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Papers by Emanuela Proietti

L'apprendimento permanente in Italia. Le scommesse del passato, la krisis del presente, le sfide del futuro, 2022

Sono passati dieci anni dall’approvazione della L. 92/2012 e dunque dal riconoscimento dell’appre... more Sono passati dieci anni dall’approvazione della L. 92/2012 e dunque dal riconoscimento dell’apprendimento permanente come diritto della persona. Il ruolo dell’AP si è andato configurando come opportunità per integrare e rafforzare i sistemi di istruzione, formazione, lavoro e orientamento, ma il possibile contributo dell’Università alla realizzazione di un “sistema di sistemi” non è ancora chiaro. Una ipotesi è che in una prospettiva di sviluppo orientata al learnfare, essa possa offrire servizi di qualità in ambito locale, che finiscono per configurarsi come una parte non marginale del welfare territoriale.

Educazione, costituzione, cittadinanza. Il contributo interdisciplinare degli assegnisti di ricerca, 2020

Molti studi e ricerche, a livello internazionale, già da diversi anni, evidenziano come il fabbis... more Molti studi e ricerche, a livello internazionale, già da diversi anni, evidenziano come il fabbisogno di capacità professionali, competenze e qualifiche aumenterà in modo significativo per ogni tipo e a ogni livello di occupazione: è dunque necessario garantire una migliore corrispondenza fra l’offerta di competenze e la domanda del mercato del lavoro. Sono quelle medesime competenze strategiche e trasversali, individuate come competenze chiave per l’apprendimento permanente e la promozione di una cultura della democrazia, a essere ricercate sempre di più dalle organizzazioni; esse possono sviluppare le condizioni per una maggiore partecipazione alla vita e alla gestione delle organizzazioni stesse. Il contesto delle economie più avanzate e la crescente polarizzazione del lavoro, le trasformazioni tecnologiche collegate ai cambiamenti nella domanda di lavoro e all’aumento delle occupazioni non standard stanno producendo la crescita di un fabbisogno formativo non standard, che richiede un ripensamento dell’offerta educativa e formativa, che vada anche nella direzione della costruzione di una cultura congiunta e condivisa.

Per FARE un TAVOLO ci vuole un FIORE. Spunti operativi per la costituzione di Reti Territoriali per l’Apprendimento Permanente, 2021

Le Reti Territoriali per l’Apprendimento Permanente rappresentano la modalità organizzativa presc... more Le Reti Territoriali per l’Apprendimento Permanente rappresentano la modalità organizzativa prescelta per costituire il sistema integrato dell’apprendimento permanente. Nuovo soggetto istituzionale per la costruzione di sistemi integrati territoriali di formazione, istruzione, orientamento e lavoro, sono costituite dall’insieme dei relativi servizi, collegati organicamente alle strategie per la crescita economica, l’accesso al lavoro dei giovani, la riforma del welfare, l’invecchiamento attivo, l’esercizio della cittadinanza attiva, anche da parte degli immigrati. Introdotte dal comma 55, art. 4 della L. 92/2012, si inseriscono sin da subito da protagoniste nel progetto di costruzione del sistema nazionale dell’apprendimento permanente e di certificazione delle competenze. Un progetto ambizioso e complesso.

Opening-up higher education.Analisi di strategie attraverso un caso di studio Patrizia GHISLANDI,... more Opening-up higher education.Analisi di strategie attraverso un caso di studio Patrizia GHISLANDI, Juliana RAFFAGHELLI OER nelle Università italiane: primi risultati di un'indagine conoscitiva del Gruppo CRUI OA-OER

