the SAS model (Scholastic Coupling Services) – Indire

Educational avant-garde is the movement that aims to transform the organizational and didactic model of the Italian school. The project was launched in 2014 on the initiative of Indire in 22 primary schools and since then over 460 schools have decided to participate, and have adopted one or more of its “ideas”. For those who, under the leadership of the leading schools in the Indian research group, have decided to come to work, experimenting with innovation, a space is dedicated to our site, the testimonials published by the words of its protagonists. “Rendezvous with Innovation” becomes the online space that periodically voices the stories of students and teachers who are experimenting with new ways of schooling..

I SAS (Scholastic Coupling Services) for the fight against school dropout and training.
A model of service.

Article by: Maria Grazizu D’Alessandro, Fabiana Forni, Valentina Frattura, Giovanna Guerzoni, Simona Lipparini, Elena Luppi, Elisa Tardini, Alessandro Tolomelli

Do School dropoutin its various dimensions and expressions, it represents the result of confusions of the pedagogical direction, which primarily concern the education system and not, as is often argued, the student victims of dispersion. What are you talking about fall out o from “educational poverty”, illiteracy or incompetence in the use of the Italian language, the question of school dropout and inconvenience to its results in dispersion – still at unacceptable levels in a defined world of the “knowledge society” – it can not fail to be at the heart of the concerns of those who are involved in education, training and education in various ways – not just teachers and school managers.

In 2019, 13.5% of the 18-24 year olds in our country left school with only the middle school certificate. A share that is among the highest in Europe, only surpassed by Spain, Malta, Romania and Bulgaria. The situation in Italy remains extremely critical due to the despair of three elements that together create a structural crisis: high failure rate combined with many repetitions, a large number of young people with low knowledge, which are fundamental to social and personal development and exercise Nationality, a strong presence of child poverty. In Italy too – as in other European countries – the structural nature of school drop-out is highlighted, which still mainly affects the children of families with low levels of education and income, and who live in a situation of exclusion. In the case of Emilia Romagna, school turnover in 2019 stood at 11.3% and is therefore very close to the European average, but the “quality” of failure in the Emilia-Romagna context highlights the same national characteristics mentioned above, namely: the fact that it is above all certain student populations – which are characterized by difficult socio-economic conditions or by the migration experience – that are most affected by the phenomenon.

However, the problem of early school leaving and education also includes dimensions and factors of a pedagogical nature – learning innovation, pedagogical work on the motivation and empowerment of students, the collective and laboratory dimension of learning, innovative approaches to d ‘School orientation processes, increasing the participation of students and families in the life of the educational institution, the construction of community-based education in the region, participatory and formative evaluation, interculturality and transculturality as integration of backgrounds of the education and training action, etc. – on which scientific research at various levels (analysis, prevention and intervention) has acquired extensive knowledge.

It is in this context that the SAS Project – School connection services: Born in Belgium in 2011 and known by local businesses thanks to the exchange favored by the European project ATOMS, it is a good example of good pedagogical practice at the address of the complex problem of Unlike early school leaving and training through the promotion of student protection. The experience was gradually introduced and adapted to the realities of the Bologna metropolitan area through a participatory and interinstitutional process involving the municipality of Bologna, the metropolitan city of Bologna, the social health districts, the Regional School Office of Emilia Romagna, the department of Education (University of Bologna), the Association, the VET System (represented by the Ciofs Fp ER and Cefal ER Vocational Training Centers) and the Third Sector.

The SAS experience will begin in Bologna in 2017 thanks to a close integration with the actions and protocols that already exist in the area with schools, students, families and the Territorial Educational Services of the neighborhoods, for relational, orientation, reorientation pray. and training for high-risk students or those already dropping out of school, to reactivate their motivation for training, learning and “reconciliation” with the school world.

In recent years, the offer of interdisciplinary paths has always been shared with the school, to provide integration with the learning paths of the student, through the realization of laboratory / culture / professional activities to encourage the protagonism of the youth and methodologically innovative learning.

The SAS therefore, it is not configured as an alternative path to schooling, but articulates its actions by offering them to the school, the student, and the family. Experiences that can be integrated into the student’s didactic plan through the development of an individual training agreementthrough which students can experiment, in planned times and places, a diversified range of activities (individual and / or small group), aimed at a greater awareness of themselves, their attitudes and potential, a strengthening of the transversal skills and Self-esteem, essential for successfully supporting and accompanying students and being able to “feel good” at school. The SAS service, supervised and evaluated in all its pedagogical aspects also thanks to the involvement of the Department of Education (University of Bologna), was 2020 subject to a modeling process, which allows all the actors involved a very theoretical reflection. for the identification and application of some concepts such as “action” and “system”.

The term “action” refers to the desire to create opportunities for didactic and pedagogical experience for children, which can be spent in different pedagogical and territorial contexts. The name “SAS – Scholastic Hooking Services” wants to emphasizeproactive approach of the service, which aims to “hook” students instead of correcting their school “dispersion”. The term “engagement” refers to the desire to connect children with an educational and educational path, the attempt to translate the “contrast” to dispersion into practice, not only to understand the phenomenon, but also an educational action to initiate to motivate new to be. carried out outside the school, but within a service strictly connected to the school system.

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