The thematic of the professional advice (orientation), particularly felt both in the scholastic and professional system, has seen up to now much paper printed publication and less stable systematic and institutional actions in favor of those who have effectively need, considering the levels and the several professional and life situations.
The scholastic and professional orientation, moreover, addresses generally to young people inserted in formative paths, in the course or to the end of study segments, and not interesting those who temporary have left such school paths.
They are organized, mainly, according to personal preferences to studies (the gradimento for a specific matter) and in function of the level of success, without that a plan for the future is elaborated.
When the necessity is introduced, it is provided to supply a documentation on the professions - even if this remains rather abstract - and sometimes it happens with the help of interest test (through which professions and personal characteristics correspondences are analyzed).
Such tests are not free from stereotypes on the professions and not always they are significant at a level of previsional aspect.
In order to conclude, the function of aid in the scholastic and professional orientation not always comes supported from the presence of expert staff and the contribution often is limited to the single level of documentation given to a variety of individuals, and therefore does not constitute true action of aid aimed at favor of the interested one.

The perspective of the project BUSSOLA is a much various one, and introduces substantial changes in systems of formation because:

it associates to the concept of orientation the one of balance of competence

it addresses to not necessarily inserted young people in the scholastic or professional paths, but also to those who have abandoned prematurely the scholastic or professional circuit without to achieve a diploma or one qualification

it has the peculiarity to estimate experiences of working pre-socialization (through stage, trainings), focusing on the competences developed in the job atmosphere, in order to orient better the professional choice and to define the development of the individual path

it is a personal and voluntary activity, than it cannot be put into effect if not there is the precise and explicit will of the interested one.

In particular the project BUSSOLA introduces substantial changes in the systems of scholastic formation because:

links in functional and operating way the concept of dispersion to that one of guideline and that one of guideline to the competence budget

it does not come privileged the reference to the scholastic matters and the scholastic success in order to guide the young person in the choices to consider, but they consider mainly the personal and professional experience, the competences, the total situation of the interested one mainly in order to better tuning or to construct a personal formative path

It is a path centered on the person, rather than on a differential comparison with the others

Allows to organize in parallel to the curricula (with a methodology of the parellel timetables) virtual spaces in which should be possible to put in evidence the competences possessed from every student and the definition and development of personalized paths

Concurs the definitions of significant descriptors in order to carry out the budget of the base competences

It allows to define a shared European model of the competences budget starting from the good practices noticed in the partner countries

The project BUSSOLA introduces substantial changes in the systems of professional formation because:

It carries out a preparatory role to an individual path of professional formation

It is a place of self-formation on a personal and psychological level

It considers the acquired formation from the person in informal paths

It develops the orientation activity in continuos and not episodic trend

Allows the active participation of a single person to the the definition of his budget of competences

It defines significant descriptors for the certification of the acquired competences in informal paths

It concurs to upgrade integration of immigrates and others neglected persons in the working system