Search Results (2)

Italy’s education landscape witnessed a significant reform with the introduction of alternating school–work programs known as the School–Work Alternating System (PTCO). This innovative approach aims to enhance students’ transversal skills and career orientation while addressing crucial health concerns, including indoor air and environmental quality within school environments. This study, conducted at an Italian high school in collaboration with a university as part of a PTCO initiative, engaged eight students in environmental monitoring data collection. The students focused on thermal comfort, CO₂ levels, and microbiological pollutants, collecting data in 19 classrooms and other school areas using professional instruments during February 2019. The results revealed varying thermal comfort levels and acceptable room temperatures, but inadequate ventilation and elevated CO₂ concentrations, particularly in crowded areas like the cafeteria. Microbial analysis identified potential health hazards, underscoring the need for proactive indoor air and environmental quality measures. Post-intervention data showed improved CO₂ levels, suggesting increased student awareness about the importance of air circulation. Engaging students in indoor air and environmental quality research through PTCO fosters critical thinking and civic engagement, which are crucial for sustainable development. Advocating for improved ventilation and periodic indoor air and environmental quality assessments aligns with the United Nations’ 2030 Agenda for Sustainable Development, particularly Goal 3 (Good Health and Well-being) and Goal 4 (Quality Education). The PTCO initiative empowers students to tackle real-world challenges like indoor air and environmental quality, developing essential skills and promoting positive change. Further research and policy efforts are needed to ensure equitable access to healthy learning environments, contributing to both educational success and long-term environmental sustainability. Full article

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. Full article