Relevant bibliographies by topics / Education – Social aspects – Italy

Academic literature on the topic 'Education – Social aspects – Italy'

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Published: 10 March 2023

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Journal articles on the topic "Education – Social aspects – Italy"

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Šarić, Tatjana. "Istria Between Yugoslavia and Italy." History in flux 4, no. 4 (December 30, 2022): 161–79. http://dx.doi.org/10.32728/flux.2022.4.7.

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This article deals with the position of young people and the role of communist youth organizations in Istria in the years after the World War II. During this period, Istrians were torn between Yugoslavia and Italy, and a diplomatic struggle for territory was being waged. It will briefly address some of the aspects of young Croats and Italians’ daily lives, their political mobilization within larger organizations, and the challenges they faced due to political and social processes occurring during this period. Some of these included upbringing and education, ethnic coexistence, young people’s involvement in reconstructing and building the country through work actions, echoes of the conflict between Yugoslavia and Cominform among young people in Istria, and Italian emigration from Istria. This article will try to answer some questions about how young people coped with these processes in Istria, a troubled border area in a turbulent time, using primarily archival records kept in the Croatian State Archives in Zagreb and relevant literature.
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Holovko, Nataliya, and Svitlana Balashova. "History of the development of inclusive education abroad." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy 2, no. 14 (2021): 5–9. http://dx.doi.org/10.17721/2415-3699.2021.14.01.

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The article identifies the features of inclusive education, in particular, describes the content of this education abroad, in countries such as the United States, Italy, Germany. Scientists interpret inclusive education as a comprehensive system of educational services that takes into account the peculiarities of psychophysical development of all students. The forms and methods used in the learning process reveal the individual capabilities and potential of the student. Inclusive educational services cover all aspects of the student's academic and social life and include the formation of an individual curriculum, the creation of a favorable educational environment, the provision of support services of specialists The generalization and systematization of foreign materials allowed us to determine that at the present stage of development of society there is a strengthening of international cooperation between many countries, due to the pedagogical and social significance of inclusion.
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Mantovan, Claudia. "Bangladeshi immigrants’ self-organization and associationism in Venice (Italy)." Migration Letters 18, no. 1 (January 28, 2021): 111–22. http://dx.doi.org/10.33182/ml.v18i1.1063.

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In Italy, most of the studies on immigrants’ associationism and participation have concentrated on the more formal andstructured aspects. Little research has been done on forms of immigrant self-organization not oriented towards the society in the country of adoption. Drawing on these considerations, this article analyzes the self-organization of Bangladeshi residents in the municipality of Venice considering both their infra-political and their politico-organizational mobilization, seeking relationships between these two spheres of action, identifying transnational bonds, and dynamics linked to the social and political context of their home country. At the same time, the study considers the influence of other factors, such as the social, political and economic context found in the country of immigration (at both national and local level), and also the personal variables that can influence people’s participation, such as gender, generation, social class, amount of time spent in the adopted country, legal status, formal education, human capital, attitudes and personal projects in general.
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Volpe, Valentina Della. "What About Inclusive Education and ICT in Italy: a Scoping Study." European Scientific Journal, ESJ 12, no. 25 (September 30, 2016): 26. http://dx.doi.org/10.19044/esj.2016.v12n25p26.

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Strategies and approaches to inclusion in the classroom are important in developing a high quality, inclusive experience for students with Special Education Needs. Generally, strategies are not geared towards specific exceptionalities, but are instead designed to be implemented across exceptionality categories. Pavone (2014) and de Anna, Gaspari, Mura (2015) determined through their systematic literature review and research results that co-operation among staff, commitment and accountability to the teaching of all students, differentiation of instruction, and recognizing “that social interaction is the means through which student knowledge is developed” are key to successful inclusion of students with SEN. This paper looks at the issue of school inclusion by referring to the most recent laws about the inclusive education of students with special educational needs in Italy. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. So ICT should be considered as a key tool for promoting equity in educational opportunities, that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education. The paper also argues how the Italian teachers can realized good practices for inclusion through the use of ICT.
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DOZ, Daniel, and Tina STEMBERGER. "MINORITY EDUCATION DURING THE PANDEMIC: THE CASE OF THE SLOVENE MINORITY IN ITALY." Turkish Online Journal of Distance Education 24, no. 1 (January 1, 2023): 109–28. http://dx.doi.org/10.17718/tojde.970687.

