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La scuola si fa impresa:

l’assetto lavorativo
fra banchi
e laboratori didattici
Risultati a 24 mesi di progetto
Come integrare al meglio
la scuola nel reale contesto
europeo del lavoro?
Come integrare al meglio
la scuola nel reale contesto
europeo del lavoro?
scuola
scuola: il contesto e i limiti
Alcune date

2003 - Riforma Moratti


2007 - Riforma Fioroni
2007 - Riforma Istruzione Regione Lombardia
2008 - Quadro Europeo delle Qualifiche
2008 - Quadro Regionale Standard Professionali
2010 - Riforma Gelmini
2015 - Certificazione delle competenze - alternanza
quali competenze?

UNIONE EUROPEA ASSOCIAZIONI


MINISTERO PROFESSIONISTI
ENTI PUBBLICI IMPRESE

European
Qualification
Framework

Standard
formativi
nazionali

Standard
formativi
regionali
?
Il Quadro Territoriale
delle Qualifiche - Q.T.Q.
La road map del progetto
Mettere a sistema un metodo di lavoro
! !

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United Nations 2008 2009 2010 2011 2012


Educational, Scientific and
Cultural Organization Source: Ortega, M, del Rio P, Ruiz, P and C Thiel (2015) “Employment effects of renewable electricity deployment. A novel methodology”, Energy 91: 94-951

New jobs are mainly created in the industries of renewable energy, green construction and retrofitting,
transport, waste and water resource management.

;AB(=CDEF(;G(
;AB(=CDEF ;G
Rethinking Education
W
e are living in a world characterized by change, complexity
and paradox. Economic growth and the creation of wealth
have cut global poverty rates, yet vulnerability, inequality, Towards a global common good?
exclusion and violence have escalated within and across societies
throughout the world. Unsustainable patterns of economic production and
consumption promote global warming, environmental degradation and
an upsurge in natural disasters. Moreover, while we have strengthened
international human rights frameworks over the past several decades,
implementing and protecting these norms remains a challenge. And while
technological progress leads to greater interconnectedness and offers
new avenues for exchange, cooperation and solidarity, we also see
proliferation of cultural and religious intolerance, identity-based political
mobilization and conflict. These changes signal the emergence of a
Assetto
new global context for learning that has vital implications for education.
Rethinking the purpose of education and the organization of learning has
never been more urgent.

This book is intended as a call for dialogue. It is inspired by a humanistic


europeo
delle competenze
vision of education and development, based on respect for life and
human dignity, equal rights, social justice, cultural diversity, international
solidarity and shared responsibility for a sustainable future. It proposes
that we consider education and knowledge as global common goods,
in order to reconcile the purpose and organization of education as a
collective societal endeavour in a complex world.

Education
Sector
United Nations
Educational, Scientific and
Cultural Organization
9 789231 000881
Education
Sector
United Nations
Educational, Scientific and
Cultural Organization
9 789231 000881

Convalida
dei 150
professionisti

Quadro Territoriale
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Alcuni numeri

485 - Pagine dei documenti europei integrati


34 - Competenze standard italiane differenti
150 - Professionisti di Solidus coinvolti
2250 - Indicazioni raccolte dai professionisti
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Alcune caratteristiche. Il cuoco?

12 - Competenze professionali europee


78 - Macro conoscenze
85 - Macro abilità professionali
Transnazionalità delle
competenze professionali:
il sistema ECVET a scuola
Nel quotidianità della scuola…

Senza
progetto

Marco Anna
Nel quotidianità della scuola…

Senza
progetto

Valutazioni tradizionali
Profilo professionale nazionale
Nel quotidianità della scuola…

Valutazioni tradizionali
Competenze integrate
Moduli didattici integrativi
Crediti europei
Passaporto europeo
Profilo professionale avanzato
Grazie.

alberto.somaschini@collegifacec.it