According to the White Paper on “Teaching and Learning” (Edith Cresson, November 1995) the second-chance schools in Europe were in the process of being set up and they intended to provide training for young people excluded from the traditional school system, using appropriate tools and teaching methods. Universal access to lifelong education and training was the key to employment and integration into society. The research (2007) was aimed to analysis two situations in Southern Europe, in Italy (Catania) and in Greece (Athens Peristeri) in order to understand the success of the new opportunity given to young people allowing them to reach a higher qualification for a better working life. A questionnaire has been used to gather data useful to consider the social conditions of teaching and learning. The two schools are a good example of best practices in different contexts. Cultural and linguistic identities are determining the shape of a proposal which was universal in the inspiration and very specific in the application.

SANDRA CHISTOLINI (2008). The experience of the second-chance schools in two Mediterranean big cities: Catania and Athens. In Reflecting on Identities: Research, Practice and Innovation, Proceedings of the tenth Conference of the Children’s Identity and Citizenship in Europe, Thematic Network (pp.219-227). LONDON : CiCe Institute for Policy Studies in Education, Lo.

The experience of the second-chance schools in two Mediterranean big cities: Catania and Athens

CHISTOLINI, Sandra
2008

Abstract

According to the White Paper on “Teaching and Learning” (Edith Cresson, November 1995) the second-chance schools in Europe were in the process of being set up and they intended to provide training for young people excluded from the traditional school system, using appropriate tools and teaching methods. Universal access to lifelong education and training was the key to employment and integration into society. The research (2007) was aimed to analysis two situations in Southern Europe, in Italy (Catania) and in Greece (Athens Peristeri) in order to understand the success of the new opportunity given to young people allowing them to reach a higher qualification for a better working life. A questionnaire has been used to gather data useful to consider the social conditions of teaching and learning. The two schools are a good example of best practices in different contexts. Cultural and linguistic identities are determining the shape of a proposal which was universal in the inspiration and very specific in the application.
978-0-9560454-7-8
SANDRA CHISTOLINI (2008). The experience of the second-chance schools in two Mediterranean big cities: Catania and Athens. In Reflecting on Identities: Research, Practice and Innovation, Proceedings of the tenth Conference of the Children’s Identity and Citizenship in Europe, Thematic Network (pp.219-227). LONDON : CiCe Institute for Policy Studies in Education, Lo.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/178980
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