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Much research has been done on the first quarantine period in 2020, however little is known for what it concerns distance learning in Italian schools with Slovene as language of instruction. No extensive research explored teachers’ and students’ perceptions of this distance learning period, nor analyzed their opinion about positive and negative aspects of online learning, especially those related to the teaching material in Slovene language, which should address the Italian program. The present article presents the analysis of online semi-structured interviews that involved 15 high school teachers and 15 students who teach or attend Italian high schools with Slovene as teaching language, and it aims to answer these questions. We found that teachers and students preferred face-to-face classes, since they faced several issues connected with distance learning, such as a lack of interaction during distance learning, technology and connection problem, health issues and psychological distress. High school teachers and students faced less problems than those reported by primary schools’ pupils and teachers, since they are older and more independent than primary school pupils. High school students did also communicate through several social applications and peers might have helped them to overcome the language obstacles.
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Annarumma, Maria, Ines Tedesco, and Luigi Vitale. "Mobile Generation, Digital Devices and Preschool Education." International Journal of Digital Literacy and Digital Competence 9, no. 4 (October 2018): 19–32. http://dx.doi.org/10.4018/ijdldc.2018100102.

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Contemporary children live in the digital environment and develop very quickly the natural ability in using technologies. At an international level, scientific research confirms the widespread use of mobile devices in the family and the increasing children exposure to these. This study mainly focuses on the following aspects: the benefits of touch devices for games and creativity and the risks related to possible delays in social and linguistic development and to addictions. In Italy, statistical surveys reveal a contradictory scenario: on the one hand, the digitization of citizens complies with international trends, especially regarding the use of the smartphone; on the other hand, there is a strong technological backwardness in the institutional area. The survey has analyzed the relationship between digitods and touch media, paying attention to usage profiles, usage behaviors, interaction, app selection and fruition processes. It has also been observed the parent-child interaction during the use of touch media, in order to figure out media educational guidelines in kindergarten.
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Cossu, Alberto. "Beyond Social Media Determinism? How Artists Reshape the Organization of Social Movements." Social Media + Society 4, no. 1 (January 2018): 205630511775071. http://dx.doi.org/10.1177/2056305117750717.

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Artists and creative workers are engaged once more in the social and political space. In the current wave, which started in the early 2010s, they have taken part in broad social movements (e.g., Occupy, Tahrir Square), created movements of their own (e.g., Network of Occupied Theaters in Italy and Greece), experimented with alternative economic models and currencies (e.g., Macao and D-CENT), carried out social research and radical education, partnered with institutional and social actors, supported neighborhoods, filled the void left by states’ retreat from the social, and hosted and co-produced art at a time when the budget for culture and independent art is being decreased in numerous countries across the world. This article aims to investigate the organizational and relational aspects of artistic social movements. Drawing on a 2-year-long ethnographic study conducted for my PhD dissertation and deploying a number of research techniques, including participant observation, digital methods, and semi-structured interviews, I propose a new understanding of the meaning of organization in contemporary artistic social movements. My article, focusing especially on data gathered on Macao, “The New Centre for Arts, Culture and Research of Milan,” constitutes an attempt to reflect on emerging organizational models in social movements.
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Minetola, Paolo, Luca Iuliano, Elena Bassoli, and Andrea Gatto. "Impact of additive manufacturing on engineering education – evidence from Italy." Rapid Prototyping Journal 21, no. 5 (August 17, 2015): 535–55. http://dx.doi.org/10.1108/rpj-09-2014-0123.

