Type: Public VET school in hotel and catering

School Website: https://www.ipseoapetronio.edu.it

Brief Presentation

  • The institute was in the territory of Monteruscello since 1986 as a subsidiary of the IPSEOA in Naples. In September 1991, as the number of students increased, this school moved to a new building and from 1992 it became autonomous school. Then, following the development of the number of students enrolled, a new, prestigious venue was identified in Pozzuoli. Nowadays, we have more than 29 classes and new educational labs are going to be completed. Our institute offers the following VET paths:
    • Enogastronomy (cooker and chef)
    • Room and sales services (waiter/waitress)
    • Tourist reception (receptionist, tourist guide)
  • Our basic guidelines are:
    • developing professional profiles, in line with the requirements of the world of work
    • enhancement of the educational role of the school
    • development of knowledge, skills and abilities to let each student building his/her personal way to work
    • promotion of training success, through orientation and reorientation activities;
    • implementation of quality-based didactics, rather than quantitative-based didactics
  • All trainings are combined with the acquisition of language skills in various foreign languages ​​(English, French, German and Spanish) and computer skills

Activities and experience of the organization in relevant areas

  • Here are some of our activities and projects, classified by topic area.
  • [ Foreign languages ]
  • Project “EduCHANGE“, supported by AIESEC (Association Internationale des Etudiants en Sciences Economiques et Commerciales). Primary and Secondary schools of the 1st and 2nd grade have the opportunity to host for six weeks international volunteers who are actively participating in foreign language teaching aimed at raising students’ awareness of the Sustainable Development Goals and their themes
  • [ Cultural heritage ]
  • Project “Archeochef”. The project is an activity of knowledge and promotion for the sustainable development of the Flegrean area, proposing to combine archaeological itineraries with local food and wine routes, by promoting social and cultural interventions and creating opportunities to recover territorial roots and strengthen the sense of belonging to our own territory.
  • [ Food and wellbeing ]
  • Project “Knowledge markets, knowledge of markets”. This project is aimed at developing cross-sectorial and technical/professional skills about seasonality and origin of food. Useful teaching methods will be used to involve all the classmates in defining an index, which indicates the seasonality of fish, dairy, meat and vegetable products.
  • Project “Live well”. Health is considered a resource for everyday life of individuals and the community and its promotion needs for information and education. This project highlights the incidence of many illnesses linked to different lifestyles, so it tends to promote healthy eating habits
  • [ Entrepreneurship ]
  • Business Simulation. This project is about enterprise simulation and arises from the need to introduce innovative didactic methodologies, enabling learners to develop new technical and professional knowledge in different working and productive contexts, as well as theoretically in their classroom
  • Project “A portfolio for the school, a passport for the job”. The project is aimed at defining a student portfolio, intended as a collector of the identity of the learner as a result of his abilities and abilities, his character and familial background, as well as knowledge and skills acquired
  • [ Inclusion ]
  • Project “All Included”. The aim of the project is to include students coming from other countries, different social and school culture in the best possible way and in a practical and effective way. This responds to the institutional demand for inclusion and social cohesion, also indicated in the Institute’s PTOF as the specific objectives of the School
  • Bowling can be a powerful ally against the dangers of isolation and marginalization; it recovers elements of socialization and active participation of the individual and places it in the group. In an open, healthy, accessible and controlled place, which is the bowling centre, the student can actively contribute to the success of the school he is part of, thereby cementing elements of belonging, recognisability, resting on integration principles, especially for those subjects who have difficulty
  • Project “Cooking with passion”. The project envisages the creation of a kitchen workshop open to students with disabilities who are more likely to be integrated into common kitchen practice activities. Each student, with the guidance of the experienced cooking teacher and an adequate number of support teachers, will perform all stages of product preparation to reach the overall knowledge of the process. In the last lesson, students will prepare with their hands a lunch that they will consume with their family members and the presence of the School Manager and his collaborators