797 research outputs found
La psychologie physiologique (frontespizio)
No full textLa psychologie physiologique. - Paris : F. Alcan, 1888
Libro conservato presso la Sezione storica della Biblioteca di Psicologia "Fabio Metelli"
Autografato Vittorio [Benussi]
Descrizione bibliografica:
https://galileodiscovery.unipd.it/discovery/fulldisplay?context=L&vid=39UPD_INST:VU1&search_scope=MyInst_and_CI&tab=Everything&docid=alma990006961330206046
Entrata in biblioteca: 1929, inv. 436La psychologie physiologique. - Paris : F. Alcan, 1888
Libro conservato presso la Sezione storica della Biblioteca di Psicologia "Fabio Metelli"
Autografato Vittorio [Benussi]
Descrizione bibliografica:
https://galileodiscovery.unipd.it/discovery/fulldisplay?context=L&vid=39UPD_INST:VU1&search_scope=MyInst_and_CI&tab=Everything&docid=alma990006961330206046
Entrata in biblioteca: 1929, inv. 43
L’alternanza scuola-lavoro come politica di incremento della occupabilità?
No full textLa nostra ricerca sulla messa in opera della riforma del 2015 –la cosiddetta Buona Scuola- che ha reso obbligatoria l’alternanza scuola-lavoro per tutte le scuole e tutti gli studenti- si è fondata su una serie di interviste a gruppi di studenti e agli insegnanti incaricati dell’implementazione in 15 tra licei classici e scientifici, istituti tecnici e professionali delle Marche. Abbiamo scoperto un panorama assai variegato: le scuole tecniche e professionali che negli anni precedenti alla obbligatorietà avevano messo in atto progetti di alternanza per i loro studenti su base volontaria, avevano costruito buoni contati sul territorio che hanno permesso loro di attivare nuovi progetti di qualità. Il raddoppio improvviso delle ore di alternanza e la loro estensione a tutti gli studenti ha però determinato cali di qualità in alcuni progetti rispetto ad altri. Laddove il valore didattico è apparso modesto -e questo secondo il punto di vista degli studenti da noi intervistati dipende soprattutto dalla coerenza col progetto formativo della scuola- la credibilità delle istituzioni scolastiche ne ha risentito. La necessità di soddisfare comunque ai due requisiti di obbligatorietà ha costretto le scuole ad una minore attenzione ai requisiti di qualità dei progetti. Il territorio inoltre ha fatto fatica ad assorbire questa improvvisa valanga di richieste. Il fenomeno è particolarmente evidente per i licei per la loro mancanza di esperienza e di routine nel campo dell’alternanza e per la natura meno applicativa degli studi che vi si svolgono. Accanto a progetti pregevoli si sono dovuti approvare progetti improvvisati. La soluzione adottata è stata spesso quella di chiedere aiuto alle famiglie degli studenti stessi, affinchè si attivassero per scoprire situazioni adatte all’accoglienza. Questo ha introdotto tra i ragazzi un fattore di diseguaglianza dovuta al capitale sociale delle famiglie che non sempre è stato possibile correggere.
