Email this article La progettazione scolastica orientata alla promozione della salute. Un percorso di dialogo intersettoriale per l’allineamento delle competenze chiave per l’apprendimento e «life skill»
Abstract
In health promotion area, the integration of the school and health sectors is essential. The objective of this work is to introduce a logical framework to «align» educational concepts and objectives, starting from international and national indications on school curricula, with health promotion concepts and objectives (in particular life skill and life skill education). A working group composed of 26 school representatives and health promotion professionals has been set up and in a participatory way they have produced alignment tables for different school orders. The tables propose an alignment between: European key competences for lifelong learning, student profile competences, targets for competence development, life skills and LifeSkills Training objectives. The logical framework offers a comparison between different conceptualisations of competences useful for learning and people’s well-being. It can also serve as a guideline for school planning competence-based oriented towards health promotion and it can represent an operationalisation of cross-sectoral collaboration.
Keywords
Full Text:
PDFReferences
Ausubel, D. P. (1978). Educazione e processi cognitivi. Milano: FrancoAngeli.
Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association, 273, 1106-1112.
https://doi.org/10.1001/jama.1995.03520380042033
PMid:7707598
Castoldi, M. (2009). Valutare le competenze. Percorsi e strumenti. Roma: Carocci.
Coleman, C., Kurtz-Rossi, S., Mckinney, J., Pleasant, A., Rootman, I., & Shohet, L. (2010). Calgary charter on health literacy: Rationale and core principles for the development of health literacy curricula. The Center for Literacy of Quebec.
https://doi.org/10.1108/HE-12-2019-0058
Conferenza Stato-Regioni (2019). Indirizzi di «policy» integrate per la Scuola che Promuove Salute.
Dadaczynski, K., Jensen, B. B., Grieg Viig, N., Sormunen, M., von Seelen, J., Kuchma, V., & Vilaça, M. T. on behalf of the Conference participants (2019). Health, well-being and education: Building a sustainable future. The Moscow Statement on Health Promoting Schools.
European Commission (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.
European Commission (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning.
Gardner, H. (2006). Sapere per comprendere. Discipline di studio e discipline della mente. Milano: Feltrinelli.
Le Boterf, G. (2008). Costruire le competenze individuali e collettive. Agire e riuscire con competenza. Le risposte a 100 domande. Napoli: Guida Editori.
Levati, W., & Saraò, M. V. (2002). Psicologia e sviluppo delle risorse umane nelle organizzazioni. Milano: FrancoAngeli.
MIUR (2012). Annali della Pubblica Istruzione, Numero speciale: Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione.
MIUR (2017). Modello Nazionale della certificazione delle competenze. Decreto MIUR 742 del 03/10/2017.
MIUR (2018). Indicazioni Nazionali e nuovi scenari. DG Ordinamenti.
Pellerey, M. (2004). Le competenze individuali e il Portfolio. Firenze: La Nuova Italia.
Pellerey, M. (2010). Competenze, il ruolo delle competenze nei processi educativi e formativi. Napoli: Tecnodid.
Regione Lombardia (2011). Intesa tra Regione Lombardia e Ufficio Scolastico Regionale per la Lombardia «La Scuola lombarda che Promuove Salute».
Rey, B., & Frega, R. (2003). Ripensare le competenze trasversali. Milano: FrancoAngeli.
Rychen, D. S., & Salganik, L. H. (2007). Agire le competenze chiave. Milano: FrancoAngeli.
School for Health in Europe (2009). Better schools through health. The 3rd European Conference on Health Promoting Schools. Vilnius Resolution.
School for Health in Europe (2013). The Odense Statement: Our ABC for equity, education and health. The 4th European Conference on Health Promoting Schools.
Spencer, L. M., & Spencer, S. M. (1993). Competenza nel lavoro. Modelli per una performance superiore. Milano: FrancoAngeli.
St Leger, L., Young, I., & Blanchard, C. (2012). Facilitating dialogue between the health and education sectors to advance school health promotion and education. Saint Denis Cedex (France): International Union for Health Promotion and Education (IUHPE).
St Leger, L., Young, I, Blanchard, C., & Perry, M. (2010). Promoting health in schools: From evidence to action. Saint Denis Cedex (France): International Union for Health Promotion and Education (IUHPE).
Turunen, H., Sormunen, M., Jourdan, D., Von Seelen, J., & Buijs, G. (2017). Health promoting schools: Complex approach and a major means to health improvement. Health Promotion International, 32(2), 177-184.
https://doi.org/10.1093/heapro/dax001
PMid:28384373
Velasco, V., Griffin, K. W., Antichi, M., & Celata, C. (2015). A large-scale initiative to disseminate an evidence-based drug abuse prevention program in Italy: Lessons learned for practitioners and researchers. Evaluation and Program Planning, 52, 27-38.
https://doi.org/10.1016/j.evalprogplan.2015.03.002
PMid:25913236
Velasco, V., Griffin, K. W., Botvin, G. J., & Celata, C. (2017). Preventing adolescent substance use through an evidence-based program: Effects of the Italian adaptation of life skills training. Prevention Science, 18(4), 394-405.
https://doi.org/10.1007/s11121-017-0776-2
PMid:28353126
WHO (1986). The Ottawa Charter for health promotion. Genève: WHO.
WHO (1994). Life skills education in schools. Genève: WHO.
WHO (2003). Skills for health: Skills-based health education including life skills. An important component of a child-friendly/health-promoting school. Information Series on School Health, Document 9. Genève: WHO.
WHO (2014). Health in all policies: Helsinki Statement. Framework for country action. Genève: WHO.
Young, I., St Leger, L., & Buijs, G. (2013). Background paper SHE Factsheet 2: School health promotion. Evidence for effective action. Utrecht (The Netherlands): CBO.
DOI: https://doi.org/10.7358/ecps-2020-022-cris
Copyright (©) 2020 Maria Grazia Crispiatico, Patrizia Bestetti, Veronica Velasco, Corrado Celata, Liliana Coppola, Gruppo Estensione LST – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932
Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University
Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary:Nazarena Patrizi
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto