reflections about adult literacy in italy roberto mariuz vilnius, 9th june 2014
TRANSCRIPT
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Reflections about ADULT
LITERACY in ITALY
Roberto Mariuz
Vilnius, 9th June 2014
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The CONTEXT
ZYGMUNT BAUMAN’s LIQUID MODERNITY theory:
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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”
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DEFINITIONS & some DATAS
HOW IS CONSIDERED LITERACY IN ITALY?
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DEFINITIONS & some DATAS
HOW IS CONSIDERED LITERACY IN ITALY?
LITERACY is the ability both to READ and to WRITE
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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”
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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 (619.460 people)[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]. UNESCO (http://stats.uis.unesco.org)
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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 (619.460 people)[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].
[1]. UNESCO (http://stats.uis.unesco.org)[2]. ALL - Adult Literacy and Lifeskills. (http://nces.ed.gov/surveys/all)
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some REFLECTIONS
Elena Marescotti – University of Ferrara:
“It is NOT POSSIBLE to develop an ADULT LITERACY, if there was NOT BEFORE a REAL SCHOOL”
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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:
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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
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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
![Page 13: Reflections about ADULT LITERACY in ITALY Roberto Mariuz Vilnius, 9th June 2014](https://reader036.vdocument.in/reader036/viewer/2022062407/56649c9e5503460f9495da15/html5/thumbnails/13.jpg)
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
![Page 14: Reflections about ADULT LITERACY in ITALY Roberto Mariuz Vilnius, 9th June 2014](https://reader036.vdocument.in/reader036/viewer/2022062407/56649c9e5503460f9495da15/html5/thumbnails/14.jpg)
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
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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)
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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
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WeaknessWHY SO MANY LIMITS?
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WeaknessWHY SO MANY LIMITS?
FUNCTIONAL LITERACY is more a concept than a real fact and due to this it is NOT THE CORE of EDUCATION
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WeaknessWHY 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
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WeaknessWHY 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
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WeaknessWHY 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
![Page 22: Reflections about ADULT LITERACY in ITALY Roberto Mariuz Vilnius, 9th June 2014](https://reader036.vdocument.in/reader036/viewer/2022062407/56649c9e5503460f9495da15/html5/thumbnails/22.jpg)
WeaknessWHY 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
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Opportunities
WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?
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Opportunities
WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?
Because it HELPS:
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Opportunities
WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?
Because it HELPS:
LEARNING process
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Opportunities
WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?
Because it HELPS:
LEARNING process
ACTIVE CITIZENSHIP
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Opportunities
WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?
Because it HELPS:
LEARNING process
ACTIVE CITIZENSHIP
social INCLUSION
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Opportunities
WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?
Because it HELPS:
LEARNING process
ACTIVE CITIZENSHIP
social INCLUSION
social MOBILITY
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Opportunities
WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?
Because it HELPS:
LEARNING process
ACTIVE CITIZENSHIP
social INCLUSION
social MOBILITY
EMPLOYEMENT
![Page 30: Reflections about ADULT LITERACY in ITALY Roberto Mariuz Vilnius, 9th June 2014](https://reader036.vdocument.in/reader036/viewer/2022062407/56649c9e5503460f9495da15/html5/thumbnails/30.jpg)
Opportunities
WHY IS IT FUNDAMENTAL TO DEVELOP & PROMOTE ADULT LITERACY?
Because it HELPS:
LEARNING process
ACTIVE CITIZENSHIP
social INCLUSION
social MOBILITY
EMPLOYEMENT
self ENTREPRENEURSHIP
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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