1 / 24

Alice Colombo

Pisa University, Bialystok,28 th June-9 th July 2010. Alice Colombo. ORIM. and Good Practices in Intercultural Education. INTRODUCTION. ORIM: THE REGIONAL OBSERVATORY FOR INTEGRATION AND MULTI-ETHNICITY. LOMBARDY, ITALY. ORIM’S ACTIVITIES.

alec
Download Presentation

Alice Colombo

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Pisa University, Bialystok,28th June-9th July 2010 Alice Colombo

  2. ORIM and Good Practices in Intercultural Education

  3. INTRODUCTION ORIM: THE REGIONAL OBSERVATORY FOR INTEGRATION AND MULTI-ETHNICITY

  4. LOMBARDY, ITALY

  5. ORIM’SACTIVITIES • Theacquisition of timely data on the immigration in Lombardy • The assurance of a systematic knowledge meant for a proper territorial planning • The in-depth analysis of particularly significant aspects related to the immigrant population • Monitoring the application of the legislation about immigration and some operating intervention activities • The spreading of the results achieved through the tasks carried out • The management of on-line Databank • OPI-The Provincial Observatories for Immigration ensure a systematic learning of the migration phenomenon at the local level in order to plan the necessary interventions on the territory

  6. I PARTThe activity of the Regional Observatory for Integration and Multi-ethnicity during this decade (2000-2010)

  7. 2.1 DATA ON MIGRATION TREND • Foreigners with a residence permit were 1,170,000 people (July 2009) • 179% increase on a regional basis (since January 2001) • The density of foreigners presence has risen to 12.0 units (2009) • Irregular migrants' growth has slackened (only 13 out 100 people) • 1° place: 50% of migrants come from East-Europe (average yearly growth) • 2°place: Asians (India, Bangladesh and Pakistan) • 3° place: North-Africans

  8. 4°place: Latin-Americans • The first 3 national groups in Lombardy (Italy) are: Romanians (169,000 units), Maroccans (128,000 units) and Albanians (116,000 units) • Tendency to gender re-balancing (larger female component) • Gradual ageing process and an ever-growing process to take roots • Immigrants' education level has improved in the last few years • Constant involvement of families

  9. 2.2 MONITORING OF SOME FUNDAMENTAL AREAS • The school represents the main directly inclusion channel • The school represents the first integrating place for migrant minors and their parents • The increasing presence is significant in the primary and secondary school, due to the growing number of births and family reunifications in early youth • The ever-growing number of foreigner students who are born in Italy • Inclusion and Integration of immigrant minors are the most important challenges • Deficiencies and weak points within the reception and integration system of immigrant students

  10. 2.3 EXPERIMENTATION AND TESTING IN LOMBARDY (ITALY) • The request to turn the final results into on-field experiences in order to verify specific working hypotheses and develop relevant intervention models • The direct activation of some pilot projects aimed at promoting migrants' integration process • Monitoring and verification activities are carried out in conjunction with these pilot projects • Through the execution of experiments and tests, ORIM identifies the best intervention practices, possible improvement and corrective actions • ORIM promotes operating proposals aimed at spreading a peaceful coexistence and ensuring a proper social inclusion for the whole immigrant population

  11. 2.4 MONITORING AND BEST PRACTICES • The necessity to managemonitoring and evaluation throughout the whole project implementation stage, by monitoring in itinere their progresses and by checking ex post their final results • This monitoring activity allows understanding which actions can be qualified as to be best practice: SUCCESSFUL INITIATIVES ABLE TO EFFECTIVELY ANSWER SPECIFIC SOCIAL NEED AND ACTUALLY ACHIEVE THE EXPECTED RESULTS • ORIM turns best practices into operating guidelines for Regional Administrations and different organizations operating in this field • Through the collection of these best practices ORIM has produced an on-line Register

  12. 2.5 THE ORIM ON-LINE DATABANK: AN EXAMPLE OF GOOD PRACTICE • Atool for understanding and knowing the education reality • A stimulus for introducing a shared planning of inter-cultural experiences • A comparison and an exchange between the projects already implemented and the future ones • A source of inspiration for innovatory methods to be taken into account for future projects

  13. 2.6 CHANGES AND EVALUATIONS OF THE ACTIVITIES AT THE REGIONAL AND LOCAL LEVEL • Limits highlighted in this kind of local activities: 1) Intervention quality 2) Project impact at the local level 3) Stabilization of the project 4) Ability to meet the growing demand for integration 5)Scarceplanning ability at the local level 6)A general climate of increasing stiffness about integration policies • Since 1998, 1356 projects have been funded in Lombardy(Italy), about 200 projects/year

  14. ORIM'S MAIN CHALLENGES • To get a greater integration among local policies and local service networks • To obtain a more important support and involvement of all the concerned institutions

  15. II PART Examples Of Good Practice Within The Intercultural Education Domain

  16. IMMIGRANT STUDENTS

  17. GOOD PRACTICE MEANS A MODUS OPERANDI ALLOWING YOU TO ACHIEVE THE EXPECTED RESULTS It's characterized by: - Involvement building - Innovation - Measurably - Transferability - Satisfaction -Sustainability -Added value

  18. 3.1 THE FOUR STAGES APPLYING TO THE DRAWING UP OF A SOCIAL AND EDUCATIONAL PROJECT GENERAL INVESTIGATION DRAWING UP REALIZATION EVALUATION

  19. 3.2 EVALUATING GOOD PRACTICES QUALITY / INNOVATION PRODUCT / PROCESS SUBJECTIVE INDICATORS / OBJECTIVE INDICATORS

  20. 3.3 EXAMINATION OF A PROJECT: L2 CERTIFICATE Main objectives: -Improvement of the Italian Certification skills for the lately young and adult immigrants - Spreading of the Italian Certification practice - Increasing the number of issued certifications at the regional scale Integrated actions - Teachers' training; - Multilingual advertising; - Qualitative monitoring - Quantitative monitoring - Managerial and economic monitoring. -Improvement of the Italian Certification skills for the lately young and adult immigrants - Spreading of the Italian Certification practice - Increasing the number of issued certifications at the regional scale - Certification courses Italian L2 - Teachers' training - Multilingual advertising - Qualitative monitoring - Quantitative monitoring - Managerial and economic monitoring

  21. 3)Student’s best motivation • FOR JOB • TO FEEL MYSELF MORE CONFIDENT • TO GO ON STUDYING • TO LIVE BETTER IN ITALY

  22. CONCLUSION • In my opinion the best example of good practice is represented by the on-line databank, which we can find on website: www.orimregionelombardia.it • According with the Councilor for Family and Social solidarity of Lombardy Region, Giulio Boscagli, the interdisciplinary is really important, because it allows the realization of a complete framework • According with President of Lombard Region, Roberto Formigoni, he reasserts the necessity to overcome the centralized management of the “flows” and share such management with the Regions

  23. BIBLIOGRAPHY -A. Tosi, R.Cagnoli e S.Tosi, La valutazione dei progetti territoriali finanziati con i programmi regionali per le politiche d'integrazione, in Fondazione Ismu, Regione Lombardia, ORIM, Dieci anni di immigrazione in Lombardia, Rapporto 2009, Milano, 2010, p.195-243. -C. Demarchi, F.Locatelli, Certifica il tuo italiano:per un modello regionale di intervento, Fondazione Ismu, Regione Lombardia, ORIM, Milano, 2010. -E.Besozzi, M.Colombo, M.Santagati, Formazione come integrazione. Strumenti per osservare e capire i contesti educativi multietnici, Rapporto 2009, Milano,2010.

  24. -E.Colussi, ORIM, Banca dati dei progetti di educazione interculturale, Buone pratiche di educazione interculturale in Lombardia. Repertorio 2009, Milano, Fondazione Ismu, 2009. -Fondazione Ismu, Regione Lombardia, Osservatorio regionale per l'integrazione e la multi-etnicità, Dieci anni di immigrazione in Lombardia. Rapporto 2009, Milano, 2010. -Intergovernmental seminar, The linguistic integration of adult migrants, Strasburgo, 2008. -M. Colombo, Diffondere le buone pratiche: la Banca dati dei progetti di educazione interculturale, Rapporto 2007. Gli immigrati in Lombardia, ORIM,Milano, 2008. -Presentazione del rapporto ORIM su dieci anni di immigrazione in Lombardia, ORIM, Milano, 2010. -V.Cesareo, Ten years of immigration in Lombardy, Milano, 2009, in The fifteen Italian Report on Migration 2009, Polimetrica, 2010.

More Related