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Nello studio dell’efficacia scolastica i modelli teorici di riferimento suggeriscono l’importanza di utilizzare approcci multifattoriali. In questo studio sono stati considerati fattori riconducibili ai processi organizzativi e didattici, con l’obiettivo di indagare differenze tra istituti con effetto-scuola (elaborato da Invalsi) positivo e negativo. Sono stati coinvolti 1774 insegnanti provenienti da 73 scuole di tre regioni italiane, i quali hanno compilato un questionario on-line. I risultati di confronto tra istituti con livelli positivi versus negativi di effetto-scuola hanno evidenziato alcune differenze. In particolare, le scuole con risultati di apprendimento migliori mostrano livelli significativamente più alti di leadership di supporto del dirigente scolastico e di decision-making partecipativo. I risultati e le proposte di intervento vengono discussi utilizzando un approccio multifattoriale e interdisciplinare Theoretical models suggest multifactorial approaches for the investigation of school effectiveness. Therefo-re, in this study factors related to organizational and educational processes have been considered, with the aim of investigating differences between institutions with positive versus negative added value (developed by Invalsi). The study involved 1174 teachers, employed in 73 schools in three different Italian regions, who filled in an on-line questionnaire. The comparison between schools with a positive versus negative added value showed some differences. Particularly, schools with more positive learning outcomes showed significantly higher levels of supportive leadership and a participative decision-making style. Results and intervention pro-posals are discussed using a multifactorial and interdisciplinary approach.

This working paper explores the way young couples in Ethiopia make decisions about fertility and childbearing, and examines their experiences of contraceptive use. It draws on longitudinal qualitative data and quantitative information from young mothers and fathers, spouses, caregivers, community representatives and service providers in eight communities. The paper focuses on the following research questions: (1) What is the relationship between early marriage and young parenthood? (2) What are the experiences of fertility and childbearing among young married couples? (3) What factors affect the decision-making powers of young married people? The findings show that early marriage is associated with early fertility, and that women’s autonomy over fertility and childbearing is constrained by poverty, with social and religious norms widening the gender gap. It also reveals that there are negative perceptions of contraception use, stemming from a lack of knowledge, and that social and religious norms and expectations obstruct contraception uptake among young women in urban and rural settings. Couples in rural areas have limited knowledge and information about contraception and childbearing, while their urban counterparts are better informed. The paper recommends the implementation of existing gender equality policies (related to Sustainable Development Goal 5) regarding fertility and childbearing, through the creation of stronger and more gendered approaches to family planning policies and programmes to address the health needs and rights of both men and women. Formal communication interventions targeting different actors at different levels with increased reproductive health education need to be strengthened, to address the knowledge and information gap in fertility and childbearing. Finally, adequate laws and interventions that consider encouraging social norms that delay the age of first marriage and childbearing should be in place to address the persistence of deep-rooted gender norms regarding early marriage and early fertility.

This working paper draws on data from Young Lives and focuses on 29 young families. The paper addresses two main issues: the roles of the young mothers and fathers in parenting, and the health services available to them. The findings suggest that parenting is almost exclusively the role of young mothers, in addition to other domestic work, helping husbands with agricultural work, and, for some, engaging in income-generating work outside the home. Because of patriarchal norms, this division of labour is accepted by almost all. The role of fathers seems to be limited mainly to income provision, and they were not expected to be actively involved in childrearing, apart from playing with their children in their spare time. There were some exceptionally supportive fathers who helped their wives even with what is culturally considered to be women’s domestic work. However, there were also others who were unsupportive or who spent the money they made on alcohol and were not providing for their family as expected. The role of the extended family was found to be of paramount importance, especially for first- time mothers. This was especially true of grandmothers and sisters- in-law, and to some extent grandfathers. Neighbours also played a key role, but their involvement was found to be diminishing in some cases. Access to health services has improved as a result of the expansion of the health extension service and its staff, for which the young people in the study were mostly grateful. Community-based health insurance, involving small annual contributions that enable access to services, was also appreciated by most. However, young people expressed concern that the insurance did not cover all essential medication, requiring them to pay additional costs they could not afford.

