1,721,055 research outputs found
Learning to be resilient: an intergenerational project to coping with the consequences of an earthquake
Full text linkOlder adult education in Italy is a wide and rich world involving many educational fields. From the very beginning, this educational sector has been conceived as a strategy for fostering active participation among the elderly. In the past few years, due to social and demographic changes and the consequently increasing coexistence between generations, older adult education is focusing more and more on increasing active citizenship and intergenerational dialogue and solidarity (Ripamonti, 2009). Many educational contexts for older adults are designed as intergenerational learning environments, where people can meet and share significant living experiences among generations and social groups. Moreover, the promotion of positive intergenerationality (Saraceno, 2008) is a very powerful personal tool for empowerment, especially when facing difficulties. This is the case of the project “Il pozzo della memoria” (The well of memory), designed to foster sustainability through the recovery of environmental memories and participatory social planning (Oltheten 1999) among intergenerational communities, in small villages in the Bologna countryside (Emilia-Romagna, Italy). When this project was set up, a severe earthquake shook and shocked some of the villages involved. As a consequence of this dramatic experience, the project was re-planned to answer the new learning needs of the population. Intergenerational dialogue became an opportunity for teaching and learning resilience (Bronfenbrenner 1979, Burns 1996). Older adults’ memories of the Second World War and post-war reconstruction became a fundamental heritage, an asset for the younger generations and for all the community. This paper focuses on the analysis of two different but complementary aspects of the project: on one hand, the methodology, micro- and macro-planning, and on the other hand the project contents and results. We intend to describe this unexpected and innovative learning experience
Training to intergenerational dialogue and solidarity
No full textIntergenerationality is a great challenge for all developed countries since the elderly population is growing, both in terms of their age and of their percentage presence in our societies. The solidarity between different generations is becoming so important that we can consider intergenerational dialogue a fundamental goal for us to aim at, developing those skills that allow us to act properly as citizens in the "ageing societies". Any context and activity with an educational purpose (formal or not formal) should deal with intergenerational dialogue.
This paper first suggests some reflections on the main theoretical issues that put intergenerationality at the core of the educational debate on elderly education. Once the theoretical background has been outlined, it presents an analysis of some educational contexts and activities aimed at developing intergenerational activities. These experiences involved elderly people together with learners from other generations. The experiences that have been carried out highlighted that some contents and teaching methodologies appear to be more effective to meet the needs of elderly and young learners and to promote the dialogue between them. In particular, the methods involving significant tasks and stimulating both cognition and perception fostered the dialogue between the different generations and allowed each learner to get more involved in the process. These experiences can help to define some appropriate teaching and learning strategies for promoting intergenerational dialogue and solidarity
L'apprendimento nella terza età in un contesto intergenerazionale
No full textIl capitolo analizza, dal punto di vista educativo, le problematiche e le potenzialità connesse con l'invecchiamento della popolazione e la ridefinizione dei legami intergenerazionali. A partire da un'analisi dell'attuale popolazione anziana, caratterizzata da percorsi di vita più lunghi e diversificati e da differenze significative fra uomini e donne, si cercano di individuare i principali elementi a sostegno di un'idea di apprendimento lungo tutto l'arco della vita che si estenda fino alla terza e quarta età, includendo tutte le generazioni. Vengono presi in esame i contributi delle Scienze dell'Educazione per arrivare a un quadro pedagogico che permetta di delineare percorsi educativi e formativi per anziani. Vengono presi in esame i contesti dell'apprendimento nella terza età, ambiti educativi a diverso grado di formalizzazione. In particolare, vengono presi in esame i contesti e i progetti in cui l'educazione alla e per la terza età diventa educazione intergenerazionale, aprendo spazi di reciproca crescita fra anziani, bambini, giovani e adulti. Dal punto di vista dell'intergenerazionalità vengono individuati alcuni orientamenti pedaogici, linee educative e prassi metodologiche che offrono uno spunto per estendere queste esperienze di innovazione formativa a sempre più contesti dell'educazione formale e non formale. Si auspica, negli scenari delle istituzioni educative future, un sempre maggiore spazio di progettualità per educare alla solidarietà fra le generazioni
Italy
No full textThe growth of Third Age population in Italy is a very important phenomenon, Italian Elderly have become progressively longevous and they experience better quality of life. The Third Age has developed into a longer and more meaningful period where people manifest not only care and medical needs but also a strong demand for social participation and citizenship. This is the reason for the increase in educational activities addressed to Elderly in Italy during the last decades. After briefly describing the Italian Elderly population from a demographical and social point of view this chapter outlines an analysis of the numerous and varied educa-tional initatives addressed to the ageing Italian population from a pedagogical per-spective
Eguaglianza e intergenerazionalità
No full textIn questo contributo si cercherà di guardare al concetto di generazioni secondo una prospettiva multidisciplinare, che aiuti a cogliere la complessità delle diseguaglianze fra le generazioni, per soffermarsi sul potenziale costituito dalle relazioni intergenerazionali, come spazio di costruzione di comunità basate sulla trasmissione dei patrimoni esistenziali, sulla solidarietà fra i suoi membri e sull’esercizio di una cittadinanza che, per essere attiva, deve necessariamente rinnovarsi e riattualizzarsi grazie al contributo dinamico di giovani, adulti e anziani.
