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Reflections about ADULT LITERACY in ITALY Roberto Mariuz Vilnius, 9th June 2014.

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Presentation on theme: "Reflections about ADULT LITERACY in ITALY Roberto Mariuz Vilnius, 9th June 2014."— Presentation transcript:

1 Reflections about ADULT LITERACY in ITALY Roberto Mariuz Vilnius, 9th June 2014

2 The CONTEXT ZYGMUNT BAUMAN’s LIQUID MODERNITY theory:

3 The CONTEXT ZYGMUNT BAUMAN’s LIQUID MODERNITY theory: “The SOCIETY is LIQUID because when we are still learning HOW TO DEAL WITH IT, in the meantime, the REALITY HAS ALREADY CHANGED, the SITUATION IS DIFFERENT, and OUR TOOLS become quickly INADEQUATE or OBSOLETE”

4 DEFINITIONS & some DATAS HOW IS CONSIDERED LITERACY IN ITALY?

5 DEFINITIONS & some DATAS HOW IS CONSIDERED LITERACY IN ITALY? LITERACY is the ability both to READ and to WRITE

6 DEFINITIONS & some DATAS HOW IS CONSIDERED LITERACY IN ITALY? LITERACY is the ability both to READ and to WRITE FUNCTIONAL LITERACY: “A person is defined as literate if he/she can, with understanding, both READ and WRITE a short, simple statement on his/her EVERYDAY LIFE”

7 DEFINITIONS & some DATAS HOW IS CONSIDERED LITERACY IN ITALY? LITERACY is the ability both to READ and to WRITE ILLITERACY: 1,2% of Italian adult population is illiterate ( people )[1][1] FUNCTIONAL LITERACY: “A person is defined as literate if he/she can, with understanding, both READ and WRITE a short, simple statement on his/her EVERYDAY LIFE” [1][1]. UNESCO (http://stats.uis.unesco.org)http://stats.uis.unesco.org

8 DEFINITIONS & some DATAS HOW IS CONSIDERED LITERACY IN ITALY? LITERACY is the ability both to READ and to WRITE ILLITERACY: 1,2% of Italian adult population is illiterate ( people )[1][1] FUNCTIONAL LITERACY: “A person is defined as literate if he/she can, with understanding, both READ and WRITE a short, simple statement on his/her EVERYDAY LIFE” FUNCTIONAL ILLITERACY: 46,1% of Italian population does not pass the first level of Language competences [2].[2] [1][1]. UNESCO (http://stats.uis.unesco.org)http://stats.uis.unesco.org [2][2]. ALL - Adult Literacy and Lifeskills. (http://nces.ed.gov/surveys/all)

9 some REFLECTIONS Elena Marescotti – University of Ferrara: “It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL”

10 some REFLECTIONS Elena Marescotti – University of Ferrara: “It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL” SCHOOL in Italy:

11 some REFLECTIONS Elena Marescotti – University of Ferrara: “It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL” SCHOOL in Italy: 3 big EDUCATIONAL REFORMS in 12 years

12 some REFLECTIONS Elena Marescotti – University of Ferrara: “It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL” SCHOOL in Italy: 3 big EDUCATIONAL REFORMS in 12 years 19,7% of population has finished only the primary school

13 some REFLECTIONS Elena Marescotti – University of Ferrara: “It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL” SCHOOL in Italy: 3 big EDUCATIONAL REFORMS in 12 years 19,7% of population has finished only the primary school Recent GROWTH OF GRADUATED people is NOT RELATED to the QUALITY of LEARNING

14 some REFLECTIONS Elena Marescotti – University of Ferrara: “It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL” SCHOOL in Italy: 3 big EDUCATIONAL REFORMS in 12 years 19,7% of population has finished only the primary school Recent GROWTH OF GRADUATED people is NOT RELATED to the QUALITY of LEARNING Permanence of THEORETICAL APPROACH of the definition of curricula

