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Future economic growth and social progress in knowledge societies rely increasingly on innovation. Innovation require skill sets such as technical skills, thinking and creativity skills, as well as social and behavioural skills. A blind spot is, figuratively speaking, the inability to recognize a fact or to think clearly about a particular subject, mainly because of prejudice. The blind spot in the innovation of the education and training system lies between the aspiration to "make" a difference and the "prejudice" towards this ambitious goal. In the last 20 years, in fact, despite the fact that an evaluation system has been implemented in practice as well as in the norms, the main stakeholders have shown an attitude of aversion and opposition both to some provisions of the legislation and to the use of the assessment results made by the school administration. The lack of engagement in the innovation process is mainly due to the perception of the different conditions of the school system, which suffers from large structural inequalities and resources, a condition that reduces its possibility of being equal rather than quality-oriented. What to do then? It is important that the different stakeholders understand each other's opinions, expectations, prerogatives, principles and values that underpin the innovation (or innovations) and above all that the activities car-ried out are actually aimed primarily at the progress of student maturity and school progress, i.e. ensuring the specific needs of the main stakeholders in addition to the demands for innovation from the labor market. ; La crescita economica futura e il progresso sociale nelle società della conoscenza dipendono sempre più dall'innovazione. Questa richiede un insieme di abilità tecniche, capacità di pensiero e creatività, nonché abilità sociali e comportamentali. Un angolo cieco rappresenta, figurativamente, l'incapacità di riconoscere un fatto o pensare chiaramente a un determinato argomento, soprattutto a causa di un pregiudizio. Il punto cieco del ...

Educational Research is meant to be the study that aspires to explain andunderstand the cultural, technological and psycho-pedagogical models sothat they can inspire and accompany the school's institutional and structuralreforms. In this sense, it is necessary to intervene directly on the basictraining of actors in the school, who are required to work through and forinnovation. This is a complex process that involves not only the institutions,but also all the actors in these organizations and the ones involved in theenlarged context, directly and indirectly. Innovation, therefore, as an evolutionaryprocess, involves the experience of operators, the analysis and decisionsof both public authorities and other interested forces. Therefore,the resulting image involves experts, teachers, schools as well as political institutionsin a research community characterized by the fact that all of themare learners and developers at the same time. ; Par Recherche Educative on entend les études expliquant et comprenant lesmodèles culturels, technologiques et psychopédagogiques, de manière àinspirer et accompagner les réformes de l'ordre et de la structure scolaires.En ce sens, il faut intervenir de manière directe sur la fondation de base desacteurs opérant dans le système scolaire, auxquels on demande d'agir avecet pour l'innovation. C'est un processus complexe, impliquant non seulementles institutions et les acteurs opérant dans ces dernières, mais aussitous les acteurs et les organisations engagés, de manière directe ou indirecte.L'innovation, donc, en tant que processus évolutif, implique l'expériencedes travailleurs, les analyses et les décisions des pouvoirs publiques etdes forces concernées. L'image qui en résulte, par conséquent, remet enquestion à la fois les chercheurs et les enseignants, les institutions scolaireset politiques, dans une communauté de recherche où tout le monde est enmême temps élève et producteur du processus.

The need to ensure a quality education has become one of the key objectives of the European Commission's strategic framework for cooperation in education and training (ET 2020). In this policy context, is important examines fundamental aspects of school and working conditions. Educators have long known intuitivelythat school leadership make a difference. Effective education leadership makes a difference in improving learning. There's nothing new or especially controversial about that idea. What's far less clear, even after several decades of school renewal efforts, is just how leadership matters, how important those effectsare in promoting the learning of all children, and what the essential ingredients of successful leadership are. This article examines some available evidence results and offers educators, policymakers and all researchers interested in promoting successful schools, some reflections to these vitally important questions. Also, from the meta-analysis carried proposes a framework for effective leadership to be used as a tool to analyze the practices of school leaders. ; La necessità di garantire una formazione di qualità è diventato uno degli obiettivi fondamentali del quadro strategico della Commissione europea per la cooperazione nel settore dell'istruzione e della formazione (ET 2020). In questo contesto politico, è importante esaminare gli aspetti fondamentali della scuola e le condizioni di lavoro. Gli educatori hanno da tempo riconosciuto intuitivamente che una leadership efficace può fare la differenza nel migliorare gli apprendimenti.Non c'è nulla di nuovo o di particolarmente controverso di questa idea. Ciò che è meno evidente, anche dopo diversi decenni di sforzi di rinnovamento della scuola, è il modo in cui incide la leadership, quanto cioè siano importanti gli effetti delle azioni dei dirigenti nel promuovere l'apprendimento di tutti gli studenti, e quali siano gli ingredienti essenziali di una leadership di successo. Questo articoloesamina alcuni risultati di ricerca in merito a ...

