Language learning and educational inclusion in Calabria: Key findings and recommendations [article]

Donatella Loprieno, Anna Elia, Claudio Di Maio
2019 Zenodo  
In Italy, the acquisition of the Italian language is considered a fundamental means to guarantee access to local services and the beginning of an integration process. The teaching of the Italian language is entrusted with two providers: on the national government side, it is provided by the Centres for Adult Education (CPIA); from the third and private sector, these courses are supported by additional hours within the SPRAR\SIPROIMI (Protection system for beneficiaries of international
more » ... n and unaccompanied foreign minors) and in some CAS (Extraordinary Reception Centres), for refugees who are part of an integrated reception project. The CPIA are a type of autonomous teaching institution, with a specific teaching approach and organisational structure, divided into territorial service networks, usually on a provincial basis. They provide training for adults and young adults who have not completed compulsory education or have not obtained a final qualification of any level. not obtained a final qualification of any level. The Italian language courses within the SPRAR/SPIROIMI system are autonomously managed and respond to the needs of service users, to increase the number of hours tuition provided and also ensure continuity of learning during the summer period. There is sufficient integration of the governance within the system between the state, local government and third sector levels. However, the Italian GLIMER team argues that more funds (economic, but above all human resources) are needed to improve language learning, as well as to strengthen educational staff training and dialogue between the public and private sectors. This Policy Brief by the Italian GLIMER team puts forward recommendations for how these issues can be addressed.
doi:10.5281/zenodo.5082337 fatcat:zpmolywv45d3jafergnw5cnlpu