Processo formativo e transizione al lavoro: percorsi nell’Alta Formazione

Abstract

Restructuring personal and vocational training by means of the harbinger of a not merely economistic idea of employability represents a fundamental and ineradicable task of educational research and pedagogical reflection. The most obvious effect of such a re-understanding of employability in its function as a pedagogical principle and catalyst of formation, because of its dimension of connaturality with the subjective educational trajectory, is that of reinterpreting transition processes not from a discontinuous perspective, but from a process perspective. Hence the need to think and rethink ordinal architectures and understand the training process according to a logic of continuity and chain in which each individual educational and didactic proposal converges and makes the principle of employability transparent in a generative and transformative way.

International Service-Learning for forest fire management and employability in higher education: a qualitative research

“…Furthermore, the construct of employability defined in pedagogical terms is a process which at the individual level, includes personal growth and the development of skills as one of the key components of an employable self capable of navigating transitions and cultivating professional pathways (Yorke & Knight, 2003;Boffo, 2020). Engaging students in meaningful experiences and relationships via S-L activities could help them explore and articulate their professional, academic and personal paths post-graduation (Dey & Cruzvergara, 2014).…”