good practices

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PARMA

Good Practices

Area

Guidance  

Title of the project / program

Job search guidance

Brief description of the main purposes and contents

Guiding students in the development of job search strategies and methods also through the further development of targeted skills.

Criteria to which the identified good practice corresponds

Relevance for social inclusion processes.

Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

The project is in its second year of development and the data analysis shows its effectiveness in terms of achieving the goal.

Implementing Organization / Entity

CPIA

Main target group

Adult people in general

Source of funding

Public funds (national, regional …)

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

VET providers

How does the practice contribute to improving / promoting the social Inclusion of beneficiaries?

Providing additional tools and useful contacts.

What elements of the project / program could be easily transferred to other contexts?

All the elements

Other potential target groups to which the project / program could be extended

It could be extended to other different target groups (e.g. unemployed young people).

Has the project / program foreseen an evaluation phase?

Yes, it has.

If so, what were the results and what actions were taken on the basis of these?

The ultimate goal is to reach the labor market. The result can be measured in quantitative and qualitative terms.

Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

Approximately  50 adult students / young adults in the period June-September

Description of the methods of implementation and any recommendations

The implementation will take place by directly involving local companies that could become active partners.

Project / program website or other online reference resources

www.cpiaparma.edu.it

L’AQUILA

Good Practices

Area

Guidance

Title of the project / program

Project ONE Peer review

Brief description of the main purposes and contents

Identification and definition of the objectives and purposes of the review. Planning of activities (times, procedures, tools). Identification of the resources needed to carry out the tasks.

Organization of a peer review visit to a CPIA.

 Criteria to which the identified good practice corresponds

Relevance to one or more of the 4 identified themes – involvement of adults in training, guidance, teaching and learning of basic skills, validation of non-formal and informal skills.

 Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

The presence of potentially sustainable elements, in particular the possibility of adaptation to cultural / linguistic specificities and reusability in different contexts or with different target groups.

Implementing Organization/Entity RIDAPMain target group

Adult people in general

Source of funding

Direct European funds

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

Educational institutes of the Ridap National Network and Training Center FORMA.AZIONE involved through specific training programs.

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

Through the possibility of adaptation to cultural / linguistic specificities and reusability in different contexts or with different target groups.

What elements of the project / program could be easily transferred to other contexts?

The elements regarding the evaluation that concern some themes developed by the RAV (Self-assessment report) and PTOF (Three-year plan of the school educational offer) of the institutes.

Other potential target groups to which the project / program could be extended

Students attending lower secondary school and upper secondary school.

Has the project / program foreseen an evaluation phase?

Yes, it has.

If so, what were the results and what actions were taken on the basis of these?

Evaluation is still in progress.

 Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

Data collection is in progress.

Description of the methods of implementation and any recommendations

The self-report model is too complex and difficult to adapt to the reality of a school evaluation procedure.

Project / program website or other online reference resources

www.cpialaquila.edu.it

MODENA

Good Practices

Area

Teaching / learning of basic and transversal skills

Title of the project / program

Workshops of ideas for the future

Brief description of the main purposes and contents

The project had the objective of activating paths with the involvement above all of young people and children from school drop-outs through a teaching oriented to ‘know-how’.

After a first moment of orientation, thanks to which the dossiers containing the experiences, acquired skills and aspirations of each individual student were created, each one was directed to one (or more than one) modules.

The modules proposed activities aimed at the acquisition and development of both soft and hard skills.

For all those in need, before the attendance of the modules, hours of Italian L2 were provided in order to bring everyone to a level of linguistic competence not lower than B1. In addition, basic courses (4 hours) on safety in the workplace have been activated with the issue of a certificate that can be spent in companies.

In addition, a period of internship/stage has been provided to students in local companies to enhance their skills, developed in the project.

 Criteria to which the identified good practice corresponds

Relevance to one or more of the 4 identified themes – involvement of adults in training, guidance, teaching and learning of basic skills, validation of non-formal and informal skills

 Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

It connects various stakeholders with the aim of promoting social inclusion.

Implementing Organization / Entity CPIA 1 ModenaMain target group

Young people and children who dropped out of school

Source of funding

Direct European funds

 Which stakeholders were involved in the implementation of the project / program? How did they get involved?

Secondary Schools where evening courses are active: they were directly involved in the drafting of the project; local companies: they were involved in the implementation phase of the project.

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

Providing useful skills for the labor market.  

What elements of the project / program could be easily transferred to other contexts?

The establishment of a solid network with the secondary schools that offer evening courses, the activation of internships/stages with local companies.

Other potential target groups to which the project / program could be extended

Disadvantaged adults lacking of education and/or skills.

Unemployed adults.

Migrants, refugees.

