Tutoring: Personal Level of the Educational Plan 

1.1. Synthetic description of the practice 

The educational tutor is responsible for accompanying the training and educational pathway of the class group and of each individual student through a customised pathway. The tutor builds a “customised” pathway through observation, educational relations, vocational guidance, activities and projects aimed at achieving the educational success and excellence of each student and class group, the latter being understood as both a recipient and an educational resource. 

Real Project Work 

1.1. Synthetic description of the practice 

Real project work consists of an order, requested by a real client, given by principal to an entire class, to be developed within the school year and inherent in the specific direction of the education / training course. All the students are involved, with a view of inclusion that includes common steps but also a differentiation and division of work; it is divided into phases which are divided into specific activities. The purpose of the Real project work is twofold: on the one hand it is an opportunity for learning and expression of specific sector and direction skills in a real context, on the other hand it constitutes motivation and a synthetic point of conceptual link between the apprenticeships and the real world. 

Work-based Learning Program for Migrants

1.1. Synthetic description of the practice

The work-based learning program is a course that trains young migrants through a cultural and professionalizing course; the aim is a holistic development of each student, which translates into a positive insertion into society and the labour market. The practice is managed by a coordinator and by tutors and trainers, who interface with local companies.

Upskilling school teachers for education-work transition: the Instruction project

The school-work transition in EU is facing a number of challenges and new approaches are required to update teachers’ skills and empower students position themselves effectively into the world of work. The Erasmus+ KA2 project “Instruction” presents a novel tutoring model to support the transition from education to the world of work, as well as the lessons learned by its pilot implementation in five European schools.

Covid-19: threat or challenge? Cometa Formazione experience to innovate TVET

Covid-19 crisis represents, with no doubt, a terrible threat to our health, social life and economic welfare. Notwithstanding this, as every problem, it can play an important role in stimulating our systemic and personal resilience. In this article, the experience of Cometa Formazione and IATH Academy has been described in terms of practices and actions to cope with this crisis, trying to still pursuing their model of “Inclusive Excellence”.
(Article published on the EfVET Magazine for Professionals – issue June/2020)

Capability Approach in VET as a Strategy to Reduce Dropout. The “Job High-School” Case in Italy

Taking into account the accelerated process of technological innovation and the recent Covid crisis, the non-cognitive skills have been recognized as an essential element in the learning process today. Cometa VET school implements a 2-years VET training program called “Job High-School”, aiming at former dropout students‘ employability, but carefully fostering their social and emotional skills. A capability approach has been developed in order to foster a human integral development. This research, funded by Fondazione SanZeno, presents the main elements of this approach and its theoretical foundations. A statistical analysis, based on data collected through 4 waves of surveys between 2018 and 2020, highlights the impact oft he approach in terms of increase of emotional and productive KPIs on a group of students attending the program during 2018-2020. Emerging results show the relevance of tutors in the VET system as key players in learners‘ personal development.
(This paper is co-authored by Guillermo Arenas, Gabriele Guzzetti, Paolo Nardi. Publication in progress on VETNET proceedings vol. III – september 2020. Aknowledgements to Fondazione SanZeno for supporting this project).

Inclusive Excellence in VET: the experience of Cometa Formazione

“We need to offer excellence to everyone, to all VET learners […] no one should be left behind. In short, education should be both excellent and inclusive” (Thyssen’s message to EfVET Conference 2018).
In the recent EU policy on VET, the paramount vocation “to leave no one behind” is clearly stated, by promoting a “whole-school approach” in education for sustainable development (EU Council Conclusions, 2010). The Bruges Communiqué (2010) mentions VET role in promoting social cohesion and facing societal challenges, underlining its dual objective: excellence and inclusion. Also the Riga Declarations (2015) claim to “quality and attractiveness of accessible and inclusive VET” by “more flexible and permeable systems”. The EU New Skills Agenda (2016) invites VET to work on “personal fulfilment and development, social inclusion, active citizenship and employment”, in line with the strategy of “a resilient, inclusive and sustainable growth at territorial level” (Communication Strengthening Innovation in Europe’s Regions, 2017).
(Article published on the EfVET Magazine for Professionals – issue March/2020).

A DNA-model of Individual Capacity of “Leadership for Learning in VET”

Based on empirical findings in an Erasmus+ KA2 project titled “Leadership for Learning in VET”, the purpose of this paper is to reveal an empirically based DNA-model symbolizing the individual capacity of leadership for learning. Using the term “leadership for learning”, we address the connection between principals’ leadership for learning and teachers’ leadership for learning in VET. We found the DNA-model to be built by two strands of brick-stones: “Professional Skills and Knowledge” in wired with “Personal Attitude and Beliefs”. The findings presented in this paper are the result of a multiple case study conducted in collaboration with “leaders for learning” across domains of leadership for learning, across four VET schools, and across countries in the EU.