I.P.S.S.A.R.
“Massimo Alberini” di
Treviso
Hotel and Catering Vocational School
Educational path
1st and 2nd
year
Common course
Cooking service
Qualification
3rd year
Qualification
Job market
Restaurant-bar service
Qualification
Hotel reception service Qualif
Continuation of studies
National
Vocational
Tourism Diploma
4th and 5th year
State diploma
+
Specialization
diploma
National Vocational
Catering Diploma
Banqueting service manager -- Hotel reception manager - - Chef Barman - Food and
beverage manager - Pastry and Ice-cream workshop technician
THE WORKSHOPS FOR THE
PRACTICAL TRAINING
 4 UP-TO-DATE






WORKSHOPS
1 WORKSHOP FOR
DEMONSTRATIONS
1 DINING-ROOM FOR
EVENTS
3 DINING-ROOMS FOR
TRAINING
1 PROFESSIONAL
BARMAN BAR-ROOM
1 ICE-CREAM ROOM FOR
TRAINING
2 MULTIFUNCTIONAL
BAR ROOMS
Practical lessons
The students’ technical and
professional preparation is
carried out in the different
hotel sectors. They are
engaged in working shifts
under the technical
competent teachers’
guidance whom are
provided with a wide
experience developed
during their professional
activity.
The so-called Terza Area
The course in the 4th and 5th years includes the
so-called Terza Area, a specialization training path.
It is necessary to attend this course to be
admitted to the final State exam to get the
diploma .
It spreads over a period of 2 years lasting 600
hours of lesson divided as follows: 400 technicalpractical lessons and 200 hours of internship.
At the end of this course, after an examination
the Veneto Region, which supports and validates
them, assigns each student a Specialization
Diploma that is valid on the whole EU territory.
Business Simulations
The educational offer is enriched the
students’ participation into external
events organized by public bodies,
professional associations or business
delegations. The students involved
belong to the 3rd, 4th and 5th year
classes in order to pursue the
educational and teaching objectives
established by the school and present in
the subjects planning. In these
occasions the weekly timetable can be
modified in order to suit the events. The
extra-hour lessons in the 3rd year are
considered in-depth study, whereas in
the 4th and 5th year they are considered
a part of the qualifying course, the socalled Terza Area.
Internships
Through the internship the
school aims at
developing and boosting
the know-how both at
the level of
organizational and
managerial skills
Starting from the 2nd year
the students are engaged in
internships in a real business
environment. At first they
can find a site nearby home,
but in the following years
they can even have
experiences.
Dropping out data
in the last 3 years
800
744
700
600
608
653
500
2005/06
2006/07
2007/08
400
300
200
100
17
14
38
0
enrolled students
dropped out students
Notwithstanding the constant increase in the enrolment rate and last year’s light increase in the
dropping-out rate, in our school, it keeps definetely under the recently published national rate.
Enrolment rate at the 2-year
post-qualification course
78
60
56
80
103
100
118
112
120
123
140
147
149
160
40
20
0
class 3rd
class 4th
The chart highlights a decrease in passing from the qualification
to the post-qualification course in the last 4 years
2004/05
2005/06
2006/07
2007/08
Analysis of the dropping out
reasons
Communication with the students’ families
Contacts with the former students
Dialogue with the class group
Local agencies on the territory and the welfare services dealing with
dropping out problems




School failure
Personal reasons
Troubles
Family financial
difficulties
School plan of action

Alberini Job’s Club

Paradoxa’s Project “Contaminazioni di gusto”

