Archives
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Illiteracy, returning illiteracy, and implicit dropout: educational and social impacts and intervention strategies across the lifespan
Vol. 23 No. 46 (2025)Functional illiteracy, returning illiteracy, and implicit dropout are critical phenomena that span the entire lifespan, profoundly affecting individuals’ ability to actively participate in society and the labor market. Recent studies highlight how these issues not only have cultural and educational implications but also pose an obstacle to economic development and social cohesion (OECD, 2019; UNESCO, 2022).
Although education is recognized as a fundamental right (United Nations, 2015), a significant portion of the population remains excluded from learning and development opportunities. According to data from OECD-PIAAC (Programme for the International Assessment of Adult Competencies), nearly one-third of Italian adults are functionally illiterate, meaning they struggle to understand and use written information in daily life, thus limiting their autonomy and decision-making capacity (OECD, 2023).
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Revitalising Adult Continuing Education for Positive Social Changes and Personal Fulfilment.
Vol. 22 No. 45 (2024)Adult Continuing Education (ACE) provision is increasing all over the world. Nonetheless, the gap between high- and low-skilled adults has also become wider. The growth in ACE opportunities has not been accompanied by the necessary commitment to research on ACE theories, strategies, policies, methods and tools. To fill this lacuna, it is necessary to strengthen cooperation in the field of research among scholars and practitioners who can renew, expand and deepen the knowledge base of ACE in their own areas of expertise.
For this purpose, the Lifelong Lifewide Learning journal will dedicate Issue nr 1/2024 to contributions from scholars and practitioners from different continents who wish to share their studies and propose emerging ACE themes. These themes will subsequently be developed in forms of worldwide cooperation, collaboration and comparison.
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Numero Monografico: Ambiente, sostenibilità e benessere. Percorsi pedagogici e approcci educativi.
Vol. 20 No. 43 (2023)Prefazione
Cristina Birbes - Giovanna Del Gobbo - Monica Parricchi
Prima parte
1. Natura, meraviglia, relazionalità, etica.
Michele Cagol – Libera Università di Bolzano
2. Riflessione pedagogica e narrazione per la formazione delle professioni di cura.
Elisa Zane – Università cattolica del Sacro Cuore
3. Partecipazione giovanile, impegno solidale, formazione.
Sara Bornatici – Università degli Studi di Brescia
4. Povertà educativa tra mancanza di mezzi e povertà di esperienza.
Claudio Crivellari – Università degli studi “G. d’Annunzio” Chieti-Pescara
5. Progettazione pedagogica e Laudato si’. La cura del creato in azione.
Pierpaolo Rossato – Università Cattolica del Sacro Cuore
6. Dalla complessità al paradigma ecologico per un domani dell’umanità.
Monica Parricchi – Università Libera Bolzano
Seconda parte
7. Outdoor education e Service Learning: apprendere dentro e fuori la scuola e con la comunità.
Patrizia Lotti, Chiara Giunti, Lorenza Orlandini – INDIRE
8. Sistema integrato 0-6 e sostenibilità: prospettive, criticità e sfide educative.
Giampaolo Sabino – Università della Valle d’Aosta
9. Transizione ecologica. Orizzonti immaginativi di senso educativo e sociale.
Simona Sandrini – Università Cattolica del Sacro Cuore
10. Per una scuola green e outdoor. Un percorso di ricerca verso una transizione ecologica dell’educazione.
Giulia Schiavone – Università degli Studi di Milano-Bicocca
11. Sostenibilità e benessere: stili di vita corretti, sani e attivi e il progetto “Scuola Attiva”.
Cristiana Simonetti – Università degli Studi di Foggia
12. Il Green Education Lab dell’Università degli Studi di Catania.Linee di azione e di intervento.
Gabriella D’Aprile, Giambattista Bufalino – Università degli Studi di Catania
13. Formare le professionalità educative. Tra transizione ecologica e cultura della sostenibilità nell’educazione dei gemelli.
