SCUOLA E LAVORO: L INTEGRAZIONE

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Davide Valente
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1 SCUOLA E LAVORO: L INTEGRAZIONE SOSTENIBILE Dati e indicazioni per un confronto internazionale Francesco Avvisati Firenze, 18 Dicembre 2014

2 Se non serve a trovare lavoro, non studio Il difficile rapporto scuola/università-lavoro oro Uno Sguardo sull Istruzione 2014

3 3 Le difficoltà cui fanno fronte i giovani italiani per trovare un lavoro rischiano di compromettere gli investimenti nell istruzione. Con le sempre maggiori difficoltà incontrate nella ricerca di un lavoro, la motivazione dei giovani italiani nei confronti dell l istruzione è infatti diminuita.

4 La partecipazione all istruzione tra i 15-19enni è aumentata dal 1995 al 2005, per poi stabilizzarsi Chart C1.2 Tassi di iscrizione dei 15-19enni in percorsi di studio a tempo pieno e tempo parziale nel pubblico e nel privato (1995, 2000, 2005 and 2012) % Belgium Latvia Ireland Netherlands Hungary Poland Slovenia Czech Republic Germany Iceland EU21 average Denmark Korea Norway Australia Portugal Spain Estonia Finland Sweden Slovak Republic Greece Saudi Arabia Switzerland France OECD average Russian Federation New Zealand Canada United States Italy Austria Luxembourg United Kingdom Brazil South Africa Luxembourg Chile Argentina Indonesia Israel Turkey Mexico Colombia China

5 Tra I 17enni, uno su sette ha già abbandonato gli studi Table C1.1b Percentuale della popolazione iscritta in un percorso di studi a 17 anni (2012) % Belgium Hungary Sweden Netherlands Greece Latvia Ireland Czech Republic Korea Slovenia Poland Finland Russian Federation Germany EU21 average Portugal Norway Estonia Japan Spain Slovak Republic Denmark Iceland OECD average New Zealand Israel Australia Austria France Switzerland United Kingdom Saudi Arabia Chile Italy United States Brazil Canada Indonesia Luxembourg South Africa Argentina Turkey Mexico China Colombia India

6 Nel 2012, il 32% dei 20-24enni non lavorava e non studiava (nel 2008 erano il 22%) Chart C5.1 Popolazione NEET tra i 20-24enni (2008 e 2012) % Netherlands Iceland Luxembourg Norway Austria Germany Slovenia Switzerland Australia Czech Republic Sweden Denmark Canada Finland Greece New Zealand Estonia OECD average Belgium EU21 average United States Israel Poland France United Kingdom Slovak Republic Hungary Korea Portugal Mexico Ireland Spain Turkey Italy

7 7 Tttolascia Tutto pensare che l università e la scuola non siano viste dai ragazzi e dalle loro famiglie come un aiuto per migliorare la loro posizione sul mercato del lavoro, ma come parte del problema. Per ridare centralità alla scuola e all università, è fondamentale creare un legame forte con il mondo del lavoro.

8 Apprendimento lungo l arco della vita (LLL): nel 2012, solo un adulto su quattro ha partecipato a una formazione Chart C6.1 Partecipazione degli adulti (25-64 anni) in percorsi di studio/formazione formali o informali (2012) % Finland Denmark Sweden Norway Netherlands United States Canada England/N. Ireland (UK) Australia Germany Estonia Average Ireland Korea Czech Republic Flanders (Belgium) Austria Spain Japan France Poland Slovak Republic Italy Russian Federa tion

9 La filiera professionale: modelli a confronto Uno Sguardo sull Istruzione 2014

13 Professional education and training* qualifications Percentage of adults aged who have short-cycle professional education and training as their highest qualification %

14 10 characteristics of high quality vocational education and training i systems 1. Vocational provision developed in a partnership between government,employers and unions. 2. High quality apprenticeship systems, covering a wide range of professional domainsandincluding higher level apprenticeships. 3. Work based learning systematically integrated into all vocational programmes. 4. Arangeof programmes that provide inclusive opportunities for all, and minimise drop out. 5. Effective, accessible, independent, proactive career guidance, backed by solid career information. 14

15 10 characteristics of high quality vocational education and training i systems 6. A vocational teaching workforce containing a balance of teaching skillsand up to date industry knowledge and experience. 7. Qualifications reflecting labour market needs that are nationally consistent it tbut allow for a locallynegotiatedll t element. 8. Avenues of progression from initial vocational programmes to both higherh levell vocational and academic programmes. 9. Provision suitable to adults with working and home commitments. 10. Better data on vocational programmes in international categorisations, and labour market outcomes. 15

16 Workbased learning Recommendation The workplace provides a strong learning All professional environment, and programmes should facilitates recruitment; involve some work-based while trainees learning as a condition of contribute to output. government funding. It should be systematic, Work-based learning quality assured and opportunities are a credit-bearing. direct expression of employer needs. 16

17 Vocational teachers It is often challenging to recruit and retain teachers who have both strong pedagogical skills and practical professional expertise. Keeping practical knowledge of the workplace up-to-date is also a major challenge. Recommendation Ensure that the workforce in professional training institutions i i benefit from a strong blend of pedagogical skills, industry experience and academic knowledge. Adapt qualification requirements to that end. 17

18 Institutional and funding barriers Stronger nomenclature Recommendation would enhance An institutional the base that: offers profile short and cycle brand professional programmes in a tier of institutions image of the separate sector from universities; iti makes Post-secondary use where relevant of the successful model of universities vocational of applied science; consolidates training providers programmes into institutions go by a of adequate size; provides host of different a consistent framework of public funding. names 18

19 Strong qualifications Recommendation Stronger Build nomenclature qualifications that are meaningful to employers would enhance and useful the to students by fully involving labour profile market and brand actors in their design, updating and delivery; image of ensure the sector the qualification system delivers a manageable number of qualifications, avoiding Post-secondary proliferation and overlaps; the content of vocational qualifications should be, so far as possible, programmes go by a nationally consistent while allowing an element of host of different local flexibility. names 19

20 Effective assessments It is demanding to Recommendation conduct effective assessment of the Assessments need to be complex package of soft reliable, consistent and and hard skills making demanding di so that the up an occupational qualifications they skillset. support are credible The incentives for proofs of competence. qualification providers to pursue effective assessments can be weak. 20

21 Post-secondary options for vocational graduates The strongest vocational systems offer a wide range of opportunities to upper secondary vocational graduates. These establish a career structure those graduates, support the training of apprentice trainers, and play a key role in developing management skills. Recommendation To meet labour market needs and the aspirations of students, ensure that graduates from upper secondary vocational programmes have the opportunity to pursue higher-level vocational and academic qualifications. 21

Flexibles modes of study Recommendation Entrants to post- secondary

ensure flexible students who have to modes of study, including balance

arrangements, distance with the demands of learning and competence- work

22 Flexibles modes of study Recommendation Entrants to post- secondary programmes To meet the needs of adult include many older learners, ensure flexible students who have to modes of study, including balance their pursuit of part-time and modular further qualifications arrangements, distance with the demands of learning and competence- work and home. based approaches. Their needs are often different from those of most school-leavers. 22

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