The shift between school and work begins for students at the Costanzo di Decollatura Institute

Decollatura – The “School-work exchange for students in IIS” L. Costanzo “by Decollatura, directed by Principal Antonella Mongiardo, has begun. orientation, both in the form of work experience and through the simulated formative press, in line with the school’s various addresses.For “Costanzo”, the PCTO project consists of the realization of paths designed, implemented, monitored and evaluated by the school on the basis of specific agreements with companies, representative associations or chambers of commerce, industry, crafts and agriculture or with public and private bodies, including those from the third sector, who are willing to welcome students to learning periods in a work situation which, of course, does not constitute an individual employment relationship “, what we read in a note.

“The school-work exchange – explains school principal Antonella Mongiardo – made mandatory and structural by Act 107/2015 for the three-year period for all secondary educational institutions – is an innovative teaching methodology that combines knowledge and know-how that enables students to experience what they have learned in the classroom through a concrete experience, in a real or simulated work context.It is a training course that strengthens the school’s autonomy, qualifies the educational offer, responds to students’ needs and acts, due to its strong orientation value, both as a means to oppose early school leaving and as an opportunity to verify the inclinations of each “student”. The PCTO speaker with instrumental function of “Costanzo”, Professor Maria Orsola Chiodo, illustrates the Alternation project planned by the school, characterized by high complexity, consisting of three school types (Liceo, technical and professional), 5 addresses (scientific, IT, socio- sanitary, agricultural and dental technician), 2 agricultural companies, 4 complexes located in three municipalities (Decollatura, Soveria Mannelli and Lamezia Terme). ”In our institute – explains Chiodo – different paths are developed for each link. and rural development) are the types of PCTO: the training activity (in a protected environment) and the organization of short job placement paths in the agricultural activity associated with the department. Micropropagation Laboratory, the glazed horticultural greenhouse, the Tunnel (cold, heated greenhouse); they will make products and experiment with the organization of short job placement paths in the farm attached to the department “.

“The company – the note continues – will have to be established according to all the steps set out in the rules and commercial practices (business plan, contributions, registration, bodies, etc.), and this experience will enable the development of competence and the spirit of entrepreneurship envisaged from the cross-curriculum In the fifth grade, the types of PCTO that will develop will be: organization of paths within the department’s farm and organization of orientation paths to the world of work and universities also through meetings externally with the university, law enforcement agencies, entrepreneurs, especially the various orientation fairs promoted In the social-sanitary address, the alternation is based on care relationships, in partnership with associations and sector bodies.The types of PCTO that will develop are: the training activity (in a protected environment) and the organization of meetings with experts and / or associations of third parties sector and public bodies.These proposals will have an information function and will tend to develop the importance of social inclusion of fragile and disadvantaged subjects in students. Fourth-year students will try to create a simulated company by favoring the types of activities in the third sector, while the PCTO in the fifth grade will deal with participation in conferences / meetings / job placement courses in third sector associations and the organization of university and work orientation paths, also through participation in orientation fairs to be followed at a distance. The evaluation of the alternation path will be performed through the administration of a customer satisfaction questionnaire to both the students and the operators of the structures that host them. The evaluation of each student’s learning will then be carried out through the administration of tests planned by each teacher and rejected in the UDA prepared by the class council.

“In the agricultural sector of Lamezia Terme, the following will be developed: the training activity (in a protected environment) and the organization of short internships in the agricultural enterprises in the Lametine area in small groups. universities also through remote meetings with universities, law enforcement agencies, entrepreneurs, especially the various information fairs, new technologies to produce goods and develop the spirit of initiative and entrepreneurship in the digital. closer to their future professions and make them acquire additional competencies in economic and financial education and in relation to privacy law, fundamentally for the management of a future professional activity and for the development of self-employment.

“From this year, there is an important news at our school – announces the headmaster – as the Board of Education has approved the inclusion of Costanzo on the list of manufacturers of tailor-made medical devices, which will allow students to create, in turn, authentic assignments and not only for didactic purposes, such as the social prostheses to be made available outside “. At Liceo Scientifico, PCTO provides an editorial path in active collaboration with Noi magazine efforts and the care of common goods, through agreements with voluntary associations. The areas for realizing the alternation will be strictly linked to both the productive structure of the territory and to the cultural and landscape heritage. In fifth grade, ASL courses are developed in the laboratories of the university departments, internships in Fab Labs and professional courses in English; university orientation with the aim of guiding the students to a conscious choice of university path also through remote meetings with the university, law enforcement authorities, local entrepreneurs. At ITI, the didactic activity is organized with alternation in synergy with the various productive realities in the territory and in the public bodies. Innovative training courses with a high level of digital content in terms of content, methods and contexts will be promoted. The PCTO plan envisages the development of trails heavily conditioned by the use of alternative spaces such as robot centers, FabLabs with 3D printers and digital chiseling machines; from digital activities that characterize the intersections between the material and the intangible (the Internet of Things), prototyping of goods; from digital entrepreneurship integrated with the economically-productive and historical-archaeological and artistic fabric of the territory. For third and fourth grade, it provides a simulated training business path through which students will perform activities on behalf of third parties on order. In the fifth grade, in addition to the previous forms, the students will also complete an orientation with the aim of guiding the students to a conscious choice of university path.

“The indicative teaching of the disciplines – explains Antonella Mongiardo – is one of the projects that the department has included in the improvement plan to combat the abandonment of university studies and to improve enrollment rates, also through meetings with universities, ITS, law enforcement agencies, trade fairs and For the planning of the courses, we have monitored three important aspects: The evaluation, which must affect, as the law says, the grades of the disciplines involved in the courses, in the behavioral character and in the scholastic Merit; safety; Prior to the trails, there will actually be an inspection in corporate contexts and of participation in a general course in workplace safety, which will be complemented by specific training from the host company; and – concludes the manager – the aspect of inclusion, in fact, all our students, even the most fragile, complete a training course me d the alternation between school and work, in accordance with the individualized education plan and as much as possible oriented towards a continuation of ‘social inclusion also after-school experience’.

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