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 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)
We publish an extract of a research report by prof. Monica E. Mincu (University of Turin) on the personalisation model developed by Cometa and the role played by tutors-educators. The integral version (in Italian) can be asked to firstname.lastname@example.org
(This research has been kindly funded by Fondazione San Zeno)
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).
“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).
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.
The Liceo Artigianale by Cometa Formazione represents a new paradigm of general school, based on a strong component of real-based and competence-based learning. Here a synthetic abstract of the research discussed by the author at ECER Conference 2019 in Hamburg (Research funded by Fondazione Deloitte).
Study skills and comprehension process in secondary-level students have been increasingly debated by scholars in the last years, due their crucial role in every learning activity, both for humanistic and scientific subjects, and for students’ performance (Cain & Oakhill, 2006). Learning disabilities urge teachers to pay more attention to didactic practice. Henceforth a stronger focus on how to help students is requested, in particular concerning the acquisition of strategies: the construction of scheme or concept maps, among other aspects, leads to a semantic knowledge and makes the retrieve of information easier. Low achievement is generally associated with poor knowledge and the use of strategies is necessary for the activation of compensatory processes in students with learning disabilities or learning difficulties. To this extent, the research aims at pointing out: the type of relation between study skills and the process of comprehension; the use of strategies and their role during the process of study; the performance of students with learning disabilities, compared with classmates.
(Co-authors: Cristina Ciociola, Beatrice Baragiola and Jennifer Biasolo, for the ECER Conference 2019. Research funded by Fondazione Deloitte. For the full paper, please contact Cometa Research)
Cometa, located in Como, Italy, provides services to minors and young adults and is serving an increasing number of migrants. These young migrants are vulnerable due to their marginalization in areas such as language, cultural differences, and class status, and they face potential risks in not being able to find meaningful employment. This research proposal reports on findings from a qualitative study whose main objective was to examine students’ (who are migrants) and staff members’ growth and development through their involvement in a one-year long training course entitled the “Minimaster”. The Minimaster’s success relies on (1) a mix of training on professional subjects, e.g., enology, labour law, and Italian and English language literacy; (2) socio-emotional learning, e.g., communication skills, relationship building with local entrepreneurs; and (3) a combination of didactic methodology, e.g., strong work-based approach, as well as daily coaching and mentoring.
(Co-authors: Paolo Nardi and Terry L. Koenig, University of Kansas, for the ECER Conference 2019)