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Purpose – The purpose of this paper is to evaluate how the direct access to additive manufacturing (AM) systems impacts on education of future mechanical engineers, within a Master’s program at a top Italian University. Design/methodology/approach – A survey is specifically designed to assess the relevance of entry-level AM within the learning environment, as a tool for project development. The survey is distributed anonymously to three consecutive cohorts of students who attended the course of “computer-aided production (CAP)”, within the Master of Science Degree in Mechanical Engineering at Politecnico di Torino. The course includes a practical project, consisting in the design of a polymeric product with multiple components and ending with the production of an assembled prototype. The working assembly is fabricated by the students themselves, who operate a fused deposition modelling (FDM) machine, finish the parts and evaluate assemblability and functionality. The post-course survey covers diverse aspects of the learning process, such as: motivation, knowledge acquisition, new abilities and team-working skills. Responses are analyzed to evaluate students’ perception of the usefulness of additive technologies in learning product design and development. Among the projects, one representative case study is selected and discussed. Findings – Results of the research affirm a positive relationship of access to AM devices to perceived interest, motivation and ease of learning of mechanical engineering. Entry-level additive technologies offer a hands-on experience within academia, fostering the acquisition of technical knowledge. Research limitations/implications – The survey is distributed to more than 200 students to cover the full population of the CAP course over three academic years. The year the students participated in the CAP course is not tracked because the instructor was the same and there were no administrative differences. For this reason, the survey administration might be a limitation of the current study. In addition to this, no gender distinction is made because historically, the percentage of female students in Mechanical Engineering courses is about 10 per cent or lower. Although the answers to the survey are anonymous, only 37 per cent of the students gave a feedback. Thus, on the one hand, impact assessment is limited to a sample of about one-third of the complete population, but, on the other hand, the anonymity ensures randomization in the sample selection. Practical implications – Early exposure of forthcoming designers to AM tools can turn into a “think-additive” approach to product design, that is a groundbreaking conception of geometries and product functionalities, leading to the full exploitation of the possibilities offered by additive technologies. Social implications – Shared knowledge can act as a springboard for mass adoption of AM processes. Originality/value – The advantages of adopting AM technologies at different levels of education, for diverse educational purposes and disciplines, are well assessed in the literature. The innovative aspect of this paper is that the impact of AM is evaluated through a feedback coming directly from mechanical engineering students.
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Crescenza, Giorgio, Massimiliano Fiorucci, Maria Concetta Rossiello, and Lisa Stillo. "Education and the Pandemic: Distance Learning and the School-Family Relationship." Research in Education and Learning Innovation Archives, no. 26 (January 20, 2021): 73. http://dx.doi.org/10.7203/realia.26.18078.

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In this paper we present the preliminary results of a survey administered to Italian stu- dents, teachers and families to detect the conditions prevailing in the education sector in the time of Covid-19. The aims of the study were to analyze teachers’ new citizenship skills and families’ relationship skills in order to create a new school-family agreement that is suitable not only for face-to-face lessons but also for distance learning and that incorporates new participation compe- tences from all those involved. Responses to the questionnaires, created in semi-structured format, were received from 2,000 teachers, families and students from all over Italy. This explorative phase highlighted the profound distance-learning revolution that has been adopted by over 90% of edu- cation systems but that has also created enormous difficulties from the emotional and relational perspectives. Aspects such as personalization and individuality in the learning process have been deferred, especially for those with disabilities. The conclusions intend to open to feasible social- pedagogical projects that respond to educational, digital and social needs drawn from this research, heralding that the pandemic has brought us into a new age of education.
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Coin, Francesca, and Monica Banzato. "A Case Study on the Impact of Digital Relationships on Unaccompanied Minors during the COVID-19 Lockdown." International Journal of Learning, Teaching and Educational Research 21, no. 11 (November 30, 2022): 15–32. http://dx.doi.org/10.26803/ijlter.21.11.2.

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The exploratory study investigates how unaccompanied minors (UAMs) in Italy dealt with social isolation at the time of the outbreak of the COVID-19 pandemic. Have they suffered from the effects of the lockdown? How did their relationships change? What feelings characterised their experience? What factors helped them? Did ICT help them, or did it increase their social and economic marginalisation? Very little research has investigated the issues of UAMs, socialisation, technologies, and pandemics together. The data were collected through a purpose-built questionnaire that obtained an excellent Cronbach Alpha index (0.91) for internal consistency, which was administered to the migrant students of a school in North-East Italy. The answers indicated that they perceived the change in their social relations; but they coped with it, thanks to their internal resources, such as resilience and self-efficacy, and external ones, including digital devices and social support from family and teachers. Their friendship networks are regrettably fragile, and the youths do not rely much on them. On the other hand, the results show the crucial role of adults for the UAMs’ well-being: everyone, from the developers of policies to teachers, should take this aspect into account. Providing teenagers with appropriate communication technologies, ensuring the support of caregivers and teachers, and organising activities that strengthen peer networks are the actions of paramount importance, to ensure their welfare.
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Dissertations / Theses on the topic "Education – Social aspects – Italy"

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Bock, Jan-Jonathan. "L'Aquila : the social consequences of disaster and the recovery of everyday life in an Italian urban environment." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709169.

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Cox, Melody. "Masks and museums : the creation and performance of identity in a highland Sardinian village." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669703.

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郭國全 and Kwok-chuen Kwok. "The political economy of educational investment: a review and an appraisal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.

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Kastner, Andrea Frances. "Lifelong education and social policy : ideals and realities." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28080.

