The implementation of strategies and practices to support the development of skills for the employability of new generations is recognized, at the European level (COM, 2010), a collective responsibility within educational and training contexts. In Italy, according to European recommendations, was introduced one of this strategy by the Law 107 / 2015, as a compulsory training ‘methodology’ for students of every high school, who have to spend 200/400h within workplaces during the three last years of their high school course. It is refers to School-Work Alternation (SWA) programme as part of international Work-Related Learning programmes. The aim of SWA is to give teachers the opportunity to innovate didactics, to overcome the inability of traditional educational system to create congruence between the formal learning and the real needs, to promote the development of students’ strategic competences or soft skills, about which different definitions can be identified within literature. They are recognized as: i) ‘abilities for adaptive behavior, that enable individuals to deal effectively with the demands and challenges of everyday life’ (World Health Organization, 1993, p.1); ‘ a set of achievements—skills, understandings and personal attributes—that makes graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy’(Yorke, 2006, p.8). Next to the political interest for preparing young generation, also labor market complains the lack of inadequate skills in young people; technical skills, alone are no longer sufficient to operate within the dynamics, competitive and complex working reality (Schulz, 2008; Taylor, 2016). Therefore, hard and soft skills need to be considered complementary and not alternative within the students' educational curricula, and within the current scenario of the interdependence between systems (Engeström, 2001) and the building of communities of practices (Wenger, 1998) based on cooperation and sharing; they are skills which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment (EC, 2006; Elliot et al.,2017).
SWA is a complex paradigm, composed of two dimensions: partnership and situated learning (Tino & Fedeli, 2015). The first dimension is related to the partnership (Engeström, Engeström, & Vähäaho,1999) developed between schools and workplace, where SWA can represents the shared third space, nurtured by new rule, and boundary objects, as the results of a new transformative culture (Tino & Fedeli, 2015); the second dimension is connected to experience that students live within the workplace, and based on the concept of situated cognition, according to which knowledge and learning can be developed through the participation within communities of practice (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991; Rogoff, 1990). Specifically, this second dimension requires schools’ and workplaces’ partners to design shared learning experiences oriented to the development of competences useful for life and for work, because ‘enabling people to enter and stay in working life is an important part of the role of education in the strengthening of social cohesion’ (EC,2006, p.1). Therefore, in the scenario of the complex dynamism of the organizational and social contexts, the competitiveness due to the globalization, the personal and professional needs of individuals connected to the importance to avoid social exclusion, the responsibility of teachers is demanded in increasing their awareness of the importance of soft skills for their students and highlighting the consequences of their shortcomings (Schulz, 2008), as well as in identifying training experiences aimed at promoting them. In this perspective, and with the awareness of the lack of similar studies in Italy, the paper sought to respond to the following research questions: i) According to teachers, does the SWA students’ experience promote soft skills development? ii) Is SWA learning design focused also on the development and assessment of soft skills?