La nostra società sta attraversando una fase di notevole invecchiamento demografico. E’ quindi chiamata a rispondere alle nuove esigenze non solo delle persone più anziane, ma anche delle persone appartenenti alle altre fasce d’età al fine di trovare soluzioni sostenibili ed eque per tutte le generazioni interessate dal cambiamento in atto. Questo significa ripensare il modo in cui la nostra società funziona. La rivoluzione demografica degli ultimi decenni, insieme alle sfide economiche e sociali, richiedono imponenti ripensamenti e ristrutturazioni nei nostri paradigmi comunitari. Per garantire equità e sostenibilità a tutte le generazioni occorre promuovere un impegno concreto nella direzione della solidarietà reciproca, unica scelta possibile per far fronte alle complessità, fragilità e ai rischi che caratterizzano, nell’epoca attuale, ogni fase della vita umana
What kind of assessment for transversal competences in Vocational Education and Training? : Quale valutazione per le competenze trasversali nell’Istruzione e Formazione Professionale?
Full text linkL’Istruzione e Formazione Professionale (IeFP) ha l’obiettivo di preparare giovani studenti al mondo del lavoro, promuovendo in modo congiunto competenze professionali e trasversali. Alcune fra le più trasversali, come la Competenza di cittadinanza (Council of the European Union, 2018), risultano particolarmente importanti in contesti educativi come quelli di IeFP che accolgono molti studenti ad alto rischio di vulnerabilità (Zagardo, 2020). A partire dalla letteratura sulla valutazione delle competenze trasversali, che raccomanda l’adozione di una prospettiva formativa e l’utilizzo di una pluralità di strumenti e approcci valutativi (Binkley et al., 2012; Curtis, 2010; Gibb, 2014; Kechagias, 2011), il presente lavoro illustra lo sviluppo e la somministrazione pilota di uno strumento per la valutazione della Competenza di cittadinanza. Lo studio ha coinvolto n = 377 studenti distribuiti fra due enti di formazione del territorio lombardo.Vocational Education and Training (VET) aims to prepare young students for the labor market by jointly promoting vocational and transversal competences. Some of the most transversal ones, such as the Citizenship Competence (Council of the European Union, 2018), are particularly important in educational contexts like VET that takes on many students at high risk of vulnerability (Zagardo, 2020). Based on the literature on transversal competences’ assessment, which recommends the adoption of a formative perspective and the use of a variety of assessment tools and approaches (Binkley et al., 2012; Curtis, 2010; Gibb, 2014; Kechagias, 2011), this paper illustrates the development and piloting of a Citizenship Competence assessment tool. The study involved n = 377 students from two training institutions in the Lombardy region
TEACHING AND ASSESSING TRANSFERABLE/TRANSVERSAL COMPETENCES. THE CASE OF SOCCES
No full textAs OECD (2009) states: “Globalisation and modernisation are creating an increasingly diverse and
interconnected world. To make sense of and function well in this world, individuals need, for
example, to master changing technologies and to make sense of large amounts of available
information. They also face collective challenges as societies – such as balancing economic growth
with environmental sustainability, and prosperity with social equity. In these contexts, the
competences that individuals need to meet their goals have become more complex, requiring more
than the mastery of certain narrowly defined skills.”
The critical importance of transferable competences in future employment is widely recognized.