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Many claims have been made about the potential of Lifelong Education, when implemented as a social policy, to bring about a more just society. However, the assumptions underlying these and similar claims have seldom been critically scrutinized. For this reason, there is in the literature a concern that the concept of the "learning society" simply means lifelong schooling and is the rhetoric of social control. In this view, the potential of Lifelong Education as a transformative force for the development of a participator}' democracy and a more equitable distribution of resources remains a Utopian vision. In this work, an analysis of the assumptions, it was expected, would bring to light the ideological position embedded in Lifelong Education as a social policy tool. This research therefore, offers a systematic critical analysis of the expected outcomes of Lifelong Education policies. This required the development of a theoretical framework which built upon: 1.) Paulston's model of social change; 2.) Rawls' and others' concepts of justice and equality; and 3.) perspectives on the role of education in society outlined by Aronowitz and Giroux. This framework was employed to analyze 1.) selected publications of UNESCO on Lifelong Education, 2.) Canadian Association for Adult Education and Canadian Commission for UNESCO documents, and 3.) contemporary Canadian federal and provincial education policies. The findings of this analysis were compared with various models of social policy. Five principle findings emerged from the study. First, the literature, for the most part, reflects a view of society characterized by homogeneit3' and consensus. The model of social change is evolutional, and avoids the structural conflict perspectives. Second, a number of assumptions are made concerning some elements of a theory of justice, but no unified comprehensive theory of justice supports the literature's claims. Third, adopted in the literature is an ideal view of the role of Lifelong Education as a means of producing change in society. The absence of a critical perspective leaves Lifelong Education in the role of reproducing inequalities in society, vulnerable to application as a mechanism of manipulation rather than emancipation. Fourth, the social policy models implied by the literature are not models which are significantly redistributive in their aims. Finally, projected normative outcomes such as "the good society", "improved quality of life", and "a more just society" lack precise definition thereby leaving unexpressed the ideological position on which they are premised. This deprives the field the means of evaluating these policies. It is argued that if the role of educators in the development of democratic active participation of citizens in the collective formation of public policy is to be taken seriously, the ideological position of Lifelong Education must be more carefully defined and developed so that citizens can reflect on its principles, compare them with alternate ideological positions, and make their choices from this more informed position.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Festeu, Dorin. "Social learning programme through physical education lessons in Romania." Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.

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Mills, Jared G. "Social studies and global education: viewing economic, social and political aspects of the civil war through multiple perspectives." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407404987.

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Angelis, Desi. "Adult numeracy, mathematical education and social meanings." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.

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Bibliography: pages 74-83.
In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.
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Ermakov, D. S. "Education for sustainable development: social ecological and economic aspects of the environment." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23455.

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Fainella, John G. "Destination, housing and quality of life in the migrant experience from Larino (Molise, Italy) to Milano and Montreal." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42026.

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Evidence on comparative quality of life and housing of Italians at origin, and emigrants in two destinations was gathered from field research, and from three surveys: one, of residents of the town of origin (n = 153), Larino, in the province of Campobasso, and the other two, of residents of major destinations of Larinesi emigrants--Montreal (n = 118), and Milano (n = 73). The main working hypothesis was tested that the best quality of life is found among emigrants living in Montreal. The research also explicated the historical connection between policies of migration and housing concerns in Canada and in Italy.
Quality of life was measured using a battery of structural, objective and subjective indicators that were calibrated for relative comparisons between the two cities of destination by the re-analysis of two large surveys (Milano n = 966; Montreal n = 461), and by the use of of official statistics.
Multivariate analysis results showed that in comparison to the town of origin, Montreal produced the best and most distinguishable socio-demographic context and Milano the best geographic context. The objective indicators based on the ratios of income to need and those based on income relative to each city, are most influential in Montreal. Subjective indicators such as attitudes and lifestyles are more consistently related to levels of education than to place of residence.
High rates of house ownership among the Larinesi in Montreal, and changes in their patterns of use of space which accompany permanent resettlement--especially those regarding the use of an extra kitchen--were found to be explainable in terms of the "housing culture" of the town of origin.
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Tench, Elizabeth. "The nature of social cognition in high-performance adolescent team athletes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ38987.pdf.

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Books on the topic "Education – Social aspects – Italy"

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Santamaita, Saverio. Educazione, comunità, sviluppo: L'impegno educativo di Adriano Olivetti. Roma: Fondazione Adriano Olivetti, 1987.

