NETWORKING EUROPEAN NON
FORMAL EDUCATION
 LIFELONG
LEARNING PROGRAMME
Prague
29th november – 2nd december 2007
PRESENTATION OF ITALY
CONTEXT – REALITY OF YOUR
COUNTRY
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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)
CONTEXT – REALITY OF YOUR
COUNTRY
The NFE meets 4 fundamental dimensions:
LEISURE TIME
SCHOOL
NON-FORMAL
EDUCATION
FAMILIES
SOCIAL
SERVICES
PART 1
THE PUBLIC
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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.)
PART 1
THE PUBLIC
Players:
 Trainee teachers
 Profesionally trained teachers (institutional
workshops)
 Children’s entertainers (associative and
cooperative environment)
 Young volunteers (usually without
professional training and with a
denominational reference)
 Professional educators
PART 1
THE PUBLIC
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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
PART 1
THE PUBLIC
Players:
 Profesionally trained teachers (institutional
workshops)
 Children’s entertainers (associative and
cooperative environment)
 Sports instructors (associative and
cooperative environment)
 Young volunteers (usually without
professional training and with a
denominational reference)
 Professional educators
PART 1
THE PUBLIC
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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
CHILDREN’S HOMES
PART 1
THE PUBLIC
Players
 Children’s entertainers (associative
and cooperative environment)
 Young volunteers (usually without
professional training and with a
denominational reference)
 Educators without qualifications (but
with experience)
 Professional educators
PART 1
THE PUBLIC
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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
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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).
PART 1
THE PUBLIC
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1)
a)
b)
c)
FINANCING
Various types of state financing
according to:
The region
The type of service
The political priorities
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
PART 1
THE PUBLIC
THE NFE MARKET
 Families are asked to participate
financially (notion of user cofinancing)
 Presence of mixed foundations
(public/private) of sponsors
(example: Aquarium of Genoa,
Environment Park of Turin, la Città
delle Scienze of Neaples…
PART II
CLASSIFICATION AND TRAINING
Children’s 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
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PART II
CLASSIFICATION AND TRAINING
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Salary, benefits : children’s 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
PART II
CLASSIFICATION AND TRAINING
Non formal training
a) Regional training
b) Training by associations
1. Stages
2. Courses
3. Training days
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25% of the category
Highly diversified experiences
PART II
CLASSIFICATION 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)
PART II
CLASSIFICATION AND TRAINING
Professional training
SCHOOL FOR PROFESSIONAL EDUCATORS
City of Turin: 1981 – 2010
(participation of Cemea)
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3 years of training after A-levels
Training model:
PRACTICE
THEORY
With a two-way relationship between practice and
theory
PART III
INSTITUTIONAL 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 ...)
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training
Existing legislation?
Financing?
Specific laws on these
two themes:
Agreements : are
there any? With
whom?
Status of the players
(associations, SARL,
cooperatives ...)
PART III
INSTITUTIONAL FRAMEWORK
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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
PART IV
HISTORY
 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 state’s financial and
ideological support of the Church
PART IV
HISTORY
’70ies -’80ies
Social and cultural breakdown
Emergence of a model centred on an associative
life and initiatives of indipendent groups
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INTRODUCTION OF « FULL TIME
EMPLOYMENT »
At school and establishment of the
ANIMATION MODEL
As a combination of cultural and educational
innovation
PART IV
HISTORY
 ’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
PART IV
HISTORY
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..)
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PART IV
HISTORY
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a)
b)
c)
d)
But the NFE meets profound needs
of society
integration;
control and support;
Socialisation
Education of the citizen
PART IV
HISTORY
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1)
2)
3)
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
PART IV
HISTORY
 Element
of innovation of the NFE
 Intercultural
 Citizenship
 Environment
of sustainable
development
 Communication and media