EDUCATION and TRAINING in a KNOWLEDGE BASED SOCIETY:

NATIONAL, LOCAL and EUROPEAN POLICY.

THE “ZAPPA-FERMI”

HIGH SCHOOL - BORGO VAL DI TARO

NEW SCENARIOS: the 20th and 21st centuries

From an INDUSTRIAL SOCIETY to a SOCIETY OF KNOWLEDGE

RAPID RATE in SOCIAL CHANGE, SCIENTIFIC AND TECHNOLOGICAL PROGRESS and TRANSFORMATION in WORK TECHNIQUES AND PROCEDURES.

EXCEPTIONAL SPEED in accumulating and spreading INFORMATION GROWING INTEREST in the 'IMMATERIAL GOODS' sector

(INFORMATION and COMMUNICATION as 'NEW GOODS') COMPLEXITY of NEW ESSENTIAL KNOWLEDGE Rapid OBSOLESCENCE of OLD FASHIONED KNOWLEDGE and

traditional SPECIALIZATIONS NEW and MULTIFARIOUS PROFESSIONS connected to new

TECHNOLOGY, especially INFORMATION TECHNOLOGY An EVER INCREASING DELAY in READJUSTMENT to the DEMANDS

for new SKILLS in all WORKING sectors (intellectual, industrial, services)

NEW NEEDS

To increase – from a quantitative and qualitative point of view – the supply of education and training, reducing failures, and striving against wastage ( 'No Child Left Behind', programmatic paper- USA, Department of Education, Washington 2001); 'Non uno di meno' – 'Not a single child less' (L.R. 12/2003 – Emilia-Romagna region)

To find efficient means of tackling illiteracy relapse, namely the loss of ability to understand or produce written messages by people who had learnt to read and write at school

To create increasingly efficient integration between school, professional training and the world of work.

To promote constant cultural and professional updating after leaving school and/or during work

To encourage and diffuse the concept of 'Lifelong Learning', as the front-end end model no longer answers to the educational needs of a radically transformed society. It is only proper that the right to education is made available to everyone, regardless of age, professional needs, or social category (e.g. employed, unemployed, worker risking redundancy.......)

WHY LIFELONG LEARNING

The rapid obsolescence of knowledge, skills and professionalism which results from constant technological evolution has made traditional methods of education inadequate; 'provided at the beginning of life, once and for all'.

On the other hand, the ever increasing necessity to change working environments and the consequent need for retraining, not only from the point of view of new knowledge acquisition, but also concerning working relations and behaviour (people skills; integration with others, flexibility, adaptability to new situations...) has made implementation of lifelong learning, centred on individual needs and making the most of each person's cultural heritage, a pressing issue.

This new model of education revolves around: LIFELONG LEARNING (education focussed on the individual, which continues

throughout life and concerns cultural growth, training and work orientation, adult education...)

PARALLEL COURSE (experience which is gained spontaneously, for example as part of associations or groups which take on the characteristics of training courses which run parallel to schooling. The people skills acquired in a parallel course are a precious resource in times of change.

LIFELONG LEARNING: the answer to THREE FUNDAMENTAL NEEDS

LIFELONG LEARNING provides the ANSWER to THREE FUNDAMENTAL NEEDS:

An INDIVIDUAL NEED TO BE ABLE TO ACCESS KNOWLEDGE AND INFORMATION (CULTURAL DIMENSION)

The CONSTANT NEED for PROFESSIONAL UPDATING at all levels, in the interest of employers and employees (ECONOMIC DIMENSION)

The POSITIVE ANSWER to the RISKS of EXCLUSION, PRIVATION and MARGINALIZATION (SOCIAL DIMENSION)

THE GENERAL PICTURE AT INTERNATIONAL LEVEL

1990 – UNESCO – World Declaration on Education for All, Jomtien World Conference, Thailand:

an appeal to all governments to ensure all citizens are in a position to obtain a suitable basic education

1994 – UNESCO – Mid Term Strategy 1996-2001, Paris:

medium-term strategic plan entitled “Lifelong Learning for All”.

THE GENERAL PICTURE AT EUROPEAN LEVEL. 1

1993 – J. DELORS, White Book Growth, competitiveness, employment:The European Commission indicates the inadequate level of professional education

and training, no longer able to keep pace with rapid technological obsolescence, and the excessive burden of taxation which encumber work costs in Europe, as being among the main causes of unemployment:education and training can no longer continue to be isolated and indifferent to the needs of the real world, but must assume an active role in the labour market. Education and training must become a fundamental tool in the fight against unemployment, helping young school leavers to find jobs, making the most of human resources of all ages and aiming at 'learning to learn throughout life' (education and training costs are to be seen as an investment and not as a cost).

