Soft skills development. Boot camp for the job: an experience carried out by the Region of Veneto

Journal title EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING
Author/s Cristina Zaggia, Anna Serbati
Publishing Year 2017 Issue 2017/2
Language Italian Pages 17 P. 51-67 File size 202 KB
DOI 10.3280/EXI2017-002004
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 paper analyses the scientific literature, the main national and international classification of the soft skills and the importance of their awareness. It presents an experience carried out by the Region of Veneto in partnership with Italia Lavoro, now called Anpal Servizi, concerning an innovative methodology of development of the soft skills. It consists in physical and narrative exercises during which young people show their skills to those organizations interested in identifying talented youth to hire. The paper presents the objectives, the methodology and some results reached by the experience Boot camp for the job 2016, emphasizing the fact that it has been recognised as a European good practice in terms of efficiency, innovation, transferability and reproducibility.

Keywords: Soft skills; awareness; employability; bootcamp.

  1. Ananiadou, K. & Claro, M. (2009), 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, 41, Paris: OECD Publishing, DOI: 10.1787/218525261154
  2. Brewer, L. (2013). Enhancing Youth Employability: What? Why? and how? Guide to core Work Skills. Geneva: International Labour Office, Skills and Employability Department.
  3. Ciappei, C. & Cinque, M. (2014). Soft Skills per il governo dell'agire. La saggezza e le competenze prassico-pragmatiche. Milano: FrancoAngeli.
  4. Dirkx, J. M. (2011). Work-Related Learning in the United States: Past Practices, Par-adigm Shifts, and Policies of Partnerships. In Malloch, M., Cairns, L., Evans, K., & O’Connor, B. N. (Eds). The Sage Handbook of Workplace Learning (293-306), London: Sage.
  5. Education for Life and Work (2012). Developing Transferable Knowledge and Skills in the 21st Century. US: National Research Council Report Brief.
  6. Excelsior (2016). La domanda di professioni e di formazione delle imprese italiane. Il monitoraggio dei fabbisogni professionali dell’industria e dei servizi per favorire l’occupabilità. Roma: Unioncamere.
  7. Frison, D., Tino, C., Tyner, J. W., & Fedeli, M. (2016). Work-related Teaching and Learning Methods to Foster Generic Skills in Higher Education. An Italian Experience. Tuning Journal for Higher Education, 4, 145-167.
  8. Gonzalez, J., & Wagenaar, R. (2005) (Eds). Tuning Edcuational Structure in Euurope. Universities’ Contribution to the Bologna Process, ed. it. a cura di Carla Salvaterra. Retrived from: http://www.unideusto.org/tuningeu/images/stories/documents/General_Brochure_Italian_version.pdf.
  9. Haselberger, D., Oberhuemer, P., Prez, E., Cinque, M. & Capasso, D. (2012). Mediating Soft Skills at Higher Education Institutions. ModEs project: Lifelong Learning Programme.
  10. Heckman, J. J. & Kautz, T. (2012). Hard Evidence on Soft Skills. Labour Economics, 19 (4), 451-64.
  11. International Labour Organisation (204). HRD Recommendation 195, retreived from: http://www.ilo.org/dyn/normlex/en/f?p=NORMLEXPUB:12100:0::NO::P12100_INSTRUMENT_ID:312533.
  12. ISFOL (1994). Competenze trasversali e comportamento organizzativo. Le abilità di base nel lavoro che cambia. Milano: FrancoAngeli.
  13. ISFOL (2006). Standard delle competenze nell’istruzione e formazione tecnica superiore percorsi metodologici e di sperimentazione delle unità capitalizzabili. Roma: ISFOL.
  14. Klaus, P. (2010). Communication Breakdown. California Job Journal, 28, 1-9.
  15. Maccario, D (2012). A scuola di competenze. Verso un nuovo modello didattico, Torino: SEI.
  16. Ministero del Lavoro, della salute e delle politiche sociali (2008). La catalogazione delle buone pratiche FSE: lo scenario europeo. Roma.
  17. OECD (2003), Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo), Summary of the final report Key Competencies for a Successful Life and a Well-functioning Society, Paris: OECD.
  18. OECD (2005), Learning a living: first results of the Adult Literacy and Life Skills Survey. Paris: OECD.
  19. OMS (Organizzazione mondiale della sanità) (1993). Life Skills Education in Schools, Skills for Life, 1.
  20. Parlamento e Consiglio dell’Unione Europea (2006). Raccomandazione del Parlamento europeo e del Consiglio relativa a competenze chiave per l’apprendimento permanente (2006/962/CE).
  21. Sutton, N. (2002). Why can’t we all just get along?. Computing Canada, 28 (16), 20.
  22. Watts, M. & Watts, R. K. (2008). Developing Soft Skills in Students, retrieved from: http://l08.cgpublisher.com/proposals/64/index_html.

Cristina Zaggia, Anna Serbati, La valorizzazione delle competenze trasversali. Il Boot camp for the job: un’esperienza realizzata dalla Regione del Veneto in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 2/2017, pp 51-67, DOI: 10.3280/EXI2017-002004