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Life Long Learing Programme

Il Programma d'azione comunitaria nel campo dell'apprendimento permanente, o Lifelong Learning Programme (LLP), è stato istituito con decisione del Parlamento europeo e del Consiglio il 15 novembre 2006 (vedi GU L327), e riunisce al suo interno tutte le iniziative di cooperazione europea nell'ambito dell’istruzione e della formazione dal 2007 al 2013. Ha sostituito, integrandoli in un unico programma, i precedenti Socrates e Leonardo, attivi dal 1995 al 2006. Il suo obiettivo generale è contribuire, attraverso l'apprendimento permanente, allo sviluppo della Comunità quale società avanzata basata sulla conoscenza, con uno sviluppo economico sostenibile, nuovi e migliori posti di lavoro e una maggiore coesione sociale, garantendo nel contempo una valida tutela dell'ambiente per le generazioni future (Strategia di Lisbona).
Nome del progettoRuoloStatoEnte coordinatoreDurataSito web
SAS Partner di progetto in chiusura Northampton University 01/12/2012 - 30/11/2014

The SAS project aims to reduce the number of early school leavers and to improve learning outcomes for learners, especially youngsters from a migrant and disadvantaged background and with special needs through an alternative pedagogical strategy integrating the “detour” approach.
This alternative pedagogical method, a training course, proposed to youngsters affected by ESL, will present the following terms :
1. valorizing a voluntary involvement and the values linked to it (solidarity, altruism, exchange...) ;
2. emphasizing the educational dimension of a voluntary involvement (informal and non formal learning) ;
3. highlighting the social dimension of associative engagement (learning life values, resisting exclusion vehicle of integration) ;
4. underlining the professional dimension of a voluntary experience (being recognized as a “real” professional experience) ;
5. promoting the cultural dimension of a voluntary experience (intercultural exchanges and dialogue)
6. enhancing a voluntary experience as a way to learn citizenship (rights of the association, procedure of the democratic vote)
Through the training course, youngsters will be trained to express the skills and competences they have acquired thanks to their voluntary experience in terms of learning outcomes in order to enhance their way back to school.
A mentoring approach will be proposed to professionals working with these youngsters (teachers and youth workers) in order to support them in the process and to adapt the modules to their special needs with regards to the main purpose of the training course : combating school failure by a “detour” strategy. This mentoring/tutoring session will be offered to assist the youngster and help create a tie between him/her and their original educational institution.
The training course and mentoring will be trialed in the seven countries of the consortium taking into account their national specificities and educational background. Some points may be more highlighted in some of the countries together with the way to support both youngsters and professionals working with them. The school system and stakeholders in the field of secondary education may be slightly different from one country to the other/
A short term objective is to develop a pedagogical strategy involving both youngsters and professionals to find a way back to school for early school leavers. A longer term objective of the SAS project is to integrate this strategy in the “official” currriculum of secondary schools, for instance in areas more subjected to school failure as a preventing action ; any pupil facing difficulties at school could be offered this alternative training course.

Responsabile Scientifico: Dott.ssa Giovanna Guerzoni

CREAN Partner di progetto In chiusura Freie Universität Berlin
01/10/2012 - 30/09/2015

Based on the above mentioned principles (D1), the major aims of the project include further enhancement of the academic field of children’s rights studies as an interdisciplinary field of studies. It will capitalise on the extant investment and strengths of the network, while significantly enhancing its ability to engage new members in achieving the following aims and objectives:

1. To strengthen the potentials of higher education institutions in the development and implementation of children’s rights programmes and courses.
a. The network will coordinate the development of the module content, teaching methodology and principles in the area of children’s rights
b. Network members will provide consulting services to Higher Education Institutions that are in the process of developing new study programmes and/or modules
c. Based on the latest research and experience of extant programmes, the network will elaborate manuals for specific children’s rights modules and study programmes

2. To provide support to university teaching staff, the network will
a. develop and disseminate teaching materials, incl. online resources
b. set up training courses and workshops for teaching staff
c. compile and disseminate research findings of high quality work by students and staff as well as best practices in the field of children’s rights

3. To promote early career researchers, the network will
a. encourage such researchers to present their work at scientific conferences organised by the network and others and
b. assist in publishing their findings in established journals
c. award a prize for early career researchers’ excellent work

4. To involve external stakeholders in the discussion of the relevance and effectiveness of the content of the programmes and courses, the network will
a. create a platform to bring together stakeholders both from academia and practice
b. engage with governmental and non-governmental organizations in the review and evaluation of the network’s development and progress
c. organise round table discussions of policies and research findings related to children’s rights at different levels

These activities will contribute to consolidating teaching and research on children’s rights theory and practice, and to facilitating innovations in this field particularly on the European level.   

Responsabile scientifico: Prof.ssa Maria Teresa Tagliaventi

FAMT&L Coordinatore In chiusura EACEA 01/12/2013 - 30/11/2016
www.famt-l.eu

Teaching and learning processess concerning mathematics and sciences are a fundamental component of school activities, preliminary to most of the competences that are significant in life and necessary for the citizenship education.
Nevertheless, despite researchers’ and teachers’ engagement, the crisis in mathematics learning is becoming very diffused and serious.
The main goal of this project consists in realising a training model (using e-learning) for middle school math teachers (that can be applied to in-service and pre-service training). This training model (or methodology) should improve teachers’ competences:
– on educational planning and assessment (both formative and summative assessment; assessment for learning);
– on mathematics didactics.
This set of competences would allow teachers to apply and plan specific methodologies and tools for learning processes based on problem solving.
The training model is also aimed at making teachers acquire a scientific attitude consisting in:
– analysing complex educational situations;
– identifying student’s learning needs, concerning mathematic discipline as well as transversal competencies (meta-competencies, learning strategies, study methods);
– making hypotheses and planning educational strategies and techniques in order to detect difficulties and offer remedials for an effective learning of math;
– using on-going assessment with a formative purpose in order to give to teachers the possibility to verify, rearrange and improve their methods and allowing students to self assess and become conscious of their own learning processes.

This training model will tend to make teachers protagonist of the educational planning path and more aware of the strategies that appear to be more effective responding to student’s learning needs. It also promotes the construction of a reflexive professionalism where teacher becomes able to use the reflexive thinking for facing complicated and problematic educational situation.

Responsabile Scientifico: Prof.ssa Ira Vannini