Page 22 - IO1-Report

KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

Italian context as the education system is based on the transfer of knowledge through
written texts, often difficult to understand for someone whose mother tongue is not Italian
or has a complete understanding of the language.
• Evaluation: it is difficult to find a balance between finding evaluation criteria that should
take into consideration the necessary adjustment to school path of each student and the
duty to perform the official tests that are the same for all pupils. It should be also considered
when the student has arrived in the school in the evaluation of the results achieved. Training
activities should be focused on providing teachers with evaluation tools allowing them to
overcome the problems connected to the knowledge of the Italian language for instance
tests involving images, graphics, etc. Teachers should develop competences and knowledge
on alternative methodologies to evaluate pupils in order to foster the inclusion of each
learner from this perspective too.
• Development of cultural awareness and specific knowledge: training activities should be
also focused in providing teachers with knowledge on theories regarding multiculturalism
and intercultural mind-set in the social and educational fields. Teachers should encouraged
in thinking of cultural differences as a resource in their classes and in developing a
pedagogical approach based on listening to the others and valuing differences as well as
similarities among people.
The training activities for headmasters should take into consideration five main topics:

• Legal and administrative knowledge: it is crucial to foster headmasters’ knowledge of the
regulations on migrant pupils within the framework of the Italian legislation on migration
and on citizenship as well as on the laws and regulations on recognition of previous
qualifications, the enrolment of the student, health aspects.
• Organisational and didactic competences: these competences are fundamental in the
definition of a systematic integration policy at school. It is important for headmasters to
acquire competences in elaborating action plans to manage integration progresses,
welcoming, orienteering, classes’ definition, admission to the class, monitoring of the
integration and learning processes, evaluation of learning and potential reorientation.
• Relational competences: these competences regard the ability to establish positive relations
with pupils and the families.
• Relations between school and local actors: it is also important to provide headmasters with
competences in building networks with local authorities and stakeholders in order to
successfully affect the educational as well as social inclusion of migrant pupils. Headmasters
should be aware of the administrative tools that allow institutionalising relations with
migrant associations, health services, employment services, NGOs, etc.
• Self-evaluation of intercultural processes: headmasters will acquire skills on how to
elaborate a strategy for reflecting on and improving the strategies used in the school for
the inclusion of the migrant pupils as well as for the approaches used to foster intercultural
attitude at school.

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