Skills and knowledge

ECRU can build forms and innovative models of learning for the promotion of social inclusion, education (pre-school, school, higher education and adult education) and vocational training.

Labor crisis, the gradual erosion of workers’ rights, downsizing of the welfare state, denial of the right to study reinforce the importance of promoting and spreading processes of empowerment for citizens of all ages and communities “weak.”

Education and training have a central and irreplaceable role both to guarantee to all citizens ability and skills to enter into the labor market, or to stay competitive on the inside, and to promote social cohesion and inclusion, equity and active citizenship. To facilitate the entry to a decent and right labor market and to tackle growing social exclusion are, however, required a series of complementary and cross-cutting actions:

• combat early school leaving
• promote geographical mobility of young people in education, but also in different and non-formal context
• increase the chances of learning in adulthood
• adapt the educational offer to a labor market in constant evolution
• promote access to learning throughout life
• facilitate the transition from education and training to employment
• encourage learning experiences in the workplace
• promote recognition of the skills and competences acquired in non-formal and informal.

To achieve meaningful results there is a need to:

• act on educational models for children, in order to overcome educational disadvantage through innovation, quality and inclusive education
• encourage partnerships between public, professionals from the world of education, training and enterprise
• reinforce the contribution of lifelong learning to social cohesion, active citizenship, intercultural dialogue, equality between women and men
• encourage the acquisition of transversal competences
• manage the various “diversity”: gender, stages of life, culture, skills
• develop training models adapted to the integration of migrants, Roma, etc.

SKILLS AND KNOWLEDGE | experiences

Education and learning (projects, studies and research) Adults

• SAW – Seniors and Workplaces (Article 6 ESF project). The project has identified and defined models and methodologies to support the permanence of older workers with low education in the labor market. The project stems from a basic research at European level in Denmark, the UK, Spain and Italy and then experiment with the approaches set out in companies belonging to the same countries (ec.europa.eu/social/BlobServlet?docId=4202&langId=en)
• LEARNING BOUSSOLE (Leonardo). The project started from a basic research at European level and had the objective of identifying questions / answers specific to create an “interactive guide for learning” tailored for entrepreneurs. The system was tested in the first instance with respect to the issue of Corporate Social Responsibility (www.learningboussole.org/)Cer @ MIC – Distance Learning and support system for SMEs of the ceramic sector (Leonardo). The project has defined computer training services for European SMEs belonging to the artisan sector, were involved in several European countries, including Greece, Spain, Germany, Bulgaria and Italy
•  TYPE IN LAW – European comparison of the Typology of informal learning at work and the combined structure of support (Leonardo). The project developed a methodology and strategy for the recognition and development of informal learning in European SMEs
• KM – SME Knowledge Exploitation and Learning through Knowledge Management (Leonardo). The project has identified and implemented a system for knowledge management in SMEs and micro-enterprises European
• VAI – building on the Non-Formal and Informal Learning in SMEs (Leonardo). Definition of approaches, methodologies and tools for the development, support, and recognition of non-formal and informal learning within the European SMEs. The evaluation strategy has enhanced the importance of transnational cooperation through support for communication and exchange (http://www.quaderniartigianato.com/wp-content/uploads/2011/05/5_L.Rustico_Validare_LApprendimento_Non_Formale-N%C2%B052.pdf)
• Fighting Senior exclusion on labor market (phase 1 and phase 2) – (Project Social Inclusion) – The project developed innovative methods to combat exclusion of seniors from the labor market and was born from a first field research, followed by a ‘pilot scheme which provides for the direct involvement of some senior unemployed and SMEs
• ONE TRACK (Project Social Inclusion). Definition of a methodology for multi-agent coordination in the fight against social exclusion, from peer-review sessions in Spain, Switzerland and Italy
• Assessment services and quality assurance of training activities for Deans and Heads of the Institute (CEDE / Invalsi – Apri Spa)
• SIMON (Project Leonardo). The project worked on by situational learning models implemented within European SMEs
• DEMETRA (EQUAL Project, in collaboration with the Municipality of Racalmuto, Agrigento, (promoter of the Project)
• LEARNPLACE (Leonardo). The project developed tools to transform the working environment in a “learnplace”, or in an environment that fosters continuous learning by all employees. (Tools of the resulting www.learnplace.net)
• PROMETEO (Project Leonardo). He called tools aimed at apprentices, stageaire and mentor to facilitate the entry of young people in the company
• HRM – Workbench: a Human Resource Management Workbench for SMEs (Innovative design). The project developed innovative tools for the management of human resources
• “E-ceramics: integrated multi-Service Provision System for SMEs in the Ceramic Sector” (Project TEN-TELECOM). The project has developed an IT system to support electronic commerce for SMEs European craft
• ATHENA (Project Leonardo). Project learning and orientation training
• ARGO (Project Adapt bis-Shares of local development). Models of continuing education for SME entrepreneurs
• ALP (Project Adapt). Project on ways of learning of managers and entrepreneurs, with special attention to safety
• EUROFORM – European vocational profile waste for reconversion. Project on the development of a new professional
• School of Specialization in Industrial Relations and Labour Law, University of Studies of Bologna, directed by prof. E. Spaltro (teaching)
• Post-graduate qualification courses for “business creation”, motivation, development of creativity and quality of service (lectures for secondary schools in the province of Potenza)
• Activities re-motivation, re-orientation and retraining for workers enrolled in the lists of mobility or unemployed (Basercoop (PZ) and Spea Fresia (Rome)
• Project “Implementation of an Information System orientation of vocational training” (drafting of terms of quality) – Open Spa
• Project C.L.I.A. (TELECOM) for technical staff management (ITG) (teaching quality of service and communication with the client)

 

Childhood and Adolescence

• Direction “Asilo Cavalsassi” (Preschool equalized bilingual – the Foundation Cavalsassi, Rome) (www.asilocavalsassi.it)
• VALIDI – Survey on the operation, outcomes and processes of change in middle school (Construction of a model of internal evaluation for schools)
• Children (L. 285/97). Provisions for the promotion of rights and opportunities for children and adolescents
• ICARO. Associationism: development of activities of network in aggregation centers for adolescents (L. 285/97). Provisions for the promotion of rights and opportunities for children and adolescents
• Design and lectures of a course of training for entry into the role of teachers in the 31°-school district local education authority of Rome
• Design and teaching of a course of training of nursery school teachers of Castelnuovo di Porto (Roma)
• Design and teaching of a refresher course for teachers from the kindergarten of the Didactic of Morley (RM)
• Design and implementation of experimentation Continuing Education in schools base Rignano Fl (Rome), in collaboration with the Chair of Pediatrics in Rome
• Powered and implemented a seminar entitled “Educational Continuity and Evolutionary Process” in Rignano Fl (Rome) and oversaw the publication of the proceedings of the seminar by the municipality of Rignano Fl (Rome) and 31 ° School District
• Design and implementation of a screening assessment of developmental levels achieved by the “Children in the transition from school to Childhood Elementary School” for the 141 ° Club of Rome
• Project “Education for Health” for the 100th Didactic of Rome (Teaching)
• Designing and teaching a course for the training of teachers in the role of the 31st school district.
• Consultancy for some school districts of Rome in projects Educational and Vocational Guidance