Additional activities

Educational activities

Services to students

Project for the integration of students with
disabilities
Alberini Job’s club
A kind of “Job centre” for students
The main activity is the organization of internships/work placement,
customized guidance and training for students, in particular during their
3rd year. Starting from each student’s individual profile, the matching
with the most proper business is made, in a way to let him better
express his real and potential skills.
Therefore a business database has been created, after a selection
based on the respondency to the school educational offer and the
synergy with the associations, public institutions among which it’s worth
mentioning:
• UNASCOM/ Federation of the Local associations of commerce, tourism
and services
• Job centre – Treviso Province (entry, external and internal guidance)
• Jeunes Restaurateurs d’Europe
A report on the first period of activity has already shown a descrease in the
dropping out rate from the 3rd to the 4th year (see slide)
STUDENT PERSONAL FILE
WITH A VIEW TO THE INTERNSHIP
3RD CLASSES^
SURNAME AND NAME
CLASS
School year
COGNITIVE CONTEXT
KNOWLEDGE
COMPETENCIES
SKILLS
Full and in-depth knowledge
of the topics
Full knowledge of all topics
Full, though not in-depth
knowledge of the essential
topics
Partial and fragmentary
knowledge of the essential
topics
A
B
C
D
Proper competencies to solve
new problems
Proper competencies to face
problems autonomously
Proper competencies to face
non-complex problems
Uncertain competencies to
face even elementary problems
A
B
C
D
Good skills in establishing
interdisciplinary links
Skills in understanding the
subjects and somewhat
establishing interdisciplinary
links
Skills in understanding the
subjects
Superficial skills in transferring
knowledge
A
B
C
D
BUSINESS PROFILE CHART
PROFILE 1
PROFILE 2
PROFILE 3
PROFILE 4
TYPE
High level, famous
and established
business mentioned
in the main
directories.
Hotel service and
catering: very good
quality level
Good level, reknown
and established
business. Hotel
service and/or
catering: good
quality level
Middle-high level
business.
Catering: quite good
quality level
Middle-low level
business.
Catering: sufficient
quality level
INTERNSHIP
High interest
towards the
internship activities
Good interest towards
the internship
activities
Quite good interest
towards the internship
activities
Sufficient interest
towards the internship
activities
TUTORING
High interest and
understanding of the
intern’s path
Good interest and
understanding of the
intern’s path
Quite good interest
and understanding of
the intern’s path
Sufficient interest and
understanding of the
intern’s path
PROFESSIONALISM
HUMAN
RESOURCES
Very good
Good
Quite good
Sufficient
BUSINESS OR PLACE
VALUABLE FROM
THE TOURISM AND
CULTURAL POINTS
OF VIEW
Business or place
really valuable and
deep-seated in the
territory
Valuable
Quite valuable
Common place
OPERATIONAL CONTEXT
SKILLS
GOOD
FAIRLY GOOD
STANDARD
SUPERFICIAL
A
B
C
D
VIVID
CONSTRUCTIVE
MODERATE
SECTORIAL
A
B
C
D
GOOD
QUITE GOOD
ADEQUATE
FAIRLY ADEQUATE
A
B
C
D
MATURE
RESPONSIBLE
CORRECT
LIVELY
A
B
C
D
INTERESTS
ATTITUDES
BEHAVIOUR
LANGUAGE
ENGLISH
LANGUAGES
2 LANGUAGE
□ German
□ French
LEVEL
GOOD
□
FAIRLY
GOOD
□
ADEQUA
TE
POOR
□
GOOD
□
FAIRLY
GOOD
□
ADEQUA
TE
POOR
□
PROFESSIONAL EXPERIENCES
TYPE
□
MANAGERIAL
□
OPERATIONAL
□ SCHOOL
Legislative references
A reference is made to the proposal of Recommendation of the
European Parliament and the Council of 7th September 2006. The
European Qualification Framework contains the following definitions:
Knowledge: it refers to the result of the assimilation of information
through learning. Knowledge corresponds to the whole of facts,
principles, theories and practices related to a sector of study or job;
knowledge is classified into theoretical and/or practical.
 Skills: they refer to the capabilities of applying knowledge and using
know-how to carry out assignments and solve problems. The skills are
classified into cognitive (use of the logical, intuitive and creative
thought) and practical (because they involve the manual ability and the
use of methods, material, tools).
 Competencies: they refer to the proved capability of using
knowledge, personal, social and/or methodological skills, in situations
of job or study and/or in the professional personal development;
competencies are classified in terms of responsibility and autonomy.

Educational activities
The educational activities, carried out by curricular teachers
and teachers of students with disabilities, include
additional work on :

the study method

the student’s enhancement

the improvement in communication and relationship

afternoon extra-lessons

Teachers’ training courses: Paradoxa, Free time, Progetto
Adolescenza
Services to the students
A set of initiatives in collaboration with the institutions on the territory
(USL,Questura, Sert*….) meant for the prevention of troubles and the
attainment of the students’ psycho-physical comfort.
The services include:
Education to legality
SHOUT Project (a space open to the creativeness and expression of one’s
self, through music, theatre, dance, dramatizations, slf-run by the students
under the supervision of the project responsibles – not only teachers)
In… Sostanza: an initiative involving students in the 2nd classes. They
periodically meet operators from Usl and Sert, on the theme of the substances
that produce any kind of dependence (alcohol, drugs, food, tobacco)
Link Project: periodical meetings for the classes of the two-year common
course aiming at helping them knowing themselves and the others
CIC: a helpdesk for students supported by specifically trained teachers and
Social service educators
* USL is the local health centre - Questura represents the Police - Sert is the public service for the
treatiment of drugs addiction
Additional afternoon activities
1.
2.
3.
4.
Sports
Drama
Shout project: poetry, dancing, singing
Courses based on themes proposed or
requested by students’
Project for the Integration of students
with disabilities
At present in our School there are 34 students with
disabilities in the different classes. They are assisted by
specialized teacher that follow them in the educational path
that can be either customized or common to the class.
These students participate in all the activities of the class:
internship, visits, sports.
Besides projects are activated for the enrichment of their
educational path: reinforcement courses, alternation
between school and on the job training, (also in
collaboration with Sil*), in-depths workshops and functional
activities
* A service providing job opportunities for students with disabilities
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