By non-institutional learning we consider two forms of informal learning, the first one characterized by the acquisition of knowledge through experience, e.g. the one generated in the workplace through work activities. The latter is non-formal knowledge differentiated by scheduled events and explicit training,e.g. the one which arises in the workplace through professional training.These types of learning are not recognized as part of the official education and vocational training (apprenticeship is a hybrid form considered in between non-formal and formal education), but they represent, together with perceived social and educational opportunities, current selectable functionings. This articledeals with the compelling issues that have to be considered in creating a system of recognition and certification of both non-formal learning and noninstitutional training. The same issues that originate from the opportunities available in work contexts and environments are also taken into consideration by the guidelines set out by the European Union. ; Con l'espressione apprendimento non istituzionale si intende considerare le forme di apprendimento sia informali, caratterizzate dall'acquisizione di conoscenze tramite l'esperienza, come ad esempio la conoscenza che si genera sul posto di lavoro attraverso l'attività lavorativa, sia non formali, contraddistinte da eventi pianificati ed espliciti di formazione, come ad esempio leconoscenze che si determinano sul posto di lavoro attraverso la formazione professionalizzante. Questi tipi di apprendimenti non sono riconosciuti nell'ambito del sistema d'istruzione e formazione ufficiale (nell'ambito del lavoro l'apprendistato rappresenta una forma ibrida tra non formale e formale), ma rappresentano l'applicazione di funzionamenti appropriati, correlati alle opportunità lavorative e sociali rese disponibili. Nel presente articolo si affrontano le tematiche che si devono esaminare nel momento in cui si vuole realizzare un sistema di riconoscimento e certificazione degli ...

This article describes the methodology used for the evaluation programme linked to the Centri-2you intervention of socio-educational policy. Then it points out how intervention's results could be socially represented through an analysis of ecological data. Such analysis is built by applying a hermeneutic approach. ; In questo articolo si descrive la metodologia usata per il programma di valutazione associato all'intervento di politica socioeducativa dei Centri-2you e si prospetterà una rappresentazione sociale dei risultati dell'intervento, ottenuta tramite un'analisi di dati ecologici, costruita tramite l'applicazione dell'approccio ermeneutico.

In the last two decades, in the field of Italian educational policy, there have been lines of development concerning school-work alternance (i.e. programmes that involve alternating periods of attendance at educational institutions and participation in work-based training sometimes referred to as "sandwich" programmes). Although many researches and gathering data have been carried out (monitoring the school-work rotation programs that were realized by INDIRE and MIUR), we don't have significant quantitative or qualitative outcomes that can point out the strongest aspects of this methodology. The aim of this paper is to identify the efficacy and efficiency of school work alternate experiences, in order to point out principal possible positive and negative factors. For this research a south district was chosen and secondary schools (14 in total) were selected with all kind of school (Technical, Vocational, Liceo). School-work alternance, is investigated as situated learning practice and through the activity theory of third generation, because the acquisition of the expertise can beensured only by two aspects: multi-contestuality and school boundary crossing. In this perspective individuals need to act in different contexts. To conduct this research is used the mixed method as a way to gather as much as possible information about a complex phenomenon.This educational research is part of the line of studies that deals with the construction of conceptual models and the re-elaboration of international research results (e. g. OECD surveys), with the intention of proposing possible updates of subsequent research or surveys to highlight the characteristics,differences and factors that determine the development of the individual's competence to use their own resources and develop them as talents and skills according to the potential capabilities involved. ; Negli ultimi due decenni, nel campo della politica educativa italiana, ci sono state linee di sviluppo, che hanno riguardato l'alternanza scuola lavoro. Sebbene siano ...

This assay examines a review of the research literature on gender and educationand summarises the main findings from international performancesurveys on gender differences in education. It discusses the gender gaps interms of boys outperforming girls and girls outperforming boys and providessecondary analyses referring to relevant international surveys, such asProgress in International Reading Literacy Study (PIRLS), the Programme forInternational Student Assessment (PISA) and Trends in International Mathematicsand Science Study (TIMSS). The comparative overview of policiesand measures in place in European countries with respect to gender equalityin education forms the main part of the report. Specific examples are givento illustrate the extent to which European countries have been implementingconcrete policy measures that target gender inequalities in education. ; Questo saggio propone una rilettura della letteratura di ricerca sul generee l'educazione sulla base dei risultati principali di indagini internazionalisulla scuola come il Progress in International Reading Literacy Study(PIRLS), il Programme for International Student Assessment (PISA) e ilTrends in International Mathematics and Science Study (TIMSS). Lapanoramica comparativa delle politiche e delle misure in vigore nei paesieuropei per quanto riguarda la parità di genere nell'istruzione costituisce laparte principale del saggio. Esempi specifici sono dati per illustrare lamisura in cui i paesi europei hanno attuato misure concrete che hannocome oggetto le disuguaglianze di genere nell'istruzione*.

During the past few years a majority of the European Union's members of highlighted the fundamental importance of lifelong learning and informal as well as non-formal learning in relation with capabilities (experiential learning). Furthermore, all these types of learning take place without and in addition to learning produced in formal education and training system. This widely-shared interest gave rise to an increasingly high number of political and practical educational initiatives, thus determining a transition from anexclusive experimental stage to that of actual policy implementation. This paper examines the identification, characterisation and acknowledgement of informal learning and capability: it is therefore possible to propose eventual guidelines for the achievement of practical and shared European solutions. ; Nel corso degli ultimi anni, la maggior parte degli Stati membri dell'Unione Europea ha sottolineato l'importanza fondamentale dell'apprendimento permanente e rispetto ad esso alla formazione non formale e informale collegato alle esperienze capacitanti. Apprendimento, quindi, che avviene al di fuori e in aggiunta a quello generato nell'istruzione e nella formazione istituzionale.Questo grande interesse ha portato a un crescente numero diiniziative a carattere politico e pratico, determinando così uno spostamento della questione dallo stadio puramente sperimentale a quello d'attuazione iniziale. Nel presente articolo si vagliano caratterizzazioni, identificazione e stato di pratiche di riconoscimento dell'apprendimento non istituzionale e capacitante in funzione di possibili indirizzi per giungere a soluzioni pratiche comuni europee efficacemente applicabili.