Tra regimi di diseguaglianze e mercati del lavoro transitori. Il lavoro negli alberghi di lusso a Parigi

Pinna, Giuliano

doi:10.3280/sl2019-154010

Cited by 1 publication

(1 citation statement)

References 24 publications

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“…School-to-work alternance is considered a useful pedagogical approach to promote the development of transversal and technical-professional skills, to improve a proper matching between the scholastic curriculum and labour market demands, and to favour students' career orientation and employability [1]. However, recent studies have highlighted that these pathways risk reproducing social inequalities [2], also due to the mismatch between the planning of didactic strategies and the skills required by the labour market [3][4][5]; the reproduction of stereotypes derived from social origins as well as by career guidance counsellors [6]; and, lastly, regional disparities in opportunities [7].…”

Section: Introductionmentioning

confidence: 99%

Territorial Disparities in the Governance of Policies Promoting the School-to-Work Transition: An Analysis of the Italian Case

Giannoni,

Palumbo,

Pandolfini

et al. 2024

Education Sciences

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The school-to-work alternance responds to the critical issues linked to the mismatch between school learning and labour market needs, aiming to enhance adolescents’ employability. However, recent studies have shown that in Italy, school-to-work transition pathways are diversified at the territorial level, reflecting regional disparities in opportunities that risk increasing inequalities. In this regard, this paper presents the main evidence emerging from an analysis on multilevel governance of the Pathways for Transversal Skills and Orientation (PCTOs), which are mandatory for Italian students in their last three years of upper secondary schooling. This focus is part of the national research project “Evaluating the School-Work Alternance: a longitudinal study in Italian upper secondary schools”, that aims to evaluate this policy. This part of the study, conducted through semi-structured qualitative interviews at the national, regional, and local level with stakeholders of public institutions, has examined PCTO implementation strategies, pointing out the transition mechanisms between the school and labour market, as well as roles, activities, and way of coordination between public and private sectors. The different perspectives that emerged underline the complexity of establishing networks that relate central and local governance in education systems. The results of the analysis provide a dynamic portrait of the PCTO in Italy, identifying relevant aspects that could enhance future planning or implementation of this policy.

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