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The Italian school system is undergoing a profound transformation, driven by the need to create a solid bridge between education and the demands of an ever-evolving job market. In this context, two new professional roles have been introduced by Ministerial Decree 328 of December 22, 2022: the Tutor Teacher and the Guidance Counselor. Created as part of the guidance reform under the National Recovery and Resilience Plan (PNRR), these roles are designed to personalize learning and guide students toward more informed choices for their future. The goal is ambitious: to reduce school dropout rates, nurture individual talents, and align student skills with professional opportunities, not only in Italy but also from a European perspective.
These roles, active since the 2023/2024 school year, represent a strategic shift in the education system. They are not just “advisors” but professionals with specific and distinct tasks, whose effectiveness lies in their ability to work in synergy. Understanding the differences and areas of collaboration between the Tutor Teacher and the Guidance Counselor is crucial for students, families, and the entire school system, which is committed to training citizens ready to face tomorrow’s challenges with awareness and competence.
The introduction of the Tutor Teacher and the Guidance Counselor is not a random choice but a concrete response to needs that have emerged strongly in recent years. The guidance reform, part of the PNRR, aims to build a structured and coordinated system to overcome some of the historical critical issues of the Italian school system, such as the high school dropout rate and the mismatch between acquired skills and the demands of the job market. Italy, in fact, has a dropout rate in the 18-25 age group that is higher than the European average, a figure that highlights the urgent need for targeted interventions. These two roles were created precisely to address these challenges systematically.
The objective is twofold. On one hand, the aim is to strengthen the connection between the first and second cycles of education, ensuring more thoughtful choices that enhance individual talents. On the other, it is to facilitate a smoother transition to tertiary education (universities, ITS Academies) and the job market. In a European context that demands lifelong learning and great adaptability, school can no longer be just a place for transmitting knowledge. It must become a laboratory where students learn to know themselves, develop their potential, and plan their future. The Tutor and the Counselor are the architects of this new approach.
The Tutor Teacher acts as a true orchestrator of the educational journey for a small group of students, usually between 30 and 50. Their main task is to help each boy and girl become the protagonist of their own learning. This role focuses on personalization, a tailored approach designed to fit the needs, potential, and any difficulties of each individual. The Tutor establishes a constant dialogue with students, supporting them in reflecting on their path and in developing their personal talents. This relationship of trust is the foundation for effective guidance, which starts with self-awareness.
One of the key tools in the Tutor’s hands is the E-Portfolio, a digital document that collects not only academic results but also experiences, developed skills, and the student’s personal reflections. Within this portfolio, the student is also asked to include their “masterpiece,” a product they are particularly proud of, which represents a key strength. Through managing this tool, the Tutor Teacher guides the student to become aware of their abilities, recognize their inclinations, and build a coherent life project. They are a mentor who doesn’t provide answers but helps ask the right questions.
If the Tutor is the orchestrator of the individual journey, the Guidance Counselor is the compass that points to possible future directions. This role, unique to each school, has a broader vision and operates at a wider level, connecting the school with the outside world. Their task is to collect, analyze, and make accessible to students, families, and teachers all information regarding post-high school educational offerings (universities, ITS Academies, vocational courses) and job market trends, both locally and nationally.
The Counselor acts as a bridge, facilitating the match between student skills and external opportunities. They organize guidance activities for classes, manage the 30-hour curricular modules required by the reform, and collaborate with local institutions, universities, and companies. Their role is crucial in showing students the wide range of possibilities awaiting them after school, including innovative and less traditional paths like the Higher Technological Institutes, which are fundamental for the professions of the future. Thanks to their work, the choice of “what’s next” becomes an informed and strategic process, based on concrete data and not just on generic aspirations or stereotypes. To best support students, the teacher can use a kit of tools and resources for success.
Although both roles work toward the student’s educational success, their roles, tasks, and approaches are distinct and complementary. It is essential not to confuse them, as their effectiveness depends on the clarity of their respective functions. Here are the main differences in summary:
The true strength of the reform lies in the synergy between the Tutor Teacher and the Guidance Counselor. These two roles are not designed to work in silos but to collaborate closely, creating a continuous flow of information for the student’s benefit. Their joint work ensures that guidance is not an isolated event but an integrated process that accompanies the entire school journey. Collaboration is the key to transforming personalization into an informed choice.
