange is funded by Education Ministry and Labor and Economic Development Ministry).
Financial resources and human capital (in Italy the implementation of the exchange is funded by Education Ministry and Labor and Economic Development Ministry).
The school-work exchange put at the centre the business associations role. These organizations, being extensively present in the territory, act as a channel between school and small businesses, helping them to tailor the experience, giving assistance to tutors, and allowing them to get benefits from the exchange. Schools, on the other hand, are facilitated in changing their culture and innovating their practices and methodology.
The school-work exchange put at the centre the business associations role. These organizations, being extensively present in the territory, act as a channel between school and small businesses, helping them to tailor the experience, giving assistance to tutors, and allowing them to get benefits from the exchange. Schools, on the other hand, are facilitated in changing their culture and innovating their practices and methodology.
Sometimes it’s a big problem for schools to find and contact companies to sign agreement with, especially in Italy where there is a high percentage of small and micro companies. On the other hand, not all companies are open to cooperate with schools as they think that hosting students in exchange means spending time and money without anything in return.
Sometimes it’s a big problem for schools to find and contact companies to sign agreement with, especially in Italy where there is a high percentage of small and micro companies. On the other hand, not all companies are open to cooperate with schools as they think that hosting students in exchange means spending time and money without anything in return.
Additional information: A relevant example of the school-work exchange is the IMO project, (Industria Meccanica per l’Occupabilità), promoted by Federmeccanica and Federmanager, in which 34 schools e 71 companies have tested and developed in 10 different territories an exchange model based on the analysis of training needs of companies, shared design of learning experience, evaluation of competences acquired by students.
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