The struggle against Early School Leaving is one of the main research areas of the Lab of Experimental Pedagogy of the University of Perugia (Department of Philosophy, Social Sciences and Education). For several years, the group has been using empirical experimental approaches, including the active teaching of competences, in an effort to prevent school dispersion. The group has also engaged in studies focused on how this kind of teaching could affect the learning outcomes of pupils and have an impact on psychological and cognitive dimensions (Batini, Bartolucci and De Carlo 2017, 2018). The group also conducted a study on how reading aloud can empower people (Batini, Toti, Bartolucci 2015) in early childhood and how it can improve the pathological cognitive conditions of the elderly. In Italy, early school leaving impacts 17.6% of 18 and 24 years old, which is well above the Europe 2020 target of 10%. Roughly 5.5 million young people between the ages of 18 and 24 who have left school are not engaged in upper secondary education or in employment or training. The unemployment rate in this population is 40.1%. Reducing Early School Leaving is essential in the effort to achieve sustainable, smart, and inclusive economic growth. The Chair of Experimental Pedagogy placed the activities of the Erasmus+ Project EducOpera within the context of the “alternative education and training” experience of pupils in upper secondary schools, which generally take the form of compulsory internships. One of the aims of the EducOpera project is to create a portfolio for both school teachers and professionals outside school (associations, local authorities, etc.) so they will be able to evaluate the skills and competences acquired by youngsters in Education to Opera and music education in general and to evaluate the “alternative education and training” activities implemented by associations and professionals working in these fields with a view to developing the transversal competences of students.
The Italian Experience - EducOpera as a strategy to enhance students competencies
Federico Batini
2019
Abstract
The struggle against Early School Leaving is one of the main research areas of the Lab of Experimental Pedagogy of the University of Perugia (Department of Philosophy, Social Sciences and Education). For several years, the group has been using empirical experimental approaches, including the active teaching of competences, in an effort to prevent school dispersion. The group has also engaged in studies focused on how this kind of teaching could affect the learning outcomes of pupils and have an impact on psychological and cognitive dimensions (Batini, Bartolucci and De Carlo 2017, 2018). The group also conducted a study on how reading aloud can empower people (Batini, Toti, Bartolucci 2015) in early childhood and how it can improve the pathological cognitive conditions of the elderly. In Italy, early school leaving impacts 17.6% of 18 and 24 years old, which is well above the Europe 2020 target of 10%. Roughly 5.5 million young people between the ages of 18 and 24 who have left school are not engaged in upper secondary education or in employment or training. The unemployment rate in this population is 40.1%. Reducing Early School Leaving is essential in the effort to achieve sustainable, smart, and inclusive economic growth. The Chair of Experimental Pedagogy placed the activities of the Erasmus+ Project EducOpera within the context of the “alternative education and training” experience of pupils in upper secondary schools, which generally take the form of compulsory internships. One of the aims of the EducOpera project is to create a portfolio for both school teachers and professionals outside school (associations, local authorities, etc.) so they will be able to evaluate the skills and competences acquired by youngsters in Education to Opera and music education in general and to evaluate the “alternative education and training” activities implemented by associations and professionals working in these fields with a view to developing the transversal competences of students.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
