Adult education and social innovation. The contribution of the educational and training professions to the construction of a resilient Europe

Journal title QUADERNI DI ECONOMIA DEL LAVORO
Author/s Glenda Galeotti
Publishing Year 2021 Issue 2020/112
Language Italian Pages 14 P. 215-228 File size 180 KB
DOI 10.3280/QUA2020-112014
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The paper proposes a reflection on adult education and its capacity to answer to the need of innovation that crosscuts our society. In a context of health crisis that is exacerbating the inadequacy of traditional organizational and social structures, the idea of social innovation coincides with that of "transformation", as a change of perspective and a pillar for building the future by a more useful "connection" between citizens, researchers, companies and governments. Considering adult education an enabling factor different types of innovation - technological, organizational or socio-cultural - means to adopt a human-centred perspective for modifying, reproducing and creating structural and socio-cultural conditions, thanks to inclusive and collaborative processes and practices and to improved thinking and action capabilities.

Keywords: Transformative resilience; ecosystem change; intangible infrastructure; educational professions.

  1. Beunderman J., Johar I. and Treger C. (2019). Network of City Endowments. London: Nesta.
  2. Borghi L. (1962). Educazione e sviluppo sociale. La Nuova Italia: Firenze.
  3. Chomsky N. (2020). Crisi di Civiltà. Pandemia e Capitalismo. Firenze: Ponte Alle Grazie.
  4. Collier P. (2018). The Future of Capitalism: Facing the New Anxieties. London: Penguin Books.
  5. Cornell University, INSEAD and WIPO (2014). The Global Innovation Index 2014: The Human Factor In innovation. Fontainebleau, Ithaca, and Geneva: WIPO, -- «testo dispo-nibile al sito: https://www.wipo.int/publications/en/details.jsp?id=3254&plang=EN» (10.01.2021).
  6. Decreto Legislativo 3 luglio 2017, n. 117. Codice del Terzo settore, a norma dell’articolo 1, comma 2, lettera b), della legge 6 giugno 2016, n. 106.
  7. Del Gobbo G. (2018). Approccio olistico tra ricerca e azione educativa. Riflessioni introdutti-ve. In: Federighi P., a cura di, Educazione in età adulta Ricerche, politiche, luoghi e pro-fessioni. Firenze: Firenze University Press.
  8. Del Gobbo G. and Bogataj N., editors (2015). Lifelong learning devices for sustainable local development. The study circles experience in the crossborder area Italy-Slovenia. Pisa: ETS.
  9. Ellström E., Ekholm B. and Ellström P.E. (2008). Two types of learning environment: Ena-bling and constraining a study of care work. Journal of Workplace Learning, 2(20): 84-97.
  10. Ellström P.E. (2001). Integrating learning and work: Problems and prospects. Human Re-source Development Quarterly, 12(4): 421-435.
  11. Engeström Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge cre-ation in practice. In: Engeström Y., Miettinen R. and Punamäki R.L., editors, Perspectives in Activity Theory. Cambridge: Cambridge University Press.
  12. Engeström Y. (2016). Studies in expansive learning: Learning what is not yet there. Cam-bridge: Cambridge University Press.
  13. Esbjor-Hargens S. (2005). Integral ecology: an ecology of prospective. Journal of integral Theory and Practice, 1(1): 267-304.
  14. European Commission (2020a). Commission Work Programme 2021. Bruxelles: European Commission.
  15. European Commission (2020b). Strategic Foresight Report. Bruxelles: European Commis-sion.
  16. European Commission (2020c). European skills agenda for sustainable competitiveness, so-cial fairness and resilience. Bruxelles: European Commission.
  17. Fazzi L. (2012). I percorsi dell’innovazione nelle cooperative sociali. In: Venturi P. e Zandonai F., a cura di, L’impresa sociale in Italia. Pluralità dei modelli e contributo alla ripresa. Milano: Altraeconomia.
  18. Federighi P. (1996). Strategie per la gestione dei processi educativi nel contesto europeo. Na-poli: Liguori.
  19. Federighi P. (2015). How to solve the issue on mismatch between demand and supply of competences. Higher education of education and training professionals in the social econ-omy. In: Boffo V., Federighi P. and Torlone F., editors, Educational Jobs: Youth and Employability in the Social Economy. Firenze: Firenze University Press.
  20. Federighi P. (2018). La ricerca in educazione degli adulti nelle università italiane. Passato e futuro. In: Federighi P., a cura di, Educazione in età adulta Ricerche, politiche, luoghi e professioni. Firenze: Firenze University Press.
  21. Federighi P. (2020). Margini di autonomia relativa delle Università, mercato della formazione e mercato del lavoro dei professionisti dell’educazione e della formazione. Nuova Secon-daria Ricerca, 10: 67-79.