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Schmid, Marc. Italienische Migration nach Deutschland: Soziohistorischer Hintergrund und Situation im Bildungssystem. Wiesbaden: Springer VS, 2014.

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Introducing Malaguzzi: Exploring the life and work of Reggio Emilia's founding father. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Authentic childhood: Experiencing Reggio Emilia in the classroom. Australia: Canada, 2000.

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Fraser, Susan. Authentic childhood: Exploring Reggio Emilia in the classroom. Albany, NY: Delmar/Thomson Learning, 2002.

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Authentic childhood: Experiencing Reggio Emilia in the classroom. 3rd ed. Toronto: Nelson Education, 2011.

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Nicola, Catalano, ed. The Role of the social partners in vocational training in Italy. Berlin: CEDEFOP, 1987.

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MacBeath, John E. C. Personal and social education. Edinburgh: Scottish Academic Press, 1988.

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Education. London: Longman, 1986.

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D, Van Scotter Richard, and Van Scotter Richard D, eds. Social foundations of education. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Book chapters on the topic "Education – Social aspects – Italy"

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Bonfanti, Angelica. "Italy." In Private International Law Aspects of Corporate Social Responsibility, 437–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35187-8_12.

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Kolstø, Stein Dankert, and Mary Ratcliffe. "Social Aspects of Argumentation." In Argumentation in Science Education, 117–36. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6670-2_6.

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Fini, Roberto. "Education and Social Selection in Italy." In International Studies in Educational Inequality, Theory and Policy, 422–43. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5916-2_16.

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Barreto Torres, Luana Dandara, Gabriela Farias Asmus, and Sônia Regina da Cal Seixas. "Social Engagement Aspects of Sustainability." In Encyclopedia of Sustainability in Higher Education, 1474–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_31.

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Barreto Torres, Luana Dandara, Gabriela Farias Asmus, and Sônia Regina da Cal Seixas. "Social Engagement Aspects of Sustainability." In Encyclopedia of Sustainability in Higher Education, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_31-1.

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Themelis, Spyros. "Quantitative Aspects of Social Mobility." In Social Change and Education in Greece, 111–31. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137108616_7.

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Dahlin, Bo. "The Social and Political Aspects of Education." In SpringerBriefs in Education, 113–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58907-7_6.

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Campanini, Annamaria, Marilena Dellavalle, and Giovanni Cellini. "Fieldwork Education in Social Work in Italy." In The Routledge Handbook of Field Work Education in Social Work, 310–23. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781032164946-25.

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Aureli, Enrica, and Mariangela Verrascina. "Social Aspects on Censuses and Official Surveys in Italy." In Statistical Methods and Applications from a Historical Perspective, 125–36. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05552-7_11.

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Campanini, Annamaria. "Social Work Education in Italy: Light and Shadows." In The Palgrave Handbook of Global Social Work Education, 625–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39966-5_39.

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Conference papers on the topic "Education – Social aspects – Italy"

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Popescu, Mariamagdalena, Ion Roceanu, Michela Ott, Jeffrey Earp, and Pablo moreno Ger. "ASPECTS OF SG CURRICULUM INTEGRATION – A TWO-FOLDED APPROACH." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-149.

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Over the years, there have been numerous definitions of curriculum integration,where the curriculum is interwoven, connected, thematic, interdisciplinary multidisciplinary, correlated, linked and holistic.(Robin Fogarty, 2007) Curriculum integration is based on both philosophy and practicality, drawing together knowledge, skills, attitudes and values from within or across subject areas to develop a more powerful understanding of key information. Curriculum integration is best done when components of the curriculum are connected and related in meaningful ways by both students and teachers.With the large uptake of SGs in education nowadays, one must consider SGs curriculum integration an issue at large since effectiveness of SGs use in training and education is getting more and more proponents. This paper looks at SGs curriculum integration issues from two perspectives- of the teacher connecting the content of the game and the learning outcomes into the whole educational context on the one hand, and of the researcher who sees the connection between the pedagogical state-of-art in SG and what realia can offer, on the other. By drawing on the experience of three teams of researchers and educators from Romania, Italy and Spain, based on common activities conducted by same partners and others in the Games and Learning Alliance (GaLA), an EC-funded Network of Excellence on SGs, joint perspectives over curriculum integration will be presented, with a view to sharing the experience in order to give guidelines for future extension of SGs into education and training, into well built curricula. The situations presented of SGs curriculum integration in the three different educational contexts are to showcase the framework for building a SGs curriculum design , the way SGs are effective for instruction, to present forms of integrating a SG into curriculum- how,where, how long, and showcase trans- and inter-disciplinarity within SG curriculum integration. A set of guidelines will be just a quick overview on what both practitioners, researchers and policy makers should consider for the near future in terms of SG currriculum integration, to enhance a lage-scale uptake of SGs into all levels of education and training, to better respond the 21st Century student and current social needs. All the statements and observations will be outspoken based on genuine results of the experiments and long-term practice of the authors in the realm of SGs integration into the training programs.
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Popa, Maria Cristina. "Breaking Stereotypes Concerning Remigrated Children - A Multinational Possible Intervention Plan through School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/25.

