Education and Training Science

Course's general goal is to acquire a reasoned framework of the Italian educational system in its different articulations, with a reference to the cultural and institutional dimensions. It will specifically examine the most recent developments of the normative measures and the cultural debate about them, with a special reference to the law No. 107/2105 and to the DL No. 65 of 13 April 2017, about the integrated system 0-6. As for the latter, will be highlighted the main laws introducing the current order, starting from the institution of the state nursery school (L 18 March 1968, No. 444), with the respective tendencies (DPR 10 September 1969, No. 647) and from the institution of nurseries (L 6 December 1971, No. 1044). In this regard, it will be explained why in the law the nurseries are considered "a state service of public interest" and how it has been gradually overcome the concept of "individual request service" established in the above-mentioned DL No. 65/2017. At the end of the course, the student will be able to  critically retrace the evolution of the Italian educational system, from the standpoints of its regulated structure and cultural significance;  find the elements of specificity and continuity characterising, within the same system, the age 0-6, especially the age 0-3, as explained in the law, from the standpoint of a continuing and recurring education;  place these cognitive elements into the reference historical-political framework, finding and contextualising the interactions between social requests and changes from one part, and education's role from the other;  detect, on the diachronic axis, the emblematic stages that have marked the historical-cultural aspects of the system, with an explicit reference to the evolution of the principle of compulsory education, the laws regulating it, and the more inclusive concept of "educational duty";  find, on the diachronic axis, the more important stages of the gradual acquisition of childhood services (0-3) as an essential part of the universalistic welfare;  retrace the continuum that structurally connects the dimension of "education" with the one of "care," seen as essential aspects of a curriculum 0-3;  consider as issues, on the synchronic axis, the connections among system's structural elements, interinstitutional dynamics, and governance levels, especially considering the ongoing construction of the integrated system 0-6 as it is described in the primary legislation and in the above-mentioned implementation decree. In order to translate the acquired knowledge into cross skills, useful in the work contexts he/she will operate, coherent with the professional profiles in the university curriculum, at the end of the course the student will be able to  select and organise data and pieces of information from various sources, in order to reconstruct the structural factors of complex systems, with a special reference to those concerning "personal services," with the purpose of systematising them in paths of personal re-elaboration;  develop abilities in "reading" the territory, in terms of explicit and/or implicit educational needs, institutional resources, educational subjects and agencies operating in the lines of interconnection among formal, non-formal, and informal education;  find and organically use documentary and juridical sources, when co-planning interventions, such as resources of operability and essential elements of an institutional structure;  individually and/or jointly elaborate ideas of positive actions in response to the demand of education and care resulting from the various contexts, especially about the issues connected to the new subjects bearer of social and cultural requests;  contextualise the structural aspects of a system, seen as the nexus among institutional forms, cultural characters, and organisational-management aspects, with a reference to the various professional profiles and the actual exercise of profession;  use the records, in their invariance, to experiment the specific operational models concerning the roles of educators in the age 0-3;  find work methods and processes of interlocution and planning co-construction, giving value to the active role of the pedagogical coordinators as essential functions of the integrated system 0-6, according to laws;  improve the tools of feasibility analysis and the methods of creative conflict management, also to develop self-reflective aptitudes and meta-cognitive resources, considered essential for whom is about to start a professional activity in the field of personal services, with a special reference to the actions of care and education (age 0-3).