NETWORKING EUROPEAN NON FORMAL EDUCATION   LIFELONG LEARNING PROGRAMMEPrague 29th november – 2nd december 2007 PRESENTATION OF ITALY

CONTEXT – REALITY OF YOUR COUNTRY  The Non-Formal Education (NFE) in Italy suggests a model which is: COMPLEX (fabric of experiences) PLURAL (players, services) NOT HOMOGENEOUS (on a geographic level)

CONTEXT – REALITY OF YOUR COUNTRY The NFE meets 4 fundamental dimensions: NON-FORMAL EDUCATION LEISURE TIME SCHOOLSOCIAL SERVICES FAMILIES

PART 1 THE PUBLIC  NFE AND SCHOOL  Children at pre-nursery school (0-3 years)  Children at nursery school (3-6 years)  Children at primary school (6-12 years)  Pre-adolescents at secondary school, 1st (11-13 years)  Adolescents at secondary school, 2nd (13-16 years)  Specific issues: integration of disabled children into the class  School of everyone: different family situations  The family home: determines the choise of the school – ROLE OF CONTROL AND PRESSURE – PREDOMINANCE OF CONSUMER MODELS  ACTIVITIES – ACTIONS: OF INTEGRATION AND ENLARGEMENT OF THE SCHOLASTIC FRAMEWORK  WORKSHOPS (expression – communication – environment – intercultural – games and sports activities)  EXCURSIONS (nature classes – excursions at the seaside – guided tours – cultural visits (museums, etc.)

PART 1 THE PUBLIC Players:  Trainee teachers  Profesionally trained teachers (institutional workshops)  Children’s entertainers (associative and cooperative environment)  Young volunteers (usually without professional training and with a denominational reference)  Professional educators

PART 1 THE PUBLIC  NFE AND TOWN ( leisure time and surroundings)  Minors from 0 to 18 years  Specific issues: initiatives of both the private and the public sector, which are sometimes integrated, sometimes in competition  Presence of children and adolescents with difficulties (social, economic, cultural)  Family home: of lesser importance than the school, role of users  ACTIVITIES – ACTIONS: OF INTEGRATION AND FREE TIME  WORKSHOPS (expression – communication – environment – intercultural – games and sports activities)  GAMES ROOM  HOLIDAY CAMPS  LEISURE CENTRES WITHOUT ACCOMODATION

PART 1 THE PUBLIC Players:  Profesionally trained teachers (institutional workshops)  Children’s entertainers (associative and cooperative environment)  Sports instructors (associative and cooperative environment)  Young volunteers (usually without professional training and with a denominational reference)  Professional educators

PART 1 THE PUBLIC  NFE AND SOCIAL SERVICES (part of the system that does not belong to healthcare)  Minors from 0 to 18 years  Specific issues: Integrated initiatives of the private and public sector (private management with public agreement or public management with personnel from cooperatives) or completely managed by the public sector (with its own personnel)  Presence of children and adolescents with difficulties (social, economic, cultural)  Family home: they are often « the object of direct or indirect educational intervention »  ACTIVITIES – ACTIONS: OF INTEGRATION AND SUPPORT, ACCOMPANIMENT  YOUTH CLUBS  TERRITORIAL EDUCATION  CHILDREN’S HOMES

PART 1 THE PUBLIC Players  Children’s entertainers (associative and cooperative environment)  Young volunteers (usually without professional training and with a denominational reference)  Educators without qualifications (but with experience)  Professional educators

PART 1 THE PUBLIC  NFE AND FAMILIES  Minors from 0 to 18 years  Specific issues: IN ITALY, THE FAMILY IS CONSIDERED A VERY IMPORTANT POINT OF REFERENCE FOR INSTITUTIONS, ASSOCIATIONS, POLITICS… above all as CONSUMER OF SERVICES above all as CONSUMER OF SERVICES  IDEOLOGICAL REFERENCE FOR THE CATHOLIC CULTURE – INFLUENCE OF THE SCOUT MOVEMENT  LAY INITIATIVE: Micro-nursery (nationally and regionally financed) or groups of families that organise themselves to implement a service of close collaboration).