However, in most countries the educational practices are still under development and transversal
competences are taught using different methods. Related subjects may have cross-curricular status,
they may be integrated into existing curriculum subjects or they may be introduced as separately.
The transversal competences, as well as other generic skills like creativity or problem solving, relate
to more than one subject area and are more difficult to assess with traditional instruments. Therefore
it is worth exploring what forms of assessment instruments are available for teachers to assess
student progress in these fields. In most countries, a variety of subjects incorporate learning
objectives or learning outcomes related to transversal competences.
The aim of the European project SOCCES (“SOCial Competences, Entrepreneurship and Sense of
Initiative – Development and Assessment Framework) is to develop and pilot a framework for the
methodical assessment for two competences that are very important for working life - namely the
Sense of Initiative and Entrepreneurship, and Social competences. The developed framework will be
translated to a concrete assessment module that can be used in different educational environments.
The module will include a collaborative, virtually enabled assignment and will be accompanied with
virtually enabled teacher instructions.
In this respect the paper has the objective, based on multiple project outcomes as well as on the
evolution of existing educational and assessment practices, to outline and provide food for thought
for defining and analysing innovative ways of teaching and assessing transferable/transversal
competences in the context of higher education
La soddisfazione di allievi, famiglie e operatori
No full textIl monitoraggio – come definito nel disegno valutativo – ha previsto la realizzazione di una fase di rilevazione dei dati di soddisfazione al termine di ciascuno dei due anni del percorso biennale OFI. Le due indagini, condotte in entrambi i casi nei mesi di maggio-giugno, dunque all’approssimarsi della chiusura dell’anno scolastico, avevano lo scopo di esplorare le percezioni dei “protagonisti” dell’OFI (allievi, famiglie e docenti) in merito ad alcuni aspetti caratteristici del curricolo integrato, al fine di mettere in evidenza il quadro complesso dei diversi punti di vista e identificare i principali punti di forza e di debolezza. Nei paragrafi che seguono sono dunque delineati gli aspetti principali delle opinioni espresse dai vari soggetti interpellati, in modo tale da consentire al lettore di confrontare le percezioni sulla soddisfazione dei vari attori dell’OFI. Come si può fin d’ora comprendere, le scelte metodologiche che sono state compiute per effettuare le rilevazioni attraverso i questionari di soddisfazione sono state guidate da una certa attenzione verso la possibilità di triangolare i risultati, al fine di giungere a rappresentazioni sulla soddisfazione più ricche, e dunque più utili a riflettere sul clima generale di “benessere sociale” instauratosi all’interno delle classi OFI
Investigating Elderly Care Contexts According to Stakeholders’ Needs
No full textThis contribution aims to present an innovative and participatory model for as-sessment, improvement of quality and innovation in residential facilities for frag-ile elderly people. Starting from a theoretical and practical reflection on the value of the care relationship in these organisations this work focuses on innovating care practices in these organisations. In this model care is understood not only as a practice but as an attitude of the organisation: an approach to assistance which goes beyond the mere satisfaction of physical needs, looking at the person as a whole and working within a framework of constant promotion of their well-being.
The chapter presents a method for innovating elderly care services through evaluation, self-evaluation and participatory planning. This method was developed through two case studies, the research design and tools of which are presented. The research is guided by an approach of Educational Evaluation (Scriven 1967, 1981, 1999) and Action Research: the professionals are actively involved both during the definition of the quality standards and their relative evaluation. Some specific evaluation tools are developed, and the data gathered is constantly fed back to the professionals in order to stimulate their reflexive practice and foster innovation by improving the quality of care
Sviluppo di un modello formativo per l’integrazione degli approcci educativo-animativi nelle strutture residenziali per persone anziane
Full text linkThe ageing of the population represents a critical challenge for healthcare and social care systems, necessitating a rethinking of care practices and professional training. The frailty of older individuals, particularly within residential settings, underscores the need for multidisciplinary approaches that transcend the traditional medical-care model. This study, conducted as part of a doctoral research project, investigates the competencies required to enhance the quality of care in residential care homes for the older people (Case Residenza per Anziani, CRA). Employing a mixed-methods methodology, the research identified the t raining needs of care staff and implemented an educational model aimed at strengthening professional competencies. The integration of personalised and multidimensional training pathways proved essential in promoting active ageing and the overall well-being of older people. The findings highlight the need for updated training policies, oriented towards personalised care and the reduction of restrictive practices
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