Has the project / program foreseen an evaluation phase?Yes, it has. If so, what were the results and what actions were taken on the basis of these?The results, collected with a questionnaire, highlighted the success of the project and that is why a second edition has been proposed in order to obtain further funding. Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

Reference period: October 2017-December 2018

People reached: about 185

Description of the methods of implementation and any recommendations

Widen the audience of beneficiaries.

Project / program website or other online reference resourceshttps://www.cpia1modena.edu.it/ 

NAPOLI

Good Practices

Area

Guidance

Title of the project / program

A compass in coffee

Brief description of the main purposes and contents 

Activities related to school orientation “A compass in coffee”

NEEDS

In the summer period following the end of the lessons, some schools and associations meet young people in need of an orientation or reorientation activity. The reasons are different: young foreigners who do not know the Italian school system and often do not have sufficient competence in the Italian language to understand such a complex and delicate moment of choice, as well as their families.

For young Italians, among the cases of “summer school orientation” there are often situations of semi-school dropout and very low interest and motivation towards school experience.

ACTIONS

As part of the orientation action of the Cpia Napoli city 1 in the three-year project “Beautiful presence”, an action symbolically called “A compass in coffee” has been carried out since last year. This activity was carried out thanks to the cooperation between Cpia, IC, Studio Keller, and Dedalus.

The aim of this intervention is to offer young people and their families an opportunity to rethink with greater awareness or to evaluate new proposals for secondary school or CPIA courses (there are no VET courses for students under 16).

The actions for some young foreigners were supported by linguistic mediators.

Criteria to which the identified good practice corresponds

Relevance to one or more of the 4 identified themes – involvement of adults in training, guidance, teaching and learning of basic skills, validation of non-formal and informal skills.

Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

It is a service in great demand by the territory and by educational agencies. Thanks to this activity a strong network has been built between the different subjects involved in this sector.

Implementing Organization/Entity

Cooperativa Dedalus

Main target group

Adult people in general

Source of funding

Private (Foundations, sponsorships, participation fees)

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

Third sector organizations, Lower and Upper Secondary Schools.

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

Orientation activities take place through individual interviews in informal contexts and situations, just like when inviting a relative to have a coffee to discuss something important.

The informality of the action creates greater intimacy in order to highlight skills and critical issues, consequently the guidance work has more chances of success.

After the experience of last year, for young people with greater frailty, the need of a supporting educator has emerged, in order to allow continuity and support for the choices already made.

What elements of the project / program could be easily transferred to other contexts?

The possibility of providing informal moments of orientation in other places not related to the school.

Other potential target groups to which the project / program could be extended

Minors who do not complete their studies.

Has the project / program foreseen an evaluation phase?

Yes, it has.

If so, what were the results and what actions were taken on the basis of these?

Still in progress.

Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

350 and more.

Description of the methods of implementation and any recommendations

Project is still in progress

Project / program website or other online reference resources

www.coopdedalus.it/bella-presenza/

POTENZA

Good Practices

Area

Active involvement of adults

Title of the project / program

A bridge to a new beginning … of linguistic, writing, artistic and civic-cultural skills

Brief description of the main purposes and contents

This is a “composite” project aimed at expanding and supporting the training offer of this CPIA, through specific actions aimed at enhancing learning and key skills.

The design and implementation of didactic-training courses involved the use of innovative teaching methodologies, aimed at enhancing active and cooperative learning, as well as the active involvement of adult and young adult students, Italian-speaking and alloglots, in experiential situations.

The first didactic proposal aimed at strengthening and reinforcing the command of the oral and written Italian language to describe, clarify, inform, explain and express concepts, feelings, ideas. The module was created in synchronous DDA and made it possible to modulate strategies and methodologies thanks to the use of ITC.

The second proposal was intended to enhance and consolidate writing skills, to be achieved with awareness knowing how to master the language in any communication levels, through the recognition and study of the main text types (also in digital format), starting from ‘analysis of some examples of use and arriving at the construction of texts.

The third workshop proposal stimulated creativity as a personal path of each, exchange of ideas, learning and social integration through theatrical techniques combined with moments of confrontation and dialogue.

Finally, the fourth laboratory for learning Italian as L2 concerned a set of differentiated activities to be carried out outdoors, organized in thematic itineraries, taking students around the city, to explore the language and put into practice, in authentic contexts, the linguistic contents learned in the classroom.

 Criteria to which the identified good practice corresponds

Relevance to one or more of the 4 identified themes – involvement of adults in training, guidance, teaching and learning of basic skills, validation of non-formal and informal skills.

 Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

The Project, carried out in synergy with the institutional, cultural, social and economic realities of the territory, is configured as a bearer of good practices, by virtue of the realization of objectives such as:

  • enhancement of key competences for lifelong learning, in particular by consolidating the basic levels;
  • development of motivation to study with innovative and constructive methodologies;
  • promotion of the relational dimension and the well-being of the student.