1995 – EUROPEAN PARLIAMENT:proposal to all Member States to implement lifelong learning

programmes for all citizens;proclamation of 1996 as 'European Year of Lifelong Learning'.

THE GENERAL PICTURE AT EUROPEAN LEVEL. 2

1995 – E. CRESSON / P. FLYNN, White Book Learning and Understanding. Towards a Society of Knowledge: this work proposes to aid Europeans in the transition towards a society based on knowledge acquisition in a teaching and learning context that should accompany a person throughout life; in other words, towards a cognitive society in which individuals must be increasingly able to 'understand complex situations which evolve unexpectedly'.Among its objectives:- to reappraise general culture;- to develop employment aptitude;- to combat marginalization by developing alternative opportunities for young people excluded from the school system;- to increase lifelong learning opportunities for adults;- to bring schools and business together;

- to create a quality guarantee for the younger generations, endowing them with knowledge and the command of three European languages; - to encourage investment in education and training.

THE GENERAL PICTURE AT EUROPEAN LEVEL. 3

1996 – OCSE – Bulletin from the Ministries of Education: implementation of the programme 'Making Lifelong Learning a Reality for All;lifelong learning as a main objective of educational and social policy: - improving the level of basic education for all;- programming and offering lifelong learning opportunities.

1997 – Hamburg Conference (5th International Conference on Adult Education): upgrading of work culture and lifelong learning to “develop individuals' autonomy of thought and behaviour, developing their sense of responsibility so they are capable of making informed choices on their future and successfully tackle challenges ” (art. 5)

1997 – European Commission – report “For a Europe of Knowledge” – indicating 5 fundamental points in the European strategy to promote lifelong learning:

- linking schools to industry;- the fight against marginalization and social exclusion;- promotion of language teaching;- promotion of knowledge expansion;- greater investment in education/training systems.

THE GENERAL PICTURE AT EUROPEAN LEVEL. 4

2000 – LISBON European Council (23-24 March 2000):aimed at making the European economy, based on knowledge, “the most competitive and dynamic, in the world, capable of sustainable economic growth with new and better jobs and greater social cohesion”.The Council defines 4 major proposals of intervention and the following concrete objectives to be reached by 2010:

- to reduce the rate of scholastic abandonment up to 10%;- to bring the number of people with secondary school qualifications in the various Member States to 85%;- to increase the number of graduates in mathematics, science and technology by 15% - to improve reading skills in 15-year-olds by 20%;- to increase the number of people returning to school for adult education by 12.5% through the lifelong learning system.

2000 – FEIRA European Council (19-20 June 2000):an invitation to all Member States to create strategies and measures to promote lifelong learning for all.

THE GENERAL PICTURE AT EUROPEAN LEVEL. 5

2000 – European Commission: Memorandum on lifelong learning (30 October 2000): promoting an active citizenry and employment opportunities (the ability to find and

keep a job), above all through the acquisition and revaluation of the skills necessary for active participation in the society of knowledge and the new economy.

6 KEY POINTS:

- NEW BASIC ABILITIES for ALL-GREATER INVESTMENT in HUMAN RESOURCES - INNOVATION in TEACHING AND LEARNING TECHNIQUES- IMPROVEMENT in LEARNING EVALUATION METHODS - ORIENTATION REVIEW- NEAR TO HOME LEARNING

The memorandum underlines the need to get society as a whole, directly involved in the theme of LIFELONG LEARNING, as a RIGHT which must become UNIVERSAL and UNIVERSALLY ACCESSIBLE.

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 1

1974 – Courses for workers '150 hours” (to attain secondary school certification) and literacy courses:the need to improve mass schooling offering the possibility to attain secondary education certification (become compulsory education) for those who were without.

Attendance in the ’70s-’80s: mainly males interested in improving their employment prospects.The end of the ’80s saw a change in attendance: an influx of women: (seasonal workers, housewives, small business women…), young people expelled from ordinary school courses and foreigners;for most, it is no longer just a means of achieving secondary school certification, but also an opportunity for cultural growth, to create new personal relations, to obtain training experience and to conclude an education which was interrupted during youth.

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 2

1978 – Legislation on professional training (L. 845/78): professional training as a service in the public interest to ensure a

system of interventions aimed at the propagation of theoretical and practical knowledge necessary for carrying out professional roles and targeting first time education, qualification, re-qualification, specialization, updating and improvement of workers' capabilities within an ambit of lifelong learning.

