this course, as you can see from the timetable
structure outline , is geared towards technical/professional training, ample space is
given to subjects in the technical/economical/business sphere and a third foreign language
is studied from the first year; mathematics on the other hand is dropped at the end of the
second year.
Since the diploma gives the possibility of enrolling in any university faculty the aims are
to concentrate on technical and executive competencies, thus guiding the student to
segments of the tourism industry such as transport, hotels and restaurants etc. sectors where these
competencies are concentrated.
The students of the tourism sector also have the possibility of developing a
project area.
In the regulations of the ITER course and in any case in the general trends of
modern teaching, project area research is seen as being a meaningful experience.
Indeed the project area gives rise to many educational opportunities that would
be difficult to find in traditional schooling. These are: the real concrete
production of a project that has been requested of the class from outside, and
not a virtual or symbolic task; valorization of the project in its construction
and execution; valorization of work carried out in co-operation with other
members of the same class; the experience of elaborating a project autonomously
with full personal responsibility; the opportunity to face and solve real and
not imaginary problems; the satisfaction of presenting a finished project which
is also of value in the examination context.
Another relevant aspect of the project is the effective application of
disciplinary and interdisciplinary know-how rather than an "academic"
approach: this gives the students an appreciation of the subjects they study as
they are seen in a less abstract light more in line with reality. Finally the
project area is an opportunity to employ the techniques and tools of research,
publication, presentation and relation that would not otherwise be possible in
the school environment.
The Gritti recognizes the educational value of this experience and therefore
encourages the adoption of such projects even in those classes which are not
experimental.