The article describes the research results on the competences ePortfolio for the recognition and ... more The article describes the research results on the competences ePortfolio for the recognition and validation of non-formal and informal prior learning within the framework of the adult education system in Italy, conducted by the author in the PhD in Theory and research in education, at the Department of Education of the University Rome Tre, between 2014 and 2016. It focuses on presenting the results of the research activity, which can be outlined on three different levels: individual, organizational and systemic.
On an individual level, the research results confirm that the choice of the narrative-autobiographical method and the adoption of different narrative tools - as the ePortfolio - is effective for the reconstruction of own history and the valorisation of own competences.
The figure of the “Expert in guidance for the identification of competences and the validation of prior experiential learning” reveals itself as the key figure of the procedures. The role of education, training, guidance systems and work organizations, in which the procedures need to be increasingly institutionalized, comes into play. They are called upon to equip themselves with devices specially designed to develop and manage such procedures, made up of dedicated offices, qualified personnel to provide related services, guidelines to be adopted in relation to methods and tools, which can be used.
Reflections, in conclusion, can only move on the level of the systems. The research findings confirm that the role and the contribution of the CPIA - Provincial Centers for Adult Education may be crucial to the implementation of this system, to be achieved through the launch of the territorial networks for lifelong learning, provided by Law 92/2012.

Lo stato di emergenza da COVID-19 ha imposto la chiusura dei servizi e delle attività produttive ... more Lo stato di emergenza da COVID-19 ha imposto la chiusura dei servizi e delle attività produttive e commerciali non indispensabili e di tutte quelle educative e formative in presenza. Il settore della formazione continua ha avuto necessità di maggior tempo – rispetto alla Scuola e all’Università – per riavviare le attività in modalità Formazione a Distanza, perché tradizionalmente meno abituato all’integrazione delle tecnologie dell'informazione e della comunicazione nelle sue pratiche. Questa emergenza nell’emergenza ha aperto un significativo ambito di riflessione per gli attori coinvolti. La formazione sul lavoro rappresenta per le organizzazioni una opportunità fondamentale di costruzione della propria identità e del senso di appartenenza dei lavoratori, di condivisione e ridefinizione della loro cultura e di co-costruzione delle competenze collettive. Il contributo dà conto di una attività di ricerca-formazione nel contesto formazione-formatori sindacali, che ha tra i suoi obiettivi comprendere a partire dalle pratiche vissute, alcune implicazioni del cambiamento in atto.

Aracne Editrice, 2019

In Canta C. C. (a cura di). Accogliere la differenza. Trame culturali nel Mediterraneo. | L’imp... more In Canta C. C. (a cura di). Accogliere la differenza. Trame culturali nel Mediterraneo. |
L’imprenditoria straniera è un fenomeno di notevole interesse alla luce dei flussi migratori che nell’ultimo ventennio riguardano l’Italia, benché resti sotto la media rispetto ad altri paesi europei. Nel corso degli ultimi anni l’Italia e l’Europa, in particolare, hanno vissuto una profonda evoluzione del fenomeno migratorio che ha avuto importanti effetti anche sul mercato del lavoro, sull’economia, oltreché sul tessuto socio-culturale.
Il presente saggio ha l’obiettivo di illustrare i principali risultati della fase di analisi qualitativa del progetto di ricerca “La mappa dell’imprenditoria immigrata in Italia, con particolare riferimento all’inclusione e alle strategie formative e informative nel campo della salute e della sicurezza” : un progetto ampio e articolato che ha affrontato il tema della presenza e della crescita dell’imprenditoria immigrata in Italia e del rapporto che i titolari di impresa di origine straniera hanno con la salute e la sicurezza sul lavoro, rilevandone conoscenze, percezioni e bisogni.

The paper arises from the results of the PhD research on the recognition and validation of non-fo... more The paper arises from the results of the PhD research on the recognition and validation of non-formal and informal learning, in the framework of the adult education system in Italy and on the use of the ePortfolio of competencies, conducted at the Department of Education, University of Roma Tre, between 2014 and 2016.
It focuses on the reconstruction of a theoretical framework and on the re-reading of the same results, in a sociological perspective. The aim is to highlight some arisen system critical points and the opportunities of development for organizations involved in the construction of the National System of Certification of Competences.

