A pathway in vocational education in English language to enhance students’ curricula in Italy and in Spain

This comparative study analyzes the vocational training regulations and practices in Italy and in Spain and it searches for the opportunities to look for a better coherence to vocational training in both countries through a fruitful exchange of good practices. The aim of this paper is to provide a comprehensive overview of the Italian and Spanish legislation in use for the PCTO in Italy and FP Dual in Spain, in order to draw useful modules for the continuous improvement of programs regarding the vocational guidance in high schools. This comparative analysis contributes to the understanding of how educational policies can promote a more effective transition of students from school to the world of work, fostering the development of practical skills and improving the employability of young people in both countries. The two PCTO projects described show how using CLIL methodology, helps students to use and to improve their English language communication (L2) with classmates, tutors and supervisors. Additionally, the use of the Flipped Classroom approach significantly enhances students practical learning skills.