Let’s imagine a practical case. A student, with the support of their Tutor, discovers a strong passion for technology and excellent problem-solving skills through the E-Portfolio and dialogue. The Tutor, analyzing their profile, shares this valuable information with the Counselor. The Counselor, in turn, uses this data to propose a range of targeted options to the student: not just a degree in computer engineering, but also a specific course at an ITS Academy specializing in cybersecurity, perhaps with excellent job prospects in Europe. In this way, the personal inclination identified by the Tutor translates into a concrete professional project thanks to the Counselor’s intervention.
The introduction of these roles takes on special significance in the Italian and Mediterranean cultural context, where tradition and the role of the family have always had a significant influence on the educational and professional choices of young people. Often, decisions about the future are influenced by family expectations, parents’ professions, or a view of work tied to “safe” and traditional paths. In this scenario, the Tutor and Counselor act as cultural mediators, capable of integrating tradition and innovation.
Their task is not to replace the family, but to support it and enrich the dialogue. The Tutor can help the student and their parents recognize talents that may not align with family tradition but represent enormous potential. The Counselor can show how that same passion can translate into a modern, in-demand profession, overcoming prejudices about certain fields of study. The family remains a key to the children’s future, but thanks to these new roles, it can become a partner in a broader and more informed decision-making process, one that considers both cultural roots and the opportunities offered by a globalized world.
In conclusion, the Tutor Teacher and the Guidance Counselor represent two fundamental pillars of the new guidance strategy in Italian schools. Although distinct in their tasks and methods of intervention—with the Tutor focused on the individual and the Counselor on the system—their success is inextricably linked to their ability to work in close synergy. The former helps the student build their own inner map of talents, skills, and aspirations. The latter provides the compass and maps to navigate the outside world, rich with educational and professional opportunities.
The introduction of these roles, supported by the PNRR, is not just a regulatory adjustment but a profound cultural shift. It marks a move from informational guidance to formative guidance, a continuous process that empowers the student and makes them the architect of their own destiny. In a context that balances strong Mediterranean tradition with the drive for European innovation, the Tutor and the Counselor are strategic allies for students and families in building a solid, informed future that is open to global challenges.
The tutor teacher focuses on the student as an individual: they help them understand their talents, personalize their study path, and create an E-portfolio to collect their progress and “masterpieces.” They are a personal guide for the student’s growth. The guidance counselor, on the other hand, has a broader view: they analyze the world of work and higher education, connecting the school with companies and universities. They provide students and tutors with the data and concrete opportunities to choose their future academic or professional path.
The ideal approach is to talk to both, as they work in synergy. Start with your tutor teacher: they will help you focus on your skills, passions, and what you excel at, which is a crucial step for making an informed choice. Subsequently, the guidance counselor, in collaboration with the tutor, can propose the most concrete and suitable options for you, such as degree courses or career paths, based on the information they have gathered about the world outside of school.
Their collaboration is a true “match.” The tutor creates a detailed profile of the student, highlighting their talents and aptitudes. The counselor gathers information on study paths and job opportunities available locally and nationally. Together, they compare the student’s profile with existing opportunities to propose a coherent and realistic path to the student and their family. The counselor provides the tutor with the tools and data to best advise families.
The role of a tutor is not entirely new in the global educational landscape. For example, a similar role has long existed in the U.S. system, tasked with closely monitoring students. With the introduction of the tutor teacher and guidance counselor starting in the 2023/2024 school year, Italy has aligned with these international practices, integrating them into its own system to strengthen guidance and personalize learning.
No, as a general rule, the two roles must be distinct and cannot be held by the same teacher. Although the initial training may be common, their tasks are different and complementary. The Ministry of Education has clarified that the tutor and counselor must work in close synergy, and this collaboration is more effective when the roles are held by different people.