Through the original creation of flexible and adaptable modules to the educational needs of our users, we have been able to translate into reality school training courses aimed at developing social skills, sharing and cooperation, in compliance with the chosen objectives and in experiential or immersive contexts, even outdoors.

In our environment, socially rich and varied, the Project was carried out by activating forms of teaching-learning always placed in realistic context and integrating cultural and linguistic exchanges, to encourage inclusion, participation and active involvement of the student population with possible replicability.

Implementing Organization/Entity CPIA-PotenzaMain target group

Disadvantaged adults lacking of education and/or skills.

Source of funding

Public funds (national, regional …).

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

In the realization of the Project, all the Reception Centers and Associations that collaborate regularly with this CPIA during the school year were involved. Specifically, for the organization of the workshop proposal n.3, the Compagnia Gommalacca Teatro was involved, in delivering the multidisciplinary workshop activities. For the training offer n.4, which was carried out in public places and spaces, different actors have interacted in various public contexts in which students have measured themselves in interacting with the real world, such as: public administration employees, state railway personnel, private individuals and owners of commercial activities, Transport and so on.

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

The moment of inclusion has given space both to moments of effective social integration and to processes of linking teaching-learning activities with the correct civil life in diversity.

From the more general objectives, such as knowing and respecting differences, seeking social cohesion, achieving correspondence to common values, we worked on the realization of the more specific ones:

  • strengthening of the Italian language for study and communication;
  • development of the 4 language skills, of transversal and alphabetic-functional skills, of the reinforcement and consolidation of communication skills;
  • search for points of contact and enhancement of diversity, in an attempt to build a dialogue between cultures through theater;
  • development of competence in matters of cultural awareness and expression and meta-competences.

Through multidisciplinary laboratory activities, micro learning sessions aimed at the use of social networks, lectures and seminars, outdoor lessons in public places and spaces, the proposed educational actions have always had interactive and inclusive teaching characteristics, bringing learning into real context and directly in contact with the student’s communicative experience. These activities have always been preceded by a careful survey by the expert trainers to achieve a feasible structuring.

What elements of the project / program could be easily transferred to other contexts?

The flexible, agile and replicable modularity of the 4 educational proposals lends itself to total transferability in socio-cultural contexts characterized by low schooling, drop out school, youth discomfort, educational poverty, socio-economic discomfort.

Other potential target groups to which the project / program could be extended

Modules 1-2-3 can be extended to restricted students, should it be decided to carry them out in the Prisons.

Has the project / program foreseen an evaluation phase?Yes, it has.If so, what were the results and what actions were taken on the basis of these?

In December 2021, the 1st Edition of the Project was completed and the results are currently being evaluated and mapped.

For the imminent realization of the 2nd edition, greater attention could be paid to the assiduous participation of the users involved, providing for a more focused scheduling in the school period.

 Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

1st edition school year 2020/2021 – period June / December 2021:

total  participants: 46;

The subjects who have contributed to the delivery of the initiatives are: n. 4 internal teachers, n. 1 external expert, n. 4 teaching tutor, n. 1 evaluator, to join our partner associations and local authorities.

The target of participants falls into the category at risk of social exclusion/socio-economic hardship.

Description of the methods of implementation and any recommendations

The educational activities were characterized by a practical and laboratory approach; in fact, great attention has already been paid to the management and organization of the teaching calendar taking into account both the school and work commitments of our users, and the pace of learning, as well as the starting language levels and previous skills of the individual student and the group class.

In terms of implementation methods, an action for improvement is suggested regarding the adhesion and constancy of users at the participatory level. Being basically the same characterized by discontinuity of presence, linked to stringent work and family needs, the students involved could be supported by parallel and more flexible activities of recognition of attendance hours and credits for participation in the project, as well as the organization of actions to support attendance, for example babysitting or reimbursement of transport costs (initiative already implemented during the 1st Edition).

Project / program website or other online reference resources

The recent closure of the composite project (December 2021) has determined that the publication of the photographic collection will take place only after the Christmas holidays break. www.cpiapotenza.edu.it

IMPERIA

Good Practices

Area

Active involvement of adults

Title of the project / program

Women: rights, gender equality and non-violence

Brief description of the main purposes and contents

The project involved moments of reflection and discussion on the issues of gender equality through interdisciplinary educational paths in collaboration with the Employment Center, the Profamilia Association and Aliseo (Ligurian agency for students and guidance).

This project was part of a broader reflection, above all aimed at making the weakest people aware of their rights, which our institute has been carrying out for years. In this direction last school year a mourning course was created to meet those people, for the most part women and mothers, who otherwise would have always remained on the margins of society, to instead favor their inclusion and integration into the community. 