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The article is based on a multinational study involving five countries (Romania, Portugal, Italy, North Macedonia, and Iceland) facing the return migration or remigration situation. Pupils (n = 1615), teachers (n = 370), future teachers (n = 166) and youth workers (n = 30) were questioned about various aspects regarding the subject. Among the matters, cultural needs appear to the most important. Based on the statistical analysis, the article describes the dynamics of the dependent variables, with highlighted interest on cultural needs. Psychological and social needs, cultural needs, and educational needs are discussed and link conclusions appear. Following the analysis, an intervention plan is built and tailored activities for teachers are proposed. Breaking stereotypes is a sensitive aspect of the intervention for the integration of remigrated children in the country of origin. The paper presents a possible intervention plan, with the elaborated activities and argues the elaborative process by calibrating each interference with the dynamics of the studied variables.
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Cocorullo, Augusto, Stefano Boffo, and Francesco Gagliardi. "Entrepreneurship and University Spin-offs for (Academic) Employment?" In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11145.

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In the new Millennium Italian universities have lived many changes deeply reshaping academic institutions. A relevant aspect was the more and more significant need to answer the demand of society and respond the social pressure to accountability through the transfer of knowledge, innovation and technology to economy. It led to an extension of the so-called university Fourth Mission, an instrument dedicated to create spin-offs to share scientific research results with society. The paper investigates the present reality of university spin-offs in Italy by considering their growing number also in the light of their role ofinstrument for academic job substitution. In particular, a tool to respond to the current condition of young Italian academic researchers increasingly affected by job offer reduction due to budget constraints, consequent university policies and new management issues.
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Ogrezeanu, Andreea, Anca alexandra Purcarea, and Andrei Ogrezeanu. "PATHWAYS FOR POSITIVE SOCIAL IMPACTS THROUGH DESIGNING COMMUNICATION STRATEGY AND TOOLS WITHIN ELEARNING PROJECTS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-168.

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The abundance of eLearning projects requires an integrated design for the communication strategy for such projects. The technological changes need to be reflected within the communication strategy and communication tools used within these projects. Inappropriately designed communication strategy could be an important generator of risks for the project, dissatisfaction for the target group (clients targeted by the eLearning project), dysfunctionalities within the project’s team, resource waste, and others similar to these. Designing communication strategy and tools is contributing to the social impact of the project in which they are used. Both extremes, allocating too many or insufficient resources to communication within eLearning projects has its own pitfalls. This paper is aiming to tackle into some of the important aspects regarding the efficient design for the communication strategy and tools. Some of the questions aiming to be answered by this paper are: what should the communication strategy for an eLearning project entail? How communication strategy and tools are linked with the social impact generated by that respective project? How detailed the communication planning should be? Who should be addressed by communication within an eLearning project? Which are the tools due to be used for communicating within an eLearning project distinguished by the phase of the project? The theoretical distinctions tackled here will be illustrated by a case study, referring to a nationwide strategic eLearning project, co-financed by the European Social Fund (ESF) and the Romanian Government, under the Sectorial Operational Programme Human Resource Development (SOP HRD) in Romania. The project was implemented in partnership by the following organizations: University “Politehnica” in Bucharest (partnership leader), the Technical University “Gheorghe Asachi” in Iasi (the first two technical universities from Romania accredited for research and advanced education), Pythia International (a technical and management consultancy company in Bucharest), and CSI Piedmonte (a public consortium in Torino, Italy, specialized in IT for public administration). The main outcome of the eProf project is a number of 2000 secondary education (ISCED 2-3) teachers who graduated the training program, using interactive methods of eLearning. Communication strategy, planning and other communication tools where designed and used throughout the entire duration of the project for managing the communication with the teachers targeted by the training program provided by this project.
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Imperio, Alessandra. "CHANGING THE TEACHING METHODOLOGY: HOW MUCH DOES IT COST?" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end023.

