Conference Program

Themes and Purposes In an era dominated by digital acceleration and the "platformisation" of education, the human factor remains the most critical asset for democratic regeneration. This proposal presents the results and the pedagogical framework of "PerForma PA", a pioneering project led by the Comprehensive Institute "Francesco Dimo" (Taviano, Italy). The project coordinated a massive network of 22 educational institutions across the provinces of Lecce and Bari, involving hundreds of teachers and public employees in a transformative learning journey based on the European LifeComp framework.

The primary purpose of this contribution is to demonstrate how the systematic teaching of Life Skills—specifically Personal, Social, and "Learning to Learn" competencies—can act as a catalyst for professional excellence and democratic participation within public institutions. While the Italian National Recovery and Resilience Plan (PNRR) often focuses on technological infrastructure, our project argues that true innovation stems from the emotional and social resilience of the "human capital" that animates the school system.

Methodology and Content The abstract explores the three pillars of the certification path developed in collaboration with IDCERT:

1. Personal Area: Focus on self-regulation and stress management as tools to "educate for hope" and prevent burnout in the public sector.

2. Social Area: Leveraging neuro-didactics to foster empathy and conscious communication, transforming the school into a space for equitable conflict resolution and respect for the common good.

3. Learning to Learn: Promoting a "Growth Mindset" and critical thinking to navigate the complexities of algorithmic society and misinformation.

Innovation and Results The proposal highlights a unique model of "Institutional Generosity": after the initial phase, the I.C. Taviano decided to release the training modules for free to all Italian Public Administration employees. This move represents a shift from a competitive to a collaborative logic in educational policy.

Conclusions The study concludes that certifying non-cognitive skills is not merely a professional upgrade but a democratic necessity. By fostering empathy and critical awareness, the "Taviano Model" provides a replicable blueprint for schools to lead the transition toward a more human-centric and democratic Public Administration, capable of facing global challenges with resilience and social responsibility.