Turin Outcomes

Working Table I

Promotion of vocational learning and training


Adapting presented manners of promotion in the scope of:

  • partnerships with business
  • communication with parents
  • innovative communication channels.


  • Companies’ needs as to employees’ professions are changing fast, if they are close to VET they can efficiently communicate their expectations.
  • Manners of promoting VET should be attractive to youth, ergo: innovative apps, social media and visits to VET centres should be exercised.
  • Parents should be taught as to changing labour market to be prepared to give good advise to their children.
  • The youth should receive Regions’ specifics rooting as to potential jobs.


Building coalitions around VET.


  • Lowest activity and highest skills mismatches level in Europe require Italy to build all stakeholders’ coalition to fight unemployment. Further work needs to be done for teachers and regional governments to join in this task.
  • Working on the simplest, less bureaucratic model where the communication and cooperation between VET schools and companies is direct and easier (like in higher education of Escuola Camerana).


Cross-sectorial and cross-border support.


  • Support of the New Skills Agenda, better dissemination of structural funds of ESF and ERF.
  • Further support for exchange of practices between VET schools.
  • Promotion of Erasmus Pro as a manner of making VET attractive and as effective tool for acquiring soft skills.


Working Table II

Raising awareness of soft skills significance in the education process


Importance of soft skills.


  • Justified by instability of jobs and employers’ expectations for their employees to posses them.
  • Are transferable, non-jobs specific, transversal, core, intangible, recognized by the labour market.
  • Cognitive, social, emotional and relational ability.
  • Translate into positive and efficacious working attitude.
  • Soft skills diminish when unemployed.


Chances, obstacles and risks of Scottish models’ adaptation in the EU Regions.


  • Added value of “thinking outside the box” competences.
  • Crucial regional government support and cross-sectorial cooperation.
  • Life-long learning of teachers is and should be very systematic and motivation and evaluation of the teacher during their whole career.
  • Soft skills may be measured i.e. by no. of experiments children are exposed to.
  • Whole model is impossible to implement but it may serve to other EU Regions as framework proven effective = parts working in certain Region may substitute those of Scottish model.


Italian models for innovative soft skills education worth promoting.


  • Italian National Qualifications Framework (2008) and national System of competences certification (2013)depict soft skills.
  • Mandatory school-company framework for upper secondary school students gives picture of the modern successful enterprise based on everybody’s creativity and cooperation.


Working Table III

Development of quick learning pathways 


Summarizing actual reasons for employers’ introducing quick learning pathways.


  • Formal education does not equip employees with soft skills crucial for employers.
  • Digital technologies permit training employees and future employees dynamically, effectively and cost efficiently.
  • Mismatches between career pathways chosen by the youth and companies’ expectations are common problem for the EU.


Universal reasons for mismatches between employers’ expectations and youth career choices.


  • Improper description of job posts.
  • Average age of entering labour market moved from 15-16 to 20 in most of the EU countries.
  • Changing labour market results in disappearance of certain jobs and formation of new professions.
  • Ambition to enter tertiary education not necessarily possible to be realised by unprepared individuals.


The risks and chances involved in using quick learning pathways.


  • Further investing in education is needed: STEM, Erasmus Pro, Digital leadership are proper tools of quickly preparing the youth to enter the labour market.
  • Longitude of training professionals expected by the employers – minimum 2-3 years before entering labour market.
  • Transition system provides healthy alternative for school and university dropouts.
  • Chance that university dropouts will fill in the gap in VET graduates.
  • Chance that quick learning pathways will constitute valuable alternative for immigrants.