Structural reform of post-covid vocational training 19
(by Dr. Giuseppe Gorga, AIDR member) With the spread of the pandemic in our country, which broke out in May of this year, Italy had to face one of the hardest health crises in its history.
Several sectors have found significant economic damage and vocational training has also been hit hard.
In response to this emergency, training had to revolutionize its own way of teaching, and with regard to this, the use of new technological tools and telematic platforms was fundamental.
The Colao Plan, a relaunch project for the post-covid Italian economy, is committed to relaunching the various sectors affected and specifically on the subject of training, has reserved 5 introductory cards for future reform projects.
Sheet 78, for example, deals with the need to create a significant push in the training theme for the digital sector.
This project, in fact, gives way to a major structural reform plan, which modernizes the digital training issue in Italy.
Specifically, the fact sheet regulates how to launch an experimental educational program and therefore fill the gap in critical skills and competences (digital skills, STEM, problem-solving, financial
base) which made our country jump to 26th place among the 28 EU member states.
The Colao project tries to respond to the training crisis by underlining how there are already several Italian companies ready to offer a job to 469 thousand STEM workers in the next 5 years. The dilemma is that on the basis of this large demand for work, only 33% of the technical professionalism required by companies is “untraceable”.
The project is specifically structured in 4 phases divided into:
- Design of experimental didactic paths on critical competences and skills differentiated by complexity and designed for a combined use of classroom and digital platform lessons;
- Experimentation of the training courses designed on a selection of classes with the teachers who joined the pilot and participated in the realization of the courses;
- Scale launch taking into account the different needs of the recipients and the context, together with the analysis of the training needs of teachers (for example through ad hoc questionnaires) and the levels of competence of the students (multilevel analysis of Invalsi data);
- Continuous monitoring and improvement of the educational offer based on feedback and results in international standardized tests.
But can't the online training tool for schools be a danger to student privacy? This question was answered by the president of the Guarantor for the protection of personal data, Antonello Soro, at Ansa, on 11 June 2020.
Specifically, the problem that arose concerned the publication of students' grades in online mode on their admission or non-admission to the private register of the institution, through telematic platforms accessible to all. And therefore an invasive violation of their privacy.
In relation to the matter, the Guarantor Authority clarifies that "unlike the traditional forms of publicity of ballots - which in addition to having a legal basis allow the protection of the personal data of children - the online publication of votes constitutes a form of dissemination of data particularly invasive, and inconsistent with the most recent privacy legislation ". For this substantially the Guarantor agrees, with the line of the Miur to indicate the admission of students only on the electronic register.
Once exposed, in fact, the grades risk remaining online for an indefinite time and can be, by anyone, even outside the school environment, and for any purpose, registered, used, crossed with other data on the web, resulting in in this way an unjustified violation of the right to privacy of students, who are largely minors, with possible repercussions also on the development of their personality, in particular for those of them who have received negative judgments.
The necessary publicity for school results - concludes the Guarantor - can also be achieved, without violating the privacy of the students, by providing for the publication of the ballots not on the online register, but, using other platforms that avoid the risks highlighted above ".
This gives us a clear idea of how online training used for training must have its limitations or risk creating more harm than it can facilitate. In conclusion, we can say that only by following these provisions will it be possible to really implement a useful countermeasure in terms of vocational training and increase new jobs in the training sector.