“Skills certification” Their significance for teachers’ didactic action

Abstract

The theme of “skills certification” is nowadays becoming part of EU State’s policies for education, training and employment – as long as they realize the Lisbon strategy, hence creating policies which aim at renew many systems, including the educational one. Such a “model” of innovation opposes Italian school system with an unavoidable change. This is so not only because it is required by EU but also because the school has to take hold again of its public
functions – having been lost the latter due to a decrease in skills and quality.
Here emerges the need for a re-definition and the re-activation of a secondary education system which could be able to integrate a wide range of opportunities given by the contemporary formal and informal ways of learning.
Only by doing this, the education system will be able to satisfy EU’s “invitation”: that of creating new formative systems. Hence, the role of the teacher gains a fundamental character within the new path of education.
The purpose of my contribution is that of addressing the implications that “skill certification,” and its consequent definition of integrated school system, has on professional teachers involved in the organization of teaching and learning processes.