Schools as Driver of Social Innovation and Territorial Development

Abstract

This contribution is intended to describe the rationale of a project, in progress, that aims at recovering the centrality of the school through a systemic approach adopting the Design Based Learning as an operative framework of reference capable to foster: (a) the acquisition of an adequate level of LIFE skills by all actors of the learning process (students, teachers, etc.); (b) meaningful collaboration and participation, aimed at achieving social and territorial development; (c) an increase of the social capital. Key issues related to the implementation of the framework and to the training of the teachers expected to manage the process are discussed and recommendation given.

An Analysis of Alternation Schemes to Increase Student Employability and the Smartness of Secondary Schools

“…Such "soft" skills include individual, sociorelational and managerial skills that all together make up the so-called LIFE skills (see Fig. 1) [8,9] and, as well, the basic digital skills that, according to the European DGComp [10], must be owned to be considered digital literate. Figure 1 highlights the LIFE skills that, classified under different categories (see legend), are deemed by the Technology for Employability report [11] the most relevant ones for job placement and, as well, those required at most by Italian companies (according to the study conducted by Unindustria [7]).…”