During this positive experience the idea was born to develop a broader path, which included not only the students of this class, but all the students of the institute, to discuss the issue not only of gender violence, but more in general about gender equality, a topic that we believe can and should become one of the focal points of the work in the CPIAs.

 Criteria to which the identified good practice corresponds

Relevance for social inclusion processes.

 Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

After a first year of experimentation, 90% of the students of the most involved class, the morning course, completed their studies, arriving with excellent results at the middle school certificate. In general there was a greater awareness among the trainees of the active role that women can have within society. Many of them have begun to work or actively seek work, also considering the opportunity to continue their studies. The project also made it possible to increase the skills of the school staff as regards inclusion practices.

Implementing Organization / Entity

CPIA PROVINCIA DI IMPERIA

Main target group

Disadvantaged adults lacking of education and/or skills.

Source of funding

Public funds (national, regional …).

 

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

A fruitful collaboration has been established with the Employment Center, with the regional body ALISEO (Ligurian agency for students and guidance) and with the Profamilia association. In particular, moments of in-depth analysis entrusted to experts and dedicated to orientation were identified in synergy with the two institutions in which the students involved in the project took part.

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

The project allowed the attending students involved to discover and enhance the active role that women can have within society. So we worked from a psychological / identity point of view but at the same time we tried to provide them with tools for social inclusion. In this direction, computer literacy laboratories have been developed aimed at allowing students to develop computer skills useful for being able to write a CV in European format, knowing how to access the services of the Employment Center but also being able to follow their children in the use of the electronic register.

 

What elements of the project / program could be easily transferred to other contexts?

The focus of the intervention was aimed at the person, their resources and potential to be supported rather than the conditions of disadvantage “to be treated”, thereby highlighting that only a promotional and participatory intervention can ensure systemic solutions.

Other potential target groups to which the project / program could be extended

All subjects living in a situation of social exclusion.

Has the project / program foreseen an evaluation phase?Yes, it has.If so, what were the results and what actions were taken on the basis of these?

The evaluation involved all those responsible for the intervention and the recipients of the intervention themselves. It was conducted according to intermediate and final time scans, trying to understand the entire time frame of the project. The evaluation also provided for a clear explanation of the fundamental objectives, a comparison between before and after the intervention as regards the participants, the congruence between objectives and evaluation tools (finalized interviews, questionnaires, participatory observations, analysis of documents ). It described the effects of the project on people and is therefore legible and identifiable in the changes and transformations.

 Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

The project concerned the middle school students of the whole institute and developed over the course of a school year.  90% of those attending are students with a migratory background.

Description of the methods of implementation and any recommendations

We propose the implementation and continuation of the projects activated in the field of active and responsible citizenship, the activation of computer literacy paths already from the literacy level in order to promote the learning of skills useful for social inclusion, the drafting of three-year agreements with the training agencies that collaborated in the project and the establishment of thematic working groups aimed at an ever greater involvement of stakeholders for the promotion of individual educational policies.

Project / program website or other online reference resources

A website or the publication of online resources has not been planned for the moment.

BOLOGNA

Good Practices

Area

Validation of non-formal and informal learning

Title of the project / program

Experimental paths for the attestation of citizenship skills: Copresc Project – CPIA and Volabo Project – CPIA

Brief description of the main purposes and contents

As part of the research, experimentation and development actions of the metropolitan CPIA of Bologna, two experimental paths were carried out for the certification of the eight key citizenship skills provided for in Ministerial Decree no. 139 of 22 August 2007 of the MIUR, which acknowledges the Recommendation of the European Parliament and of the Council of 18 December 2006 for lifelong learning (2006/962 / EC): learning to learn; to design; to communicate; collaborate and participate; act independently and responsibly; solve problems; identify links and relationships; acquire and interpret information.

In 2019, an innovative experience was launched, in an experimental mode, between the Metropolitan CPIA of Bologna and the Provincial Coordination of the Civil Service Bodies of Bologna, with the aim of promoting the development of the culture of enhancement and certification of skills.

The aim was to enhance and certify the skills and knowledge acquired in informal and non-formal learning contexts, and in addition to experiment with validation and attestation actions of the previous skills of young people in service at Copresc.

In parallel to this agreement in 2020 – between the metropolitan CPIA of Bologna, A.S.Vo. ODV, managing body of the Metropolitan City Volunteer Service Center, and Volabo, within the project “Bologna towards the metropolitan network for lifelong learning” – a collaboration has begun aimed at identifying procedures for identifying, putting in place transparency, validation and attestation of citizenship skills in the context of the volunteer experience of the Metropolitan City.

 Criteria to which the identified good practice corresponds

Relevance to one or more of the 4 identified themes – involvement of adults in training, orientation, teaching and learning of basic skills, validation of non-formal and informal skills.

 Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

The projects have contributed to the construction of the lifelong learning network with practices that support people in the process of their learning and in the use of their skills in different life contexts.

The basic aims were: to recognize and give value to the experience of citizenship, such as that of volunteering, as a context for learning and acquiring skills, to promote and disseminate the culture of certification of skills for the purpose of active participation of individuals to the multiple dimensions of citizenship, contribute to the development of systems for the validation of skills acquired in informal and non-formal contexts.

The project, enhancing the experiences and practices already in use, also had the purpose of experimenting with a model for the identification, transparency, validation and attestation of citizenship skills acquired by citizens.

The need to recognize, validate and certify the competences of citizens is reaffirmed by various legislative devices, such as the latest decree (5 January 2021) regarding the adoption of the Guidelines for the interoperability of public bodies holding the national certification system skills.

Implementing Organization / Entity

CPIA METROPOLITANO DI BOLOGNA

Main target group

Adult people in general.

Source of funding

Public funds (national, regional …).

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

The two experimental experiences were supported by the Social Development Area of the Metropolitan City of Bologna, as part of the project “Bologna, towards a metropolitan city for lifelong learning “, and were implemented by the metropolitan CPIA together with Co.Pr.E.S.C. (Provincial Coordination of Civil Service Entities) of Bologna and Volabo (Service Center for Volunteers of the Metropolitan City of Bologna).

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

Recognition of skills allows people to:

  • plan and/or re-plan one’s own learning path starting from one’s own experiences, (without having to relearn what one already knows and what one already knows how to do);
  • shorten the duration for obtaining a degree or qualification;
  • focus only on actual learning needs;
  • strengthen one’s own self-esteem;
  • to attribute a formal value to one’s own experiences also in function of their usability in the labor market;
  • transfer the formalized skills from one context to another.

The recognition of skills also provides people with a powerful motivational boost and an opportunity to reflect on their needs, to identify new learning opportunities, to complete their study path and to train.

What elements of the project / program could be easily transferred to other contexts?

The dimension of Lifelong Learning and the certification of skills, embody a particularly innovative sector both on a theoretical and research level and on an operational level, on which the CPIAs will be called upon to deal with ever greater commitment in the short and medium term. The challenges that CPIAs have to face today in their daily practice are closely linked to the economic and social transformations underway at a global level, to the methods that the European Union has adopted to deal with them and to the ability of our country to implement guidelines and indications.

The crisis has highlighted the significant role that adult learning can play to achieve the objectives of Europe 2020.

Education in adulthood and the possibility of learning throughout the course of life represent not only a defense in the face of economic instability but are, more broadly, a source of personal well-being and a means for a real exercise of citizenship rights. Providing quality, fair, inclusive education and learning opportunities for all is one of the objectives reaffirmed by the 2030 Agenda for Sustainable Development.

Other potential target groups to which the project / program could be extended

To people who are socially and economically disadvantaged or less qualified.

The validation of learning outcomes, i.e. knowledge, skills and competences acquired through non-formal and informal learning, can play an important role in improving employability and mobility, as well as in increasing motivation for lifelong learning; it can make a valid contribution for entering the labor market, promoting competitiveness and economic growth. To promote and enhance employability by raising the levels of education, to encourage and support unspoken demand, to respond to training needs coming from the production chains of the territory, to counteract the phenomenon of NEETs are among the priority objectives of the CPIAs, whose formative offer was designed to promote the recognition of previous learning, regardless of where or how they were acquired.

Has the project / program foreseen an evaluation phase?No, it hasn’t. Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

Copresc project – CPIA

Between December 2020 and June 2021, the certificate was issued to thirty eight (38) volunteers employed in regional civil service projects; and one hundred and fifty eight (158) volunteers employed in universal civil service projects.

Volabo Project – CPIA

Between September 2020 and May 2021, the certificate was issued to 25 volunteers.

Description of the methods of implementation and any recommendations

The implementation of a service for the identification, validation and attestation of experiential skills carried out thanks to the COPRESC and VOLABO practices in response to the demand for enhancement of skills coming from the world of civil service and volunteering allows to re-evaluate and relaunch the role of CPIA as the reference subject: within the lifelong learning network, it may provide specific services for the identification, validation and certification of skills, in particular of the basic skills deriving from formal and informal experiences, for the benefit of the adult population.

Project / program website or other online reference resources

Link

Area

Validation of non-formal and informal learning

Title of the project / program

Link between CPIA and IISS with second level courses

Brief description of the main purposes and contents

The credit recognition process allows the personalization of the path for adults who re-enter the education system:
it allows the enhancement of the skills acquired in any case and makes it possible to make the paths sustainable.