Itinerari di ricerca dottorale in ambito pedagogico e sociale, 2018

The contribution concerns a theoretical and empirical study on the ePortfolio of competences as a... more The contribution concerns a theoretical and empirical study on the ePortfolio of competences as a tool of auto-biographical nature, effective in the procedures for identifying and validating non-formal and informal learning and certification of skills, within the Provincial Centers of Adult Education (CPIA). The research starts from the conviction of the emergence in our country of a necessity and an urgency: to favor practices for the certification of competences in the framework of the development of policies of lifelong learning
and guidance. The topic is of interest for the construction of the national skills certification system, in which the CPIA are one of the
entitled bodies to issue the certification. The empirical study is based on qualitative methodology, with the reference to methods and tools of a narrative nature. The conclusions are presented at three levels: individual, of organizations, of systems (of education, training, orientation and work).

Osservatorio Romano sulle Migrazioni XIV Rapporto, 2019

Books by Emanuela Proietti

Roma TrE-Press, 2020

This book aims to examine and reflect upon how systems of education, learning and guidance are be... more This book aims to examine and reflect upon how systems of education, learning and guidance are being challenged by the establishment of a new perspective that regards lifelong learning as a strategic tool for the future development of social, cultural and economic development.
Certain phenomena as, for example, the labour market segmentation, the polarisation of occupational structure and digitalisation, along with the emergence of new social risks, as increasing inequality and new poverty, family instability and housing crisis, have fuelled form of social vulnerability unheard of. The paper looks into some of these critical issues and ongoing challenges, emerging from the transition of social policies from a phase of search for equality of outcome to one that has equality of opportunities at its core. It explores the emergence of a requirement for new and complex skills in the world of work, which may enable opportunities for equality, but it also reflects upon the necessity of a new type of governance focussing on people and recognising their right to lifelong learning. If the demand for new competences is the challenge of this first part of the new millennium then the challenge can only be won with a close collaboration between systems and organisations, not leaving people alone in front of complexity and processes of ever increasing divide. Only with a pact for development between the actors of the systems it will become possible to build a so-called learnfare system based on a guaranteed access to learning opportunities, consistent with the individual personal life plans as well as the requirements of the economy and the world of work.
http://romatrepress.uniroma3.it/libro/il-lavoro-nella-learning-society-la-sfida-delle-competenze/

Conference Presentations by Emanuela Proietti

Atti del IV Forum Internazionale del Gran Sasso. Allargare gli orizzonti della carità. Per una nuova progettualità sociale, 2022

Nel corso del ‘900, il lavoro si trasforma sia in termini oggettivi che soggettivi. Se è vero che... more Nel corso del ‘900, il lavoro si trasforma sia in termini oggettivi che soggettivi. Se è vero che non è possibile separare i due piani, perché le trasformazioni dell’uno hanno impatto sull’altro, è altrettanto vero che talvolta il piano soggettivo ha dovuto “soccombere” rispetto a quello oggettivo: le persone spesso subiscono gli effetti negativi prodotti dal mercato del lavoro e le organizzazioni hanno dovuto cambiare la loro cultura lavorativa e adottare modelli innovativi che valorizzino i soggetti.

ECOLHE (Empower Competences for Onlife Learning in HE) International Conference Proceedings, 2023

Some studies show that most European HE institutions haven't made much progress in changing the c... more Some studies show that most European HE institutions haven't made much progress in changing the courses they offer to a student centred learning model that can take into account developments and opportunities in technology-enhanced education. Challenges posed by digital transformation to universities do not regard only teaching and learning processes. There are different levels of institutional and organizational action which produce effects on these processes.
The paper presents some results of a part of the field research of the Erasmus+ Project ECOLHE. Six case studies have been carried out. They have aimed to investigate how the universities involved develop their strategic approaches to digitalisation. The results presented refer to the focus groups conducted in 2021.