Come si valuta all'interno dei servizi educativi oggi? Quali intrecci si generano tra l'atto del valutare e quello dell'educare? In un momento storico in cui valutare è divenuta una pratic diffusa, può la valutazione pensare la complessità del lavoro educativo che si attua nei servizi e sostenere il sapere pedagogico che matura al suo interno? Il volume intende mettere in luce il tema del valore nell'ambito del lavoro educativo per permettere al sapere pedagogico di acquisire una legittimità, una visibilità e un'attenzione politica che, a tutt'oggi stenta ad affermarsi.

This paper aims to present a project, carried out within the Lifelong Learning Programme – Grundtvig Multilateral Projects - , with the main goal of exploring evaluation as a key aspect for the professional development of adult education staff, in order to define the professional profile of the evaluator of adult education staff at a European level. The project started in January 2014 and is planned to be completed in December 2015. It will contribute to promoting a European culture of evaluation in the adult education system, taking into account the specific differences between the fields of intervention and the expertise related to adult education. The project has been developed by a Consortium made up of 6 partners from 5 European countries from different EU regions: Southern Europe (Spain, Italy, Greece), Central Europe (Poland) and the Baltic region (Latvia). The geographical spread covers some important diversities in the EU as regards the different traditions in Adult Education, Lifelong Learning and Evaluation Systems theories, models and methodologies. Geographical diversity also accounts – to some extent - for different traditions in adult learning, different traditions and models in defining evaluation, as well the methodologies, procedures, practices (i.e. qualitative or quantitative traditions of evaluation). The project described here uses an innovative methodology in the field of adult education, based on a collaborative approach in constructing knowledge and cooperation between those who have working knowledge (professionals working in agencies of adult education) and those who have theoretical knowledge (researchers). This approach aims to create, together, new and effective assessment strategies and a new "vision", capable of making a significant contribution to current practices. To achieve these goals, the project involved a target group of official and unofficial evaluators with different roles in adult education services. Some of the practitioners involved belong to organizations and associations that each country has identified as partners and have been an integral and structural part of the project, since its beginning. To achieve these aims, the project has developed: • qualitative research, in order to investigate the different theoretical models of adult education and evaluation in the countries involved and the relationship between models and current practices in the work of evaluators of adult education staff; • a mobility workshop, that will be an opportunity for practitioners and researchers to share theories and practices about the evaluation of adult education staff, in order to build up collaborative knowledge; • a curriculum (to be completed at time of writing) for training the professionals involved in the evaluation of adult education staff, in order to promote the wellbeing, quality and productivity of those who work in the adult education field, preventing and facing their risk of burn-out and occupational diseases • a Handbook (to be completed at time of writing) that will summarize the theoretical background and its practical implications in providing evaluation methods for adult education staff • guidance and counselling tools and methods for the evaluation of adult education staff. To summarize, this paper aims to present our project as an opportunity to build up a professional profile of the evaluator of adult education staff, starting from the concrete evaluation already done by professionals in the adult education field.

Aim of the present study was to assess the diagnostic value of unenhanced biparametric magnetic resonance imaging (Bp-MRI) as adjunct to CA125 and human epididymis protein 4 (HE4) in the characterization of large ovarian masses.Bp-MRI and dynamic contrast-enhanced (DCE) imaging of 53 patients with large ovarian masses were retrospectively analyzed and compared to histological diagnosis. The results of Bp-MRI and DCE were assessed by two readers in consensus for each technique individually compared to each other and then with HE4 and CA125.Sensitivity, specificity, negative predictive values and positive predictive values for Bp-MRI and DCE were 92.3%, 91.4%, 94.1%, 88.9% and 84.6%, 94.3%, 89.2%, 91.7%, respectively. Both Bp-MRI and DCE were significant predictors of outcome. Among biomarkers, HE4 was significant. Considering the area under receiver operating characteristic curve the model including Bp-MRI and HE4 was not significantly different from the model including DCE and HE4.Bp-MRI in addition to HE4, especially in women of pre-menopausal age, could improve the characterization of large ovarian masses.