The land-based school at work

Data from 2022 national monitoring of ITS (Higher Technical Institutes) paths in the Ministry of Education show that out of 5,280 graduates, 80% (4,218) found employment in the year 2021 despite restrictions and difficulties caused by the pandemic.

Data with a triumphant and very generic tone, which in addition to not being included in the benefits of the type of contracts that ITS graduates have been given work on, is based on a percentage of students corresponding to 2% of the national territory. The figures are therefore considered irrelevant if they are placed in the real audience by young people who are unable to enter working life under acceptable conditions. In fact, youth employment in Italy is lower than the European average. Among candidates (80.8% between 25 and 64 years against 85.5% in the EU27), while among candidates (70.5% against 75.7%). The gap with Europe in employment rates is widening among the younger generations – for all levels of education – and is reaching a maximum for those who have just completed an education and are in the initial stages of entering the labor market.

To get into the benefits of ITS, the UIL school, which took a very critical stance, was particularly concerned with the type of contracts and the one and a half billion Pnrr funds allocated to these institutes, which could be administered by individuals , given that they are entrepreneurs of companies to lead these institutes.

“How can we only analyze employment data without knowing what type of contract has been entered into for graduates and above all without knowing what the quality of the work is? One thing is to work at Ferrari, another thing is to be hired in a company in the south “- he says to Panorama Giancarlo TuriNational Secretary UIL School

What kind of institutes is ITS?

Based on the name “ITS Academy”, it is the clear explanation for an all-political compromise that failed. As we are a non-academic education segment, we are in the presence of non-academic professionalizing higher education, the specification (Academy) even misleads a further hypocrisy, also in view of how the relations to the academic world as elaborated in the text appear completely indeterminate.

In practice, ITS institutes are made especially for companies that in this way train workers according to their needs. In Italy there are 110, but as a school model it is poorly structured and incomplete. In addition, it must be added that for this school model, an appropriation of one and a half billion European funds from the NRP and 150 million state funds is provided, for this reason there is some pressure on the bodies ».

So should ITS help companies?

“The tertiary institutes, as I said, do not have structured courses and are used to train professionals for companies in areas where there is a shortage of specialized technicians. The directors of these institutes are entrepreneurs, with graduates often going to work. We are not hostile to ITS, but it is a system that needs to be harmonized because it is too bland and seems to have returned to the school of the last century, which was used to train workers and workers. Furthermore, it must also be taken into account that certain professional competencies in certain areas are subject to obsolescence and thus the acquired technical specialization is easy to lose. Another worrying fact lies in the fact that the average age of those who enroll after graduating from ITS is between 24-25 years, this shows that it is often not a spontaneous choice for a real future perspective, but dictated by necessity .

What do you think about the data published by the Ministry of Education?

“This is generic data that tells us a little bit. How can we only analyze the employment data without knowing what kind of contracts have been made for graduates and what is the quality of the work? As a man from the south, I can tell you that “One thing is a contract with Ferrari, another is being hired by a company in the south, but Minister Bianchi still thought it was an important fact that combines school and work without going into the benefits of how”.

What do you think needs to be done?

«The articulation of a tertiary segment capable of driving an effective link between school and the world of work is considered absolutely necessary, but its feasibility must be evaluated when specific conditions arise. The first is its re-establishment in a public sphere, leaving its coordination and management activities to MI. The preparation of study paths, the issuance of certifications, the management of financial resources must necessarily be an expression of the competence of the public authority itself, which must coordinate with the regional vocational training system, educational institutions and companies. The risk of privatizing a highly strategic education area, such as that of higher education, must be avoided through the use of public resources “.

Leave a Comment