Atti del V Forum Internazionale del Gran Sasso. Un nuovo rinascimento per l’Europa: il ruolo della ricerca e della formazione, 2023

Nel 1952, in Società Stato Comunità, Adriano Olivetti racconta di come si arrivò in quegli anni a... more Nel 1952, in Società Stato Comunità, Adriano Olivetti racconta di come si arrivò in quegli anni alla redazione di una Carta assistenziale. Aveva promosso straordinarie iniziative sociali, sanitarie e culturali per i lavoratori, ma una preoccupazione lo accompagnava: che «queste istituzioni non diventassero strumenti di paternalismo, fonte di privilegi, organi di selezione del tutto inadeguati».
Quel che più colpisce degli scritti di Olivetti è il suo grande rispetto per la dignità del lavoro e dei lavoratori.
Il contributo si articola in tre parti principali: una introduttiva, in cui si evidenziano alcuni elementi che caratterizzano l’eredità del modello Olivetti come impresa integrale; una centrale, in cui si illustrano definire olivettiane e che a quella tradizione si richiamano; una conclusiva, in cui si evidenzia il ruolo centrale delle “persone integrali” nelle organizzazioni e alcune prospettive di ricerca. dei tratti salienti di esperienze imprenditoriali di oggi che si possono

eucen Studies eJournal of University Lifelong Learning. eucen Conference and Autumn Seminar 2018. Vol 2 No 01, 2018

The paper aims at exploring the implications for university lifelong learning on transitions (and... more The paper aims at exploring the implications for university lifelong learning on transitions (and micro-transitions) and the role of adult counselling in supporting and facilitating them.
These transitions are not only professional: they can refer to people entry or return to the workforce, change or progress in their careers, or leave work due to unemployment, retirement, or personal choice, but also to people who return to university as a free choice. In all these situations, University involves in significant and different opportunities adults. Transitions take place always more often in the frame of highly differentiated systems and workers have to be aware changing needs and to adapt themselves to different contexts.
Today, Universities usually provide for guidance services for their students. The first objective of the paper is to reflect on what services are working and for what kind of beneficiaries. For adults, who return to University, guidance services must foresee recognition and validation of prior learning. In Italy we think that a connection between person needs and university services is not always present. It can arise from an in-depth need analysis not only with regard to person, but also, to labour market. This process requires time, competent human resources, appropriate spaces and financial investments.
There is problem of sustainability. But University must change accordingly with the width and fastness of labour market and skill market evolution. All the three Universities' missions are, in different ways, all questioned by the growth of complexity, labour market crisis, lifelong and lifewide learning implications.
University should be able to tackle career changes and transitions, to take into account the life cycle of learning and skills and to develop a useful process to the professional who needs to build further projects for their future. Another aspect that we will consider is that University is lacking with regard to skill ecology and to the activities that can empower workers to ameliorate their position in the labour market.
These needs and changes require an institutional involvement of Universities, especially in terms of third mission.
Two experiences will be presented.
A research of Department of Education – University Genoa on "Definition of a model for recognition, integration and validation of skills acquired in professional and training paths". It was funded by the Liguria Region and a large distribution company and a consortium of social cooperatives were involved with their workers.
A Guidance Project of the Department of Education – University Roma Tre. It has been funded by the Lazio Region to the PORTA FUTURO RETE UNIVERSITA'. Different guidance activities took place: a "reduced" pathway of Bilan des compétences; a guidance pathway; a small project of "alternanza scuola lavoro". Targets have been different: students, unemployed people and workers.
Both projects could take place thanks to external public resources.
Conclusions in terms of questions that require answers:
What does it mean for Universities? This kind of initiatives are or not embedded in their institutional role? And if the answer is yes, what's the reason for which they must be funded only with external resources? Is the Third Mission a relevant activity for Universities only if it's ?

eucen Studies eJournal of University Lifelong Learning. eucen Conference and Autumn activities 2019. Vol 3 No 01, 2019

