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Alternating School-Work Pathways in Italy. Some Remarks on the 'Competence Society'

机译：意大利的交替上学途径。关于“能力社会”的一些评论

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Since the mid-nineties, the European Union and UNESCO have promoted a new form of didactics aimed at developing competences. These "key competences", subsequently identified by the Council and the European Parliament, are considered as fundamental for Europe's response to globalisation. Their close link with a neoliberal perspective of the working world - as can also be deduced from the non-random choice of the term "competence" - is evident. In particular, the competence related to the sense of initiative and entrepreneurship has assumed a strategic role within the "Lifelong Learning Programme" and the "Europe 2020" programme, fostering the spread of a new labour market model no longer based on the prevailing paid employment. Recent Italian legislation on educational institutions, and Law 107/2015 in particular, have acknowledged the European Union guidelines regarding promotion of the key competences, and more specifically of alternating school-work pathways. Although it is too early to make an overall evaluation of the effects these laws have produced, the actions promoted so far do not seem to overcome the existing inequality in Italy's educational and employment opportunities. Furthermore, the objective of promoting competences that can be directly used on the labour market, to the detriment of broader cultural preparation deemed useless for this purpose, risks impoverishing the education of the most disadvantaged, those people who have the fewest chances of acquiring knowledge and critical thinking outside the school context. The transformations taking place in the educational field appear to proclaim the advent of a "Competence Society", the last metamorphosis of an epiphenomenon with its roots in the globalised capitalist system which is leaving social reproduction mechanisms unchanged.
机译：从九十年代中期开始，欧洲联盟和教科文组织推广了一种旨在发展能力的新型教学手段。理事会和欧洲议会随后确定的这些“关键能力”被认为是欧洲应对全球化的基础。它们与劳动世界的新自由主义观点的密切联系（也可以从对“能力”一词的非随机选择中得出）是显而易见的。尤其是，与“进取心”和企业家精神相关的能力已在“终身学习计划”和“欧洲2020”计划中担当了战略角色，从而促进了不再基于盛行的有酬就业的新的劳动力市场模型的传播。 。意大利最近关于教育机构的立法，尤其是第107/2015号法律，已经认可了欧洲联盟有关提升关键能力，更具体地说是交替的学校工作途径的准则。尽管现在就对这些法律所产生的影响进行全面评估还为时过早，但迄今为止所采取的行动似乎并未克服意大利教育和就业机会方面的不平等现象。此外，提高可直接在劳动力市场上使用的能力的目标，不利于为此目的无用的更广泛的文化准备，有可能使最弱势群体，那些获得知识和知识的机会最少的人的教育陷入贫困。学校背景之外的批判性思维。在教育领域发生的转变似乎宣告了“能力社会”的到来，这是一种现象现象的最后一种变体，其根源于全球化的资本主义制度，这使社会再生产机制保持不变。

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