Criteria to which the identified good practice corresponds

Relevance to one or more of the 4 identified themes – involvement of adults in training, guidance, teaching and learning of basic skills, validation of non-formal and informal skills.

Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

The connection through modular planning favors the continuation of adult studies: the general education area and the specific area are managed in synergy between CPIA and IISS;

the connection favors the enhancement of the skills of each student and the personalization of the path;

the student’s record book collects the scholastic experience and accompanies “vertically” the students who after the CPIA continue at the IISS with second level courses.

Implementing Organization / Entity

CPIA Montagna e IISS della rete             

Main target group

Adult people in general.

Source of funding

Public funds (national, regional …)

 

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

CPIA and IISS with second level paths that are part of the Network.

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

The connection between CPIA and IISS of the Network favors the educational success of students who, with the achievement of a diploma, can have greater opportunities for inclusion into the labor market and for a better integration.

What elements of the project / program could be easily transferred to other contexts?

Modular design; the student’s record book; credit recognition vademecum

Other potential target groups to which the project / program could be extended

Adults and young adults; migrants; women.

Has the project / program foreseen an evaluation phase?Yes, it has.If so, what were the results and what actions were taken on the basis of these?

The project provides for constant monitoring.

 Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

On average, in the last three years, 25/30 students have benefited from the actions described and passed from the CPIA to the IISSs of the Network.

Description of the methods of implementation and any recommendations

Modular design update; implementation of vademecum to favor the establishment of increasingly shared procedures.

Project / program website or other online reference resources

On the CPIA Montagna website www.cpiamontagna.edu.it there is a section dedicated to modular design on the net; this section is being implemented.

CAGLIARI

Good Practices

Area

Guidance

Title of the project / program

Implementation of integrated projects between first and second level adult education paths.

Brief description of the main purposes and contents

The orientation of the adult in his or her reintegration path within the training and employment circuit plays a strategic role among the actions that transversally involve the world of education, social inclusion and active labor policies.

The role of adult education and CPIAs also includes interventions essentially aimed at reducing the gap between the skills possessed and those required in the sectors of the world of work and production (so-called “skill mismatch”). It is therefore within this complex and articulated framework that the need has emerged to propose and develop interventions aimed at achieving continuity between basic and technical / professional training courses, to increase and strengthen the skills and the level of education of the adult population.

The integration between I and II level adult education paths therefore includes planning actions and didactic interventions aimed at favoring the continuation of the study path of the adult users of the second didactic periods of the first level CPIA, in the technical and professional educational paths.

These interventions are realized through the planning of an integrated annual didactic period, including the study of disciplines intended for the acquisition of key competences for active citizenship, associated with the basic cultural axes (useful for the fulfillment of the education obligations), and modular didactic interventions related to the disciplines characterizing a technical or professional education path.

The use of methodological approaches based on inductive learning, on the laboratory and on the case study, together with the customization of each path, also allows to motivate the adult trainee and to orient him towards the labor market and professional activities.

Criteria to which the identified good practice corresponds

Relevance to one or more of the 4 identified themes – involvement of adults in training, guidance, teaching and learning of basic skills, validation of non-formal and informal skills.

Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

The actions envisaged as part of the project interventions can be counted in the category of so-called “good practices”, as they meet various criteria among those established in the framework of Project ONE. First of all, it is worth mentioning the necessary involvement and participation, in various capacities, of numerous educational institutions (schools in which the second level courses are based, adhering to specific agreements) and of bodies (prison) as subjects partners, cooperating together in order to implement the integration actions of adult education paths, giving them formal value and substantial effectiveness.

As regards the didactic interventions stricto sensu that contribute to the action of integration of the educational paths, they are designed in such a way as to favor the connection between basic pathways and technical and professional education, also playing an important orientation function for the adult user who is the reference target of the CPIA and who is often in a state of serious socio-economic disadvantage and at high risk of social exclusion.

Over the years, control and monitoring tools for project actions have been developed and applied, both in terms of analyzing the results of integrated courses and in terms of detecting incoming training needs. The monitoring and evaluation actions were also carried out using tools for detecting the level of participation of the students, and for comparing the expectations of the beneficiary users of the interventions and the actions actually proposed.

The integrated path is also the subject of studies conducted by the Interdepartmental Center for Didactic Research, CIRD, of the University of Cagliari, and constant monitoring actions carried out within the CPIA by the coordinating teachers of the project.

Implementing Organization / Entity

The main organizing body is the Provincial Center for Adult Education of Cagliari and its province (CAMM202003). CPIA 1 Cagliari has in fact been engaged for years in the experimentation and dissemination of good practices of integration between I and II level education paths. The integrated projects activated over time have also seen the involvement and participation of numerous other actors who have provided a contribution in different forms and methods.