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"The paper describes selected results of a multifaceted intervention study aimed primarily at nurturing and assessing critical thinking (CT) competence in a sample of primary school children in the North-East of Italy. The core of the study comprises the implementation of a new learning framework considered effective in promoting thinking and problem-solving skills, the development of an assessment tool to appraise CT performances during peer dialogue tasks, and the comparison over time of the results achieved by participants in the intervention and control classes. As part of the same research, an exploratory survey was undertaken through a voluntary questionnaire with the twofold aim of knowing the most common teaching style among primary school teachers in the region and selecting the experimental classes. The analysis of the questionnaire data showed that the use of traditional methods is still prevalent among teachers. Italian schools have a tradition of using content-based approaches and, since these are considered ineffective in promoting CT competence, one of the research questions of the study, and the focus of this paper, was how teachers deal with the implementation of a new learning framework and whether it enables them to change their teaching towards more student-centered approaches. For this purpose, the 13 teachers in the experimental group were first trained about the “Thinking Actively in a Social Context” (TASC; Wallace, 2001) learning framework. After its implementation in the experimental classes for nine months, data were collected through logbooks, lesson plans, and a final questionnaire. Furthermore, data collected from those sources were analyzed and the words of teachers from formal and informal communications were considered. Throughout the implementation period, quantitative (e.g., number of TASC learning plans implemented) and qualitative (e.g., ways in which teachers had applied the learning framework) differences in the TASC use were observed among teachers. One group stayed with traditional approaches, keeping a more teacher-centered focus, another small group used TASC from a student-centered perspective, and a smaller group accommodated their usual learning plans within the TASC framework. Although some teachers had difficulty applying the new approach, most of them found it valuable in challenging their teaching style. The costs for changing teaching methods include extended times to fully develop the school curriculum with student-centered approaches and teachers’ efforts to re-frame practices and explore strategies within new learning perspectives. Both aspects should be taken into account when rethinking school system reforms and the training of future teachers."
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Zonova, Tatiana. "RUSSIA AND ITALY: PECULIAR ASPECTS OF RELATIONS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocialf2018/1.6/s01.019.

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"Education and social aspects." In 2018 IEEE Industrial Cyber-Physical Systems (ICPS). IEEE, 2018. http://dx.doi.org/10.1109/icphys.2018.8390753.

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"ICPS Education and Social Aspects." In 2019 IEEE International Conference on Industrial Cyber Physical Systems (ICPS). IEEE, 2019. http://dx.doi.org/10.1109/icphys.2019.8780284.

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Vrasmas, Ecaterina, and Traian Vrasmas. "DEVELOPING A EUROPEAN PROFESSIONAL’S NETWORK IN INCLUSIVE EDUCATION:E LEARNING PROCESS AND OUTCOMES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-063.

