Higher Technical Institute (ITS): an innovation lab for non-academic higher education

to Renato de Nobila *

As in Germany with the dual system and Fachhochschulen (with 800 thousand subscribers); in France with IUT, University Institutes of Technology; in Switzerland with SUP, Professional University Schoolsalso in Italy, we would like to aim for a third professional training with ITS: Higher Technical Institute. In fact, some areas are already experimenting with this, with exhilarating results with 80-90% of students being hired. The need is felt in light of new problems in these times of change: youth unemployment, dropouts and dropouts, NET (more than 2 million), brain drain, lack of experience, companies having a hard time finding soft and technical skills. The right skills for continuous innovation. All in order to retrain high school graduates and graduates who want to update their training. So it is a question of countering the resistance of a pervasive culture that has been repeated in the past: “If you don’t study, go to work!”. Today, however, it is necessary to study in order to work, with training that also serves to fulfill one’s professional desires and personal well-being in the spirit of the 2030 Agenda.

We refer, in fact, to the novelty of higher technical institutes launched in 2019 (Law No. 40/2007) in order to promote sage “Professional culture”Thus, without denying the value of public training, we want to expand the space.”learning by doing‘, with the satisfaction of doing something useful to others and gratifying oneself. It is as if we are saying that we are heading towards a Complex learning environment Which takes into account vision, environment and human capabilities, at the local, national and global level, as recently indicated by the ADI (Association of Administrators and Educators). a learning ecosystem Which can consist of three main pillars: Secondary schools – technical education – training with vocational education. All relative diplomas will be allowed to continue at university or non-academic higher training to be achieved, in effect, at ITS (Higher Technical Institute). These levels from the second year of secondary school can give you the right to enroll in ITS or university. This is the real innovative challenge. Then it will be possible to predict the foundational stages of intelligent transport systems, according to the Italian reality model already underway in several regions: a Corporation From public and private alliances that closely follow the evolution of this innovation. The organization delegates ITS to Academy which manages educational and administrative activities with great independence, takes care of teacher recruitment and company certification; It organizes laboratories, training, professional culture seminars, relations with universities, as well as annual monitoring, verification and evaluation.

Therefore, physiognomy in ITS is characterized by the following peculiar characteristics: un very operational path, with on-the-job skills training; With long training courses and workshops (800 hours), for active participation in business and corporate projects; With 50-60% of experts and certifications from the world of work; with special teaching methodologies. un technical system admittedlyFor higher specialization in the co-design of training plans with companies. In practice, ITS follow new organizational models, which overcome the disciplinary teaching model of the interdisciplinary teaching method, systemic competencies and knowledge. In addition to The organization features short training times of 2,000 hours: 1,200 hours per class; 800 hours of training and workshops.

For example only, here Some areas of technology Considered a strategy by many Italian regions and European countries: energy efficiency; sustainable mobility; new life technologies; ICT Made in Italy. tourism and cultural heritage; International Trade and Communications Center; fashion; the shoes. Jewelery; agro-food glasses; Mechatronics. buildings; furniture; Social Marketing…

ecosystem It can give a voice to students, providing the possibility to learn in different ways and situations, in real contexts and measure themselves against real challenges, in the realization that education, with its aims, is not inferred from enduring universal principles, but has relative value and must be “built” through pathways of research That respond to the need to address existing needs/problems. It is as if we are saying that the principles that govern education change as everything that falls within the evolutionary processes and that faces change as a “human model”. This urges situations not to separate learning from well-being, because without well-being there is no purposeful learning and therefore there can be no ‘equity’. That’s why we can remember two goals here From the 2030 Agenda : Number 3 For health and wellness e No. 4 To get a good education. The result is a motivational message for the school: the work of teaching itself cannot ignore the primary goal of learning and making people learn (Censis, OECD, INDIRE).

It is important – for the whole system of education – to set oneself before the goal of meaningful learning which, according to indications of neuroscience, can only occur in conditions of well-being, such as a feeling of safety and appreciation, in the correct realization of the meaning of what you do and live; contribute to the well-being of others; Knowing how to find resources to be flexible if needed; Knowing how to identify personal values, needs, and strengths; acquisition of technical and soft skills; But also to diversify the training offer to allow for stimulating and rewarding options.

Steps and stages of preparation for the establishment of intelligent transportation systems

To organize an organic path starting from the second cycle of high school To vocational and non-university training It is necessary to activate the steps of reforming the institutional structure: in front of the vocational education and vocational training (CFP) tracks, it is a matter of passing on to the courageous analysis of this method of training, highlighting its limitations and ambiguity for the sake of the goal. possible innovative solutions.

Here is the first step: the pursuit of a secondary education for the second grade, organizing it into only 3 basic tracks of the system:

  • High school ,
  • Technical Institutes
  • Vocational education and training (Veterinarian Dr)

These levels from the second year of secondary school can give you the right to enroll in ITS or university. This is a truly innovative challenge, with courageous reform action devoting the best energies, competent teachers, competent managers, functional structures and adequate investments to intelligent transportation systems. Then it will be possible Anticipate the foundational stages of intelligent transportation systemssimilar to Italian companies already well established in several regions:

– Corporation of public and private alliances that track the evolution of this innovation with accuracy and availability. These are the topics available to deliver high-level professional training courses with good levels of participation among members: schools or training bodies; universities and research centers; Trade associations, local institutions, schools, institutes and companies involved. Each institution has its own statute and regulations.
– The enterprise entrusted to ITS Academy who manages educational and administrative activities, takes care of teacher recruitment and company certification; It organizes laboratories, training, professional culture seminars, relations with those universities that may have specific skills, but also annual monitoring, verification and evaluation.
The Academy is concerned with the organic distribution of 2000 hours of study, book 800 for internships and workshops; Identifies, in collaboration with the Company, the technical and soft skills required for the new ITS profile. All with organizational and educational flexibility and plenty of autonomy.

The physiology of ITS has some specific distinguishing characteristics as follows:

  • A highly operational track, with on-the-job skills training; With long training courses and workshops (800 hours), for active participation in business and corporate projects; With 50-60% of experts and certifications from the world of work; With specific teaching methodologies (experiential learning, learning through participation …), in technically appropriate laboratories and equipment. ITS has neither national programs nor a staff of proven teachers, but they have a lot of autonomy in hiring competent people.
  • Recognized technical system, thanks to its high specialization in the joint design of training plans with companies; To constantly update technological progress, for skills that can be used in the current work context, with a strong connection to the scientific, technical, technological and management disciplines. In practice, ITS follow new organizational models, which overcome the disciplinary teaching model of the interdisciplinary teaching method, systemic competencies and knowledge. The aim is to respond to the new organization of work, accompanying companies in digital transformation, in the wake of 4.0.
  • Organizing short training periods of 2000 hours: 1200 hours per class; 800 hours in internships and workshops, in refresher seminars, in professional communications supported through tutoring for those who “work loudly” to the student’s trainee learning …

ITS has the possibility to issue a Higher Technical Diploma, with national legal value and European recognition, through the Europass Diploma Supplement.

For example, here are some of the technological areas considered strategic by many Italian regions and European countries: energy efficiency; sustainable mobility; new technologies from life; ICT Made in Italy. tourism and cultural heritage; International Trade and Communications Center; fashion; the shoes. Jewelery; agro-food glasses; Mechatronics. buildings; furniture; Social Marketing…

* University of Padova

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