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dc.contributor.authorBoffo, Vanna
dc.date.accessioned2023-05-01T13:38:47Z
dc.date.available2023-05-01T13:38:47Z
dc.date.issued2022
dc.identifierONIX_20230501_9791221500066_48
dc.identifier.issn2704-5781
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/62632
dc.languageItalian
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.otherEmployability
dc.subject.otherhigher education
dc.subject.otherlearning outcomes
dc.subject.otherlife skills
dc.titleChapter Processo formativo e transizione al lavoro: percorsi nell’Alta Formazione
dc.typechapter
oapen.abstract.otherlanguageRestructuring personal and vocational training by means of the harbinger of a not merely economistic idea of employability represents a fundamental and ineradicable task of educational research and pedagogical reflection. The most obvious effect of such a re-understanding of employability in its function as a pedagogical principle and catalyst of formation, because of its dimension of connaturality with the subjective educational trajectory, is that of reinterpreting transition processes not from a discontinuous perspective, but from a process perspective. Hence the need to think and rethink ordinal architectures and understand the training process according to a logic of continuity and chain in which each individual educational and didactic proposal converges and makes the principle of employability transparent in a generative and transformative way.
oapen.identifier.doi10.36253/979-12-215-0006-6.04
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9791221500066
oapen.series.number14
oapen.pages16
oapen.place.publicationFlorence


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