Vol. 14 No. 32 (2018): Recognizing people’s competences, a challenge for inclusion

Published: 31-12-2018

Theoretical Contributions

• Skills for a widespread and sustainable democracy. The recognition and validation of strategic skills in the National Forum of Third Sector.

  Paolo Di Rienzo

  1-18

  • PDF (Italiano)

• Informal learning of adults in universities: an empirical approach. an empirical approach

  Claudio Pignalberi

  19-33

  • PDF (Italiano)

• Educating for global citizenship in times of neoliberalism. Critical reflections on educational policies in the European field Critical reflections on educational policies in the European field

  Rosaria Capobianco, Peter Mayo, Paolo Vittoria

  34-50

  • PDF (Italiano)

Research

• Competences assessment and social inclusion: an experience of prior learning recognition with prisoners and former prisoners.

  Lucia Lorenzi, Anna Serbati, Francesca Vianello

  51-67

  • PDF (Italiano)

• TLL (Teaching Learning Laboratory) and dialectical training in Didactic of university teachers: first steps towards the certification of pedagogical competence in Uniba (University of Bari).

  VIVIANA VINCI, Loredana Perla

  68-88

  • PDF (Italiano)

Good practices and experiences

• The assessment of prior learning in adulthood: the experience of the Canadian PLA/PLAR Centers.

  Davide Capperucci

  89-107

  • PDF (Italiano)

• Education and lifelong learning in prison: university, competences and inclusive processes.

  Luca Decembrotto

  108-119

  • PDF (Italiano)

Reviews

• Recensione del volume di Patrizia Garista (2018). Come canne di bambù. Farsi mentori della resilienza nel lavoro educativo. Milano: FrancoAngeli, pp. 166.

  Irene Marseglia

  120-122

  • PDF (Italiano)