Abstract:

The recommendation from the Council of the European Union on pathways to school success highlights the importance of enhancing guidance as a tool for students’ success in life. In Italian high schools, the importance of effective guidance is focused on the development of basic and transversal skills, promoting youth entrepreneurship, and integrating education, vocational training, higher education, universities, and businesses. Guidance is seen as a continuous, individualized, and coordinated process that helps students recognize their talents, ambitions, and life prospects. The Paths for Transversal Skills and Orientation (PCTOs), introduced in Italian schools in 2019 to redefine and improve school-work alternation experiences, fit into this framework, allowing students to undertake internships in external structures or within their own school. PCTOs were introduced as a strategic teaching methodology aimed at the overall development of students, guiding their future educational and career choices. Specific guidelines have been outlined to facilitate their implementation across various institutions, seeking to standardize the pathways while respecting school autonomy and personalization. However, the variability in the quality of PCTOs among different types of schools (e.g., general and vocational) results in a lack of equity in the opportunities and formative experiences offered to students. It is therefore necessary to understand the elements and causes of these disparities.

This study is part of a larger Project of Relevant National Interest funded at the national level (“PCTOs as a tool for the development of personal resources and the fight against dropout”), which includes 3 general research lines:
(1) a document analysis phase, examining documentation from secondary schools to assess the reception and implementation of PCTO guidelines;
(2) multiple case studies, using a mixed-methods approach, in five schools across three regions (Lazio, Lombardia, Emilia-Romagna), collecting data at various levels of analysis (institution, teachers, and students) to identify the factors influencing PCTO pathways and their effect on educational and career choices;
(3) a retrospective survey with first-year university students to evaluate the influence of PCTOs on their career decisions.

In this paper, we present the results of the quantitative phase of the case studies conducted in the Lazio region, involving two schools that offer both general and vocational programs. A total of 745 students completed a questionnaire divided into several sections: socio-demographic variables and school information; the nature and characteristics of the PCTOs based on the elements indicated by the guidelines; transversal skills; well-being measures; and dropout measures. In this contribution, we show part of the results that have been considered, based on the guidelines, as “quality indicators” of the PCTOs (such as: consistency with the course of study, student involvement in the design of the pathways, perceived usefulness for orientation, and satisfaction), in relation to the type of educational program (general and vocational). Understanding how students perceive PCTOs in different educational programs can be useful for improving program design, enhancing student engagement, informing policy decisions, ensuring equity, and measuring the effectiveness of these programs.

Keywords:

PCTOs, orientation, guidelines, student perception, general and vocational programs.