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Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Public engagement is an important part of the third mission of universities. It is a form of governance aimed at innovation and development in the territories. It involves a wide audience in informing, collaborating, and disseminating research as a public good. Adult education is widely recognised to play a crucial role in society by engaging citizens in proposals, reflections, and educational practices to develop the knowledge and skills necessary to form more active, participating, and democratic communities. The “Social Inclusion and Community Well-being” project, as a form of public engagement according to a participatory and collaborative research approach, and networked with the territory, intends to integrate these two orientations. The project aims to promote the social inclusion among adults in situation of personal and social vulnerability, improve the well-being of local communities, and ensure training to service providers. Educazione degli adulti e Public Engagement: il progetto “Inclusione Sociale e Benessere delle Comunità”. Il public engagement è una parte importante della terza missione delle università. È una forma della governance che mira all’innovazione e allo sviluppo dei territori. Coinvolge un vasto pubblico nell’informazione, nella collaborazione e nella disseminazione della ricerca intesa come pubblico bene. L’educazione degli adulti è ampiamente riconosciuta per il ruolo cruciale che svolge nella società impegnando i cittadini in proposte, riflessioni e pratiche educative per lo sviluppo di conoscenze e competenze necessarie a formare comunità più attive, partecipi e democratiche. Il progetto “Inclusione Sociale e Benessere della Comunità”, come forma di public engagement, secondo un approccio di ricerca partecipativa, collaborativa, e in rete con il territorio, intende integrare questi due orientamenti. Il progetto mira a promuovere l’inclusione sociale di adulti in situazioni di vulnerabilità personale e sociale, migliora il benessere delle comunità locali e garantisce la formazione degli operatori dei servizi.

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mai come in questi ultimi anni lo studio della pedagogia è orientata all’analisi, all’esplorazione e definizione di strumenti e metodologie in grado di costruire alleanze tra intercampi “possibili” (famiglia, scuola, Terzo Settore), persone che abitano gli intercampi, saperi, culture diverse, nella direzione di definizione di un’ecosistema formativo allargato come parte sostantiva delle comunità educanti. Il contributo vuole fornire al lettore dei spunti critici attraverso l’analisi di alcuni “imperativi formativi” che costituiscono il focus di un nuovo approccio pedagogico, ovvero quello dell’abitabilità: (1) l’importanza del civic engagement (Golubeva, 2018; White e Mistry, 2019); (2) l’educazione allo sviluppo sostenibile (ONU, 2015); (3) l’approccio alle capacitazioni (Nussbaum, 2012; Sen, 2001).

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Good governance is considered a pillar in the implementation of the Sustainable Development Agenda 2030. Failures in governance processes are considered to be at the origin of countless problems in ecosystem services management. The influence of formal and informal institutions, the role of state and non-state actors, the nature of multi-level interactions and the importance of social and economic conditions, that can facilitate or increase citizen participation, are identified as structural features of governance systems. The functioning of these systems is conceptualized as social learning as a conceptual framework to understand the dynamics and the adaptive capacity of governance systems to develop learning. Informal networks are considered to play a crucial role in these learning processes. This contribution presents a reflection on learning dimension of governance, based on relationships among sustainability, human development and ecosystem protection. Apprendimento e governance per lo sviluppo sostenibile: riflessioni introduttive su un tema specifico dell’educazione degli adulti Una buona governance è considerata un pilastro nell’attuazione dell’Agenda 2030 per lo sviluppo sostenibile. I fallimenti nei processi di governance sono considerati all’origine di numerosi problemi nella gestione dei servizi ecosistemici. L’influenza delle istituzioni formali e informali, il ruolo degli attori statali e non statali, la natura delle interazioni multilivello e l’importanza delle condizioni sociali ed economiche, che possono facilitare o ostacolare la partecipazione dei cittadini, sono identificate come caratteristiche strutturali dei sistemi di governance. Il funzionamento di questi sistemi è interpretato come apprendimento sociale in un quadro concettuale volto a comprendere le dinamiche e la capacità adattativa dei sistemi di governance in termini di apprendimento. Alle reti informali è riconosciuto un ruolo cruciale in questi processi. Il presente contributo presenta una riflessione sulla dimensione dell’apprendimento nei processi di governance, basata sulle relazioni tra sostenibilità, sviluppo umano e protezione degli ecosistemi.

The essay examines the status and developments of adult education policies in Italy between 2014 and 2019. The work is carried out on the basis of an analysis method inspired by the Conceptual framework for the study of the effectiveness of adult learning policies of the European Commission and according to the guidelines adopted by Ecorys. Metodologia per l’analisi dei sistemi di educazione degli adulti. Risultati e tendenze delle politiche in Italia tra il 2014 e il 2019 Il saggio costituisce un esempio di analisi dello stato e degli sviluppi dell’educazione degli adulti in Italia tra il 2014 e il 2019. Il lavoro è svolto sulla base di un metodo di analisi che si ispira al Conceptual framework for the study of the effectiveness of adult learning policies della Commissione Europea e secondo le linee guida adottate da Ecorys.

