1. European Sociological Association RN27 Southern European Societies Università degli Studi di Sassari CIVIL SOCIETY ORGANIZATIONS IN THE MEDITERRANEAN AREA: SOCIETAL ROLE, CHALLENGES, DYNAMICS Higher education, research and civil society Behind social exclusion. In the adult education a possible path to social inclusion 1 D. Grignoli, Università degli Studi del Molise

2. Stating the hypothesis: if and how education determines some effects on level of social (ex)-inclusion Aims: to discover some strategies towards active citizenship to give each people the capability to “make history” to build the future society 2 D. Grignoli, Università degli Studi del Molise

3. Standing on the shoulders of giants In the Modern Society, the most important social bond resulted by the Moral Education In the Contemporary Society knowledge, competences and skills remain the necessary conditions to promote the process of Social Inclusion 3 D. Grignoli, Università degli Studi del Molise

4. The challenge OF MINORITY GROUPS AND EDUCATION FOR LIFE These inhabitants experience problems to participate and to be active in society. these people “can”/must learn 4 D. Grignoli, Università degli Studi del Molise

5. The research: Eight European member states Italy (The Netherlands, Belgium, Germany, Austria, Romania, Denmark, Italy and Greece) developed an European database on Life Long Learning The developed data will provide policy-makers with and for reference in enhancing social inclusion through education. 5 D. Grignoli, Università degli Studi del Molise

6. An cof Molise Region The Molise Region is the second smallest Region in Italy. Its small population size (321,953 population) accounts more or less the 0.6% of the Italian population. The population shows a demographic structure oriented towards an aging Population. In 2009 the rate of individuals aged over 64 years is 21.9% of the population while the percentage of the population under the age of 15 years is quite low (12.7%). A boy and a girl of Molise will live on average and respectively 81 and 85 years. 6

7. Poverty is more concentrated in this area Geographical Areas North4.9 Center6.7 South23.8 Molise24.4 Italy11.3 7 Note: Istat Data base An identikit of Molise Region TABLE 1. Incidence of relative poverty, Italy, 2008. (%) D. Grignoli, Università degli Studi del Molise

8. A view on education 8 Note: Istat Data base An identikit of Molise Region The level of education decreases markedly with the increase in age. QualificationMoliseItaly Phd, Master degree10.610.7 High school27.927.3 Vocational school 2.95.3 Secondary school 28.931.6 Primary school, Illiterate 29.525.0 Phd, Master degree10.610.7 High school27.927.3 TABLE 2. Educational qualification, Italy –Molise, 2009, (%) D. Grignoli, Università degli Studi del Molise

9. Social Partecipation 9 It is a multidimensional social process with different environm ental surroundi ngs. with different circumstances and It depending on people’ interaction

10. 10 Note: Istat Data base Social partecipation Indicators Italy Does not attend cultural events33.1 Does not read daily newspapers41.1 Does not read books59.1 Does not watch TV5.5 Does not listen to the radio36.8 Is never informed about politics23.1 TABLE 3. People who do not take part in any social, cultural and political activities, Italy 2001 (%) D. Grignoli, Università degli Studi del Molise

11. 11 Social inclusion is a multi-dimensional process with four sub-process: activationinternalizationconnectionparticipation These two sub-process raise of social inclusion as a functional outcome (that is, an increase of basic skills to cope with practical daily problems); (activation) or emotional outcome (internalization) for the individual him/her-self (that is, an increase of feelings of happiness and safety) These two sub-process describe the functional respectively the emotional outcome for the individual in connection with his or her environment. D. Grignoli, Università degli Studi del Molise

12. marginalized people involved in adult education courses to about 200 participants, (n. 132 respondents; Molise). Who Two different questionnaires Programms: Digital skills, Language Courses (National), Basic Skills How and What Adult Education Centre (The Two Centri territoriali permanenti of Isernia and Termoli) Where The two questionnaires were handed to the teachers, of adult education involved in the research, who administered the second questionnaire (post-test) about 15 meetings after the first questionnaire (pre-test). (2010 April – 2010 June ) When. The two different questionnaires aimed to measure to what extent vulnerable adults show an increase in social inclusion after participating in adult education programs. Why 12 EDAM: The design of the research

13. A) Activation and Internalisation, including National language skills, Digital skills, International language skills, Assertiveness, Labour and upbringing skills, Voluntary work Neighbourhood skills Contact skills; B) Participation and Connection, including Meeting and attempting, Meeting intimate contacts, Attempting in associations Attempting in neighbourhood, Being active in nature Being active in sports, Involving into arts and culture, Getting a membership, Preventing loneliness. 13 EDAM: The design of the research D. Grignoli, Università degli Studi del Molise

14. 14 EDAM: Main sample characteristics Observations (absolute value) D. Grignoli, Università degli Studi del Molise

15. 15 EDAM: Sample composition per gender (%), Molise [Percentages may not sum to 100 because of missing responds] D. Grignoli, Università degli Studi del Molise

16. 16 EDAM: Sample composition per age (%), Molise D. Grignoli, Università degli Studi del Molise

17. 17 EDAM: Sample characteristics: percentages of participants per background variable [Percentages may not sum to 100 because of missing response]

18. 18 EDAM: Sample composition per years of education (absolute value)

19. EDAM: 19 Percentage of success: some selected results

20. 20 National language skills34.1 Digital skills41.7 International language skills29.5 Assertiveness29.5 Labour and Upbringing skills23.5 Voluntary work and neighbourhood skills 24,2 Contact skills29.5 Financial skills15,2 Meeting and attemping29.5 Meeting intimate contacts21,2 Attempting in associations neighbourhood 31.1 Being active in nature and sports22,7 Involving into arts and culture23.5 Getting a membership17,4 Preventing loneliness21.2 Activation & Internalisation52,3 Participation & Connection37.9 EDAM: Incidence of participants showing increase of social inclusion per variable of Social Inclusion, Molise (2010)

21. 21 EDAM: Conclusion After participating in adult education This means that 52,3 % of the participants experience a better mastery of basic life competences (‘Activation’) and experience more feelings of happiness, safety and control (‘Internalization’). Besides this 37.9 % of the participants participate more in the community (‘Participation’) and experience more social interactions (‘Connection’).

22. 22 EDAM: The nature of the study presented here is exploratory. That means that interpretations need to be made with caution. D. Grignoli, Università degli Studi del Molise

23. 23 This result is very encouraging. D. Grignoli, Università degli Studi del Molise