Normally schools are looking for companies otherwise the Institute with which to collaborate is identified. There is nothing wrong with selecting institutions in your area and establishing a preferential collaboration with those that guarantee pro-activity, collaboration and that are closest to your type of business. This is one of the fundamental aspects to ensure that the school-work alternation enhances its positive effects for the company and students.

Within each institute there is at least one teacher who is a representative of the School-Work Alternation who has the task of acting as a link between the teachers and the companies. Once defined possible business areas and alternation modalities, contact is made with the person in charge of the alternation of the selected school and the process of co-planning of the training intervention is started.

It is important to underline that the responsibility for the alternation route lies with the school; the company actively collaborates by providing facilities and human resources to achieve the shared educational objective and therefore the acquisition of the skills identified for each student. The company's contribution goes beyond the single alternation path; the school draws from this continuous comparison the contents of the professional skills required by the labor market.

Whether they are profiles received through the promoters based on the publication of an internship offer, whether they are self-nominations spontaneously received by the company, the selection criteria generally followed are those that tend to ensure suitability. of the subject to the type of training project agreed.

The acceptance of a trainee should be the result of a careful interview that highlights the already completed experiences, motivations and attitudes of the young person, beyond the academic or university results. In other words, it is necessary to ascertain that the young candidate has a formation consistent with the educational objectives defined in the project.

At the same time, it is appropriate to take into account also more practical aspects ranging from the interest of the young person to the contents of the project and to the type of company (very useful, in this sense, could be the letter of motivation attached to the curriculum) and to organizational and logistical aspects (such as, for example, the proximity between home and company).