1. I.P.S.S.A.R. “Massimo Alberini” di Treviso Hotel and Catering Vocational School

2. 1st and 2nd year Common course 3rd year Qualification Cooking service Qualification Restaurant-bar service Qualification Hotel reception service Qualif National Vocational Catering Diploma National Vocational Tourism Diploma 4th and 5th year State diploma + Specialization diploma Educational path Banqueting service manager -- Hotel reception manager - - Chef Barman - Food and beverage manager - Pastry and Ice-cream workshop technician Job market Continuation of studies

3. 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

4. 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.

5. 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 technical- practical 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. The so-called Terza Area

6. 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 so- called Terza Area.

7. 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.

8. Dropping out data in the last 3 years 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.

9. Enrolment rate at the 2-year post-qualification course The chart highlights a decrease in passing from the qualification to the post-qualification course in the last 4 years

10. Analysis of the dropping out reasons School failure School failure Personal reasons Personal reasons Troubles Troubles Family financial difficulties Family financial difficulties Communication with the students’ familiesContacts with the former students Dialogue with the class group Local agencies on the territory and the welfare services dealing with dropping out problems

11. 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 School plan of action

12. Alberini Job’s club A kind of “Job centre” for students UNASCOM/ Federation of the Local associations of commerce, tourism and services UNASCOM/ Federation of the Local associations of commerce, tourism and services Job centre – Treviso Province (entry, external and internal guidance) Job centre – Treviso Province (entry, external and internal guidance) Jeunes Restaurateurs d’Europe Jeunes Restaurateurs d’Europe 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: 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)

13. STUDENT PERSONAL FILE WITH A VIEW TO THE INTERNSHIP 3RD CLASSES^ SURNAME AND NAME CLASS School year COGNITIVE CONTEXT KNOWLEDGE 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 ABCD COMPETENCIES 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 ABCD SKILLS 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 ABCD

14. 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

15. OPERATIONAL CONTEXT SKILLS GOOD FAIRLY GOOD STANDARDSUPERFICIAL ABCD INTERESTS VIVIDCONSTRUCTIVEMODERATESECTORIAL ABCD ATTITUDES GOOD QUITE GOOD ADEQUATE FAIRLY ADEQUATE ABCD BEHAVIOUR MATURERESPONSIBLECORRECTLIVELY ABCD LANGUAGES PROFESSIONAL EXPERIENCES TYPE □ MANAGERIAL □ OPERATIONAL □ SCHOOL LANGUAGELEVELENGLISHGOOD□ FAIRLY GOOD □ ADEQUA TE POOR□ 2 LANGUAGE □ German □ French GOOD□ FAIRLY GOOD □ ADEQUA TE POOR□

16. 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. 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). 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. 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. Legislative references

17. Educational activities The educational activities, carried out by curricular teachers and teachers of students with disabilities, include additional work on : the study method the study method the student’s enhancement the student’s enhancement the improvement in communication and relationship the improvement in communication and relationship afternoon extra-lessons afternoon extra-lessons Teachers’ training courses: Paradoxa, Free time, Progetto Adolescenza Teachers’ training courses: Paradoxa, Free time, Progetto Adolescenza

18. 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

19. Additional afternoon activities 1. S ports 2. D rama 3. S hout project: poetry, dancing, singing 4. C ourses based on themes proposed or requested by students’

20. 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