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports on an exploratory qualitative study undertaken with the students of the tenth edition of the «Leadership and Management in Education Master Course» (LMEMC) held in Italy by the Department of Education of the University Roma Tre and attended by educational professionals from Greece and Italy, in prevalence aspiring to career improvement and new leadership roles. The study is part of an in-depth self-evaluation process aimed at updating the course activities and exploring professional adult learning. Our data consists of 65 written interviews, undertaken with student-teachers and focusing on their motivations and their positive and negative expectations towards leadership roles. After referring to the international debate on leadership preparation and development, we situate the LMEMC looking at: (a) the context of Italian HE postgraduate studies; (b) the context of educational leadership preparation and development in Italy and in Greece; (c) the course design and delivery strategies. We then describe the methodologies and research tools employed and draw from our results some hints for possible new developments in the LMEMC and in leadership preparation activities. Our data also allows us to reflect on the benefits of sustainable self-evaluation processes of adult learning activities.

This article explores the concept of “adultescence” in educational perspective, in particular as an adult education issue. It is an ambiguous neologism, crasis of “adult” and “adolescence”, and it is used to identify an adult who refuses to grow up, in terms of acquisition of mature and responsible conducts. It’s a social phenomenon which is increasing, and it has many educational implications, which involve intergenerational relationships and the role of adult identity. Starting from a critical review of the sources which attest the use and the meaning of this word, the article focuses on its antecedents (Peter Pan Syndrome) and the educational challenge that it represents. Finally, it pays attention at the Science of education perspective, hoping it guarding the adult education field and its effectively relationship with politics. The preferential context is Italian, but the considerations contained herein can be extended to wider contexts, because the “adultescence” seems to be a truly global fact.

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Degree Course and «Community Learning»: Modelling Perspectives The recent use, in economic contexts, of the conceptual opposition between «mark-tomarket » and «mark-to-model» expressions would appear to be relevant also in the organizational analysis of university degree courses. To this end, the «case» of a specific Bachelor’s degree course was analysed within an adult education and lifelong learning perspective. From an epistemological standpoint, the analysis was based on the application of the «community of practice» paradigm by focusing on the following aspects: the historical location of the learning process (situated learning); the simultaneous presence of specific «reified objects» within different «communities» (separated and identified by defined organizational «boundaries»); «brokering» connections, that is, «connections provided by people who can introduce elements of one practice into another» (Wenger, 1998). The aforesaid conditions provide a basis in order to align educational design practices with an action strategy including: multi-membership experiences; the styles and discourses typical of different socio-cultural «constellations»; and the institutional participation of co-operating social actors. In view of all the above, this initial «case study» reveals the typical failings of the Italian university system that is widely geared to uncritical «mark-to-market» strategies.

Teaching Spanish in Adult Education Centers in Andalusia Adult education in Andalusia has been particularly important since 1983, when a specific adult education programme («Programa de Educación de Adultos») was initiated with the main objective of achieving zero illiteracy in this region of Spain. In 1994, further legislation was introduced to carry out projects and actions aimed at the immigrant population. Since then, the number of immigrants attending public schools in Andalusia has continuously increased. Employment in schools for adults has risen as in other public educational institutions and now has more than 2,000 teachers who work with over 120,000 students. Teacher training and familiarity with ICT is a key area here. In addition, teaching and learning processes are enhanced with more appropriate methods, which are adjusted to the interests and abilities of learners. The aim of this study is to examine significant learning events based on the experience of immigrant students, who, to a certain extent, construct their knowledge of the new language based on their current needs and on the knowledge previously acquired in their country of origin.

Experiential Knowledge and Sustainable Leadership in Adult Education. Pedagogical Reflections This article tries to reconcile the two factors that in past decades have characterised the educational debate on adult education and on education as a whole: the traditional dimension of on-going education and the emerging concept of lifelong learning. Experiential learning, the validation of experiential acquirements and the dynamics of sustainable leadership by educators appear as the field where this discrepancy can be resolved in an antinomic relationship. In the context of sustainable management, the past professional career of citizens and labour market demands are important variables for our societies characterized by the knowledge economy. In today’s reality, the paradigms often referred to are the paradigm of complexity, which is an interpretative figure of Modernity, and the paradigm of sustainability, which emerged from Post Modernity or Late Modernity. They are, or seem to be, paradoxical terms, but their dynamic relationship leads to an essential need for educators: the sustainable management of complexity. Experiential learning and sustainable leadership undertaken by educators fit into this scenario and are an opportunity for those who have the educational tasks of creating the future, in addition to conserving and selecting the past. Finally, they are a sort of creative recombination of past, present and future projects. Thus, past environments, cultural traditions, indigenous knowledge, social and working experiences and collective memories are preserved and defended because they are valuable in themselves (the ontological dignity of human beings) and are a resource for meaningful learning and improvement of living conditions.