15 some REFLECTIONS Elena Marescotti – University of Ferrara: “It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL” SCHOOL in Italy: 3 big EDUCATIONAL REFORMS in 12 years 19,7% of population has finished only the primary school Recent GROWTH OF GRADUATED people is NOT RELATED to the QUALITY of LEARNING Permanence of THEORETICAL APPROACH of the definition of curricula Discussion about EVALUATION SYSTEM (HOW and WHAT to evaluate)

16 some REFLECTIONS Elena Marescotti – University of Ferrara: “It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL” SCHOOL in Italy: 3 big EDUCATIONAL REFORMS in 12 years 19,7% of population has finished only the primary school Recent GROWTH OF GRADUATED people is NOT RELATED to the QUALITY of LEARNING Permanence of THEORETICAL APPROACH of the definition of curricula Discussion about EVALUATION SYSTEM (HOW and WHAT to evaluate) LONELINESS of TEACHER

17 Weakness WHY SO MANY LIMITS?

18 Weakness WHY SO MANY LIMITS? FUNCTIONAL LITERACY is more a concept than a real fact and due to this it is NOT THE CORE of EDUCATION

19 Weakness WHY SO MANY LIMITS? FUNCTIONAL LITERACY is more a concept than a real fact and due to this it is NOT THE CORE of EDUCATION LIFELONG LEARNING is often identify as JOB TRAINING related only to the NEEDS of LABOUR MARKET

20 Weakness WHY SO MANY LIMITS? FUNCTIONAL LITERACY is more a concept than a real fact and due to this it is NOT THE CORE of EDUCATION LIFELONG LEARNING is often identify as JOB TRAINING related only to the NEEDS of LABOUR MARKET NO HOLISTIC APPROACH for the definition of EDUCATIONAL SYSTEM

21 Weakness WHY SO MANY LIMITS? FUNCTIONAL LITERACY is more a concept than a real fact and due to this it is NOT THE CORE of EDUCATION LIFELONG LEARNING is often identify as JOB TRAINING related only to the NEEDS of LABOUR MARKET NO HOLISTIC APPROACH for the definition of EDUCATIONAL SYSTEM TRAINING is often in charge of the PERSONAL INITIATIVE of people

22 Weakness WHY SO MANY LIMITS? FUNCTIONAL LITERACY is more a concept than a real fact and due to this it is NOT THE CORE of the EDUCATION LIFELONG LEARNING is often identify as JOB TRAINING related only to the NEEDS of LABOUR MARKET NO HOLISTIC APPROACH for the definition of EDUCATIONAL SYSTEM TRAINING is often in charge of the PERSONAL INITIATIVE of people Typical ITALIAN MENTALITY to POSTPONE to an UNDEFINED FUTURE what is NOT STRICTLY NECESSARY in the present

23 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?

24 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY? Because it HELPS:

25 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY? Because it HELPS: LEARNING process

26 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY? Because it HELPS: LEARNING process ACTIVE CITIZENSHIP

27 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY? Because it HELPS: LEARNING process ACTIVE CITIZENSHIP social INCLUSION

28 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY? Because it HELPS: LEARNING process ACTIVE CITIZENSHIP social INCLUSION social MOBILITY

29 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY? Because it HELPS: LEARNING process ACTIVE CITIZENSHIP social INCLUSION social MOBILITY EMPLOYEMENT

30 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY? Because it HELPS: LEARNING process ACTIVE CITIZENSHIP social INCLUSION social MOBILITY EMPLOYEMENT self ENTREPRENEURSHIP

31 Opportunities WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY? Because it HELPS: LEARNING process ACTIVE CITIZENSHIP social INCLUSION social MOBILITY EMPLOYEMENT self ENTREPRENEURSHIP INCLINATION and ACCEPTANCE of SOCIAL, TECHNOLOGICAL and CULTURAL CHANGES


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