They include various school institutions belonging to the Karalis CPIA II level network (IIS agrario “Duca degli Abruzzi”, IPSS “Pertini”, ISS “Azuni”, the ISS “Atzeni”) and the same prison administration, as regards the school in the “Ettore Scalas” prison in Uta (Cagliari).

Main target group

Adult people in general.

 

Source of funding

Public funds (national, regional …).

 

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

The subjects involved in various capacities in the realization of the project are:

  1. CPIA 1 Cagliari (organizing body);
  2. IIS “Duca degli Abruzzi” of Elmas-Maracalagonis (C.M .: CAIS01400P);
  3. IIS “Domenico Alberto Azuni” of Cagliari (C.M .: CAIS00200C);
  4. IPSS “Sandro Pertini” of Cagliari (C.M .: CARF010003).
  5. “Ettore Scalas” Prison of Uta;
  6. Regional Center for Research, Experimentation and Development, CRRS & S CPIA 1 Cagliari.

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

The practices described above help to promote the social inclusion of CPIA trainees through the acquisition of knowledge aimed at consolidating skills that characterize specific sectors of technical and professional education, thus fostering occupational competitiveness and the reintegration of the subjects involved.

The activated actions allow to accompany the adult trainee in the delicate transition between the first level courses of the CPIA and the courses of the second level II didactic period, tracing an ideal line of continuity between the two levels of adult education and intervening with positive results on the complex and vast phenomenon of early school leaving at the end of first level education courses.

The actions taken are also aimed at the social inclusion of particularly fragile individuals, such as Italian and foreign citizens in situations of hardship, and adults subjected to detention measures in prisons.

What elements of the project / program could be easily transferred to other contexts?

The integration project between I and II level education paths represents a model which, after adopting the appropriate changes related to the characteristics and peculiarities of the particular socio-economic and territorial productive context, could be re-proposed and effectively replicated, also in other regional contexts of the country.

A desirable development perspective in more general terms of integration between training and education paths, is instead identifiable in the activation of similar system measures between the courses of the second first-level didactic period (CPIA) and the regional VET courses. Integration that would allow greater adherence between the integrated training offer and the economic vocations of the production context in which the subjects involved will be called to work. In fact, this perspective includes training actions that provide for a time horizon in line with the expectations of immediate employment opportunities, cultivated by a large part of adult users with a high risk of early school leaving.

Other potential target groups to which the project / program could be extended

The project could also be extended through the involvement of further subjects related to the production world (local companies) and the third sector (associations, etc.). These partners could provide a valid tool in the course of the planning actions of integrated and orientation courses, and would be able to involve and intercept further segments of the adult population that so far struggle to get in touch with the Training Offer addressed to it. Such actions would therefore be inherent in the strengthening and dissemination of plural information and planning interventions with an increasingly pressing perspective to favor a unitary and capillary action through the establishment of a Territorial Network for Lifelong Learning.

Has the project / program foreseen an evaluation phase?Yes, it has.If so, what were the results and what actions were taken on the basis of these?

The project was constantly subject to monitoring and analysis of the results achieved during the interventions. The actions undertaken as part of the monitoring of integrated pathways mainly included the analysis of the personal and quantitative characteristics that define the subjects involved (age, origin, gender, number of participants, etc.) in the interventions, the learning outcomes, achieved in itinere and at the end of the study courses, and the continuation in the second level courses.

The analysis of the results highlighted a significant increase in the number of users of the Cagliari CPIA adhering to the integrated courses during the school years and made it possible to record a lower rate of early school leaving of students during subsequent II level courses compared to the data referring to students of the second academic periods.

The actions taken and the results of the analyzes and monitoring conducted during the school years were also the subject of two separate contributions by CPIA 1 Cagliari, presented in the sessions dedicated to the thematic workshops, during the editions of “FierIDA Siena 2019” and “FierIDA online 2021”.

Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

The project was launched, in its first edition, during the 2016-2017 school year, initially seeing the involvement of a single group of the second didactic period of the CPIA in the professional course “Services for agriculture and rural development”(about fifteen students). During the following school year the integrated professional agricultural course was the subject of further editions and is still in place. Starting from the 2019-20 school year, other integrated courses have also been launched in the professional sectors “Services for health and social assistance” and “Services for food and wine and hotel hospitality”, thus involving an increasing number of students. Food and wine workshops have seen the active participation of level groups of the Cagliari prison and an experience of integration with technical education in the economic sector has also been launched, “Administration, Finance and Marketing”. During the last year (2020-21) the integrated courses activated have registered the adhesion of about eighty CPIA students, mainly including foreign and Italian users with low schooling rates and a high risk of early school leaving at the end of the second didactic period .