Our research on the implementation of the high school reform that in 2015 made internship compulsory for all italian students started with deep interviews to teachers at 15 grammar, scientific, technical and professional schools in Marche region. Then we made 3 focus groups with students to learn about their internship experience. We discovered a truly varied landscape: professional and technical schools that during the previous voluntary internship program had built good links with undertakings of their territory could offer good practices in these fields. At the same time other schools, or same schools in other fields, could only offer experiences with a low formative value or even , in some cases,
internships made only to fullfill the scheme of the law. Where schools have a knowledge that meets the demands of skills of companies, students can improve their soft skills as wells as their hard skills. Where qualification mismatch is higher but companies take care of students, they can at least gain in terms of jobs orientation and soft skills. But many schools are at moment unable to guarantee the same quality of experience to all students and this can even deepen inqualites, expecially when inequality of opportunity is added to social or cognitive inequalities. The obligation of a high number of training sessions for all student puts at risk precisely that condition of promotion of social equality which should be the first aim of this policy in a state schoo
Employability as a policy goal of the dual training system school-work of internship in Italian high schools, with a look at the German model
No full textIn this essay we debate on the concept of employability that in the last decade gained momentum as the main framework to define individual behaviour in the labour market
relationships. We invite to strenghten the comparison between the italian and the german system of school to work transition as Italy is facing reforms that claim inspiration to the
latter. Youth unemployment figures have been high in Italy since the 70s of last century but after 2008 financial crisis have become even more dramatic. Scholars of many
Universities, International Think Thanks, as well as national and european institutions are pretty sure that the negative performance of the labour market are linked to low
employability of young people. The mainstream prescription to bridge their individual gap is a reform of the Vocational System to strenghten the transition from school to work. In
Italy where territorial and institutional conditions face strong territorial divides, in 2015 the Government decided to reform a compulsory vocational system for all the secondary
education relying mostly on self commitment of managers and teachers of schools whose resources have been cut over the last ten years. Employability as an individual
characteristic stands as a keystone of this process of institutional reform although remains a debated concept and it's highly determined by the institutional background. Vocational
System itself is also strongly dependent on its institutional context. We take the case of Germany, were the vocational system showed good performances, to point out that this success story is the result of a strong network of private and public actors that is not likely to be exported in Ital
Politiche attive per il mercato del lavoro nella crisi: il quadro europeo e il caso italiano
No full textThis article presents a comparative analysis of some policies in different European countries during and after the great crisis of 2008. The aim is to assess the role of active labour market policies in favouring inclusivity and resilience of labour markets for european youth as they are stilla very vulnerable group in a wide number of european societies. Observing the policies oriented toward employment or human capital development and understanding their ideological orientation, we can highlight a common trend oriented to supply side policies, a rise in conditionality and supported by strong fiscal incentives to companies. Apart from this trend still exist strong national differences in the mix and in the effectivity of the policies implemented
School-work alternation in the Marche region: inequalities in the distribution of training and employment opportunities.
No full textIn the first three years of its application, the school-work alternation shows therefore at the territorial level strong distortions and inconsistencies with respect to the objectives stated in its concrete implementation. The extension of the obligation with a top-down approach to a very large number of students coupled with technical and functional difficulties and a not untestable number of explicit and implicit resistances between the different actors of the educational system produced a series of very diversified results. Despite the difficulties, the request from teachers and students of an integration of the traditional didactic curriculum with experiences of reality in the work and social field remains very strong. However, in the analysis there are problems of distributive fairness of the training opportunities that each institute affords in a diversified way. Moreover, considering the high percentage of unemployment and sub-employment among young people in the areas where the research took place, there is a substantial methodological and practical difficulty in attributing a measurable impact to the work experience alternating school work on increasing the employability of the students involved. The results of interviews to teachers and focus groups to students show that there are two different perception of school-work experience: teachers tend to focus more on “soft skills” that students can anyways acquire even when the experience seems to them disappointing. Students focus more on the consistence of the skills they get with the their trainee path and/or the innovative profile of these skills
Continugee - Ensuring Continuity in Education for Refugee Children. Intellectual Output 3 - Guide to Existing Good Practices for Integrating Students with Refugee Experience in Italy
No full textThis report aims to retrieve and draw attention to good practices designed to improve the education of refugee children in Italy and to integrate European values in it. The methodology issued has been described in the working paper “Guide to Existing Good Practices for Integrating Students with Refugee Experience in Greece, Italy and Germany” issued by PEKSA Athens, partner of the Continugee Erasmus + Project earlier in March 2022. A selection of ten projects has been taken, within the time frame 2016-present, also paying attention to a coverage of the three main areas in Italy (north, center and south). Each project is described in its main dimensions and an evaluation of its impacts has been made following the above-mentioned methodology
School-work alternation in the Marche region: inequalities in the distribution of training and employment opportunities
No full textIn the first three years of its application, the school-work alternation shows therefore at the
territorial level strong distortions and inconsistencies with respect to the objectives stated in its
concrete implementation. The extension of the obligation with a top-down approach to a very large
number of students coupled with technical and functional difficulties and a not untestable number of
explicit and implicit resistances between the different actors of the educational system produced a
series of very diversified results. Despite the difficulties, the request from teachers and students of
an integration of the traditional didactic curriculum with experiences of reality in the work and
social field remains very strong. However, in the analysis there are problems of distributive fairness
of the training opportunities that each institute affords in a diversified way. Moreover, considering
the high percentage of unemployment and sub-employment among young people in the areas where
the research took place, there is a substantial methodological and practical difficulty in attributing a
measurable impact to the work experience alternating school work on increasing the employability
of the students involved. The results of interviews to teachers and focus groups to students show
that there are two different perception of school-work experience: teachers tend to focus more on
“soft skills” that students can anyways acquire even the experience seems to them disappointing.
