Education and training professionals: who are they? Their classification as identity and mobility’ prerequisite

Journal title QUADERNI DI ECONOMIA DEL LAVORO
Author/s Paolo Federighi
Publishing Year 2021 Issue 2020/112
Language Italian Pages 18 P. 9-26 File size 289 KB
DOI 10.3280/QUA2020-112002
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The aim of this paper is to put representation labour market has about profes-sions in education and training domains in order. The attempt is to adapt the sys-tem of classification by ISTAT to the re-organisation of all professions working to achieve learning outcomes within a framework that group them in, in relation to analogies of processes they control and homogeneous organizational skills, com-petences and behaviours. Moreover we also analyse the typology of providers where these professions are employed in order to weight their role within the training market. Lastly the model of classification is applied to the category of professionals that are work-ing in the field of continuing training in organisations.

Keywords: Classification of educational and training professions; training mar-ket; trainers; training providers; labour market of education and training profes-sionals.

  1. UNSD. United Nations Statistics Division (2017). IRTS 2008 Compilers Guide Home, -- testo disponibile al sito: https://unstats.un.org/wiki/display/IRTSCG/D.1.1. ++International+Standard+Classification+of+Occupations» (22.12.2020).
  2. Atlante delle professioni. -- https://www.atlantedelleprofessioni.it/che-cos-e (22.12.2020).
  3. Boffo V. (2018). Employability and transitions: fostering the future of young adult graduates. In: Boffo V. e Fedeli M., a cura di, Employability & competences. Innovative curricula for new professions. Firenze: Firenze University Press.
  4. Del Gobbo G. (2018). Potentialities of “Professional socio-pedagogical educator” Course for QA’ improvement in L-19 bachelor degree in the frame of the Bologna Process. Form@re - Open Journal Per La Formazione in Rete, 18(3): 126-141.
  5. ELLI-European Lifelong Learning Indicators (2010). Making Lifelong Learning Tangible!. Gütersloh: Bertelsmamn Stiftung.
  6. European Commission (2020). Agenda Europea per le competenze, -- «testo disponibile al sito: https://ec.europa.eu/social/main.jsp?langId=it&catId=1223&moreDocuments=yes» (22.12.2020).
  7. Eurostat (2018). EU Adult Education Survey. Special data extraction for DG EMPL. Special data extraction for DG EMPL, -- «testo disponibile al sito: https://ec.europa.eu/eurostat/web/microdata/adult-education-survey» (22.12.2020).
  8. Fabbri L. (2014). Università e nuove professionalità. METIS, 1(IV). DOI: 10.12897/01.00033
  9. Fabbri L. e Torlone F., a cura di (2018). Education professionals’ training in relation to learn-ing objectives and learning outcomes. Sharing tests. Form@re - Open Journal Per La Formazione in Rete, 18(3): 1-6.
  10. Federighi P. (2020). Adult Learning Statistical Country Report – Italy. A country report drawing on statistical data relating to participation in, and the financing of adult learn-ing. European Commission: Ecorys for European Commission, Directorate-General for Employment, Social Affairs and Inclusion, Directorate E – Skills, Unit E.3 – VET, ap-prenticeships & adult.
  11. Fiorucci M. (2020). La formazione interculturale degli insegnanti. In: Baldacci M., a cura di, Idee per la formazione degli insegnanti. Milano: FrancoAngeli.
  12. Gaebel M. e Zhang T., editors (2018). Trends 2018. Learning and teaching in the European Higher Education Area. Brussels: European University Association.
  13. Governo italiano, Presidenza del Consiglio dei Ministri (2021). Piano Nazionale di Ripresa e Resilienza. Next Genera-tion Italia. Bozza aggiornata al 12 gennaio 2021, -- «testo disponibile al sito: https://www.ansa.it/documents/1610403841219_Bozza_Recovery_01_Cover.pdf» (12.01.2021).
  14. ILO. International Labour Organization. Isco-08, Introductory and methodological notes, -- «testo disponibile al sito: https://www.ilo.org/public/english/bureau/stat/isco/isco08/index.htm» (22.12.2020).
  15. ISTAT (2018). La partecipazione degli adulti alle attività formative. Roma: ISTAT.
  16. ISTAT. Classificazione delle professioni, -- «testo disponibile al sito: https://www.istat.it/it/archivio/18132» (22.12.2020).
  17. ISTAT. Nomenclatura e classificazione delle Unità Professionali, -- «testo disponibile al sito: http://professioni.istat.it/sistemainformativoprofessioni/cp2011/» (22.12.2020)
  18. MEF. Ministero dell’Economia e delle Finanze (2016). Documento di Economia e Finanza 2016. Sezione III Programma Nazionale di Riforma. Roma: Ministero dell’Economia e delle Finanze.
  19. Stramaglia M. (2020). Insegnare ai tempi del coronavirus. Per una breve fenomenologia della figura docente. In: Laneve G., a cura di, La scuola nella pandemia. Dialogo multidiscipli-nare. Macerata: EUM.

Paolo Federighi, Chi sono i professionisti dell’educazione e della formazione. La classificazione come presupposto dell’identità e della mobilità in "QUADERNI DI ECONOMIA DEL LAVORO" 112/2020, pp 9-26, DOI: 10.3280/QUA2020-112002