1993 (July) – Agreement on incomes: an initial stage for improving working conditions and professional

training for workers in which the subscribed objective was the reorganisation of the professional training system.

1993 – Legislation 236/93 – urgent interventions in support of employment :financing of lifelong learning, updating and re-qualification for professional training operators, redundant workers and workers enrolled on mobility lists; creation of a single lifelong learning fund.

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 3

1996 (24 September) – Work Agreement: in which training is given a priority role with the objective of improving

schooling levels from a quantitative and qualitative point of view, and ensuring continuous access to lifelong learning.

1997 – L. 196/97 – Norms in promoting employment:

Outlining of medium term strategies, among which:

- end of public monopoly on employment assignment

- Work flexibility (regulations on temporary employment, fixed employment, part-time...);

- Rearrangement of professional training systems aiming to boost apprenticeships, work training contracts, higher training and continuous training

- Emergency intervention programmes for employment, especially for young people (employment bursaries and employment in public utilities).

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 4

1997 - O.M. N° 455, 29 July 1997: delegation of LLA to PTC (Permanent Territorial Centres). * Lifelong Learning for Adults (LLA) represents the joint

opportunities of formal education (certified education and training) and informal training (art, physical, health and social education, training within the ambit of associational life) aimed at both Italian and foreign adult citizens

Young people over 15 years of age and adults of any age and social condition can enrol in the PTC free of charge to attend:

- School courses for obtaining qualifications;- Social and language integration courses for foreigners- Individual courses – also integrated training and education

courses– which provide the answer to a wide range of educational and disciplinary needs (e.g. Information technology, foreign languages, music, …).

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 5

2000 (2 March): Unified Conference State Regions: adoption of the European idea for a society in training in which lifelong

learning has a key role, in keeping with the Social Pact for Development and Employment, 22.12.1998:

- preventing and combating unemployment by increasing knowledge acquisition through the organized learning which is 'more efficacious and more flexible';

- integrating initial education with lifelong learning;

- overcoming the historical dividing line in the Italian education system between 'general culture' and 'professional ability”;

- constructing articulate patterns of collaboration and integration between schools and the world of work (integrated approach characterized by modularity, interdisciplinary and flexibility; personalized training courses providing certificated qualifications which will be valid credentials for further study or work placement.

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 6

THE BERLINGUER REFORM(the MOSAIC STRATEGY)

The Students' Statute (D.P.R. 24.06.1998, n° 249) New State examinations (D.P.R. 23.07.1998, n° 323) Autonomy of school institutions (D.P.R. 08.03.1999, n° 275 ): didactic,

organizational, research and experimentation autonomy Expansion of compulsory education (L. 20.01.1999, n° 9) New education requirement (L. 17.05.1999, N° 144) Free provision of school text books (Art. 27 Financial Legislation 1999) Course reform (L. 10.02.2000, n° 30) Educational equality and the right to schooling (L. 10.03.2002, n° 62) Special projects to promote quality schooling for all (Extraordinary Plan

for the development of Didactic Technology; Music Project, Library Project; Languages Project 2000…)

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 7

THE MORATTI REFORM(ACT BY PARLIAMENTARY DELEGATION 28 March 2003, no. 3)

Abrogation 9/1999 e L. 30/2000 No longer compulsory education but the right-duty to education and

training Parallel channels (high schools/ professional educational training) Integrated learning system Work-school alternationArt. 2: a) “lifelong learning is to be promoted and all citizens are to be guaranteed

equal opportunities to reach higher cultural levels and to develop skills and capacities, through knowledge and ability, general and specific, which are coherent with personal aptitude and choices, adequate for social and employment placement, taking into consideration local, national and European dimensions”…;

c) the right to education and training for at least twelve years or until qualifications have been obtained by the 18th year of age is guaranteed for all; this right is implemented through the educational and professional training systems…

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 8

THE DIFFERENT TRAINING TRENDS in light of the recent reforms:

CE: COMPULSORY EDUCATION - ICE: INTEGRATED COMPULSORY EDUCATION

( AGREEMENT between M.I.U.R., M.L.P.S., REGIONS, PROVINCES, COMUNES AND MOUNTAIN COMUNITIES, 19.06.2003,

leaning towards the introduction of courses capable of combating the drop-out factor between the ages of 14-17 years to fill the normative void determined by the abrogation of L. 9/1999)

LLA: LIFELONG LEARNING FOR ADULTS ( O.M. 455/1997)

HETT: HIGHER EDUCATION AND TECHNICAL TRAINING ( L. 144/1999)

THE GENERAL PICTURE AT NATIONAL LEVEL (ITALY). 9

2004 (28 October) – UNIFIED STATE-REGION CONFERENCE Agreement:- glossary for the reciprocal understanding between educational systems;- facilitation of the reciprocal passage between training institutes and schools;- final and intermediate certification on knowledge and skills acquired;- certified qualifications which will be a considered valid credentials.