Students focus more on the consistence of the skills they get with the their trainee path and/or the
innovative profile of these skills
“WE ARE NOT NEET”: How Categories Frame (Mis)Understanding And Impede Solutions”
No full textAs the effects of the economic re-structuring through the financial crisis are hitting the European labour market, the NEET category turns problematic and too wide to be a useful tool of analysis and social policy planning, a return to its original and limited meaning is envisaged. Disentangling this category can help us to understand why it is no longer a useful tool and to identify new strategies for analysing youth labour vulnerability and possible resources for building more resilient and inclusive labour markets. In the first part of the paper we assess the origin of the NEET label in the European Union as a category emerging from a widening concern about youth unemployment and social exclusion. Then we focus on different statuses and meanings lying behind this category in the Italian case, in order to show the multiple challenges that a growing number of young underemployed or inactive can pose to social integration and labour market resilience. The third step is to examine the current labour policies that target youth unemployment and inactivity. Beside educational and social policies the new policies adopted by Italy in this field are the development of apprenticeship and internship. The first has a long history but it was recently reshaped trying to follow the model of the German dual system. The second was legally introduced by the end of 90's and had a widespread use on the labour market without positive effects on the resilience of youth. Nevertheless it was widely used by the European program of Youth Guarantee. Our analysis draws on Eurostat and national statistic data and on 25 interviews to Italian policy makers and experts
Continugee - Ensuring Continuity in Education for Refugee Children. Intellectual Output 2 - Refugee Education Needs Analysis and Assessment
No full textThis paper aims to analyse and assess the following needs:
(a) The need for successful participation of refugee children and adolescents in education, both in terms of inclusion (i.e., limiting exclusion or drop-out rates and supporting access to edu-cational programmes and institutions) and of learning and achievement (i.e., acquisition of knowledge and skills in host-country language, certified completion of education cycles,
(b) The need for specialised programmes, learning contents and instructional methods for pro-moting European values and for integrating refugee children and families to European / host societies,
(c) The need for training and development of refugee children’s educators, in view of the above-mentioned needs of students and schools,
(d) The need for institutional and educational arrangements to ensure continuity in education and training of refugee children and adolescent
An In-Depth Analysis of the Relationship Between Policy Making Processes, Forms of Governance and the Impact of selected Labour Market Innovations in twelve European Labour Market Settings.
No full textFollowing a comparative analysis of these processes and outcomes the paper offers the hypothesis that distinct forms and processes of policy-making, and multi-level governance particularly with regard to the continuing involvement of different levels of government and collaboration with key stakeholders (employers, trade unions and representatives of vulnerable groups) are associated with distinct impacts in terms of the resilience and inclusion of vulnerable groups within national and local labour markets settings. Critically, whilst distinct policy pathways may be characterised by institutional diversity, political culture or traditional policy styles and organisational structures; the central objectives underlying distinct policy pathways is also significant. For example whilst some policy pathways are found to be based largely upon the promotion of resilient and inclusive labour markets some policy pathways are forged entirely or largely within policy architectures and processes defined by largely by fiscal constraints and the broader aim to reduce public expenditure in the short and medium term. More specifically, such pathways may not seek or gain the support of stakeholders and publics through social dialogue, partnership and consensus therefore these pathways may be defined as requiring exclusive rather than inclusive decision making processes. In this paper we offer an analysis of the relationship between differentiated forms and processes of policy making as distinct policy pathways on the labour market resilience and inclusion of vulnerable groups in twelve national settings including Italy, The Netherlands, Spain, Greece, Hungary, Germany, Switzerland, Scotland, The UK, Belgium, Sweden and Slovenia
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