  22. Fisk R., Fuessel A., Laszlo C., Struebi P., Valera A and Weiss C. (2019). Systemic Social Innovation: Co-Creating a Future Where Humans and all Life Thrive. Humanistic Man-agement Journal, 4(2): 191-214.
  23. Folke C., Carpenter S. R., Walker B., Scheffer M., Chapin T. and Rockström J. (2010). Resil-ience Thinking: Integrating Resilience, Adaptability and Transformability. Ecology and Society, 15(4).
  24. Freire P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
  25. Fumagalli A., Giovannelli G. e Morini C., a cura di (2018). La rivolta della cooperazione. Sperimentazioni sociali e autonomia possibile. Roma: Mimesis.
  26. Galeotti G. (2020). Educazione ed innovazione sociale. L’apprendimento trasformativo nella formazione continua. Firenze: Firenze University Press.
  27. Galeotti, G. (2019). Future of work and education in 21st century. Coworking as learning space. Form@ re-Open Journal per la formazione in rete, 19(2): 269-286.
  28. Garrido-Marijuan A., Pargova Y., and Wilson C. (2017). The making of a smart city: best practices across Europe. Bruxelles: European Commission.
  29. Giovannini E., Benczur P., Campolongo F., Cariboni J. and Manca A.R (2020). Time for transformative resilience: the COVID-19 emergency. Luxembourg: Publications Office of the European Union.
  30. Habermas J. (1984). Theory of communicative action. Boston, MA: Beacon Press.
  31. Haskel J. and Westlake S. (2019). Capitalism without Capital: The Rise of the Intangible Economy. Princeton, NJ: Princeton University Press.
  32. ISTAT. Censimento permanente delle istituzioni non profit, -- «testo disponibile al sito: https://www.istat.it/it/censimenti-permanenti/istituzioni-non-profit» 10.01.2021).
  33. Legge 6 giugno 2016, n. 106. Delega al Governo per la riforma del Terzo settore, dell'im-presa sociale e per la disciplina del servizio civile universale.
  34. Manca A.R., Benczur P. and Giovannini E. (2017). Building a scientific narrative towards a more resilient. EU society. Part 1, A conceptual framework. DOI: 10.2760/635528
  35. Moulaert F., MacCallum D., Mehmood A. and Hamdouch A. (2017). Social Innovation as a Trigger for Transformations. The Role of Research. Bruxelles: European Commission.
  36. Mulgan G. (2020). The Imaginary Crisis, -- «testo disponibile al sito: https://www.demoshelsinki.fi/wp-content/uploads/2020/04/the-imaginary-crisis-web.pdf» (10.01.2021).
  37. Nogales R. e Zandonai F. (2018). Fare della conoscenza un bene comune: il campo dell’innovazione e dell’impresa sociale, -- «testo disponibile al sito: https://www.che-fare.com/conoscenza-bene-comuneinnovazione-impresa-sociale/» (10.01.2021).
  38. O’Byrne L., Miller M., Douse C., Venkatesh R. and Kapucu N. (2014). Social Innovation in the Public Sector: The Case of Seoul Metropolitan Government. Journal of Economic and Social Studies, 4(1): 53-71.
  39. Owen Lo C. and Porath M. (2017). Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities. Gifted Child Quarter-ly, 61(4): 343-360.
  40. Piketty T. (2014). Capital in the Twenty-First Century. Cambridge: Harvard University Press.
  41. Piketty T. (2020). Capital and Ideology. Cambridge: Harvard University Press.
  42. Porter M.E. and Kramer M.R. (2011). Creating Shared Value. Harvard Business Review, 89: 64-77.
  43. Ramaswamy V. and Ozcan K. (2018). What is co-creation? An interactional creation frame-work and its implications for value creation. Journal of Business Research, 84: 196-205.
  44. Sternberg R.J. (1996). Successful intelligence: How practical and creative intelligence deter-mine success in life. New York, NY: Simon & Schuster.
  45. Thum-Thysen A., Voigt P., Bilbao-Osorio B., Maier C. and Ognyanova D. (2017). Unlock-ing Investment in Intangible Assets. Discussion Paper 047. Bruxelles: European Commis-sion
  46. Venturi P. (2019). La valutazione d’impatto sociale come pratica “trasformativa”. Short Pa-per, 19. Forlì: AICCON.
  47. Wittamyer J.M., De Jeus T., Pel B., Avelino F., Hielscher S., Hoppe T., Mühlemeier S., Sta-sik A., Oxenaar S., Rogge K.S., Visser V., Gonzalez E.M., Ooms M., Buitelaar S., Foulds C., Petrick K., Klarwein S., Krupnik S and Härtwig A. (2020). Beyond instrumen-talism: Broadening the understanding of social innovation in socio-technical energy sys-tems. Energy Research & Social Science, 70.
  48. Zamagni S. (2020). La lezione e il monito della pandemia da Covid-19. In: Caporale C. e Pirni A., a cura di, Pandemia e resilienza. Persona, comunità e modelli di sviluppo dopo la Co-vid-19. Roma: CNR Edizioni.

Glenda Galeotti, Educazione degli adulti e innovazione sociale. Il contributo delle professioni educative e formative alla costruzione di un’Europa resiliente in "QUADERNI DI ECONOMIA DEL LAVORO" 112/2020, pp 215-228, DOI: 10.3280/QUA2020-112014