NETWORKING EUROPEAN NON FORMAL EDUCATION

1
NETWORKING EUROPEAN NON FORMAL EDUCATION

• LIFELONG LEARNING PROGRAMME
• Prague
• 29th november 2nd december 2007
• PRESENTATION OF ITALY

2
CONTEXT REALITY OF YOUR COUNTRY

• The Non-Formal Education (NFE) in Italy suggests
  a model which is
• COMPLEX
• (fabric of experiences)
• PLURAL
• (players, services)
• NOT HOMOGENEOUS
• (on a geographic level)

3
CONTEXT REALITY OF YOUR COUNTRY

• The NFE meets 4 fundamental dimensions

LEISURE TIME
SCHOOL
SOCIAL SERVICES
NON-FORMAL EDUCATION
FAMILIES
4
PART 1THE PUBLIC

• NFE AND SCHOOL
• Children at pre-nursery school (0-3 years)
• Children at nursery school (3-6 years)
• Children at primary school (6-12 years)
• Pre-adolescents at secondary school, 1st (11-13
  years)
• Adolescents at secondary school, 2nd (13-16
  years)
• Specific issues integration of disabled children
  into the class
• School of everyone different family situations
• The family home determines the choise of the
  school ROLE OF CONTROL AND PRESSURE
  PREDOMINANCE OF CONSUMER MODELS
• ACTIVITIES ACTIONS OF INTEGRATION AND
  ENLARGEMENT OF THE SCHOLASTIC FRAMEWORK
• WORKSHOPS (expression communication
  environment intercultural games and sports
  activities)
• EXCURSIONS (nature classes excursions at the
  seaside guided tours cultural visits
  (museums, etc.)

5
PART 1THE PUBLIC

• Players
• Trainee teachers
• Profesionally trained teachers (institutional
  workshops)
• Childrens entertainers (associative and
  cooperative environment)
• Young volunteers (usually without professional
  training and with a denominational reference)
• Professional educators

6
PART 1THE PUBLIC

• NFE AND TOWN ( leisure time and surroundings)
• Minors from 0 to 18 years
• Specific issues initiatives of both the private
  and the public sector, which are sometimes
  integrated, sometimes in competition
• Presence of children and adolescents with
  difficulties (social, economic, cultural)
• Family home of lesser importance than the
  school, role of users
• ACTIVITIES ACTIONS OF INTEGRATION AND FREE
  TIME
• WORKSHOPS (expression communication
  environment intercultural games and sports
  activities)
• GAMES ROOM
• HOLIDAY CAMPS
• LEISURE CENTRES WITHOUT ACCOMODATION

7
PART 1THE PUBLIC

• Players
• Profesionally trained teachers (institutional
  workshops)
• Childrens entertainers (associative and
  cooperative environment)
• Sports instructors (associative and cooperative
  environment)
• Young volunteers (usually without professional
  training and with a denominational reference)
• Professional educators

8
PART 1THE PUBLIC

• NFE AND SOCIAL SERVICES (part of the system that
  does not belong to healthcare)
• Minors from 0 to 18 years
• Specific issues Integrated initiatives of the
  private and public sector (private management
  with public agreement or public management with
  personnel from cooperatives) or completely
  managed by the public sector (with its own
  personnel)
• Presence of children and adolescents with
  difficulties (social, economic, cultural)
• Family home they are often  the object of
  direct or indirect educational intervention 
• ACTIVITIES ACTIONS OF INTEGRATION AND SUPPORT,
  ACCOMPANIMENT
• YOUTH CLUBS
• TERRITORIAL EDUCATION
• CHILDRENS HOMES

9
PART 1 THE PUBLIC

• Players
• Childrens entertainers (associative and
  cooperative environment)
• Young volunteers (usually without professional
  training and with a denominational reference)
• Educators without qualifications (but with
  experience)
• Professional educators

10
PART 1THE PUBLIC

• NFE AND FAMILIES
• Minors from 0 to 18 years
• Specific issues IN ITALY, THE FAMILY IS
  CONSIDERED A VERY IMPORTANT POINT OF REFERENCE
  FOR INSTITUTIONS, ASSOCIATIONS, POLITICS
• above all as CONSUMER OF SERVICES
• IDEOLOGICAL REFERENCE FOR THE CATHOLIC CULTURE
  INFLUENCE OF THE SCOUT MOVEMENT
• LAY INITIATIVE Micro-nursery (nationally and
  regionally financed) or groups of families that
  organise themselves to implement a service of
  close collaboration).