PART 1 THE PUBLIC  FINANCING 1) Various types of state financing according to: a) The region b) The type of service c) The political priorities

PART 1 THE PUBLIC  DECENTRALISATION OF FINANCING Regions, provinces and municipalities receive highly diversified local financing Presence of « own funds » for schools or « investments » by associations or cooperatives

PART 1 THE PUBLIC THE NFE MARKET  Families are asked to participate financially (notion of user co- financing)  Presence of mixed foundations (public/private) of sponsors (example: Aquarium of Genoa, Environment Park of Turin, la Città delle Scienze of Neaples…

PART II CLASSIFICATION AND TRAINING  Children’s entertainer (18/27 years) with experience and secondary school qualifications  Educators (22-35 years) with professional degrees or doctorates ( 3 years after secondary school)  Volunteers (16-30 years) without any specific qualification  Technicians (22-35 years) with specialist qualifications

PART II CLASSIFICATION AND TRAINING  Salary, benefits : children’s entertainer and technicians with « project contracts » (highly diversified salary); educators with a national contract (ex cooperatives) that foresees between 1000 and 1300 euros/month. Volunteers very low or no salary at all  Financing: the training is not financed. Exception: re-qualification course for professional educators ( City of Turin)  Perception of their role: difference between initial expectations and final results

PART II CLASSIFICATION AND TRAINING  Non formal training a) Regional training b) Training by associations 1. Stages 2. Courses 3. Training days 25% of the category Highly diversified experiences

PART II CLASSIFICATION AND TRAINING  Professional training University (this is the dominant model) 3 years after A-levels and different specialisations (75% of the category) Training mode: THEORY PRACTICE (with a distinction between the two)

PART II CLASSIFICATION AND TRAINING  Professional training SCHOOL FOR PROFESSIONAL EDUCATORS City of Turin: 1981 – 2010 (participation of Cemea) 3 years of training after A-levels 3 years of training after A-levels Training model: PRACTICE THEORY With a two-way relationship between practice and theory

PART III INSTITUTIONAL FRAMEWORK  Organisation of activities  Existing legislation?  Financing?  Specific laws on these two themes:  Agreements : are there any? With whom?  Status of the players (associations, SARL, cooperatives...)  training  Existing legislation?  Financing?  Specific laws on these two themes:  Agreements : are there any? With whom?  Status of the players (associations, SARL, cooperatives...)

PART III INSTITUTIONAL FRAMEWORK  Law on full time employment n° 820/1971  Law on integration of the disabled n° 194/1978  Law on volunteer work n° 266/1991  Law on discipline association of social promotion n° 383/2000  Law on social cooperation n° 381/1001 and law n° 142/2001  Law on activities for childhood n° 285/97  Law on comprehensive service n° 328/2000  Law on university reforms n° 127/1997

PART IV HISTORY  Generally, Italy is influenced by the presence of the Catholic Church (regime of concordance)  ’50ies – ’70ies: For the NFE: domination of a model of assistance and recreation founded on the state’s financial and ideological support of the Church

PART IV HISTORY  ’70ies -’80ies Social and cultural breakdown Emergence of a model centred on an associative life and initiatives of indipendent groups INTRODUCTION OF « FULL TIME EMPLOYMENT » At school and establishment of the ANIMATION MODEL As a combination of cultural and educational innovation

PART IV HISTORY  ’80ies – 2000 Generally, the NFE develops its « fabric » with 4 different dimensions of cultural and educational life: school – town- social services - family. Interaction of plans Complementary experiences

PART IV HISTORY  Generally, Italy is highly influenced by the weakness of the state towards the « strong » powers ( Church, sponsors…) and by the weakness of the lay movement.  the big associations like ARCI, UISP, ENDAS etc are concerned with maintainig their political power and economic influence (management of municipal services: swimming pools, spotrs, cimenas, etc..)

PART IV HISTORY  But the NFE meets profound needs of society a) integration; b) control and support; c) Socialisation d) Education of the citizen

PART IV HISTORY  Element of innovation of the NFE 1) Creation of national networks (youth projects, Forum Third Sector, Ludobus, etc) 2) Creation of a platform for distance training (Cable project, City of Turin – University- Cemea) 3) Going beyond a « techno » vision to a more global educational vision

PART IV HISTORY  Element of innovation of the NFE  Intercultural  Citizenship  Environment of sustainable development  Communication and media