Teresa Giovanazzi – Libera Università di Bolzano
14. Tirocinio e sostenibilità. Pedagogia dell'ambiente, outdoor education e formazione dei supervisori.
Cristian Righettini – Università Cattolica del Sacro Cuore
Terza parte
15. La pedagogia dell’ambiente in dialogo con il PNRR.
Pierluigi Malavasi – Università Cattolica del Sacro Cuore
16. L’impegno pedagogico per i giovani tra PNRR, territori e transizione ecologica.
Valentina Meneghel – Università Cattolica del Sacro Cuore
17. Innovazione organizzativa e competenze formative per le transizioni.
Serena Mazzoli – Università Cattolica del Sacro Cuore
18. Prospettive di formazione al rischio climatico. Un emblematico progetto di ricerca.
Sara Scioli – Università Cattolica del Sacro Cuore
19. Analisi delle transizioni assiologiche negli scenari di cambiamento dei modelli di sviluppo economici contemporanei.
Stefano Mazza – Libera Università di Bolzano
20. Imprese sostenibili per uno sviluppo umano integrale.
Claudia Salvi – Università Cattolica del Sacro Cuore
21. PMI RISK ADAPT: un’interpretazione pedagogica.
Caterina Braga – Università Cattolica del Sacro Cuore
22. Comunità Energetiche Rinnovabili, ecologia integrale, cura dei territori.
Antonio Molinari – Università Cattolica del Sacro Cuore
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CALL 43/2023 – What guidance? Towards a lifecycle approach
Vol. 20 No. 43 (2023) -
CALL 42 - Educational research for teacher training
Vol. 19 No. 42 (2023) -
CULTURAL HERITAGES AND COMMUNITIES: PLURAL RELATIONSHIPS TO BE HANDLED WITH CARE
Vol. 18 No. 41 (2022) -
Call 36 (special call) COVID19. Research and answers from the education system
Vol. 16 No. 36 (2020) -
Call 35 - Education, Training and work: complex scenarios for new guidance models
Vol. 16 No. 35 (2020) -
The formation of educators and trainers: where are we? Perspectives, results and impact of a strategic action for the Lifelong Learning system
Vol. 15 No. 34 (2019)Almost twenty years have passed since the Lisbon Memorandum, a decisive milestone in the orientation of EU policy and action towards a systemic approach to lifelong learning as a driver for sustainable and inclusive growth. One of the objectives of the Memorandum was to develop effective teaching and learning spaces and methods that would provide an uninterrupted supply of education and training throughout life and in different contexts. A focal point was identified as "the skills of formal and non-formal learning practitioners, whether they are professionals, volunteers or people for whom education is a secondary activity (e.g. qualified and experienced workplace staff or neighbourhood facilitators)" (SEC(2000)1832: p. 15). The document emphasized the urgency to develop and innovate training and qualification system for education, education and training specialists working also in the non-formal sectors in the field of adult education or continuing training. In 2015 CEDEFOP published the guidelines for the "professional development of trainers invocational education and training" highlighting the important role of trainers working directly in work contexts. In Italy, the processes of professionalization have certainly had a strong push with the last regulations: from Law 4 of 2013 to Law 2015 of 2017. Universities, first with the degree class 18, then with the degree class 19 for the first three-year cycle, and with classes LM50, LM57 and LM85 for master's degrees, have offered and continue to offer advanced training courses with different profiles within the same professional family. From the academic year 2018/2019 also the intensive training course for the qualification of "socio-pedagogical professional educator", in accordance with Law 205/17 and the subsequent Note CUN of 03/07/2018, offers an important moment of retraining for the personnel who carry out educational activities in public and private services./Also on an international level, there is a proliferation of training offers for trainers who are responsible for training. The number 34 of the magazine welcomes, therefore, contributions that present research and experience on:
- The characteristics of the supply with respect to the training demand of educators and trainers
- The impact of training on organizational improvement and educational services in formal, non-formal and informal contexts
- The problem of professional qualifications
- The skills of the promoters of the process of network construction, such as professionalism for an integrated system
- The real and potential impact of the new legislation.