11
PART 1THE PUBLIC

• FINANCING
• Various types of state financing according to
• The region
• The type of service
• The political priorities

12
PART 1 THE PUBLIC

• DECENTRALISATION OF FINANCING
• Regions, provinces and municipalities receive
  highly diversified local financing
• Presence of  own funds  for schools or  
  investments  by associations or cooperatives

13
PART 1THE PUBLIC

• THE NFE MARKET
• Families are asked to participate financially
  (notion of user co-financing)
• Presence of mixed foundations (public/private) of
  sponsors (example Aquarium of Genoa, Environment
  Park of Turin, la Città delle Scienze of Neaples

14
PART IICLASSIFICATION AND TRAINING

• Childrens entertainer (18/27 years) with
  experience and secondary school qualifications
• Educators (22-35 years) with professional degrees
  or doctorates ( 3 years after secondary school)
• Volunteers (16-30 years) without any specific
  qualification
• Technicians (22-35 years) with specialist
  qualifications

15
PART IICLASSIFICATION AND TRAINING

• Salary, benefits childrens entertainer and
  technicians with  project contracts  (highly
  diversified salary) educators with a national
  contract (ex cooperatives) that foresees between
  1000 and 1300 euros/month. Volunteers very low or
  no salary at all
• Financing the training is not financed.
  Exception re-qualification course for
  professional educators ( City of Turin)
• Perception of their role difference between
  initial expectations and final results

16
PART IICLASSIFICATION AND TRAINING

• Non formal training
• a) Regional training
• b) Training by associations
• Stages
• Courses
• Training days
• 25 of the category
• Highly diversified experiences

17
PART IICLASSIFICATION AND TRAINING

• Professional training
• University (this is the dominant model)
• 3 years after A-levels and different
  specialisations (75 of the category)
• Training mode
• THEORY PRACTICE
• (with a distinction between the two)

18
PART IICLASSIFICATION AND TRAINING

• Professional training
• SCHOOL FOR PROFESSIONAL EDUCATORS
• City of Turin 1981 2010
• (participation of Cemea)
• 3 years of training after A-levels
• Training model
• PRACTICE THEORY
• With a two-way relationship between practice and
  theory

19
PART IIIINSTITUTIONAL FRAMEWORK

• Organisation of activities
• Existing legislation?
• Financing?
• Specific laws on these two themes
• Agreements  are there any? With whom?
• Status of the players (associations, SARL,
  cooperatives ...)

• training
• Existing legislation?
• Financing?
• Specific laws on these two themes
• Agreements  are there any? With whom?
• Status of the players (associations, SARL,
  cooperatives ...)

20
PART IIIINSTITUTIONAL FRAMEWORK

• Law on full time employment n 820/1971
• Law on integration of the disabled n 194/1978
• Law on volunteer work n 266/1991
• Law on discipline association of social promotion
  n 383/2000
• Law on social cooperation n 381/1001 and law n
  142/2001
• Law on activities for childhood n 285/97
• Law on comprehensive service n 328/2000
• Law on university reforms n 127/1997

21
PART IVHISTORY

• Generally, Italy is influenced by the presence of
  the Catholic Church (regime of concordance)
• 50ies 70ies
• For the NFE domination of a model of assistance
  and recreation founded on the states financial
  and ideological support of the Church

22
PART IVHISTORY

• 70ies -80ies
• Social and cultural breakdown
• Emergence of a model centred on an associative
  life and initiatives of indipendent groups
• INTRODUCTION OF  FULL TIME EMPLOYMENT 
• At school and establishment of the
• ANIMATION MODEL
• As a combination of cultural and educational
  innovation

23
PART IVHISTORY

• 80ies 2000
• Generally, the NFE develops its  fabric  with 4
  different dimensions of cultural and educational
  life school town- social services - family.
• Interaction of plans
• Complementary experiences

24
PART IVHISTORY

• Generally, Italy is highly influenced by the
  weakness of the state towards the  strong 
  powers ( Church, sponsors) and by the weakness
  of the lay movement.
• the big associations like ARCI, UISP, ENDAS etc
  are concerned with maintainig their political
  power and economic influence (management of
  municipal services swimming pools, spotrs,
  cimenas, etc..)

25
PART IVHISTORY

• But the NFE meets profound needs of society
• integration
• control and support
• Socialisation
• Education of the citizen

26
PART IVHISTORY

• Element of innovation of the NFE
• Creation of national networks (youth projects,
  Forum Third Sector, Ludobus, etc)
• Creation of a platform for distance training
  (Cable project, City of Turin University-
  Cemea)
• Going beyond a  techno  vision to a more global
  educational vision

27
PART IVHISTORY

• Element of innovation of the NFE
• Intercultural
• Citizenship
• Environment of sustainable development
• Communication and media