00 SES 06, The Italian School System: Strengths and weaknesses
In the last years the Italian School system has been characterized by several changes concerning the legislative framework and the institutional organization. The legislative reforms on one hand have revived interest in the school world and strengthened some aspects which are our educational endowments, recognized worldwide (0-6 system and the concept of educational continuity) and on the other hand, they have raised some delicate issues which have always been debated: the evaluation matter, the vertical curriculum and the reading comprehension, where Italian students have some weaknesses.
The first presentation, by L. Balduzzi, will discuss the recent reform undertaken under the Decree 65/2017 – implying the shift from a split ECEC system (where 0–3 and 3–6 services fell under different ministries) into an integrated system of services from birth to the beginning of compulsory school. The implications of the changes introduced by the reform will be critically analysed in the light of recent EU policy principles, such as the European Quality Framework (European Commission Thematic Working Group on ECEC, 2014), and research on competent system in ECEC (Urban et al., 2011). In particular, the issues of pedagogical coordination and continuity of educational approaches will be problematized, in relation to the reform.
The second contribution, by L. Zecca shows the dispute on the gaps of the educational experience of pupils between the age of 3 and 14 in Italian schools (infance, primary and first level of secondary) despite the inclusion in Comprehensive Institutes. If discontinuity is intentionally planned, it helps teachers to stimulate growth and development in children. At the same time the building of bonds that help continuity amongst the people and the school is created with the same aim. Our focus is on the causes of continuity and discontinuity in education and in the present curriculum (2012 National Indications) from an institutionl point of view and through the results of a qualitative study on teacher practice and their perceptions. The final goal is to highlight both the tensions and the directions.
The third presentation, by R. Viganò examines assessment and evaluation issues. Starting from 2013, in particular, with the launch of the National System of Assessment and Evaluation, schools have been pushed to deal in a new way with evaluation; this has moved gradually from being a practice of exclusive relevance of the teacher in his/her daily action to be a process related to the overall functioning of the school and of the school system. In recent years the national surveys of learning, the evaluation of schools, teachers and school leaders have been introduced. This transformation has caused a debate still open both in the scientific community and in the public opinion. The speech will briefly put into evidence some critical points according to an educational perspective and taking into account the results of recent researches. Issues and challenges for educational research will also be highlighted.
The fourth presentation, by R. Cardarello, will report on Literacy, reading and writing, which are considered the first key competence in EU (2006). The presentation on literacy will address some critical issues in Italian school system, moving from the data on reading skills: the Italian students’ reading skills seem poorly dependent on the teaching/learning process and on the educational system influence. More specifically the presentation will examine the reading comprehension skills, as one of the areas to be strengthened, will discuss the research results about this problem, and some innovative lines of action in the Italian school system.
The contents will be debated with the discussant (E. Nigris)
R. Cardarello, (in coll) 2012 , Parole immagini metafore. Per una didattica della comprensione , Edizioni Junior - Spaggiari Edizioni Srl Parma ITA ; Thematic Working Group in ECEC (2014) Proposal for key principles of a quality framework for early childhood education and care. Brussels: European Commission R. Viganò, "Assessment as an exercise of responsible citizenship. Issues and perspectives in educational and training systems". Italian Journal of Educational Research, 2017, 19, pp. 69-82. Zecca, L. (2016) Laboratori di progettazione didattica e formazione degli insegnanti: una ricerca-azione collaborativa. In Dozza L.,Ulivieri S., (a cura di), L'educazione permanente a partire dalle prime età della vita, pp. 450-462, Milano, Franco Angeli, ISBN 978-88-917-3419
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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