The recent transition from knowledge society to learning society (Jarvis, 1998, 2000, 2007, 2012)... more The recent transition from knowledge society to learning society (Jarvis, 1998, 2000, 2007, 2012) had a significant impact in redesigning the work and its relevant features on knowledge workers (Drucker, 1959, 1969, 1987; Butera, 1987; Butera et al., 1997; Butera et. al., 2008).
For the development of an increasing number of jobs in learning societies, there is the need for change, knowledge workers are becoming learning workers.
Significant changes are already taking place in professional environments, increasingly characterized by: demographic heterogeneity, fluidity, variety, flexibility, responsible autonomy, collaboration, temporal intensity and vision (Bagnara, 2010).
In the knowledge society, workers are required to be constantly educated, trained, responsible, resourceful, creative, flexible and autonomous; thus a significant dimension, the "know-how", expands (Negrelli, 2013).
In the learning society, a person's main resource is not only the quantity and quality of knowledge itself, but also the strategic competence of “learning to learn” and applying it to new environments and scenarios. Nowadays, different values are given to: what people know, where the knowledge has been acquired and how, giving more importance to how this knowledge is valued, how it is produced and how it is shared.
Developing the ability to learn quickly, results challenging for workers, showing evolving implications on applying this ability to new situations and problems. Thus, organisations must modify their structures from the knowledge society framework to the learning one, adopting less hierarchical structures, becoming more open, lean, networked and adhocratic (Cocozza 2012), and supportive toward workers’ learning processes (Billet, 2001; 2008; 2014).
From the learning society, new opportunities arise increasing, for example: flexibility, conciliation, teamwork, networking, initiative, creativity, autonomy, responsibility. Nonetheless, also well-known risks increase, such as: precariousness, flexibility, decreasing number of stable rewarding jobs (Negrelli, 2013) and individual responsibility to solve systemic problems (Beck, 1986). As Wyn said (2014, 12), “Being ‘self-navigators’ is increasingly necessary, in part because the links between education and employment are so complex”.
In addition, to the Third mission, also the other two Universities’ missions are questioned by the increasing complexity of: labour market crises, lifelong and life wide learning implications. Thus, these transformations pave the way to rethink the role of Universities in society, as well as growing towards a “universal” task to consider the critical forecasting of future of work in a “finanzcapitalismo” (Gallino, 2011) globalized society. Following this prospective, the focus on relationships amongst Governments, Industries and Universities expands to a fourth subject (civil society), considering the challenges for social innovation, with an evolution from Triple to Quadruple Helix approach. Proposed by Etzkowitz and Leydesorff (2000) as well as by Carayannis and Campbell (2009), who defined the fourth helix as “the media based and culture based public”, associated with the “creative class”. Therefore, today, Universities have a crucial transformative function which contributes to refound a social criticism competence, becoming a new lifelong and life wide Agency.

Career guidance for inclusive society. Conference proceedings, 2020

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(Conference Proceedings from the 2019 Conference of the International Association for Educational and Vocational Guidance (IAEVG) 11-13 September 2019, Bratislava, Slovakia).
The paper aims at exploring the implications for university lifelong learning and guidance on transitions and the role of counselling in supporting and facilitating them. Interested targets are different. Transitions can refer to people entry or return to the workforce, change or progress in their careers, or leave work due to unemployment, retirement, or personal choice, but also to people who return to university as a free choice; in these situations, University involves adults in different opportunities. A significant need of guidance is emerging in people who are about to graduate and in neo-graduates, in canonical age. The School-Work Alternance new system is involving Universities and Schools in innovative partnerships, in order to facilitate the transition of young people from school to the world of work.
The first objective of the paper is to reflect on what services are working and for what kind of beneficiaries. The connection between person needs and university services can arise from an in-depth analysis with regard to person, but also, to labour market. This process requires time, competent human resources, appropriate spaces and financial investments. A problem of sustainability is present.
University should be able to tackle career changes and transitions, to take into account the life cycle of learning and skills and to develop a useful process to the professional who needs to build further projects for their future. These needs
and changes require an institutional involvement of University, with particular reference to the Third Mission.
The paper briefly illustrate some innovative Roma Tre University Projects for guidance and life transitions services, with particular reference to the work of the CRES IELPO – Research and Service Centre for Innovation, Education,
Lifewide Learning for Persons and Organisations and Bilan de Compétences, which is member of FECBOP – European Federation of Centres of Career Guidance and Bilan de Compétences.