Los procesos migratorios y la inclusión de los estudiantes extranjeros en el sistema escolar italiano: perspectivas interculturales

Recent migratory processes have brought profound social changes in most European countries; this has happened also in the Italian context. These changes concern both people and institutions, called to deal with the problems created by the globalization of markets, economic crisis, coexistence of different cultures, ethnicities, religions, languages and traditions. The multicultural society has penetrated even into classrooms where the presence of foreign students has become a constant feature in all EU school systems. This paper, considering the documents of some of the most important international institutions (OECD, UNHCR, European Commission, Council and European Parliament, Cedefop, Eurydice), the Italian Ministry of Education, INVALSI, INDIRE, ISMU Foundation, and Isfol, and statistics provided by Eurostat and ISTAT, examines the level of inclusion of foreign students in Italian schools, paying attention to the demographic characteristics, difficulties of integration, and school results of non-Italian students. On the institutional side, the effectiveness of policies and measures implemented by the Italian system of education and training is investigated in the perspective of intercultural education and an inclusive, equitable and democratic school-system capable of highlighting each student’s specificity and personal capacities, preventing forms of marginalization, social and professional exclusion, early school leaving, new radicalism of racial and ethnic origin.La migración de los últimos años ha generado profundos cambios sociales en la mayoría de los países europeos, como también en el caso de la sociedad italiana. Estos cambios han afectado tanto a personas como a instituciones, llamados a hacer frente a los problemas creados por la globalización de los mercados, la crisis económica, la coexistencia de diferentes culturas, etnias, religiones, lenguas y tradiciones. La sociedad multicultural también ha penetrado en el interior de las aulas, donde la presencia de estudiantes foráneos se ha convertido en una constante común a todos los sistemas educativos de la UE. En este trabajo, teniendo en cuenta los documentos de algunas de las instituciones internacionales más importantes (OCDE, ACNUR, Comisión Europea, Consejo y Parlamento Europeos, Cedefop, Eurydice); italianas (Ministerio de Educación, INVALSI, INDIRE, Fundación ISMU, ISFOL) y los datos estadísticos proporcionados por Eurostat e ISTAT, se examina el nivel de inclusión de estudiantes extranjeros en las escuelas italianas, prestando atención a las características demográficas, las dificultades de integración y los resultados escolares de los alumnos no italianos. En el plano institucional, se investiga la eficacia de las políticas y medidas aplicadas por el sistema de educación y formación italiano, tomando como perspectivas la educación intercultural y la construcción de una escuela inclusiva, equitativa y democrática; capaz de valorar la singularidad y el potencial de cada estudiante, evitando formas de marginación, exclusión social y profesional, abandono escolar precoz y nuevos radicalismos de origen racial y étnico

In che modo l’autovalutazione può rendere le scuole più efficaci = How Self-Evaluation can make schools more effective

<p>Recent European and North American government policies, implementing new systems of evaluation and accountability, have highlighted the use of performance data to inform judgments about schools and stimulate school improvement. This has led to the implementation of school self-evaluation considered as an effective means to increase school quality and effectiveness. Decentralization of education systems has promoted a broadening of educational evaluation methodologies and a conceptualization of theoretical approaches and research about school effectiveness and improvement.</p><p>This study presents a self-evaluation model, called the ISSEMod, thought to improve school accountability, combining central control managed by public authorities (external control) and the autonomy reserved for schools related to pedagogical, instructional and organizational practices (internal control). Using a sample of 58 Tuscan schools, an empirical and explorative model of school self-evaluation focused on a flexible system of areas and indicators to investigate and analyse school quality, is proposed here.</p