Experiences and Practices

Anna Milione and Tiziana Tesauro edited the volume published in the series “Social Theory and Research“ by Edizioni Altravista entitled “Lifelong Learning for Adults: Experiences and Practices“

Continuing to Learn

According to the PIAAC results – the OECD Programme for the International Assessment of Adult Competencies – in Italy 27.9% of the population between 16 and 65 years of age lacks the so-called literacy skills, which enable one to read a text on familiar topics easily and identify specific information. The same Programme shows that in our country fewer than one in four adults participate in educational activities – 24% compared to the OECD average of 52% – and these are almost always employed individuals who undertake such pathways to improve their professional position.

It is important to view these data in light of the reflections that in recent years have concerned the concepts of competence and the regulatory developments – European and national – that have emphasized the importance of lifelong learning as an instrument for promoting personal development, social inclusion, and active citizenship.

But how is the discourse on lifelong learning translated into practice and what infrastructural conditions favor the emergence of such practices?

The proposal of “Lifelong Learning for Adults: Experiences and Practices” – a volume edited by Anna Milione and Tiziana Tesauro, published by Altravista – stems from the need to answer these questions.

After a review of the European legislative framework and the theoretical framework on lifelong learning and human development, the IRPPS researchers present six experiences related to different fields of activity – adult education, continuing vocational training, university education, and digital education in schools and universities – describing “the interactions among people, objects, technologies, artifacts, and infrastructures.”

Given the breadth of perspectives and experiences reported, the volume can be a valuable tool in various disciplinary and organizational fields.

Continuing Vocational Training

Non-conventional training experiences aimed at professionals can pursue different objectives.

Barbara Pentimalli describes the training sessions that involved middle managers in healthcare, conducted with the mediation of a tutor and through the sociological tools of action research, aimed at developing competences to understand and initiate changes in their work context.

Tiziana Tesauro’s chapter concerns the experience with care professionals in a broader sense (medical, nursing, and social care personnel), describing the use of theatrical practice aimed at developing processes of reflexivity: subjects who act as if they were actually in a given situation develop competences that they can then transfer into practice.

University Education

The theoretical background linking theater and education is developed in Francesco Cappa’s chapter, which traces the practice, originating in an academic context, of the pedagogically oriented theater workshop and its connections with the approach to the methodology of adult education and training.

Adult Education

The case study presented by Anna Milione on the territorial network of the CPIA (Center for Adult Education) in Salerno documents the growing demand for education among users with a migration background and examines the institutional responses – often fragile – implemented to meet these needs.

Digital Education

The chapters by Paolo Landri and Marialuisa Villani investigate the educational scenario of 2020 which, following the COVID-19 pandemic emergency, is characterized by an increase in distance learning activities in both school and university contexts and in work settings. Although the pandemic has produced an acceleration of digital technology in the educational field, it is difficult to predict what the effects will be on the morphology of educational organizations.

Edited by Monia Torre with the scientific contribution of Anna Milione.

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“In contemporary society, lifelong learning has assumed a crucial function in the construction of individual biographies, not only for professional updating and retraining, but also to promote personal development, social inclusion, and active citizenship. The extension of learning modalities from formal to non-formal contexts, the definition of key competences, the increasing complexity of the concept of literacy prefigure a plurality of actors, places, and educational contexts.
But how is the discourse on lifelong learning translated into practice? Through what experiences? To what extent can these experiences be transferable? What are the infrastructural conditions that favor the development of lifelong learning practices?
The volume attempts to provide answers to these questions by documenting some practical experiences in different contexts (school, university, social, and healthcare settings)”

Contributors to the volume: Anna Milione, Barbara Pentimalli, Tiziana Tesauro, Francesco Cappa, Paolo Landri, and Marialuisa Villani

To contribute to the FOSSR (Fostering Open Social Science Research) project, the Institute has opened 7 fixed-term positions for various professional figures specializing in data science, computer science, and statistics, as well as communication, social sciences, and project management.

IRPPS
IRPPS is an interdisciplinary research institute that conducts studies on social, demographic, and migratory issues; welfare systems; social policies; science, technology, and higher education policies; and the relationship between science and society.
IRPPS has approximately 40 full-time or part-time researchers, 30 associate researchers, and 20 post-doc researchers.

About FOSSR
FOSSR aims to develop Open Science in the Italian context with the goal of creating tools and services for the social science research community, involving research infrastructures coordinated by the CNR: CESSDA, SHARE, RISIS.
The platform will provide a single point of access to all tools and services of the Italian Open Science Cloud, following the model of the European Open Science Cloud project.

Insights from the frontline antiviolence work during the pandemic in Italy

Pietro Demurtas and Caterina Peroni have published an article titled “We must draw a different future! Insights from the front line antiviolence work during the pandemic in Italy” in the Open Journal of Sociopolitical Studies “PArtecipazione e COnflitto“.

“In this article we analyze the effects of the Covid-19 pandemic on the Italian anti-violence
system, through the eyes of the practitioners of anti-violence centers, who are historically at the forefront
in supporting women survivors of male violence. Their perspective is particularly relevant because, in Italy,
anti-violence centers hold a “borderline” position, which lies between the political role of transformation and
that of an actor of the private social provider of an ‘essential’ public service. On the basis of international
recommendations, our analysis distinguishes two main areas of intervention on which national policies have
been called to intervene: on one side, the protection of women victims of violence, and on the other their
empowerment. Analyzing either official statistics and data collected through an online survey addressed to
the practitioners of anti-violence centers during the lockdown, we highlight strengths and weaknesses of
the policy measures implemented in Italy from their situated perspective, with reference both to the
protection and the empowerment of survivors.”

The article is published in Open Access and is freely available to read and download.

Ethnicity and Wellbeing Across Time and Place

January 26, 2023

From 11:30 AM to 1:00 PM

CNR-IRPPS
Sala Europa, 2nd Floor
Via Palestro, 32 – Rome

Prof. Majella Kilkey will join us to present the project: Storying Life Courses for Intersectional Inclusion: Ethnicity and Wellbeing Across Time and Place.

January 23, 2023
from 9:00 AM to 1:00 PM

CNR Conference Hall
Via dei Marrucini

This time, researchers will be listening to the youth!!

La Nostra Buona Stella, a project funded by the Con i Bambini social enterprise, concludes with reflections from young people on educational poverty and the educating community.

Using various tools (PPTs, videos, songs, and interviews with project partners), twenty students will serve as junior researchers, speaking to an audience of researchers, representatives from third-sector organizations, and local authorities.

We look forward to seeing you at 9:00 AM at the CNR Headquarters Conference Hall!

Simone Alliva from the magazine L’Espresso interviewed Corrado Bonifazi about the demographic crisis affecting our country.

SAVE THE DATE
January 27 – Study Day on the f-HINe Model

organized by IRPPS in collaboration with Sapienza University of Rome, University of Naples “Federico II”, Monasterio Foundation, SIPeM – Italian Society of Medical Pedagogy, Institute of Biostructures and Bioimaging, Ibb-Cnr
HIN (Health Issue Network) is a method that facilitates clinical reasoning and improves the training of students and professionals in the healthcare sector within a one health perspective. f-HINe is a graphical language that allows the description of a clinical history.
The event is aimed at all health professionals involved in community care. The objective is to illustrate the f-HINe model in its various aspects, enabling participants to create f-HINe diagrams of their own clinical histories.

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