Abstract

The paper presents some Work Based Learning experiences, carried out by Italian upper secondary schools, based on creation of digital artefacts and focused on the entrepreneurship competence framework. In these experiences, making and learning represent the starting point to enable the students in new skills and generative capacities in order to strengthen the ability to see a desirable future. It is a theme that recalls new opportunities and new divides among who is capable to participate to the vision of change and who is excluded and involve the role of the educative system in the developing of the necessary competencies to participate to the contemporary society challenges. Teachers and scholastic institutions have a decisive role to play, and a clear necessity to be supported in interpreting the ongoing changes. The relationship between school and work that emerges in the cases studied seems to highlight, first of all, the need for understanding. To act in change, schools and partners mutually seek support to interpret the social challenges of technologies. Students, often surprised by realization possibilities that they thought impossible, nourish this process with their own creative resourcefulness, but at the same time they value the leading role of their teachers