grid transfer of the components of gp in testing of partners

GRID TRANSFER OF THE GRID TRANSFER OF THE COMPONENTS OF GP IN COMPONENTS OF GP IN TESTING OF PARTNERSTESTING OF PARTNERS

ISTITUTO DI ISTRUZIONE SUPERIORE“Volterra - Elia”

Via Esino, 36 - 60126 Torrette - Ancona - C.F. 80011010420

Tel. 071883997 - Fax 071887184 - e-mail: [email protected] - sito web: www.istitutovolterraelia.it

NetworkNetwork

Connection between different kinds of schools Connection between different kinds of schools (middle-upper, upper-university)(middle-upper, upper-university);;

Connecting with the MdL: local companies, Connecting with the MdL: local companies, associations of employers and workersassociations of employers and workers;;

Connecting with public training institutions (eg. Connecting with public training institutions (eg. C.I.O.F. Centre for Employment, orientation and C.I.O.F. Centre for Employment, orientation and training) and ones private (eg. Meccano)training) and ones private (eg. Meccano)

Connecting with local authorities (regional, Connecting with local authorities (regional, provincial, municipal, etc.)provincial, municipal, etc.)

Description of the reference part in the experimental project of transfer of GP

NetworkNetwork

The positive aspects found in the realization of network The positive aspects found in the realization of network structures are: sharing professional resources and abilities structures are: sharing professional resources and abilities otherwise not available; problem analysis from points of otherwise not available; problem analysis from points of view which may be different according to the different view which may be different according to the different subjects/parties members of the network ;comparison for subjects/parties members of the network ;comparison for individual improvement by means of exchanging different individual improvement by means of exchanging different experiences.experiences.The difficulties, which have been detected, are due to the The difficulties, which have been detected, are due to the necessity of a synthesis to plan an activity which should necessity of a synthesis to plan an activity which should be at the same time common and considering the different be at the same time common and considering the different needs.needs.

Description and justification of the elements of adaptation or non-transfer according toin the context of the situations

LaboratoriesLaboratories

VET Training ProgrammeVET Training Programme:: The curriculum The curriculum targetstargets mainly first and second year pupils is mainly first and second year pupils is

tailored to strengthen and enhance basic cognitive and tailored to strengthen and enhance basic cognitive and interpersonal skills towards a successful academic outcome. A interpersonal skills towards a successful academic outcome. A Welcome ProgrammeWelcome Programme designed to inform and motivate. The subject designed to inform and motivate. The subject support support learning programme targets at pupils with individual learning programme targets at pupils with individual problems problems particularly for foreign support for language and curricularparticularly for foreign support for language and curricular

Study in disciplinary areas (vocational internships, certifications, Study in disciplinary areas (vocational internships, certifications, specialization projects, ...) specialization projects, ...) Acquisition of post-secondary education Acquisition of post-secondary education skills which respond to job offers, meet today’s certification skills which respond to job offers, meet today’s certification requirements, speed up the employment process and open the door requirements, speed up the employment process and open the door to any opportunity for the continuation of studies offered within the to any opportunity for the continuation of studies offered within the framework of a future professional setting..framework of a future professional setting..



VET Training ProgrammeVET Training Programme::3.3. Orientation workshops: Bridge Project Workshops Orientation workshops: Bridge Project Workshops

(Guidance middle school/higher secondary school and (Guidance middle school/higher secondary school and higher secondary school/university) ASL Project: Vocational higher secondary school/university) ASL Project: Vocational school labor marketschool labor market

4.4. ““Unstructured" laboratories managed by the C.T.P. Unstructured" laboratories managed by the C.T.P. (Permanent Territorial Center for Adult Education) or in (Permanent Territorial Center for Adult Education) or in Compulsory Education with ESF funds or dedicatedCompulsory Education with ESF funds or dedicated..



Absence of permanent or shared strategy learning between Absence of permanent or shared strategy learning between different actorsdifferent actors..Absence of figures of system (specialized personnel) to take Absence of figures of system (specialized personnel) to take

charge of the student in the various steps of the laboratoriescharge of the student in the various steps of the laboratories

Description and justification of the elements of adaptation or non-transfer according toin the context of the situations

MethodologiesMethodologies

Inserting of Learning skills and Inserting of Learning skills and Teaching workshop in the Teaching workshop in the curriculum (the school reorganization)curriculum (the school reorganization)In A.S.L. inclusion of custom projects for the student shared In A.S.L. inclusion of custom projects for the student shared between the school and the Companybetween the school and the CompanyPeer learning / collaborative activities of planning and specific Peer learning / collaborative activities of planning and specific projects with the MdLprojects with the MdL


