The «Formazione Scuola-Lavoro» Model at Unibo
Elisa Sturaro, Annalisa Iorio, Marcella Floris, Greta Mazzetti, Gioia Fornasari, Giustina Carullo, Dina Guglielmi
The «Formazione Scuola-Lavoro» (School to Work Transition Program), previously known as «Percorsi per le Competenze Trasversali e per l’Orientamento» − PCTO («Pathways for Transversal Skills and Guidance»), currently represents a privileged context for supporting students’ reflection on their personal, relational and professional functioning. This study examines the relationship between self-evaluation and other-evaluation of transversal skills in 146 upper secondary school students who participated in the «Formazione Scuola-Lavoro» programs at the University of Bologna. Using the short version of the BESSI questionnaire, completed both by students and by a significant external evaluator, five skill areas were assessed: self-management, innovation, cooperation, interaction, and emotional regulation. The results show positive and significant correlations between self- and other-evaluations, indicating moderate coherence between internal and external perceptions. However, systematic differences emerge: on average, students tend to evaluate themselves more critically than external evaluators, with variations depending on the type of evaluator (parents, peers, teachers or partners). These findings are discussed in light of the educational structure of the Unibo «Formazione Scuola-Lavoro» program, which integrates experiential activities, reflective devices, and the growth mindset perspective, fostering greater awareness of students’ competencies and their role in orientation processes. The study contributes to understanding the educational value of dual evaluation within guidance pathways and suggests implications for the design of future interventions.
Keywords
Transversal skills, Self-assessment, Hetero-assessment, Guidance interventions, Reflexivity, Feedback, Growth mindset.
