Click here to download

Education and training professionals: who are they? Their classification as identity and mobility’ prerequisite
Author/s: Paolo Federighi 
Year:  2020 Issue: 112 Language: Italian 
Pages:  18 Pg. 9-26 FullText PDF:  289 KB
DOI:  10.3280/QUA2020-112002
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 

The aim of this paper is to put representation labour market has about profes-sions in education and training domains in order. The attempt is to adapt the sys-tem of classification by ISTAT to the re-organisation of all professions working to achieve learning outcomes within a framework that group them in, in relation to analogies of processes they control and homogeneous organizational skills, com-petences and behaviours. Moreover we also analyse the typology of providers where these professions are employed in order to weight their role within the training market. Lastly the model of classification is applied to the category of professionals that are work-ing in the field of continuing training in organisations.
Keywords: Classification of educational and training professions; training mar-ket; trainers; training providers; labour market of education and training profes-sionals.

  1. UNSD. United Nations Statistics Division (2017). IRTS 2008 Compilers Guide Home, -- testo disponibile al sito: ++International+Standard+Classification+of+Occupations» (22.12.2020).
  2. Atlante delle professioni. -- (22.12.2020).
  3. Boffo V. (2018). Employability and transitions: fostering the future of young adult graduates. In: Boffo V. e Fedeli M., a cura di, Employability & competences. Innovative curricula for new professions. Firenze: Firenze University Press.
  4. Del Gobbo G. (2018). Potentialities of “Professional socio-pedagogical educator” Course for QA’ improvement in L-19 bachelor degree in the frame of the Bologna Process. Form@re - Open Journal Per La Formazione in Rete, 18(3): 126-141.
  5. ELLI-European Lifelong Learning Indicators (2010). Making Lifelong Learning Tangible!. Gütersloh: Bertelsmamn Stiftung.
  6. European Commission (2020). Agenda Europea per le competenze, -- «testo disponibile al sito:» (22.12.2020).
  7. Eurostat (2018). EU Adult Education Survey. Special data extraction for DG EMPL. Special data extraction for DG EMPL, -- «testo disponibile al sito:» (22.12.2020).
  8. Fabbri L. (2014). Università e nuove professionalità. METIS, 1(IV)., DOI: 10.12897/01.00033
  9. Fabbri L. e Torlone F., a cura di (2018). Education professionals’ training in relation to learn-ing objectives and learning outcomes. Sharing tests. Form@re - Open Journal Per La Formazione in Rete, 18(3): 1-6.
  10. Federighi P. (2020). Adult Learning Statistical Country Report – Italy. A country report drawing on statistical data relating to participation in, and the financing of adult learn-ing. European Commission: Ecorys for European Commission, Directorate-General for Employment, Social Affairs and Inclusion, Directorate E – Skills, Unit E.3 – VET, ap-prenticeships & adult.
  11. Fiorucci M. (2020). La formazione interculturale degli insegnanti. In: Baldacci M., a cura di, Idee per la formazione degli insegnanti. Milano: FrancoAngeli.
  12. Gaebel M. e Zhang T., editors (2018). Trends 2018. Learning and teaching in the European Higher Education Area. Brussels: European University Association.
  13. Governo italiano, Presidenza del Consiglio dei Ministri (2021). Piano Nazionale di Ripresa e Resilienza. Next Genera-tion Italia. Bozza aggiornata al 12 gennaio 2021, -- «testo disponibile al sito:» (12.01.2021).
  14. ILO. International Labour Organization. Isco-08, Introductory and methodological notes, -- «testo disponibile al sito:» (22.12.2020).
  15. ISTAT (2018). La partecipazione degli adulti alle attività formative. Roma: ISTAT.
  16. ISTAT. Classificazione delle professioni, -- «testo disponibile al sito:» (22.12.2020).
  17. ISTAT. Nomenclatura e classificazione delle Unità Professionali, -- «testo disponibile al sito:» (22.12.2020)
  18. MEF. Ministero dell’Economia e delle Finanze (2016). Documento di Economia e Finanza 2016. Sezione III Programma Nazionale di Riforma. Roma: Ministero dell’Economia e delle Finanze.
  19. Stramaglia M. (2020). Insegnare ai tempi del coronavirus. Per una breve fenomenologia della figura docente. In: Laneve G., a cura di, La scuola nella pandemia. Dialogo multidiscipli-nare. Macerata: EUM.

Paolo Federighi, Education and training professionals: who are they? Their classification as identity and mobility’ prerequisite in "QUADERNI DI ECONOMIA DEL LAVORO" 112/2020, pp. 9-26, DOI:10.3280/QUA2020-112002


FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content