Advertisement

Improving Massive Alternance Scheme: The Paradigmatic Case History of the Incubator of Projectuality at the Ferrari School of Rome

  • Carlo Giovannella
  • Ida Crea
  • Giuseppe Brandinelli
  • Bianca Ielpo
  • Cristina Solenghi
Conference paper
Part of the Smart Innovation, Systems and Technologies book series (SIST, volume 95)

Abstract

Since three years the Italian Ministry of Education (MIUR) has introduced a massive alternance scheme, completely new to Europe, whose implementation still shows several critical issues and requires a special effort by all potential players - schools, associations, enterprises, local communities, etc. - to design and experiment models and strategies capable to mitigate them. In this article we present the first validation of an approach, based on the simulation of innovation processes, that can be considered innovative in the context of the Italian School Work Alternance (SWA) scheme. The outcomes of the experimentation are encouraging and show an average increase of more than one point over ten in the student satisfaction with respect to that of peers who have experienced other schemes of SWA activities during the previous school year. Not by chance our proposal has been selected as best practice by the local association of the entrepreneurs. Despite of such positive result, as discussed in the body of the paper, there exists a considerable room for improvements.

Keywords

Massive alternance scheme Innovation process Smart learning ecosystems Schools’ smartness 

Notes

Acknowledgements

we are indebted with the SKILLAB school network represented by Prof. Arturo Marcello Allega, Director of the ITIS Giovanni XXIII, that was promoting together with ASLERD the PM2 project financed by USR Lazio.

References

  1. 1.
    Council Recommendation of 22 April 2013 on establishing a Youth Guarantee 2013/C 120/01. http://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:32013H0426%2801%29. Accessed Feb 2018
  2. 2.
    Europe 2020 a strategy for smart sustainable and inclusive growth. http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52010DC2020&from=EN. Accessed Feb 2018
  3. 3.
    Chatzichristou, S., Ulicna, D., Murphy, I., Curth, A.: Dual education: a bridge over troubled water, EU DG for internal polices - culture and education (2014). http://www.europarl.europa.eu/RegData/etudes/STUD/2014/529072/IPOL_STU(2014)529072_EN.pdf. Accessed Feb 2018
  4. 4.
    Reform of Vocational Education and Training in Germany. https://www.bmbf.de/pub/The_2005_Vocational_Training_Act.pdf. Accessed Feb 2018
  5. 5.
    Report on Vocational Education and Training 2015. https://www.bmbf.de/pub/Berufsbildungsbericht_2015_eng.pdf. Accessed Feb 2018
  6. 6.
    Terminology of European education and training policy-A selection of 100 key terms. http://www.cedefop.europa.eu/en/Files/4064_EN.PDF. Accessed Feb 2018
  7. 7.
    European Training Foundation (ETF): Work-based learning: Benefits and obstacles a literature review for policy makers and social partners in ETF partner countries (2013). http://www.etf.europa.eu/webatt.nsf/0/576199725ED683BBC1257BE8005DCF99/$file/Work-based%20learning_Literature%20review.pdf. Accessed Feb 2018
  8. 8.
  9. 9.
    Giovannella, C.: School Work Alternance: from the state of the art to the construction of hypothesis for the future. In: Lifelong, Lifewide Learning (LLL), vol. 12, no. 28, pp. 123–134 (2016)Google Scholar
  10. 10.
    Zucca, G., Romagnoli, C., Italiano, L.: Le best practices realizzate dalle imprese nei rapporti con scuole e università (2016). http://www.un-industria.it/Prj/Hom.asp?gsAppLanCur=IT&gsPagTyp=21&gsMnuNav=01M:100,01L:1,01C:1,02M:0,02L:0,02C:1,&fInfCod=37072&fPagTypOri=30. Accessed Feb 2018
  11. 11.
    Giovannella, C.: Schools as driver of social innovation and territorial development: a systemic and design based approach. IJDLDC 6(4), 64–74 (2016)Google Scholar
  12. 12.
    Giovannella, C.: An organic process for the organic era of the interaction. In: Silva, P.A., Dix, A., Jorge, J. (eds.) HCI Educators 2007: Creativity 3: Experiencing to educate and design, Aveiro, pp. 129–133 (2007)Google Scholar
  13. 13.
    Giovannella, C.: Participatory bottom-up self-evaluation of schools’ smartness: an Italian case study. IxD&A J. 31, 9–18 (2016)Google Scholar
  14. 14.
  15. 15.
    Polaine, A., Løvlie, L., Reason, B.: Service Design: From Insight to Inspiration. Rosenfeld Media, New York (2013)Google Scholar
  16. 16.
  17. 17.
    Brown, T.: Design thinking. Harvard Bus. Rev. 1–10 (2008)Google Scholar
  18. 18.
    Martin, R.: The Design of Business: Why Design thinkingis the Next Competitive Advantage. Harvard Business School Press, Boston (2009)Google Scholar
  19. 19.
    Giovannella, C.: Incubator of projectuality: an innovation work-based approach to mitigate criticalities of the Italian massive alternance scheme for the school-based educational system. IJDLDC 8(3), 55–66 (2017)Google Scholar
  20. 20.
    Giovannella, C.: Is complexity tameable? Toward a design for the experience in a complex world. IxD&A J. 15, 18–30 (2012)Google Scholar
  21. 21.
    Simon, H.A.: The Sciences of the Artificial. The MIT Press, Cambridge (1969)Google Scholar
  22. 22.
    Rittel, H.W.J.: Wicked problems. Manage. Sci. 4, 141–142 (1967)Google Scholar
  23. 23.
    Bauchanan, R.: Wicked problems in design thinking. Des. Issues 8(2), 5–21 (1992)Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2019

Authors and Affiliations

  • Carlo Giovannella
    • 1
    • 2
  • Ida Crea
    • 3
  • Giuseppe Brandinelli
    • 3
  • Bianca Ielpo
    • 3
  • Cristina Solenghi
    • 3
  1. 1.ISIM_Garage, Department of History, Cultural Heritage, Education and SocietyUniversity of Rome Tor VergataRomeItaly
  2. 2.ASLERD, Association for Smart Learning Ecosystems and Regional DevelopmentRomeItaly
  3. 3.IIS E. FerrariRomeItaly

Personalised recommendations