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Title: Developing a European professional’s network in Inclusive Education: E learning process and outcomes Vrasmas, Ecaterina, University of Bucharest, Faculty of Psychology and Educational Sciences, Panduri Street No.90, Bucharest; Email: ecaterinavr@yahoo.com Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com ABSTRACT The context The paper describes a European project focusing on using eLearning media, in order to establish is quite an actual trend establish a European network for professionals. It is a new and strong trend in education, particularly in inclusive education. Inclusive education is one of the highest challenges in the field of education, for all European countries. Each country had its own history, experiences, cultural conditions, its own approaches, opportunities and challenges but common work and values are needed. Short description A group of professionals from national associations in England, France, Island, Italy and Romania has decided, after the European Conference of Social inclusion (2008, Clairmond Ferrand, France) to act for the implementation of the conclusions from this conference. They have planned and started to build a network for inclusive education among those five national organizations. They planned and implemented a Leonardo project called “Partnership of professionals for inclusive education.” They implemented all the project working together, in order to share experiences and debate on which are the most relevant barriers in the European and each national context and find solutions to advance in inclusive education. Aside of the direct meetings, in each country, most of the project preparation and implementation was made via eLearning (email communication, site development, power point preparation and presentation, reporting on a European data base etc). The main objectives of the project were: - To built a web site of the project; - To work together for finding common barriers and solutions for inclusive education. The project has reached these objectives by using eLearning media. During the process and as a result of eLearning we have produced important outcomes: - A web site (http://inclusiveeducation-leonardo-professionals.blogs.apf.asso.fr,Utilisat eur: leo-nardoprofessionals, Mot de passe : leonardoprofessionals; - A list of barriers and facilitators of inclusive education; Additional outcomes were: - A Guide for professionals on inclusive education; - A lot of power point presentations, on international documents and policies on national educational policies and inclusive education history in each country, study cases and ex-periences, lessons learned in different visits. The project website was designed for all the partners and for all institutions dealing with educa-tion. It contains a glossary of inclusion, with the main concepts, in all five languages (English, French, Italian, Romanian and Icelandic). It describes the partners involved, some elements facili-tating the understanding of the European and international perspective on inclusive education, based on the experiences collected in the project, on the results and documents obtained. The list of barriers and facilitators of inclusive education is a synthesis of the professionals work and a result of several debates. After listing barriers and the facilitating factors, the elements which can be barriers and facilitators as well, the list contains the synthesis of the discussion from each country, on the topic of identification of particular aspects: defining inclusion, the major actors, the resources needed - just a few of the analyze points. The Guide for professionals has been developed by the project professionals, as a working tool, issued from the discussions during the school visits in the 5 countries, from the synthesis of analysis and of conclusions (from international sources) regarding inclusive educa-tion. It defines inclusion, suggests a set o principles, identifies solutions for the barriers, and offers concrete examples from each country, regarding policies, practices, cultures and values. It is an open and positive point of view. During the project more than 80 different power points presentation were produced, focusesd on in-ternational and national legislation, scientific arguments on inclusive education, each country policy and experiences. One of them is the Final slide show (album) 2009-2011. It contains photos which are presenting the countries that had participated (places, traditions, touristic attractions, art objects and towns architecture), as well as the "authors" involved in the project. The photos are proving the good collaboration during seminars, visits, during the attractive free time opportunities in each of the five countries. All these are posted on the website of the project, in order to become tools for inclusive education dissemination as eLearning instruments. Conclusions The process of eLearning using different media was vital during and for the success of this pro-ject. At the end it offered to all professionals participant the possibility to better understand the inclusion importance and issues and to promote a new perspective in education, via ongoing collaboration between professionals, cultures and experiences. Working in common for defining inclusive education in five national contexts and describing the barriers and solutions was very challenging. It was also necessary and rewording, in this moment of the European efforts for defending our common values.
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Brianzoni, Virginia, and Liberato Cardellini. "A STUDY ON SCIENCE EDUCATION IN ITALY." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.23.

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Within the European Project “PROFILES”, a study on science education has been carried out. The opinion of different stakeholders has been taken into account and in Italy almost 200 participants have answered questionnaire concerning several aspects of teaching. The results have shown that scientific literacy should be based mainly on the development of communication skills/personality and on the improvement of intellectual skills. The study has highlighted that approaches judged more effective are not really common in the current educational panorama. Key words: inquiry-based science, science education, PROFILES.
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Reports on the topic "Education – Social aspects – Italy"

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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.

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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.
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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Birch, Izzy. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.005.

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The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being
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Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.
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McGinnity, Frances, Emma Quinn, Philip J. O'Connell, Emer Smyth, Helen Russell, Bertrand Maître, Merike Darmody, and Samantha Arnold. Monitoring report on integration 2016. Edited by Alan Barrett, Frances McGinnitty, and Emma Quinn. ESRI, March 2017. http://dx.doi.org/10.26504/bkmnext330.

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This report examines migrant integration in Ireland in the areas of employment, education, social inclusion and active citizenship, and includes a special theme on migrant skills and competencies.The report presents a range of findings, including that a significant proportion of immigrants in Ireland are now Irish citizens, income poverty is higher among non-Irish groups than Irish, and employment rates are lower among African nationals than any other nationality grouping. The report uses indicators to measure different aspects of immigrant inclusion in Irish society, using the most recently available data.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.101.

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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as health, education and social protection systems, can build resilience, as this help to cushion the negative economic and social effects of crises. While development actors have established guidance on how institutions can be made more effective, inclusive and accountable, there is much less literature on institutional resilience and how development actors can help to foster it. Much of the literature notes a lack of systematic evidence on applying the concept of resilience. These gaps extend to a dearth of guidance on how development actors can mainstream institutional resilience and systems strengthening into their policies and programmes. This rapid review draws on common factors discussed in the literature that are considered important to the strengthening of resilience and particular systems. These may, in turn, provide an indication of ways in which to mainstream institutional resilience and systems strengthening into development policy and programming
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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