I.P.S.S.A.R.

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

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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.


 

 
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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 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.
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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.
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Internships
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.
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Dropping out data in the last 3 years
Notwithstanding the constant increase in the
enrolment rate and last years light increase in
the dropping-out rate, in our school, it keeps
definetely under the recently published national
rate.
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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
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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

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School plan of action

• Alberini Jobs Club
• Paradoxas Project Contaminazioni di gusto
• Additional activities
• Educational activities
• Services to students
• Project for the integration of students with
  disabilities

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Alberini Jobs 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 students
  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
  its worth mentioning

• UNASCOM/ Federation of the Local associations
  of commerce, tourism and services
• Job centre Treviso Province (entry, external
  and internal guidance)
• Jeunes Restaurateurs dEurope

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)
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STUDENT PERSONAL FILE WITH A VIEW TO THE
INTERNSHIP 3RD CLASSES
SURNAME AND NAME
CLASS School year School year
COGNITIVE CONTEXT COGNITIVE CONTEXT COGNITIVE CONTEXT COGNITIVE CONTEXT 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
KNOWLEDGE A B C D
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
COMPETENCIES A B C D
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
SKILLS A B C D
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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 interns path Good interest and understanding of the interns path Quite good interest and understanding of the interns path Sufficient interest and understanding of the interns 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
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OPERATIONAL CONTEXT OPERATIONAL CONTEXT OPERATIONAL CONTEXT OPERATIONAL CONTEXT OPERATIONAL CONTEXT OPERATIONAL CONTEXT OPERATIONAL CONTEXT
SKILLS GOOD FAIRLY GOOD FAIRLY GOOD STANDARD STANDARD SUPERFICIAL
SKILLS A B B C C D
INTERESTS VIVID CONSTRUCTIVE CONSTRUCTIVE MODERATE MODERATE SECTORIAL
INTERESTS A B B C C D
ATTITUDES GOOD QUITE GOOD QUITE GOOD ADEQUATE ADEQUATE FAIRLY ADEQUATE
ATTITUDES A B B C C D
BEHAVIOUR MATURE RESPONSIBLE RESPONSIBLE CORRECT CORRECT LIVELY
BEHAVIOUR A B B C C D
LANGUAGES
PROFESSIONAL EXPERIENCES PROFESSIONAL EXPERIENCES PROFESSIONAL EXPERIENCES PROFESSIONAL EXPERIENCES PROFESSIONAL EXPERIENCES PROFESSIONAL EXPERIENCES PROFESSIONAL EXPERIENCES
TYPE ? MANAGERIAL ? MANAGERIAL ? OPERATIONAL ? OPERATIONAL ? SCHOOL ? SCHOOL
LANGUAGE LEVEL LEVEL LEVEL LEVEL
ENGLISH GOOD ? FAIRLY GOOD ? ADEQUATE POOR ?
2 LANGUAGE ? German ? French GOOD ? FAIRLY GOOD ? ADEQUATE POOR ?
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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.

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Educational activities

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

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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 ones 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
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Additional afternoon activities

• Sports
• Drama
• Shout project poetry, dancing, singing
• Courses based on themes proposed or requested by
  students

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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