Giovanna Del Gobbo

Intergenerational Education for Social Inclusion and Solidarity: The Case Study of the EU Funded Project “Connecting Generations”

This paper reflects on lessons learned from a validated model of international collaboration based on research and practice. During the European Year for Active Ageing (2012), a partnership of seven organizations from the European Union (EU) plus Turkey implemented the Lifelong Learning Programme partnership “Connecting Generations” which involved universities, non-governmental organizations, third age Universities and municipalities in collaboration with local communities. Reckoning that Europe has dramatically changed in its demographic composition and is facing brand new challenges regarding intergenerational and intercultural solidarity, each partner formulated and tested innovative and creative practices that could enhance better collaboration and mutual understanding between youth and senior citizens, toward a more inclusive Europe for all. Several innovative local practices have been experimented, attentively systematized and peer-valuated among the partners. On the basis of a shared theoretical framework coherent with EU and Europe and Training 2020 Strategy, an action-research approach was adopted throughout the project in order to understand common features that have been replicated and scaled up since today.

Ecosystem Services, European Union Policies, and Stakeholders’ Participation

There is a growing science and policy consensus on the need of reconsidering the inextricable links between natural and cultural capital. These links are made of the unfolding combinations of local knowledge and scientific evidences, of skills and practices, of the multiple values assigned by individuals and groups to ecosystems, of the supply and demand for ecosystem services and, finally, of the corporate and national systems of environmental accounting (Posey 1999; Convention on Biological Diversity 2010, 2012; Commission of the European Union 2014; Council of the European Union 2014).

Ensino profissionalizante em agroturismo: um estudo de caso sobre experiências de valorização do patrimônio cultural no Brasil

Starting from the theoretical framework on local heritage and sustainable development according to the literature on cultural goods, as well as, born of reflection in social pedagogy, according to the perspective of a local approach and committed to the enhancement of development and dissemination of endogenous skills to communities, this article examines the implications of professional course of Initial and Continuing Training in Serra Geral - developed by the Federal Institute of Santa Catarina (IFSC) Campus Florianopolis Continent. The contribution analyses their spatial and productive relations with the gastronomic cultural heritage of the slopes of the Serra Geral - SC. and the importance of addressing the training through a system approach that adequately ensures the sustainability of the education actions. The study, based on qualitative methodology developed interviews with graduating students, local residents and managers, teachers and educational managers. The work explains and analyses perceptions of individuals about: learning and their relations with the habits, customs and local agricultural production; teaching methodology developed during the course units; the general impression resulting from learning processes; expectations and hopes for further training; knowledge of culinary dishes which characterize the identity. Conclusions open to the possibilities for future studies.

Employability e transizione al lavoro: metodi e strumenti di ricerca qualitativa per la definizione di dispositivi di supporto al placement

In the ongoing downturn the role of higher education is much more important than in the past and higher education is required to enhance students’ employability. It responds to policy goals related to the development of the country’s human capital and to students’ motivations in entering higher education. The article focuses on how university job placement services can help students to enhance their employability and their sustainable employability (this latter one being much more important in a long-term career development perspective). One way to enhance the institution’s contribution to university students’ employability is to strengthen and better structure job placement services directly within curriculum of degree courses. The contribute presents a reflection about the factors considered predictive of placement (with a particular focus on soft skills and employers’ perspective), that is possible to strengthen through consistent and proper devices, with specific reference to guidance/vocational talk during the first and second phase of transition to work. On the base of literature and best practices, the contribution wish define an experimental protocol, with attention to applicability and sustainability into Italian university system and in line with quality assurance in Bologna Process. Target are graduates of master’s degree courses in pedagogy and adult education

La investigación acción partecipativa entre formatión y desarrollo

Facing up to the theme of the relationship between methodologies of research and methodologies of formation for sustaining the endogenous development, imposes the reference at two interpretative dimensions, the research of unit and the research of the relationship. The necessity to start from the relationship and not from the parts and the demand of unit in comparison to a fragmentation, often disguised as the specialization and from the necessity to deep, become imperatives of education and research. It doesn’t deal only with reconstructing unit and tracking the relationship through a ermeneutic process, but it treats rather to individualize and work with methodologies that found their progress upon the search of the relationship and the unit. That means also maturing methodological choices that can produce new knowledges and therefore becoming vehicle of change and innovation. In such context the reference introduced in the contribution is the participatory action research.