Angela Cattaneo

Angela Cattaneo is a Senior Lecturer-Researcher in Innovation and Educational Systems at the Department of Education and Learning (DFA/ASP) of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI) in Locarno, Switzerland. She has been working at SUPSI since 2010 as a senior teacher-researcher at CIRSE (Competence Centre for Innovation and Research on Education Systems), while also contributing to the Vocational Training Division (DFP) and teaching at the Bellinzona Cantonal High School.

Dr. Cattaneo was born in Ticino in 1960 and completed her initial training as a psychologist specializing in educational and career guidance at the University of Lausanne in 1989. She further specialized in general psychology at UNIL, obtained her Gestalt Practitioner diploma from EPG in Paris in 1994, and earned her secondary teaching qualification in pedagogy/psychology from Hochschule Pädagogische Ecole in Locarno in 2001.

Her research interests focus on educational systems, particularly in Ticino, with expertise in longitudinal analysis of vocational training system indicators. She has led and participated in numerous significant research projects including 'School across the board - Education system indicators,' 'Equal opportunities in high school,' and monitoring the feasibility of measures in the 'PRO SAN 2021-2024' plan. Her work often examines equity, innovation, educational pathways, competencies, well-being, student populations, and financial resources within the educational system.

Dr. Cattaneo's recent publications demonstrate her commitment to understanding educational systems through various lenses. Her work spans historical-educational heritage applications, analysis of school climate as an organizational well-being parameter, studies on linguistic and professional skills development, and comprehensive monitoring of the Ticino education system through indicators. These publications reveal a consistent focus on practical applications of educational research to improve teaching practices, student outcomes, and system efficiency.

Among her notable projects is a longitudinal study that began in 1992, following 1,471 young people who completed compulsory schooling that year, with data collection continuing through multiple phases until 2011. This research has provided valuable insights into educational and professional pathways, satisfaction with educational choices, and factors influencing successful transitions from school to working life.

• Expert in education systems, particularly in Ticino
• Specializes in longitudinal analysis of vocational training system indicators
• Conducts research on school climate and organizational well-being
• Investigates equity and inclusion in educational transitions