2004 (3 December) – O.M. n° 87/2004:measures concerning the transition between the professional training and apprenticeship system and the education system.

2005 (15 April) – D. Leg.vo n° 76/2005:definition of the general laws on the right-duty to education and training, law of art. 2 of L. 53/2003.

2005 (15 April) – D. Leg.vo n° 77/2005:definition of general laws relating to school-work alternation, law of art. 4 of L. 53/2003.

THE GENERAL PICTURE AT REGIONAL LEVEL (EMILIA-ROMAGNA)

REGIONAL LEGISLATION 30 June 2003, n. 12:'LAWS FOR EQUAL OPPORTUNITIES TO ACCESS LIFELONG LEARNING FOR ALL, THROUGH THE STRENGTHENING OF EDUCATION AND PROFESSIONAL TRAINING, AND INTEGRATION OF THE TWO'

THE GENERAL PICTURE AT LOCAL SCHOOL LEVEL. 1

THE 'ZAPPA-FERMI' HIGH SCHOOL The 1980's: introduction of the NITP (National Information Technology Plan) in the High School and the C.T.I. 1990-1991: experimental introduction of teaching a 2nd foreign language in the Teacher Training College 1993-1994: experimental introduction of linguistic courses ( the Brocca project) 1993-1994: introduction of the '92 Project in the Professional Institute 1994-1995: experimental introduction of I.G.E.A courses in the C.T.I. 1995-1996: beginning of the 'open school' project (afternoon workshops for open groups) and cultural

exchanges within the E.U. 1996-1997: introduction of experimental socio-psycho-pedagogic courses ( Brocca project) 1996-1997: beginning of projects for reception, continuity and orientation 1998-1999: beginning of post-diploma specialization courses 1999-2000:beginning of integrated work experience courses (three yearly) with Professional Training Centres 2000-2001: fusion of the 'Fermi' High School with the 'Zappa' Commercial Technical Institute 2000-2001: beginning of the experimental on-line educational programme SCUOLA@BARDI 2002-2003: conventions to use classrooms and workshops for university courses, courses for adults,

courses for preparing state examinations, updating courses and service training… 2003-2004: beginning of evening classes (return to education), also on-line 2003-2004: beginning of O.F.I. Courses . 2003-2004: Institute accredited by the A.I.C.A. as a ' test centre” for ECDL exams 2004-2005: Inter-culture project (individual exchanges with annual attendance abroad)…

THE GENERAL PICTURE AT LOCAL SCHOOL LEVEL. 2

'ZAPPA-FERMI' HIGH SCHOOLSCHOOL YEAR 2005-2006

INSTITUTE STRENGTHENING THROUGH DIDACTIC EQUIPMENT (25 INTERNET LINKED CLASSROOMS AND 10 LABORATORIES: 4 ON-LINE INFORMATION TECHNOLOGY LABS, with VIDEO-PROJECTORS and places for MULTI-VIDEOCONFERENCE; 1 MULTIMEDIAL LANGUAGE LAB; 2 ARTISTIC; 1 MUSICAL, 2 FOR PHYSICS AND CHEMISTRY; 1 LIBRARY with over 11.000 books…)

VALUTATIVE AND DIDACTIC EXPERIMENTATION; RESEARCH experience producing BOOKS, CD's VIDEOS …; O.F.I. (administrative-secretarial course in the professional two-year course; SCHOOL-WORK ALTERNATION in the IPSCT post-qualification two-year course; INTEGRATED COURSES of NEW and NET ECONOMY in the C.T.I and the Linguistic High

School (e.g. MARKETING ON LINE, SECURITY MANAGER, INFORMATION BROKER…); TRAINING APPRENTICESHIPS for work placement of DIFFERENTLY CAPABLE students; CULTURAL EXCHANGES AND JOB TRAINING PLACEMENTS IIN ITALY AND ABROAD; PROJECTS TO INCREASE TRAINING OPPORTUNITIES, also out of ordinary school hours; EVENING CLASSES for ACCOUNTANTS and SURVEYORS; PRE-UNIVERSITY COURSES; POST-DIPLOMA COURSES; Hospitality to EDA COURSES, UNIVERSITY COURSES, UPDATING and PROFESSIONAL

TRAINING COURSES…