MethodologiesMethodologies

Absence of specific training for teachers and for the tutorial Absence of specific training for teachers and for the tutorial figures oriented to programming and managing the training in figures oriented to programming and managing the training in new teaching methodsnew teaching methods..Presence in the school of too large classes that are very Presence in the school of too large classes that are very difficult to manage from a didactic point of viewdifficult to manage from a didactic point of view

Description and justification of the elements of adaptation or non-transfer according to the context of the situations

Guidance functionGuidance function

Bridge Project (Guidance middle school/higher secondary Bridge Project (Guidance middle school/higher secondary school and higher secondary school/university)school and higher secondary school/university)A.S.L. Project: Orientation higher secondary school/MdLA.S.L. Project: Orientation higher secondary school/MdL..

Professionalizing stageProfessionalizing stage


Guidance functionGuidance function

Absence of specific training for teachers and for the tutorial Absence of specific training for teachers and for the tutorial figures oriented to programming and managing the training in figures oriented to programming and managing the training in new teaching methodsnew teaching methods..


Work cultureWork culture

Alternating meant as cooperation with companies to make Alternating meant as cooperation with companies to make students and teachers cope with real problems of the MdLstudents and teachers cope with real problems of the MdLAcquisition of certification required by the MdLAcquisition of certification required by the MdLParticipation in projects/competitions promoted by MdL Participation in projects/competitions promoted by MdL designed to compete with their talent and the productive reality designed to compete with their talent and the productive reality

of the territoryof the territory..


Work cultureWork culture

Greater synergy among the proposing entities for a better Greater synergy among the proposing entities for a better interaction with the schoolinteraction with the school


Flexible itinerariesFlexible itineraries

Experimental projects (organized by associations with CTP)Experimental projects (organized by associations with CTP)Possibility to implement flexible pathways as a result of the Possibility to implement flexible pathways as a result of the

reorganization of higher schoolreorganization of higher school


Flexible itinerariesFlexible itineraries

Organizational rigidity in the current state of curricular activities Organizational rigidity in the current state of curricular activities that makes it difficult to implement flexible and personalized that makes it difficult to implement flexible and personalized routesroutesAbsence of foundsAbsence of founds


Focus on the successFocus on the success

Need a good initial orientation and/or eventual ongoing Need a good initial orientation and/or eventual ongoing redirectingredirecting


Focus on the successFocus on the success

Absence of trained personnel and of an integrated system Absence of trained personnel and of an integrated system aimed at redirectingaimed at redirecting..Absence of adequate facilitiesAbsence of adequate facilities


Ability to spreadAbility to spread

There is a network of various actors and even the ability and There is a network of various actors and even the ability and

willingness to communicatewillingness to communicate


Ability to spreadAbility to spread

Absence Absence of synergies between the various stakeholders or of synergies between the various stakeholders or sharing of strategies, especially in the accompanyingsharing of strategies, especially in the accompanying phase phase


TutoringTutoring

Figures present only in certain projects and/or special coursesFigures present only in certain projects and/or special courses


TutoringTutoring

Absence of trained personnel or of an integrated system aimed Absence of trained personnel or of an integrated system aimed at redirectingat redirecting..Absence of adequate facilitiesAbsence of adequate facilities..Absence of training and institutional educationAbsence of training and institutional education


Product evaluationProduct evaluation

Implemented the introduction of assessment of skills in the Implemented the introduction of assessment of skills in the curriculum with the reform of schoolcurriculum with the reform of school Implemented the introduction of assessment of competence in Implemented the introduction of assessment of competence in

ASL shared with companiesASL shared with companies


Product evaluationProduct evaluation

Absence of assessment of non-formal and informal learningAbsence of assessment of non-formal and informal learning


Process evaluationProcess evaluation

Desirable and necessary monitoring of both the network and Desirable and necessary monitoring of both the network and measures undertakenmeasures undertaken::Questionnaires to monitor the crucial points in the networkQuestionnaires to monitor the crucial points in the networkMonitoring of transferring students from one system to anotherMonitoring of transferring students from one system to anotherMonitoring of transferring information among partnersMonitoring of transferring information among partnersAnalysis of successful/unsuccessful results of Good PracticeAnalysis of successful/unsuccessful results of Good Practice


grid transfer of the components of gp in testing of partners

Documents

laboratories description

gp network

grid transfer

mdl description

different actors

different needs

different experiences

learning skills