Asociación GantalcaláGrundtvig Workshop: “E-literacy”

Reference: 2013-1-es1-gru13-741179th-15th February 2014, Universidad Pablo de Olavide, Sevilla, Spain

COUNTRY: ITALY FLAG

YOUR NAME dott.ssa CRISTINA CHIOCHIA

OCCUPATION COUNSELOR & PRESIDENT AT “SI FA” CULTURAL ASSOCIATION piazza Torricelli 7 -50026 PISA

A FIRST POINT OF VIEW FOR AN INFORMATION

OF ILLITERATE´S ADULTS IN ITALY

IF …IT IS TRUE THAT…1.Functional illiteracy means the inability of a person to make effective use of the tools of

reading, writing and calculation in daily life.2.The illiteracy “go back” Indicates who despite having learned to read and write , to little

practice he forgot what he had learned in the past.3.The digital illiteracy (so-called Digital Divide ) is the form of the gap between those who

have access and know how to use technology (computers, internet) and who is not.

After which they are expressed as a percentage of the data disconcerting about illiteracy in Italy .

1 2 3

A FIRST POINT OF VIEW FOR AN INFORMATION

OF ILLITERATE´S ADULTS IN ITALY

So IN ITALY: The 1 , 5 % of the population with more than 6 years old , can neither read nor write (about 782 342 people) . 46% of the population aged between 25 and 64 years

old, has only a license to middle school . 20% of Italians have the literacy skills to understand and interpret a text (source: OECD). Students who own and operate information technology have a school performance of 50 points higher than their peers (Source OECD -

Pisa).In 5 years the gap between those who can and who can not use the technology , it will

become radical and let out a big chunk of the population.For digital illiteracy refers to the inability of people to work with a computer , read, write and

retrieve critical information on the Internet .About 50% of Italians do not even own a computer and does not use the Internet, does not know and send an e-mail or pay online bulletin . The pockets of illiteracy are concentrated

in certain regions of the South , primarily in Basilicata and Campania.

INFORMATION OF ILLITERATE´S ADULTS IN:

ITALY: WHAT CHANGE NOW…

And now? For the PIAAC - OECD International Survey ( 08/10/2013 ) made 24 countries my country, ITALY, ranks last place in the ranking of literacy of the population between 16 and 65 years old.

Il 5.6 % of Italians (about 3,000,000 people ) is below the level 1 .

It means that they don’t have any level or exceed the reading and the comprension of single word.

And remember that it is true for who are children of Italian and Italian people. But among foreigners (both teens and adults ) , there are someone that aren’t in able to read and write their mother tongue or the language or the country in which they are immigrants.

INFORMATION OF ILLITERATE´S ADULTS IN:

ITALY: WHAT CHANGE NOW…

And other one are “literacy in the middle” : know a little bit in a language with an alphabet totally different from latin (alphabet) and others thar are able to recognize only letters , words, and more rarely simple phrases in Italian ( different stages of “illiteracy” ) but these skills aren’t sufficient to reading and writing that daily life requires but speak not so bad.

INFORMATION OF ILLITERATE´S ADULTS IN:

ITALY: WHAT CHANGE NOW…

The European Union Framework of Reference for languages (Council of Europe) in 2001 sees the acquisition of literacy skills already possessed as a prerequisite ;

IN ITALY A LOT OF PEOPLE DON’T HAVE THIS PRE-REQUISITE.

ITALY “NO LITERACY” NEED AN INTEGRATION AND A GOOD PRACTICE below the level of A1 with respect to the skills of reading and writing language&skills.

INFORMATION ABOUT NATIONAL POLICIES

FOCUSED ON ILLITERATE´S ADULT EDUCATION

Exist an institutional level that do a focus on" illiterate adults“ or which receives resources in Italy ? How many teachers , how many and whichpaths , how many hours , how many classes , such as research , such as training , such as teaching materials ? THE ANSWERS ARE NO.ALL ARE PROBLEMS.LITERACY IS A PROBLEM BECAUSE NEED SCHOOLS, COUNSELORS, THEACHERS, PROGRAMS in the big city for exemple but there are explicit hostility , sometimes recording situations of " parking " which, by not providing appropriate tools conduct people not at the end of the courses about literacy.

We need education opportunities, in accordance with Article 3 of the Italian Constitution: our country promote equal and social dignity giving help and opport, but now is VERY HARD BECAUSE ISN’T A PRIORITY

INFORMATION ABOUT NATIONAL POLICIES

FOCUSED ON ILLITERATE´S ADULT EDUCATION

In Italy there are two situations of adult education that are in conflict with Article 26 of the Declaration of Human Rights. The first relates to the acquisition of the qualification a minimum.

The DPR 4.10.2012 write about the first step of adult education Licensing media , ignoring almost completely the path of literacy that must precede .

The second situation relates to the obtaining of the A2 level of knowledge of the Italian language (required for the stay of a migrant )

In new guidelines for the CPIA does not consider the situations in thestudents are given 200 hours for both : for a graduate and for the illiterate , and we know that "there is nothing that is more unjust how do equally between unequal “.

WE HAVE WE WANT: GOOD PRACTICES DEVELOPED IN ITALY IN THE FIELD OF ADULT LITERACY

WE HAVE REALLY GOOD PRACTICES BUT NOT A GOD LAW ABOUT THIS. NOW WE’LL TRY WITH A PETITION TO CHANGE THIS. BUT IT IS HARD. 1 .Spreading at the capillary level of the whole country educational opportunities for adults , including literacy courses and Italian L2 within a lifelong learning system that implements the recommendations europe related to lifelong learning2 .Increase the number of teachers and literacy teachers of Italian L2 ( enhancing training) so that they can meet the literacy needs that currently are not institutional responses , andso that they can deal with a permanent training needsof which is dealing extemporaneously volunteering to be involved positivelyin support of the public offer and not an alternative to it

WE HAVE WE WANT GOOD PRACTICES DEVELOPED IN ITALY IN THE FIELD OF ADULT LITERACY

3 .Define shared national literacy levels below the level A1 of the Common European Framework with descriptors that allow :- check points about skills and competencies required to move from a situation of total illiteracy to literacy skill instrumental and functional before then-the creation of institutional paths to the skills below the alphanumericmiddle school-the provision of resources , schedules and teacher training packages appropriate-certification of literacy levels achieved-transparency and effectiveness of the institution trainer

WE HAVE WE WANT GOOD PRACTICES DEVELOPED IN ITALY IN THE FIELD OF ADULT LITERACY .

4. Review the current legislation interdepartmental integration ( Decree04.06.2010 ; 17914.09.2011 DPR ) currently in force,developing regulatory proposals that aim to increase the communicative competence of migrants in the Italian language and which promotes cross-cultural interaction that enriches the well-being of the life andrelations for the entire national community , with a view of a path designed to achieve full citizenship

THIS IS FOR ME THE REAL GOOD PRACTICES THAT ITALY NEED NOW.

WE HAVE WE WANT GOOD PRACTICES DEVELOPED IN ITALY IN THE FIELD OF ADULT LITERACY

5 .Strengthening the connections between universities and centers for adult education , by promoting research on the topic and the sharing of good practice , even with constant appointments to the exploration and exchange through national seminars and regional network6 .Create opportunities complementary to the school system to help theto illiterate population (both migrant indigenous ) out of the disabling condition of illiteracy : libraries with specific support for reading those who are weakly literate , television programs , websites and app created specifically for literacy adult problem.

This good practices are the popular petition that now italians subscribe at the attention of the Parlament, for now, without success.

MY METHODOLOGY AND EXPERIENCES OF TEACHING ADULTS

MY METHODOLOGY AND EXPERIENCES OF TEACHING ADULTS

i'm a counselor and a teacher since 2003 and an theater author since 1999. I studied  psychopedagogy at university and after this stud used theater as a tool of adult literacy report in my job ad teacher in secondary schools and post lauream-courses . Like a counselor i used communicative domains or situations in "which you act" ( work domain , school domain , domain, transport, religion ) using the symbolic value of the stage (domain family, friendship domain ) .

I also use a good practices"to be able to writing" (i'm a theater writer) as a direct and indirect communication when the participants are of different nationalities.

I have used this method of staging actors speaking 5 different languages: Italian , English , Spanish, greek , French and Romanian.

MY METHODOLOGY AND EXPERIENCES OF TEACHING ADULTS

"Theatrical sketch" are exercises that use sentences written in different languages & situations, and  use the alphabet in various languages becoming theater  sketch.      Since 2006 I created writing workshops as a cultural practice for common institutions and cultural organizations and collaborated with global movements , with the Italian and international association SIFA . The idea of literacy of my work is this. I use communication in order of 10 situations on the stage that are also the contexts of citizens' everyday life. My work is based on the idea that literacy of adults in Italy need Italian tools, English tools , internet tools and undestand bureaucracy and legal elements ).The theater can help my work.Just by offering real-life situations on the stage from which them can learn, but by taking the distances .

WEAKNESSES AND STRENGTHS OF ITALY ADULT EDUCATION SYSTEM

TULLIO DE MAURO wrote that “When we talk about culture and cultural consumption, but also when it comes to politics, we pretend not to remember a fact that every time you conquer some blurb in the papers: the vast majority of Italians or did not know how to read or law but fails to understand the meaning of the sounds that play. The newspapers, books, theater, anything that has to do with the written knowledge are the prerogative of a 20% of the population. Throughout the industrialized world, only the state of Nuevo Leon, Mexico, manages to do worse than us. ”

WEAKNESSES AND STRENGTHS OF ITALY ADULT EDUCATION SYSTEM

Tullio de Mauro said that 20% percent of the Italian adult population has minimal tools needed for reading, writing and arithmetic necessary to orient in a contemporary society. The data on the rest of the population are scary: 5% of those between 14 and 65 years old can not distinguish one letter from another, or a figure from another, 38% can read with difficulty, when These are individual written or digits. Only 33% is in a slightly better position with reading and writing

POSSIBLE SOLUTIONS TO ANY WEAKNESSES

Review the current legislation interdepartmental integration ( Decree04.06.2010 ; 17914.09.2011 DPR ) currently in force,developing regulatory proposals that aim to increase the communicative competence of migrants in the Italian language and which promotes cross-cultural interaction that enriches the well-being of the life andrelations for the entire national community , with a view of a path designed to achieve full citizenship

THIS IS FOR ME THE REAL GOOD PRACTICES THAT ITALY NEED NOW.

Please, feel free to add more aspects that you consider relevants. Feel free to revise my english You can include small photos, diagram, graphic, etc.

IF YOU HAVE PROBLEMS FOR FILL THIS TEMPLATE, INFORM ME

THERE IS NOT LIMIT OF SLIDES, YOU WILL PRESENT A RESUME, BUT FOR THE PROJECT RESULTS IT IS IMPORTANT ALL THE INFORMATION THAT YOU COULD PROVIDE US