Description of the methods of implementation and any recommendations

The implementation processes of the integration interventions between level I and II pathways currently require the finding of indispensable economic resources for their activation. Resources that may be contained, at least partially, if there is a surplus of staff available by the level II networked institutes. The implementation of the courses and the increase of the integrated training offer represents the main short- and medium-term development objective which, in the absence of adequate and alternative system measures, will make it possible to improve interventions and linking measures between the two levels of adult education at the local level.

Further agreements between USR, regional labor department and CPIA network, would allow the activation of forms of connection and integration between the first level courses and the VET providers in the future.

Project / program website or other online reference resources

Link

TORINO

Good Practices

Area

Guidance

Title of the project / program

Guidance is possible!

Brief description of the main purposes and contents

The CPIA, as a center rooted in the territory, has as a fundamental component the guidance of adults in their training, not only in their period of attendance at the CPIA, but with a view to lifelong learning.

As CPIA3-Turin, we realized that guidance practices were often discontinuous and entrusted to the personal availability of teachers.

Therefore we decided to make orientation moments structural and to train teachers (in particular two teachers attend the ASNOR course for professional guidance counselors), to create moments of sharing between teachers on the training offer of the territory in terms of career guidance and training/education and to involve all students enrolled in the CPIA and local adults interested in training and orientation.

Criteria to which the identified good practice corresponds

Relevance to one or more of the 4 identified themes – involvement of adults in training, guidance, teaching and learning of basic skills, validation of non-formal and informal skills.

 Reasons why the project / program is considered a “good practice”, in light of the criteria identified above

It was not possible to select more than one answer in the previous question, but the good practice is considered to meet all the criteria listed.

In fact, the orientation activities serve not only to raise awareness of the training and career guidance opportunities present in the area, but allow adults to reflect on their skills and expectations and to make informed decisions about their future and this is obviously fundamental for social inclusion.

All activities are monitored, both through constant contact with other stakeholders, and through the administration of questionnaires directly to users.

All activities are transferable to other contexts, they can be applied to other CPIAs and throughout the territory.

Implementing Organization / Entity

Cpia3-Torino Tullio de Mauro

Main target group

Adult people in general

Source of funding

Public funds (national, regional …)

 

Which stakeholders were involved in the implementation of the project / program? How did they get involved?

The orientation activities were organized by the CPIA and involved Vocational Training, Higher Education Institutes, the third sector and career guidance.

The institutions were involved in the realization of the orientation days, in the participation in the territorial tables, in the monitoring of the inscriptions, etc.

 

How does the practice contribute to improving / promoting the social inclusion of beneficiaries?

The orientation activities serve not only to raise awareness of the training and career guidance opportunities present in the area, but allow adults to reflect on their skills and expectations and to make informed decisions about their future. In fact, the orientation is not resolved in the presentation of the opportunities offered in the territory, but includes moments of self-reflection on one’s soft-skills, formal and non-formal competences, expectations, etc …

What elements of the project / program could be easily transferred to other contexts?

All orientation activities can be tested in other CPIAs and territories.

Other potential target groups to which the project / program could be extended

The project plans to organize orientation days also for adults who are not CPIA students.

Has the project / program foreseen an evaluation phase?Yes, it has.If so, what were the results and what actions were taken on the basis of these?

The project includes several evaluation phases. In particular, based on the data collection of June 2021, it was decided to expand collaboration with local authorities to respond to the needs expressed by students in the post-secondary school license questionnaire. Very important will be the analysis of the questionnaires administered to the students one year after the graduation of the secondary school certificate. The project foresees different phases of evaluation. In particular, based on the data collection of June 2021, it was decided to expand collaboration with local authorities to respond to the needs expressed by students in the post-secondary school license questionnaire. Very important will be the analysis of the questionnaires administered to students one year after obtaining the secondary school diploma.

Participation data (if available, also indicate the reference period and the data relating to the number of people reached, with particular regard to those with low education / skills at risk of obsolescence)

School year 20-21: all the students of the I and II period were involved (about 400).

School year 21-22: all students of the I and II period and students of Italian A2 are involved (about 500).

Description of the methods of implementation and any recommendations

The project had a first phase in the year 20-21 and a second in the 21-22.

The project is divided into several moments:

  • orientation meetings with some training and education institutions in the area in the 1st period classes
  • individual orientation interview with all students of the first period, after the license exam in June 2021, with the teacher filling in a google module that collects projects and expectations of the students and feedback on orientation activities
  • systematic analysis of the collected data
  • survey in the I period and Italian A2 classes on students’ expectations/wishes/needs and analysis of the responses
  • extensive contacts with the training/education/third sector bodies of the territory
  • orientation days in all CPIA offices with the possibility of allowing non-registered adults interested in learning about the opportunities of the territory to access the days
  • individual orientation interviews after the middle school exam
  • former student questionnaires to assess the impact of guidance after one year

Project / program website or other online reference resources

Link