INTRODUCTION
In all the European Countries included those in pre-adhesion phase, “apprenticeship” and “alternation
training” represent training devices whose tradition and effectiveness
are variable.
However, the conviction that they are right necessary
training strategies persists above all as a common issue, especially
if we want to shorten the distance between competences and skills
learned in purely educative contexts and those that are, implicitly
or explicitly, demanded from the productive system. Until now it
has not been succeeded however, also with a variety of formulations,
in expressing always total effective formulas, and this is due
either to organizational problems, either for the difficulty to
realize a system of cultural and theoretical support able to give
a total strength to learning. It is a common shared opinion that
only through the improvement of a combined engagement between the
education system and the productive world, it can be concurred
to exceed all the difficulties that are also in terms of lack of
communication and of self-reference. This remains anyway an essential
data for the development of the total quality of the experimental
device and it invests the framework of skills and competences of
everyone who operates as trainer and tutor inside such systems.
The Leonardo
da Vinci Programme itself,
as evinced clearly from the E.U. Decision that institutes
it, confirms the necessity to promote competences
and abilities , not
only through traditional pathways but also through the resort
to apprenticeship and vocational training in alternation .
Both apprenticeship and vocational training in alternation devices
are differently structured and asserted in the European Union Countries
as well as in Countries that activated the adhesion processes.
It turned out, therefore, decisive for the proposal of the STOP&RESTART
Project the preliminary analysis realized just starting from the
known and recognizable results of projects which, for different
reasons, got compared with this theme in the previous performance
phases of Leonardo da Vinci Programme.
There clearly emerges that
apprenticeship, as a pathway of “training
in alternation” founded on practical learning, it is not currently
integrating part of the training systems in all European Countries.
The common reflections of the project partners, however, have concurred
to the attainment of a general agreement on the fact that the new
kind of apprenticeship, in a Lifelong Learning logic:
- cannot reproduce in the substance a traditional
apprenticeship -the limits of which (due also to the stickiness
of inductive methods as applied in the past) are famous- since
real requirements and objectives are actually of wider dimensions;
- do not have to be referred to the distinguishing
sections of education in whose comparisons, on the other hand,
are placed in terms of alternative on the plan of the processes
characteristics.
With regard to this question it must be considered that the problem
is not only of rebalancing the relationship between practical experience
and theoretical learning since it invests as well:
- an organization of learning in order to give,
through processes and fairly innovative methodologies, a cultural
dimension to the training experience
- a referring framework of training references not
much bind to the disciplinary sequel of the educational processes,
but to the business logic which the training activity is connected
to, in coherence with the experiences diversification.
In relation to this first analysis undertaken during the planning
of the project, turned out therefore evident that the training
system, while facing methodological experimentations, especially
when these are directed towards different interlocutors (young
and/or adults) and when they do adopt different approaches within
the same pathway, should promote solutions and support actions
which must be updated, progressive and adaptable for operators
themselves .
The perceived requirement to start from a experimentation and
re-qualification action directed to operators of education and
training systems is linked to these hypothesis and it will demonstrate
a twofold objective:
- to make teachers and trainers familiarize with
problems connected to the organizational aspects of teaching
(tied to the new methodological system);
- to make teachers and trainers familiarize with
the diversity of the didactical approach, connected to the possible
participation of adults or young people who left traditional educational
and vocational training systems
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