University of Bologna, Italy TEMPUS LV-TEMPUS-SMHES – HESDESPI SOCIAL PARTNERSHIP AND OCCUPATIONAL STANDARDS: BOLOGNA UNIVERSITY`S EXPERIENCE Higher Education System Development for Social Partnership Improvement and Humanity Sciences Competitiveness

HISTORY  Significant disconnection between branches of government (central and local) with competences on cultural heritage and on culture in general, and those who have competences in training and work  Underestimation of the employment opportunities the cultural sector offers, lack of encourage for the transfer of knowledge from universities to the enterprises through a dialogue between educational system and labour market

Initiatives to improve social partnership  Full curricular autonomy of universities and their power to create or delete individual courses of study (name of courses, educational objectives)  The general framework of training activities included in the curricula is established by self-determination of the universities but “after consultation with local representative organizations of the world of production, services and professions” (DM 509/99, Art 11. P.4)

Initiatives to improve social partnership  Extension of this consultation, including the educational credits for each educational activity and the characteristics of the final examination. This consultation concerns in particular the “assessment of training needs and job opportunities” (DM 270/04, article 11, P.4)  Activities planned to improve the linguistic knowledge, the computer and ICT skills and the useful relational capacities to get a job, set up internships and guidance activities to facilitate the career choices through a direct knowledge of the field of work, which can be consistent with the qualification obtained (DM 509/99 art. 10 paragraph 1, letter f)

Initiatives to improve social partnership  To facilitate the link with the labour market, the University strengthened agreements with more than enterprises and institutions. About students carry out a period of work-training each year.  The process for the consultation of social parts is made of the following phases: 1.Draft a design of study course with the following : professional profiles, functions, training objectives as learning outcomes 2.Submit the draft to the stakeholders 3.Start a discussion within the study course on the contents and the comments received, taking into account the stakeholders needs 4.Define the scheme of the course design

INTERNSHIP  Activated on the basis of a specific agreement between the promoters (those who have “the specific requirements previously fixed by the regional law”, as bilateral bodies, trade unions, employers and workers associations, employment agencies, universities, schools, public or semi-public vocational training providers, orientation agencies)  The internship period of university students can not be longer than 6 months. Potential beneficiaries: young people who completed their university studies of any levels in the previous 12 months: 1.Educational credits are recognized 2.Activities certified by the promoter structures (if possible) 3.Activities included in the curriculum to facilitate the matching of supply and work demand

RATE OF GRADUATES WHO ATTENDS INTERNSHIP

EMPLOYEMENT RATE 1 YEAR AFTER GRADUATION

NOWADAYS  Institution of higher education or research apprenticeship (Legislative Decree n. 167/2011)  Beneficiaries: young undergraduate, graduate or doctoral students aged between 18 and 29 years  Apprenticeship carried out on the basis of an individual training plan, consistent with the educational project of the university course  Based on the professional standards set out in the national collective agreements of employment, or in their absence, by specific agreements  Regulation and certification of the acquired skills delegated to the Regions and Autonomous Provinces

Regulation in Emilia-Romagna  Subscription of new protocols with universities and social partners, to confirm the rules currently in force for the achievement of the university Master titles of first and second level and PhD  Subscription with universities and the social partners of a protocol aimed at governing the acquisition of the three years-degree, and single-cycle diploma.  The Region will contribute financially to the implementation of training through the recognition of a voucher for the apprentice according to the university degree to be achieved.

Features of apprenticeship on higher education and research  Alternating training, based on a strong integration between a path made ​​ in the enterprise, and one realised during the educational institute  Drafting of research projects shared between universities / public research institutions and companies, where the modalities of delivery training and research are defined  Chance for the apprentice to put in value the skills acquired during the period of the employment relationship in higher education and research, according to the current regional provisions of SRFC (regional system of formalization of skills)

Features of apprenticeship on higher education and research  Monitoring activities together with the social partners about regional trends and results achieved, to make any changes or improvements regarding: –"educational profile" (to analyse and evaluate the elements concerning, for example, the training realized and its effectiveness in relation to certificates obtained), and to the –"job profile" (to evaluate the elements that relate, for example, the employment possibilities and the relationship between them and the kind of the received training)

TRENDS and FUTURE STEPS  The implementation of these guidelines has been realized in a very different way from different universities (different appreciation of this problem of the academic decision makers, of the social partner representatives, according to the local socio-economic context)  Low interest on the part of some universities and lack of awareness of the business community and social partners in general  Value and importance of the practical experience that can be gained working in the different areas of a cultural sector broad  The continuous and rapid change of the cultural sector and its demand of new professions require a frequent adaptation of the curricula to emerging needs (importance of closer dialogue between universities and social partners)

THANK YOU FOR ATTENTION! ДЯКУЮ ЗА УВАГУ! Contacts Roberto Righi – Stefano Grandi –