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University’s social responsibility
Vol. 15 No. 33 (2019)What are the responsibilities of Universities in front of increasingly urgent and unavoidable emergencies? In the Yerevan (2015) and Paris Communiqué (2018,) it is reiterated that more inclusive higher education systems are an essential objective of the European Research Space considering the populations are increasingly diversified due to demographic changes and migrations. Since many years it has been the school system, which has been facing the challenges of inclusion, and, even if with contradictory results, it carries out initiatives and interventions to meet new and complex needs. In Italy Universities have only been marginally affected by the migration phenomenon and only in specific fields such as research, teacher training, and collaboration in the field of development cooperation. Most Universities have not been called to deal systematically with issues such as access, use and the academic success of students that are also refugees, asylum seekers or disadvantaged migrant, as it happened in other European countries . If education levels are an indicator of inclusion (Using EU indicators of immigrant integration, 2013) higher education should also take a position on the issue. However, data show that in 2017 the highest percentages of immigrants born abroad with low levels of education were recorded in Italy (49%), Greece, Spain (both 40%) and Malta (39%). In many countries it has already been recognized that in the diverse flow of migrants there are many with skills and talents that can contribute to local economies. Therefore, integration of migrants has increasingly become a key sector for policy orientation, with measures to prepare immigrants and their descendants so that they can become fully active in society, in particular through education and training. On the other hand, in many countries, and in particular in Italy, there is a worrying rise of racism and intolerance towards migrants and, in general, against minorities and any form of diversity. What is the role of universities to prevent phenomena like these from becoming more frequent? How can University train future professionals capable to apply an intercultural approach in working contexts so that they become open to inclusion and enhancement of differences?
For some years now the idea of social responsibility has been enriched with that of responsibility of the university. The thematic of university's governance and accountability are put in relation to the two principles of autonomy and social responsibility: the latter is based on the cultural bond that unmistakably links university and society and sees Universities as a social actor that is necessarily involved in the construction of societies with a view to sustainable development. In particular, there is a tendency to integrate cultural, social and environmental concerns through training, research and the so-called third mission in order to bring benefits and positive impact in the contexts in which it operates. Societies request that universities are aware of the effectiveness of its activities in relation to stated purposes and repercussions of public interest.
Hence the commitment of the University to mitigate any kind of barriers and attract young refugees and migrants in higher education, enhancing their potential and talent, but also ensuring accessibility to other disadvantaged groups, including people in custody. Many problems are still open for research. How to recognize migrants and refugees' previous careers and skills/knowledge and facilitate the transition from higher education systems of origins? How to support their permanence in the higher education system? What placement and job orientation services can the university offer?Call number 33 of the journal intends to collect reflections and experiences on the theme of social responsibility of the University in terms of research, teaching and the third mission, in the following modalities:
- contributions for the definition of social responsibility of universities;
- contributions on the meaning and implications of the category of university social responsibility with respect to higher education policies and impact on issues of public interest;
- critical analysis on what Universities could have, but have not, done in order to foster inclusion, in terms of alternative and counter-intuitive choices of action;
- deconstructive reading of norms, policies, practices, education and training initiatives: how do they favor, or hinder social inclusion?
- contributions for the definition of the category of social responsibility of universities in the specific fields of migrations and human mobility
- research on inclusion policies in higher education of disadvantaged groups, also in a comparative key;
- research results on the correlation between higher education and decreasing of racism and intolerance
- contributions for the definition of educational methodologies, tools, professional skills, networks and partnerships to promote inclusion in higher education.
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From the recognition to the certification of no formal and informal competences. A common reflection between school, work, and volunteerism.
Vol. 14 No. ALL_32 (2018)The present document presents some of the speeches of the Seminar held in Florence between March and October 2018 on the theme of the recognition of acquired competences in the no formal and informal contextes. The experiences and the study’s cases discussed in the work groups are considered. A National Plan of competences developpement in the lifelong learning perspective is proposed.
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ALLEGATO AL N. 30: Formazione Continua e Educazione degli Adulti: le dimensioni formale, non formale e informale nel confronto fra Italia e Francia
Vol. 13 No. Al30 (2017)Introduzione
Storia ed evoluzione del sistema formale di educazione degli adulti in Italia: contesti, provvedimenti, ratio formativa (Elena Marescotti)
Esperienza, pratiche sociali e disposizioni evolutive: i presupposti teorici dell’apprendimento informale
(Matteo Cornacchia)Il riconoscimento, la validazione e la certificazione delle competenze nel sis- tema italiano
(Paolo Di Rienzo)La ‘cultura della formazione degli adulti’ in Francia: sviluppi e dimensioni (Chiara Biasin)
La Reconnaissance et la Validation des acquis de l’expérience en France: le paradigme de l’expérientiel à l’épreuve des certifications (Hervé Breton)
La formation en alternance en France (Catherine Guillaumin)
Le rôle des responsables pédagogiques de groupes en formation continue dans une université française: une autonomie des enseignants du supérieur inversement proportionnelle à celle de leurs universités (Sébastien Pesce)
