School-work diversion begins for students of the Costanzo di Decollatura Institute

Decollatura – “The school-work alternation for the students of the IIS” L.Costanzo “of Decollatura, directed by the Principal Antonella Mongiardo, has started. Thus begins the implementation phase of a complex project of enormous size educational, the ways for transversal skills and for guidance, both in the way of business experience and through the simulated formative press, in accordance with the different addresses of the school.For the “Costanzo”, the PCTO project consists in the realization of ways designed, implemented, supervised and evaluated by the school, on the basis of specific agreements with companies, representative associations or Chambre de Commerce, industry, craftsmen and agriculture or with public and private bodies, including those of the third sector, willing students for apprenticeships in a Work situation, which of course does not constitute an individual working relationship “is what we read in a note.

“School-work diversification – explains teacher Antonella Mongiardo – mandatory and structurally made by Law 107/2015 for the three-year period of all secondary institutions – is an innovative teaching methodology that combines knowledge and know-how, allows students to experience what they have learned in the classroom through concrete experience, in a real or simulated work context.It is a training course that improves school autonomy, qualifies the educational offer, responds to the needs of students and acts, through its strong orientation value, both as a means of contrasting early school exchanges, and as an opportunity for the propriety of every single 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, consists of three school types (Liceo, technical and vocational), 5 addresses (scientific, IT, socio -sanitary, agricultural and dental technicians), 2 agricultural companies, 4 complexes in three municipalities (Decollatura, Soveria Mannelli and Lamezia Terme). ”At our institute – explains Chiodo – different paths are developed for each joint. for agriculture and rural development) are the types of PCTO: the training company (in a sheltered environment) and the organization of short-term jobs in the agricultural company annexed to the institute.Company, students will experiment with IFS courses by the institute’s laboratories are used (such as the Micropropagation Laboratory, the glazed horticultural greenhouse effect, the tunnel can l, the heated greenhouse effect); they will make products and experiment with the organization of short-term job placement on the farm annexed to the institute.

“The company – continues the note – must be established after all the steps provided for in the regulations and commercial practices (business plan, contributions, registration, body, etc.) and this experience allows the development of competence and spirit of entrepreneurship.of the transversal curriculum.In the fifth grade, the types of PCTO that will evolve: the organization of roads in the farm of the Institute and the organization of orientation paths into the world of work and universities also through Meetings distance from the university, lawyers, entrepreneurs, especially the various orientation fairs promoted. in a protected environment) and the organization of meetings with experts and / or associations of the third sector and public I body. These proposals will have an orientation function and tend to develop in students the importance of the social inclusion of fragile and disadvantaged subjects. Fourth-year students try their hand at creating a simulated company by favoring the types to favor third-sector activities, while in the fifth grade, the PCTO involves participation in conferences / meetings / placements in third-sector associations as well as d ‘Organization of university and work orientation paths, also by participating in distance orientation fairs. The evaluation of the alternate path is carried out by administering a customer satisfaction questionnaire to the students and operators of the structures they host. The evaluation of each student’s learning is then carried out by administering tests planned by each teacher and passed in the UDA, prepared by the class council.

“In the agricultural sector of Lamezia Terme, the following are being developed: the training company (in a protected environment) and the organization of short-term jobs in the agricultural enterprises of the Lametine region in small groups. Short on the work orientation paths. Companies in the lametine field organize in orientation paths in the world of work in universities also through remote meetings with universities, law firms, entrepreneurs especially the various orientation fairs.new technologies to produce goods and develop the mind. Of initiative and entrepreneurship in digital.The alternation is carried out in the dental laboratories of the school and in the structures in the field to bring children closer to their future profession and further competencies in economic and financial education and in relation to privacy legislation, fundamental to the ‘Management of a future professional activity and for the development of self-employment.

“From this year on, there will be an important news in our school – announces the teacher – as the Teaching Board has approved the inclusion of Costanzo in the list of manufacturers of personalized medical devices that allow students to create while the Variety of authentic tasks and not only for didactic purposes, such as the social prostheses made available abroad. At Liceo Scientifico, the PCTO offers an editorial way and active collaboration with Noi Magazine Agreements with voluntary associations.The areas of realization of the diversion will be strictly linked to the productive fabric of the territory, as well as to the cultural heritage and landscape heritage.In the fifth grade, ASL courses will be developed in the laboratories of the university departments, internships and Fab Labs and vocational courses in English; University Orientation ma m aim to guide students to a conscious choice of university path also through remote meetings with the university, lawyers, local entrepreneurs. In the ITI, the didactic activity of alternation and synergy with the various productive realities of the territory and of the public bodies is organized. Innovative training courses with high digital content in terms of content, methodologies and contexts are encouraged. The PCTO plan envisages the development of roads that are heavily conditioned by the use of alternative locations such as robot centers, FabLabs with 3D printers and digital machines for chisels; of digital activities, representing the intersections between material and intangible (Internet of things), the prototyping of goods; of digital entrepreneurship integrated with the economically-productive and historical-archeological and artistic fabric of the territory. For the third and fourth grade, there is a simulated training business path through which students perform activities on behalf of third parties to order. In the fifth grade, in addition to the previous forms, the students will also be given an orientation, with the aim of guiding the students to a conscious choice of the university path.

“The guiding teaching of the disciplines – explains Antonella Mongiardo – is one of the projects that the institute has included in the improvement plan to combat the abandonment of university studies and to improve the enrollment rates, also through meetings with the universities , ITS, lawyers, trade fairs and the various production companies operating in the area. , involved in the courses, in the field of behavior and in school credit; safety; the paths are actually taken before an inspection in the business context and the participation of a general course on workplace safety, conducted by specific trainings of the host company complements; and – concludes the manager – the aspect of inclusion, in fact all of our students, even the most fragile, make an offer ldung of school-work diversion, in accordance with the individual pedagogical plan and as much as possible on an oriented continuation of the “social inclusion even after school experience”.

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